The Effect of Heuristic Teaching Methodology on Self Esteem and Coping to Stress among University Students
Abstract
Objective:The purpose of the present study was to investigate the relationship between Heuristic teaching methodology and its effectiveness in improving self-esteem and coping responses to stress of university students.
Design: An experimental research design
Place and Duration of the study: Jan 2017 to dec 2017 ,Bahria University Karachi Campus.
Subjects and Method:A sample of 90 students of fourth semester in management science department of Bahria University Karachi Campus was taken through convinient sampling. 45 students were in experimental and 45 students were in control group. The age ranges of participants were between 18-25 years (M=20.3;SD=1.27). For this purpose a heuristic teaching method intervention was developed. A pre and posttest design was used to assess effect on self-esteem and coping responses of students. An intervention was employed in 12 sessions within 4 four months of a regular semester. Its results were compared to the class which was taught traditionally.
Results and Conclusion : The results show that there was a significant difference in the self-esteem in the pre and post-test of students in the heuristic teaching method. Similarly there is a significant difference in the coping styles except for avoidance coping after using heuristic teaching as compared to pre intervention. A significant difference was noted in heuristic teaching group as compared to the traditional teaching in the self- esteem and coping styles except for the avoidance coping and social diversion coping group. The results of the present study could be useful for increasing self-esteem and coping responses in university students and for future references.
