<p>This research aimed to (1) design a curriculum on Production of Charcoal Briquettes from Agricultural Residues, (2) implement the designed curriculum, and (3) study and compare the learning achievements of Matthayomsuksa 3 students at Samakee Wittaya Municipality School in terms of knowledge, learning skills, and participation in the production of charcoal briquettes from agricultural residues. The sample group consisting of 26 Matthayomsuksa 3 students was selected by the purposive sampling techniques. The research tools included a survey, interviews, a curriculum on charcoal briquette production, a knowledge test, a learning skill assessment questionnaire, and a participation assessment questionnaire. This research study was conducted in three phases. In phase 1, a survey and interviews were employed to gather initial data for curriculum development. A curriculum on charcoal briquette production was developed in phase 2 using the initial data gained from phase 1. The designed curriculum was implemented with the sample group in phase 3. The data were analyzed by mean and standard deviation, and the research hypotheses were tested by paired samples t-test and F-test (One-way MANCOVA and One-way ANCOVA). As assessed by the experts, the quality and content validity of the curriculum was at the average level ( = 0.80-1.00), and the suitability of the curriculum was at the high level ( = 3.60-4.40). Besides, it was found that after the implementation of the curriculum the students’ mean scores, both in each and all aspects, for knowledge, learning skills and participation in charcoal briquette production were higher than those before the implementation of the curriculum at the significance level of 0.05. The one-way MANCOVA results showed that students of different genders had different knowledge, learning skills and participation in charcoal briquette production, statistically significant at the level of 0.05. The univariate tests also revealed a significant difference in two dimensions of environmental knowledge of the students—knowledge on renewable energy and participation in renewable energy production, at the significance level of 0.09.</p>

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