The Effect of heuristic Teaching Methodology on Self Esteem and Coping to Stress on University Students

Abstract

The puipose 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. The present study hypothesizes to increases self-esteem and coping responses of students by teaching them heuristically. For the purpose of this study an experimental research was employed to gather data through convenient sampling from 90 students of fourth semester in management science department of BUKC. 45 students were in Experimental and 45 students were in control group. The age ranges of participants were between 19-25 years. For that purpose a heuristic teaching method intervention was developed. A pretest and post design was used to assess increase in self-esteem and coping responses of students. The intervention was employed in 12 sessions with in 4 four months of a regular semester. Its results were compared to class which was taught traditionally .Participants of heuristic group showed significant increase in self-esteem and the difference was significant t=1.94 and p<0.05 and in task coping t=5.38 and p<0.05 to stress moreover, participants of the same group showed significant decrease in emotional coping to stress showing significant result at t=-4.54 and p< 0.05 and distraction coping to stress at t=- 3.27and p< 0.05. The findings of the research also indicated significant difference in self-esteem levels of control and experimental group and the difference was significant at p<=0.05.The results of the present study could be useful for increasing self-esteem and coping responses in university students and for future references.