Creative Education
2012. Vol.3, No.4, 581-587
Published Online August 2012 in SciRes (http://www.SciRP.org/journal/ce) http://dx.doi.org/10.4236/ce.2012.34085
Community Participatory Training Model for the Conservation of
Medicinal Plants Biodiversity at Doijedee Mountain Tourist
Attraction, Northeastern Thailand*
Kong Khemkratoke1, Penkhae Thamsenanupap1, Napat Noinumsai2
1Department of Environmental Education, Faculty of Environment and Resource Studies,
Mahasarakham University, Maha Sarakham, Thailand
2Technology of Environmental management Program, Faculty of Sciences and Technology,
Nakhon Ratchasima Rajabhat University, Nakhon Ratchasima, Thailand
Received June 11th, 2012; revised July 13th, 2012; accepted July 27th, 2012
Recently, the biodiversity are changing and incessantly decreasing, especially the medicinal plants, and
the problem related to the way of life of people. To solve this problem, knowledge of the people is very
important and thus it is a must to build knowledge by various methods. Therefore, this research was
aimed to develop the community participatory training model to conserve medicinal plants species diver-
sity. The research framework was divided into two stages. The first stage was the development of the
training model consisted of nine plans and the second was the application of the model and the data was
collected from questionnaires of the knowledge levels, opinions and behaviors of biodiversity, in-depth
interview and participatory observation. The period of 12 months was spent on research operation and
assumption test by Paired t-test and F-test (two-way MANCOVA). The results of the study were as fol-
lows: 1) The community participatory training model consisted of 6 plans namely a) problems affecting
biodiversity study; b) problem analysis; c) data collection of pre-training; d) planning organization using
up A-I-C; e) planning implementation and using Deming cycle (P-D-C-A) to analyze and improve in 3
spirals and each spiral was one month away; and f) data collection of post-training. Samples group both in
general and with identified gender and age in post training had the knowledge levels, opinions and be-
haviors of the biodiversity increased significantly (p < .05). 2) After training, no difference was found in
terms of knowledge levels, opinions and behaviors of the biodiversity of the samples group with different
genders and ages. The gender and age factors did not influence the operational results (p > .05). 3) In
terms of the result of follow-up, one month after the training, the samples group benefit from Doijedee
Mountain tourist attraction and they still play the active role as community committee. In conclusion, the
community participatory training model for the conservation of the medicinal plant species diversity from
this operation can enhance the knowledge levels, opinions and behaviors of the biodiversity and self-help
group to preserve the medicinal plants biodiversity. Thus, it is necessary to promote this model to be ap-
plied according to the community’s potential.
Keywords: Medicinal Plant; Biodiversity; Community Participation; Training Model
Introduction
The data in the year 2010 indicated that the world has lost
biodiversity and this tremendously affected the rapid distinction
of plants and animals. The deforestation also affected the
change of biodiversity. Additionally, biodiversity is one of the
important elements in human’s living (Office of Natural Re-
sources and Environmental Policy and Planning, 2006: p. 25)
and is also significant in the environment and ecosystems
(Baimai. 2005: pp. 65-69).
Similarly, Thailand faced this difficulty. In the year 2005, the
plant survey revealed that there was the tendency in the distinc-
tion of the 1407 plants in 135 families, 764 types of Endemic,
15 types of Semi-endemic and the rest was non-endemic, par-
ticularly the Orchidaceae in 173 types. In 2010, there were
continuous deforestations and deterioration of the soil in
35,976,997 Rai (estimately 1,422,577 Acres which is 11.24%
of the total area in Thailand) (Office of Natural Resources and
Environmental Policy and Planning, 2006).
Doijedee Mountain tourist attraction, Teparak District, Na-
khon Ratchasima Province faced the similar problem on the
decrease of the biodiversity. Regarding the results of the ques-
tionnaire from 30 respondents whose residence is in Doijedee,
it was found that locals harvested the medical plants at 62.2
percent and 48.7 percent thought that their behaviors affected
the decrease in biodiversity. Doijedee Mountain is the eco-
tourist attraction that has variety of biodiversity. The area cov-
ers 5700 Rai and it is approximately 320 meters above the sea
level (Local Administration Organization Office of Bungprue,
2006). The area was categorized into 3 types: highland, moder-
ate land and plateau. A variety of plants were found i.e. Shorea
siamensis Miq., S. obtusa Wall, wild orchid, fern and medicinal
*Research objective: This study aimed to develop community partici-
p
atory training model
t
o conserve the species diversity of medicinal
p
lants at Doijedee tourist attraction, Teparak District, Nakhon Ratcha-
sima Province.

K. KHEMKRATOKE ET AL.
plants. The last type of plants could be used as the medicine,
supplementary, cosmetic and food (Goleniowski et al., 2006).
These medicinal plants were, for example, Patumma and Ste-
mona collinsae Craib. However, the change in nature and hu-
man’s way of life also led to the decrease in the biodiversity.
According to the data gathered from the questionnaire con-
structed by the researchers, it was found that deforestation,
raising animals and collecting the medical plants were the ma-
jor factors to such decrease. The natural change of the envi-
ronment was also considered one factor but man-made change
seemed to be of prior influence. Results from the questionnaire
also indicated that 79.6 percent of the respondents wanted to
have rules and activities to recover and conserve all the natural
resources in a concrete manner.
The preventions and resolutions to these problems on the
natural resources should necessarily be from the local participa-
tion (Walaisathien et al., 2003), particularly with the problem of
biodiversity (Samleekaeow, 2002). These problems directly
related to locals’ living; the solution should be related to both
locals’ way of living and appropriate with the context. From the
reviews of related literatures, the communal participation ap-
proach was one of the effective and sustainable solutions (Men-
doza and Prabhu, 2007), especially with the co-consideration with
environmental concept that would enhance the community to
critically and thoroughly think and be responsible for all the
activities (Nopkesorn, 2006: pp. 33-34). This integrated concept
is pertinent to the biodiversity convention that aimed to protect,
acknowledge and conserve the biodiversity based on the tradi-
tion, custom and communal way of living, and to encourage the
community’s knowledge and local wisdom with the emphasis on
community’s participation (Office of Natural Resources and
Environmental Policy and Planning, 2006: p. 22). The integra-
tion of the participatory approach in the present study’s research
instruments and operational guide line would, therefore, be
appropriate (Ritzema et al., 2010). All the activities were from
the community’s participation; the procedures could be adapted
in relation to the community’s context (Karnchanarangsi, 2004).
Therefore, this research was conducted in two phases, there
were: 1) the development of the community participatory train-
ing model and 2) training model application. The results of this
study yielded the community participatory training model on the
biodiversity conservation of the medicinal plants at Doijedee
tourist attraction and this model can be integrated to other plans
to resolve and prevent as well as deal with the decrease of other
biodiversity.
Methodology
This research was conducted using participatory action re-
search design based on environmental study, adult’s learning,
participation and participatory workshop concepts.
Study Area
Doijedee Mountain is the natural tourist attraction. It is the
origin of an important water source, Chiang Grai River, that
meets with Moon River on one end while the other meets with
Lam Phaya Klang River in Lopburi Province and eventually
with Pa Sak River. The mountain is 280 - 320 meters above the
sea level. Majority of the locals immigrated from other areas
(Local Administration Organization Office of Bungprue). The
area was categorized into 3 types: highland, moderate land and
plateau. Due to the slope of the lands, soil erosions were fre-
quently occurred. Consequently, the fertility in the soil was
decreased and this led to the use of agricultural chemical sub-
stances. Moreover, manmade fire in forests as well as farmland,
the invasion of the public forest, deforestation, wildlife hunting,
and rare plants collection have affected the decrease of diversity
in resources including medicinal plants that were used by the
community.
Research Procedures
The research procedures consisted of two phases. The first
phase was the development of the community participatory
training model to conserve the species of medicinal plant bio-
diversity. The sample group was 60 volunteers.
The activities in this model were developed from the concepts
of participation, environmental study, participatory workshop
(A-I-C), Deming quality improvement cycle (P-D-C-A) and
adult’s learning concept. The effectiveness of the model was
measured from the comparison of knowledge, attitudes and
action in biodiversity conservation of the medicinal plants both
before and after the operation.
The second phase was the pilot test of the model with 74
volunteers. The pilot tested model was measured on its effec-
tiveness from the comparison of knowledge, attitudes and action
in biodiversity conservation of the medicinal plants both before
and after the training. The analysis of the sustainability of the
operation one month after the training was applied. This study
took twelve months.
Data Collection and Analysis
Phase I
Instruments: there were two research instruments in this study,
the activity instruments for the model development and data
collection instruments. The activity instruments were composed
of nine stages and the data collection instrument was the ques-
tionnaire on the knowledge, attitudes and action in biodiversity
conservation of the medicinal plants. The questionnaire was
administered to the sample group. Cronbach’s alpha coefficient
formula was calculated to find the reliability of the instruments
(Wanichbancha, 2007) and the values were at .80, .82, and .88
respectively for each aspect of the instruments.
Data collection: the data was collected from the questionnaire
before and after the activities.
Data analysis: descriptive statistics were applied with the data
from the questionnaire and Paired t-test was used to compare the
knowledge, attitudes and action in biodiversity conservation of
the medicinal plants.
Phase II
Instruments: there were two types of instruments: activity in-
struments based on community participatory training model that
developed from the first phase and the data collection instrument.
For the second type of instrument, there was questionnaire on the
knowledge, attitudes and action in biodiversity conservation of
the medicinal plants. This also included in-depth interview and
participatory observation.
Data collection: questionnaire on the knowledge, attitudes and
action in biodiversity conservation of the medicinal plants was
administered with the sample group before and after the training,
in-depth interview before the training, and the participatory
582

K. KHEMKRATOKE ET AL.
observation during the whole period of the training. dures (Figure 2): 1) the study of the primary problem in the area
on the biodiversity; 2) the analysis of the problems; 3) the
pre-operational data collection; 4) the creation of the plan with
A-I-C procedures; 5) the implementation of the plan with
Deming cycle (P-D-C-A) in 3 one-month rounds; and 6) the
post-operational data collection. During the training, the factors
that assisted the learning of the sample group were included.
These factors were the support with the related knowledge,
creating the fair opportunity in participation in the training of
internal and external members as well as networking, and the
support from the government. This included the stimulation in
learning and participation by allocating the responsibility and
inviting the community leaders to participate in the training as
well as giving positive reinforcement and rewards for the op-
erational role model.
Data analysis: Content analysis was used with the data from
the in-depth interview and participatory observation. Descriptive
statistics were used with the data from the questionnaire. The
hypotheses were tested by comparing the knowledge, attitudes
and action in biodiversity conservation of the medicinal plants in
the sample group before and after the training with Paired t-test
and F-test (two-way MANCOVA) with the set reliability values
at .05 level.
Results
Phase I
After the completion of all the nine procedures as illustrated in
Figure 1, that data gathered by the instruments was analyzed
with the statistics. The results were as follows.
It was found out from the questionnaire after the respondents
had completed the nine procedures that they had higher average
scores of knowledge level, attitudes and action. Most of them
had high level of knowledge, the attitudes were in “agree” level
and the actions were in “frequent” level. The results also indi-
cated that the attitudes of the participants before and after the
participation in the procedures were different with the statistical
significance at .05 level.
Phase II: The In-Depth Interview
The results from the in-depth interview regarding the con-
servation of the species of medicinal plants biodiversity in the
community indicated that the respondents recognized the im-
portance of the biodiversity in human’s living, particularly as the
natural food sources especially the medicinal plants. They also
thought that the current environmental problems affected the
medicinal plants in the community forest. This included the lack
of regulation and agreement on the mutual forest utilization of
the forest that also directly affected the medicinal plants’ condi-
tion.
From Table 1, it can be summarized that the locals who had
completed the nine procedures had the knowledge that can lead
to the environmental improvement. These procedures should be
used as a guideline in the biodiversity conservation of the me-
dicinal plants in other areas. Concerning the question on the participation in the conserva-
tion of the species of medicinal plants biodiversity in the com-
munity, the results indicated that some of the respondents had
The community participatory training model to conserve the
species of medicinal plants biodiversity consisted of six proce-
3. Arrange the
communal discussion.
To create the
co-understanding of the
problem
6. Arrange the workshop
with A-I-C to create the
participation in identifying
the problems and solutions
1. Survey and collect the
primary data on problems
2. Analyze current
problems and situation
4. Ask for the volunteers
9. Disseminate the info
to the community
5.Collect the data
before the actual
research with interview
and questionnaire
7. Arrange the activities
according to plan and
analyze the activities with
Deming cycle (P-D-C-A)
8. Exchange the
knowledge and collect
the data after the
activities with the
questionnaire
Figure 1.
The model development procedures of the biodiversity conservation of the medicinal plants.
Table 1.
Comparison of knowledge level, attitude and action in the biodiversity conservation of the medicinal plants before and after the first phase (n = 60)
(*statistical significance at .05 level; 3“not sure”; 4“agree” and “often”).
Pre-operation (60) Post-operation (60)
Aspects
x
S.D.
x
S.D.
t p
Knowledge 19.25 2.27 19.93 1.62 −1.85 0.07
Attitude 3.333 0.84 3.804 0.80 −3.73 0.000*
Action 3.604 0.93 3.904 0.94 −1.83 0.08

K. KHEMKRATOKE ET AL.
1.Area Base Problem Survey
4.AIC Process
5.P-D-C-A Cycle
Input Factors
-Knowledge
-Opportunity
-Network
-Government
-Stimulus Factor
-Plan
-Do
-Check
-Act
-Appreciation
-Influence
-Control
A P
C D
A P
C D
A P
C D
6.Pos
t
-Test
1s
t
2nd
3rd
5 Steps of community’
participation
2.Problem Analysis
3.Pre- Test
Figure 2.
The conservation model of the species of medicinal plants biodiversity.
participated in tree-planting and eco-tourism activities. They
also indicated that there was the close watch over public forest
utilization to prevent the deforestation and invasive farming. The
majority of respondents agreed that there was a lack of regula-
tion in the forest conservation and an insufficient participation of
the community in these activities. They proposed that there
should be community’s mutual regulation and agreement on the
forest utilization of the forest and allow them to set these rules
and activities as well as the participation in the forest-related
activities. Apart from the community’s participation, other
organizations should join in and set clear-cut policy with the
agreement from the locals.
Phase II: Participatory Observation
The participatory observation was conducted with five pro-
cedures: 1) initiation; 2) planning; 3) operation; 4) receiving the
results; and 5) assessment. It was found that the first procedure
was important since it indicated the enthusiasm degree of the
community’s agreement to participate in the activities. The
effective dissemination of the information, especially the in-
formation on the community context was significant. Addition-
ally, the locals should have equal opportunity to collaboratively
think, share ideas and participate in the communal meeting.
The use of activities to enhance the community’s learning via
various procedures, particularly the participatory workshop led
to the sense of self-importance in the locals. Therefore, they
actively represented their roles both as the participants and the
organizers of the community activities. The integration of
Deming cycle (P-D-C-A) in the activities was another important
factor that created the continuous co-thinking and co-develop-
ment of the community. The locals then collaboratively under-
stand about their community and mutual benefit.
Nevertheless, the community participation depended not only
on the voluntary involvement, information access, opportunity
to participate in the activities, co-thinking and co-action, but also
on the role of the leader. It was found that with the leaders’
participation in the activities, the community is more effectively
motivated to participate in the activities.
Phase II: The Questionnaire
It was found that 54.05 percent of the respondents were male
with the average age of 46. They had primary education at 59.46
percent and 89.19 of them were married. Their main occupation
was freelance workers at 51.35 percent and 86.49 percent of
them had lived in the area more than fifteen years.
The hypothesis testing with Paired t-test and F-test (two-way
MANCOVA) revealed the results as follows.
The sample group classified by gender and age had the
knowledge level on the conservation of the species of medicinal
plants biodiversity after the training at 80.5 to 83.3 percent of the
total scores. The knowledge of the males was in the high level
whereas that of the females was in moderate. Their attitudes
were in agree level and their actions were in frequent. All of
these aspects were significantly higher at .05 level than the
pre-training.
From Table 2, the results of the pre-training indicated that the
males had the knowledge level on the conservation of the species
of medicinal plants biodiversity at 71.7 percent out of the total
scores, the “not sure” attitudes and the “sometimes” actions.
Additionally, the results of the post-training showed that the
males had 83.3 percent on the knowledge level, the “agree”
attitudes and the “frequent” actions. The post-training’s results
were significantly higher than the pre-training at .05 level.
With regards to the females, the pre-training’s results indi-
cated that they had the knowledge level on the conservation of
the species of medicinal plants biodiversity at 70.2 percent out of
the total scores, the “not sure” attitudes and the “sometimes”
actions. Additionally, the results of the post-training showed that
the males had 80.5 percent on the knowledge level, the “agree”
attitudes and the “frequent” actions. The post-training’s results
were significantly higher than the pre-training at .05 level.
Table 3 shows the pre-training’s results that the subjects with
ages under 45 posed the knowledge on the conservation of the
species of medicinal plants biodiversity at 72.9 percent out of the
total scores, their attitudes were in “not sure” and their actions
were in “sometimes”. Additionally, the results of the post-train-
ing showed that the subjects had 82.0 percent on the knowledge
level, the “agree” attitudes and the “frequent” actions. The post-
training’s results were significantly higher than the pre-training
at .05 level.
Concerning the subjects with ages above 45, they had the
knowledge level on the conservation of the species of medicinal
plants biodiversity at 70.0 percent out of the total scores, the “not
sure” attitudes and the “sometimes” actions. Additionally, the
results of the post-training showed that they had 82.0 percent on
the knowledge level, the “agree” attitudes and the “frequent”
actions. The post-training’s results were significantly higher
han the pre-training at .05 level. t
584

K. KHEMKRATOKE ET AL.
Table 2.
Comparison of knowledge level, attitude and action in the biodiversity conservation of the medicinal plants before and after the training of the sample
group as classified by gender (*statistical significance at .05 level ; 3“not sure”; 4“agree” attitude or “frequent” action).
Males Females
Pre-training Post-training Pre-training Post-training
Training
results
x
S.D.
x
S.D.
t p
x
S.D.
x
S. D.
t p
Knowledge 17.925 2.080 20.83 1.906 −9.985 .000* 17.559 2.077 20.118 1.935 -8.822 .000*
Attitude 3.1123 0.312 3.734 0.275 −12.810 .001* 3.0943 0.214 3.6434 0.249 -11.039 .000*
Action 3.0693 0.252 3.934 0.196 −24.963 .000* 3.0353 0.298 3.8314 0.286 -19.912 .000*
Table 3.
Comparison of knowledge level, attitude and action in the biodiversity conservation of the medicinal plants before and after the training of the sample
group as classified by age (*Statistical significance at .05 level; 3“not sure”; 4“agree” and “often”).
Age below 45 years Age above 45 years
Pre-training Post-training Pre-training Post-training
Training
results
x
S.D.
x
S.D.
t p
x
S.D.
x
S. D.
t p
Knowledge 18.231 2.178 20.500 1.794 −7.062 .000* 17.500 1.989 20.500 2.032 -11.558 .000*
Attitude 3.2103 0.328 3.8074 0.279 −10.795 .000* 3.0463 0.215 3.6244 0.237 -13.012 .000*
Action 3.8944 0.240 3.8944 0.242 −20.612 .000* 3.0193 0.285 3.8764 0.247 -24.922 .000*
From Table 4, the results of the posttraining on the conser-
vation of the species of medicinal plants biodiversity from sub-
jects with the difference in genders and ages did not have sig-
nificant difference at .05 level in the knowledge level, attitudes
and actions. Also, genders and ages did not significantly affect
the three aspects (p > .05).
One month after the training, the sample groups utilized the
Doijedee Mountain forest and abided by the community’s mu-
tual agreement and regulations. The researchers interviewed the
locals who had participated in the research in order to analyze
the continuity and changes as well as the possible continuity of
the activities. It was found that the locals utilized the forest based
on the community’s agreements. They collaboratively watched
over the forest utilization and raise the community awareness via
the community’s news broadcasting chamber. The community
representatives took turn to communicate with the community
three to four times per week. The locals increasingly exchanged
their ideas about the natural resource-related issues and collected
the sensible amount of the forest products.
The results from the follow-up process indicated that the re-
sults from all the procedures created the knowledge for the
community via the experience exchange among the locals. These
procedures led to the learning and created the environmental-
friendly behaviors. Therefore, this model may be a guideline to
enhance the community’s mutual learning in order to raise the
environmental awareness which would finally lead to the posi-
tive behaviors towards the nature in the community.
Discussion
The community participatory training model development to
conserve the species of medicinal plants biodiversity consisted
of six procedures which differed from the participation concept of
Kritayapisit (1995: p. 13). This author stated that the community
participation could be assessed and yielded the qualitative data in
five procedures: 1) initiation; 2) planning; 3) operation; 4) bene-
fiting; and 5) assessment. Also, the procedures differed from the
participation concept of Walaisathien et al. (2003: p. 8) which
stated the four procedures: 1) studying the community; 2) plan-
ning; 3) action; and 4) assessment. Into this model in this study,
there was the integration of problem analysis and data collection
procedures before operation. The concepts of empowerment,
participatory workshop (A-I-C) and Deming cycle (P-D-C-A)
were integrated in the model. The locals collaboratively under-
stand the current problems and situations of the community which
has led to the knowledge exchange, brainstorming of the sample
group through the participatory meeting. The actual and contin-
ual activities in harmony with the community’s context were
obtained from these procedures. The findings correspond to the
study of Treenawong (2005: pp. 159-178), who found that the
participatory action research created the community’s learning
and strength. Thus, the community could identify the problems
and figure out the solutions. Moreover, community’s participa-
tion is important in natural resource management for sustainable
development (Kaewpradab, 2003). The community’s participa-
tion in the effective natural resource management depends on a
number of factors e.g. action plan, community’s acceptance,
individual characteristics of the local as stated in the study of
Sultana and Abeyasekera (2008: pp. 201-213). They found that
the community-based natural resource management was espe-
cially effective with the participatory action plan development
procedures. This plan was accepted by the community and could
be successfully accomplished. Chaimueng (2000) found that with
different information, each local would have different levels of
participation in the environmental conservation. The project with
active participation in planning was likely to be accepted by the
locals and could more effectively resolve environmental

K. KHEMKRATOKE ET AL.
Table 4.
Comparison of the results after the training in the biodiversity conservation of the medicinal plants of the sample group with different gender and age
(two-way MANCOVA).
Variables Value F Hypothesis df Error df p Partial Eta Squared
Gender .801 2.23 3 27 .107 .199
Age .098 1.013 93 81.70 .44 .539
Gender X age
Interaction .526 .725 27 79.496 .825 .193
problems. However, the distinct participation is necessary
(Loring, 2007: pp. 2648-2660; Stringer et al., 2008).
After the training, it was found out that the sample group both
in general and as classified by gender and age had increasingly
developed higher knowledge level, attitudes and actions in the
conservation of the species of medicinal plants biodiversity. This
finding corresponds to several previous studies involving edu-
cating people via training (Manowong, 2002; Sirikun, 2006;
Suttiprapa, 2007). These authors found that knowledge, attitudes
and action or behaviors were significantly changed. This may be
due to various forms of beliefs in environmental conservation
and various methods of knowledge transfer including oral in-
struction, experience exchange and actual action to collabora-
tively conserve the community’s natural resources (Janthajorn,
2006). Additionally, hands-on learning assisted in more effec-
tive management (Polito et al., 2004). The training in environ-
mental study could improve the environmental concept, and the
training itself can be differently developed variously in accor-
dance with each community’s context (Nomura, 2008; Hassan et
al., 2009).
To summarize, the reasons why the sample group had higher
knowledge level, attitudes and action on the conservation of the
species of medicinal plants biodiversity may be from the training
model that created the participation in both knowledge exchange
and co-learning through the participatory workshop. The sample
group recognized, learned, analyzed, synthesized, and ex-
changed knowledge leading to the creation of new knowledge
which was pertinent to participatory learning concept. This
concept consisted of 2 learning principles: experience learning
and group process (Department of Mental Health, 2004: pp. 8-9).
The mutual learning and experience sharing is the basis in sup-
porting the human to achieve the goal and desirable behaviors
(Chaiyapan, 2006).
The sample group with the difference in gender and age did
not have different of knowledge level, attitudes and actions. This
finding disagrees with the study of Xenitidis and Maltezos
(2009), who found that aging results in the regressed recognition
and actions. It is possible that the training model focused on
participation, mutual learning and knowledge sharing in every
single process of activities. The group activities required the
mixed group of different genders and ages. The sample group
therefore had the equal allowance of information access and
opportunity for knowledge sharing. They also learned together
through the participation and participatory workshop which may
result in the discovery of no difference in the three aspects. The
findings showed that the procedures in the community’s con-
servation should be fostered in people of all genders and ages
through the appropriate approaches.
From the follow-up process on the sustainability one month
after the training, it was found that the sample group kept util-
izing the Doijedee forest abiding by their mutual agreements.
This sustainable forest utilization behavior may be originated
from the cross check from the community. The finding corre-
sponds to the study of Manorom (2001). This author found that
the locals in the same community had mutual culture and action
guidelines in the community’s resources management which
could be done in various manners but with mutual and agree-
ments. For the sustainable natural resources management through
community participation, there should be mutual agreement and
regulations on the forest utilization (Tansakul et al., 2002) which
can be put into practice by people in the community (Ritzemaa et
al., 2010).
Moreover, the continuity of the sustainable action may be
from the implementation of the training model that could raise
the awareness among the sample group. The procedures in the
model created the co-learning and knowledge exchange with
the focus on the participation in activities as well as information
and idea exchange. They would have higher knowledge level,
attitudes and actions towards the conservation of the species of
biodiversity which could lead to individual self-awareness and
sustainable and environmental-friendly behaviors (Soykan, 2009).
The finding corresponds to the study of Ternkhuntod (2004)
and Tongto (2003) who found that community could have dif-
ferent ways of the participation in environmental conservation
but with mutual guideline, committees, rules and regulation,
conservation and environmental awareness. This model could
bring about the locals’ participation in community’s forest
conservation. It can be seen that the local still abided by the
rules which may be due to different reasons all of which en-
couraged the locals’ environmental awareness and the sustain-
able behaviors in the conservation of the species of medicinal
plants biodiversity.
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