Strengths intervention imparted through a blended learning approach to advance personal growth initiative among Pakistan’s university students during COVID-19

Abstract

To enhance the teaching-learning process and protect all concerned during COVID-19, a blended learning approach—comprising online learning as well as offline personal and collaborative learning—was used to impart a strengths intervention to foster personal growth initiative (PGI) among Pakistan’s university students. The sample comprised 176 students randomly allocated to a treatment (n = 88) and a wait-list control (n = 88) group. Growth curve modeling analyzed the developmental changes in participants’ PGI scores over time. PGI increased to a greater extent in the treatment group than in the control group immediately after the intervention as well as four and eight months later. There were also significant changes in students’ initial status (intercepts) and rates of changes over time (slopes). Moreover, students with high initial PGI scores had a slower linear increase, whereas those with low initial PGI scores had a faster increase in linear growth over time.