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In response to the emergence of COVID-19, schools were forced to adopt online learning, which later transitioned into a hybrid mode of teaching. However, these changes in the teaching and learning mode may have an adverse effect on mental health, thereby affecting learning outcomes. Therefore, providing immediate resource support for disadvantaged groups may improve students' learning outcomes. This study investigated the impact of mental health on employability, learning outcomes in the context of blended learning, and the support provided by school resources among college students. We then analyzed survey data from university students and examined the associations among mental health, employability, learning outcomes before and after blended learning, frequency of seeking counseling, and school resource support. The research findings indicate that as the severity of mental health worsened, participants perceived lower learning ability for their future careers. Moreover, during the pandemic, there were variations in learning outcomes for students exposed to blended learning, but it was found that female students demonstrated better learning outcomes. It was also determined that it is beneficial for disadvantaged students to promptly apply for school resource support, as such support can contribute to improved learning effectiveness. Establishing mental health prevention mechanisms and providing school and external resources in a timely manner are the best solutions for helping students learn.
Yi-Chih Lee (Wed,) studied this question.