The Effectiveness of Psychoeducational Learning Strategies and Stress Management in StudentsAuthor(s): Mesfer Ahmad Mesfer Awadai*, Mohammad Mahmoud Al-Gaseem, Linda Ahmad Yousef Al-adwan, Samar Abdulwahab Jaradat, Yaser Numan Al Sabi and Mohammad Nayef Ayasrah
The pandemic caused by the COVID-19 virus has had a significant influence on developments across all spheres of human existence, but particularly in the intellectual sphere. The transition from traditional classroom instruction to instruction delivered both online and offline presents students with a significant adjustment barrier. As a result of this, there is a need for psychoeducation as a kind of reinforcement in order to adjust to a new learning style. This research was conducted with the intention of determining whether or not students benefit from receiving psychoeducation on learning methods and stress management techniques while they are studying during a pandemic. By contrasting the groups of students who get psychoeducation with the groups of students who do not receive psychoeducation, the purpose of this research is to test the hypothesis that there is an impact of psychoeducation on the levels of stress and student learning management. Both an experimental group of students who were given psychoeducation and a control group of students who were not given any psychoeducational interventions were considered to be participants in the psychoeducation. In this study, the Wilcoxon Signed Rank Test served as the quantitative research technique that was used.