Classroom Interventions During the COVID Pandemic: Impacts of Intervention Strategies for Students Benefit in Higher Education

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William J. Jones , Douglas Rhein , Alexander Nanni , Virot Ali


This article summarizes the results of a yearlong study designed to measure the impact of a education intervention course introduced as part of the general education curriculum at a university in Thailand. The study was conceived following the outbreak of the COVID epidemic. 369 total participants, 212 participants in the control group, and 157 participants in the experimental group. A pre-intervention and a post-intervention response were included for each participant; therefore, a total of 738 observations were included. It was hypothesized that the classroom intervention would, when compared to the control group, impact positively. This article argues that higher education and its consumers, students, are best served by an approach to learning that not only focuses on their cognitive capacities but also their mental well-being. Using intervention strategies to assist students cope and adapt to internal and external stressors while, allowing equipping them with tools to predict and thus head off negative stressors allows for better classroom performance and overall mental well-being.

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