This research aims to investigate the effects of using mind maps to facilitate self-directed learning among middle-aged and elderly students in distance education systems in Thailand. The study used two group pretest-posttest experimental design with a sample of 70 participants, divided into an experimental group and a control group, each consisting of 35 participants. The data were analyzed using descriptive and inferential statistics. The findings revealed that utilizing mind maps to support self-directed learning, which includes six steps : 1) Selecting a central idea (S1), 2) Skimming the content (S2), 3) Specifying keywords (S3), 4) Sequencing and organizing the keywords (S4), 5) Structuring by linking (S5) keywords to subtopics and subtopics to the central idea, and 6) Providing short explanations or notes (S6) to expand on the keywords—resulted in the following outcomes: 1) The experimental group demonstrated significantly higher academic achievement after the intervention compared to both their pre-intervention scores and the control group, with statistical significance at the .05 level; 2) There was no significant difference in academic achievement among students with different fields of study or learning styles; and 3) There was no significant difference in academic achievement between students with different fields of study or age groups.

Authors:
Somkiat Kaewkohsaba, Sukhothai Thammathirat Open University, Thailand
Sirirut Jumnaksarn, Sukhothai Thammathirat Open University, Thailand

About the Presenter(s)
My name is Dr. Somkiat Kaewkohsaba. I am a faculty member specializing in research, measurement, and educational assessment at the Office of the Registrar, Sukhothai Thammathirat Open University, Thailand. I have over 15 years of experience in resear

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