The Effects of Reflective Thinking with Mind Mapping on Academic Achievement in Higher Education
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Abstract
The objective of this research was to examine the relationship between reflective thinking ability, as demonstrated through mind mapping, and academic achievement in higher education. The population for this study consisted of students from the Bachelor of Business Administration Program, Faculty of Business Administration and Accountancy, KhonKaen University. A purposive sampling method was employed, selecting students enrolled in the course Food Safety Management for Hospitality and Event Businesses. The variable examined was reflective thinking using mind mapping, comprising five subcomponents of reflective thinking ability and academic achievement. The statistical measures used include frequency, percentage, mean, and standard deviation. For the analysis of the relationship between reflective ability using mind mapping and the academic achievement variable, the statistic employed was the Pearson product-moment correlation coefficient (r).
The research findings revealed that reflection using a mind map had a positive and very high correlation (r = .862) with academic achievement, which was statistically significant at the .01 level. It can therefore be concluded with 99% confidence that students who demonstrate a more complete ability to reflect using a mind map achieve higher academic results.
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