The goal of this study was to explore mind mapping as an educational approach and analyze its effect upon students who practiced it as they conducted educational research. Its ultimate aim is to improve teachers’ lecturing skills via the identification of error types, applying appropriate responses to curricula, and understanding and applying the benefits of mind mapping. The subjects of the study were students in a junior-year class of a polytechnic college who took an educational research course twice a week for a semester. This study utilized action research as its main methodology, including planning,action, observation, and reflection processes. Field notes, questionnaires, interviews, and documental analysis were the main methods of collecting research data. The findings show that 80% of the subjects agree that mind mapping is helpful for memorizing and organizing their curricula. Half of the
participants (50%) stated that they will apply this method to other academic subjects or to their daily life.