Development of A Non-Formal Education Program Using Systems Thinking Concept to Enhance the Technical Analysis Ability for Stock Investors in Thailand

Abstract

          The primary aims of this qualitative study are as follows: 1) to develop a non-formal education program that incorporates systems thinking to enhance the technical analysis skills of stock investors in Thailand and 2) study the factors and conditions of using the non-formal education program that incorporates systems thinking to enhance the technical analysis skills of stock investors in Thailand. Fifteen stock investors participated in the research, which was conducted in accordance with a four-step program development process that included an analysis of problems and needs, learning design, experiments, and evaluation. The collection of data Employ the interview. Observation, activity outcomes, and group discussion and data analysis employ the descriptive method to derive conclusions pertaining to the issues under investigation.
          The issue identified in the research findings is that stock investors possess the capacity to comprehend Technical Analysis to the extent that they can define the significance of each factor in simple terms. It remains, however, impossible to decipher the significance of two or more factors. During the learning design phase, the researchers implemented self-directed learning in conjunction with systems thinking. comprising five learning modules. The findings of the study, as per the learning design, indicate that investors possess the capacity to analyze technical securities based on a range of 2 to 4 elements. These factors, which contribute to successful analysis, encompass student characteristics, instructor influence, learning activities, content relevance, and duration of engagement. Regarding the prerequisites for program utilization, it is imperative that the learner maintain dedication and attentiveness not only in the classroom but also beyond it. The instructor is responsible for comprehending the student and imparting knowledge. and provide examples in the form of straightforward steps. Regarding time, flexibility is required, and students must be given complete time. Conditions pertaining to instructional media and sources of knowledge It ought to be accessible and diverse. Conditions governing evaluation and measurement A 360-degree evaluation is necessary.