Analysis of Academic
Workload and Performance of Students of English Undertaking Dual-Course at NCE
Level in North Central Nigeria: A Curriculum Redesign Approach
This study examined the academic workload
and academic performance of English students undertaking a dual-course
programme at the NCE level in North Central Nigeria, with a focus on
proposing curriculum redesign strategies. The study was guided by 5
objectives, 5 research questions and 1 null hypothesis. Grounded in
Cognitive Load Theory (CLT), the research identified the cognitive challenges
posed by the dual-course structure, emphasizing the need to balance
intrinsic, extraneous and germane cognitive loads. Using a mixed-methods
approach, data were collected from 2,800 students across Federal and State
Colleges of Education in North Central Nigeria. Findings revealed that
students faced significant challenges such as imbalanced workload
distribution, time management difficulties and high stress levels. Negative
perceptions of the dual-course programmes were prevalent, particularly
regarding their manageability and structure. Curriculum redesign strategies,
such as balancing workload across courses, reducing overlapping content and
introducing flexible schedules, were strongly endorsed by respondents. A
correlation analysis between workload and academic performance showed a
moderate negative relationship, indicating that increased workload adversely
affected students' GPA. This study underscored the necessity of curriculum
reforms informed by CLT to optimize academic outcomes and enhance students'
overall learning experiences in dual-course programmes.
In contemporary
education, the dual-course programme (single major) at
the Nigeria Certificate in Education NCE) level in North Central Nigeria
emerges as a striking exemplar of innovative pedagogical offerings. This
distinctive programme entails students engaging in
the simultaneous exploration of the complexities of one specialised
field of study alongside the rigors of another academic discipline. Obi (2018) asserted
that beyond its functional role, this educational approach encapsulates the
very essence of scholarship, embodying a profound potential to cultivate
graduates who are not only intellectually versatile but also well-equipped to
confront the multifarious challenges of an increasingly interconnected and globalised world.
The NCE program, a
comprehensive 3-year educational endeavor, holds the profound responsibility of
nurturing and shaping future educators primed to impart knowledge to learners.
Operating predominantly within colleges of education across Nigeria, the
program's oversight and curriculum formulation are entrusted to the National
Commission for Colleges of Education (NCCE), established in 1989. With its
mandate, the NCCE designs policies and curricula that underpin the educational
journey within these institutions, ensuring the alignment of pedagogical
practices with broader societal and academic objectives.
Amid this backdrop,
prompting an exploration into the relationship between the allocation of
academic workload and the resulting performance outcomes exhibited by students.
Given the dual-course program's ambitious aspiration to harmonise
diverse realms of knowledge, the imperative to scrutinise
the delicate equilibrium between academic demands and scholastic achievements
emerges as paramount. Addressing this imperative, the present study embarks on
an exhaustive exploration, underpinned by a curriculum redesign approach, to
meticulously unravel the dimensions of academic workload distribution (Okegbile & Sabo, 2020). The study delves into the
profound implications of these distribution patterns on the attainment of
educational excellence, all within the distinctive socio-cultural and
educational milieu of North Central Nigeria.
This research
endeavor involves a judicious examination of prevailing pedagogical structures,
guided by insights derived from educational theory and contextualised
by localised perspectives. As the study unfolds, its
aims extend beyond the mere identification of potential challenges; rather, it
seeks to carve an innovative path towards transformative change. The trajectory
envisioned aims to optimise the educational odyssey
embarked upon by dual-course English students. Through an amalgamation of
scholarly rigor and practical insights, the study endeavors to foster an
educational environment where the dual pursuits of intellectual expansion and
performance convergence coalesce in harmonious synergy, ultimately nurturing a
cohort of graduates primed to navigate the dynamic view of the modern world.
Problem Statement/Justification
In an ideal academic environment, students
pursuing dual courses in English at the NCE (Nigeria Certificate in Education)
level in North Central Nigeria should experience a balanced workload that
optimally supports their learning and allows them to achieve high levels of
academic performance. However, the current situation reveals potential
imbalances in the academic workload and performance of students enrolled in the
dual-course programme for English at the NCE level in
North Central Nigeria.
Various strategies have been implemented to
address this issue such as adjusting course structures, offering more academic
support and providing study resources for students pursuing the dual-course programme in English. Despite these efforts, there is a
persistent concern regarding the effectiveness of these measures in achieving a
harmonised workload and optimal academic performance
among students in the dual-course program. The consequences of this imbalance
are evident in students' struggles to manage their time, increased stress
levels, reduced comprehension of course materials and potentially lower overall
academic achievements. Furthermore, the educational institutions may face
challenges in retaining and producing high-performing graduates. Recognising the potential severity of this issue on
students' academic journeys and future prospects, there is a pressing need to
explore a more effective solution. A comprehensive analysis of the academic
workload and performance of students undertaking the dual-course in English at
the NCE level is necessary to ensure their success and well-being.
While similar studies have been conducted in
different contexts, there remains a lack of specific research that focuses on
the North Central Nigeria region. Again, previous attempts at curriculum
redesign may not have fully considered the unique challenges and opportunities
inherent to this region. In light of these considerations, this research aims
to contribute to the existing body of knowledge by conducting a thorough
analysis of the academic workload and performance of students undertaking the
dual-course in English at the NCE level in North Central Nigeria. Through a
curriculum redesign approach, this study seeks to identify strategies that
promote a balanced workload and enhance students' academic achievement and
overall learning experience. The ultimate goal is to provide insights and
recommendations that will lead to improved educational outcomes for dual-course
students in the region.
Objective(s) of the Study:
The primary objective of this study is to
conduct a thorough analysis of the academic workload and its impact on the
performance of students enrolled in the dual-course programme
for English at the NCE level in North Central Nigeria. Specific objectives
include:
1.To
assess the current distribution of academic workload among dual-course
students.
2.To
evaluate the correlation between academic workload and students' academic
performance.
3.To
identify potential challenges faced by students in managing their academic
workload.
4.To
explore students' perceptions and experiences regarding the dual-course
program.
5.To
propose a curriculum redesign approach that promotes a balanced workload and
enhances students' academic achievement.
Research Questions
The
study is guided by the following research questions:
1.How is the academic workload currently
distributed among dual-course students?
2.What is the correlation between academic workload and students' academic
performance?
3.What are the potential challenges faced by students in managing their
academic workload?
4.How do students perceive and experience the dual-course program?
5.What curriculum redesign approaches can promote a balanced workload and
improve students' academic achievement?
Hypotheses
The
following null hypothesis will be test at 0.5 level of significance:
1.There is no significant relationship between
Academic workload and performance of students in North-Central Nigeria.
LITERATURE REVIEW
Concept
of Academic Workload
The concept of academic workload is a
critical aspect of the educational experience, as it encapsulates the range of
academic tasks and responsibilities that students must navigate. In the opinion
of Adeyemi (2018), academic workload comprises not only the direct instructional
activities such as lectures, seminars and laboratory work but also the
substantial hours students spend on self-study, preparing for tests and
engaging in research. These activities require the allocation of cognitive,
emotional and physical resources, demanding effective time management and
prioritisation skills. Adeyemi emphasises that an excessively heavy academic
workload can lead to stress and decreased academic performance, highlighting
the importance of structuring workloads to align with students’ capacities and
learning stages. Consequently, understanding academic workload is pivotal for
designing educational policies and strategies that enhance students' academic
and personal development.
Furthermore, academic workload is inherently
dynamic, varying across disciplines, instructional methods and educational
levels. Akinpelu (2020) notes that students in science and engineering
disciplines often face a higher workload due to the technical nature of their
courses which typically require extensive laboratory sessions, projects and
real-world problem-solving exercises. In contrast, students in arts and
humanities may engage more in reading, analysis and reflective writing.
Akinpelu argues that these differences necessitate a context-specific approach
to workload management, ensuring that students are neither overburdened nor
under-challenged. The complexity and variability of academic workload call for
institutions to provide adequate support, such as academic counseling and time
management workshops, to help students effectively navigate their learning
responsibilities.
The effective management of academic workload
is essential for students’ overall well-being and academic success. As Okafor
(2021) asserts, a well-balanced workload can enhance students' engagement,
motivation and satisfaction, thereby fostering deeper learning and better
academic outcomes. Okafor highlights that institutions must periodically assess
the workload to prevent burnout and ensure that students can balance their
academic and personal lives. This can be achieved through curriculum reviews,
adopting flexible instructional methods and integrating technology to
streamline learning processes.
Academic
Performance
Academic performance is a vital measure of
students' achievements and mastery of learning objectives, encompassing both
quantitative and qualitative indicators. In the view of Obanya
(2014), academic performance is not solely determined by examination scores or
grades but also includes aspects such as the ability to think analytically,
solve problems creatively and communicate effectively. Obanya
argues that academic performance is a reflection of a student's cognitive
development and adaptability to the educational environment. This requires that
assessments go beyond traditional examinations, integrating projects,
presentations and group work to capture the broader spectrum of learning
outcomes. Institutions must therefore adopt a holistic approach to evaluating
performance to ensure that students are not only acquiring knowledge but also
developing essential life skills.
The determinants of academic performance are
diverse, with students' individual effort, motivation and socio-economic
background playing essential roles. Olatunji (2019) highlights that the socio-economic
status of a student's family significantly affects access to educational
resources such as textbooks, technology and a conducive learning environment. Furthermore,
Itari and Mallo (2018) observe
that intrinsic motivation and effective study habits are strong predictors of
academic success. The study also underscores the importance of teacher quality
and instructional support in fostering a positive learning experience. When
students receive personalised feedback and guidance, they are better equipped
to identify their strengths and weaknesses, thereby improving their
performance. This suggests that improving academic performance requires a
collaborative effort among students, educators and policymakers to address both
personal and systemic factors.
Moreover, academic performance serves as a
barometer for the effectiveness of educational systems and pedagogical
strategies. To Adeyemo (2020), academic performance is closely linked to the
quality of teaching methods and curriculum design, emphasising the need for
continuous innovation in instructional practices. Adeyemo advocates for active
learning approaches, such as problem-based learning and experiential education,
to enhance student engagement and mastery of content. The study also highlights
the role of a supportive learning environment in promoting academic excellence
such as access to libraries, technology and mentorship programmes. Beyond
achieving immediate academic objectives, Adeyemo posits that performance should
be aligned with the broader goal of preparing students for lifelong learning
and meaningful societal contributions. This underscores the importance of
viewing academic performance as a dynamic and evolving concept that extends
beyond the classroom to encompass personal growth and professional readiness
Dual-Courses
The concept of dual-courses in tertiary
institutions emphasises the integration of two distinct academic disciplines to
foster a multidisciplinary approach to learning. In the view of Oduwole (2020),
this model allows students to pursue complementary fields of study
simultaneously, equipping them with diverse knowledge and skill sets essential
for addressing complex real-world problems. Oduwole highlights the growing
importance of interdisciplinary education in a globalised world, where
professionals increasingly require expertise that spans multiple domains. For
instance, combining computer science with business administration enables
students to bridge technological innovations with strategic decision-making
while pairing environmental science with law prepares graduates for roles in
environmental policy and advocacy.
Moreover, the dual-courses model is
instrumental in fostering critical thinking and creativity by exposing students
to diverse intellectual traditions and methodologies. Eze (2018) argues that
this approach breaks down the silos often associated with single-discipline
education, encouraging students to draw connections between seemingly disparate
areas of knowledge. Eze illustrates this with examples such as the integration
of arts and engineering which has led to advancements in design and innovation
and the pairing of public health with data analytics which enhances
evidence-based policy-making. Through interdisciplinary exposure, students
develop an understanding of complex issues, as well as the ability to synthesise
diverse perspectives. Eze posits that dual-courses not only broaden students'
academic horizons but also instill a mindset of lifelong learning, enabling
them to continuously explore and integrate knowledge throughout their careers.
The adoption of dual-courses programmes also
addresses the demands of a rapidly evolving job market that values adaptability
and interdisciplinary expertise. In the view of Akinola (2021), employers
increasingly seek graduates with many skill sets that enable them to tackle
multifarious challenges in innovative ways. Akinola's research demonstrates
that students in dual-courses programmes are better prepared for roles that
require cross-functional collaboration, such as product management, where
technical knowledge must be combined with business acumen. Furthermore, Akinola
emphasises that dual-courses provide a competitive edge by allowing students to
specialise in two areas, thereby expanding their career options and opportunities
for professional growth. As the global economy continues to prioritise
versatility and innovation, dual-courses programmes emerge as a
forward-thinking educational strategy, equipping graduates with the tools to
thrive in a complex and interconnected world.
Impact
of Academic Workload on Performance of Students Undertaking Dual-Courses
The impact of academic workload on the
performance of students undertaking dual-courses is significant, as the
dual-disciplinary nature of these programmes inherently increases the cognitive
and temporal demands on students. To Abiodun (2018), students enrolled in
dual-courses often experience heightened pressure due to the simultaneous
engagement with two distinct fields of study, each with its unique learning
objectives, methodologies and assessments. Abiodun highlights that while this
model fosters interdisciplinary expertise, the added workload can result in
stress and diminished academic performance if not effectively managed. Students
in dual-courses must allocate time and cognitive resources to fulfill the
requirements of both programmes, often leading to a trade-off between depth and
breadth of learning. This underscores the need for institutions to provide
robust academic support systems, such as time management workshops and
counseling services, to help students balance their workload effectively.
Furthermore, the diversity in instructional
methods and assessment criteria within dual-courses can complicate students’
ability to excel academically. Ogunleye (2019) asserted that navigating the
pedagogical differences between two disciplines often requires students to
adapt quickly to varying expectations which can strain their learning capacity.
For instance, a student combining law and economics may struggle to reconcile
the case-study-based approach of legal education with the quantitative rigor of
economic analysis. Ogunleye notes that this disparity can lead to cognitive
overload, reducing students’ ability to retain and apply knowledge effectively.
The study emphasises the importance of designing curricula that integrate the
overlapping elements of dual-courses, allowing students to leverage synergies
between the two disciplines. This approach not only reduces redundancy in
learning tasks but also enhances students’ ability to transfer knowledge across
contexts, leading to improved academic performance.
The relationship between academic workload
and student performance in dual-courses also has broader implications for their
well-being and holistic development. As Oladipo (2020) points out, the mental
and physical toll of managing dual-courses can result in burnout, fatigue and
decreased motivation, adversely affecting not only academic outcomes but also
students’ overall quality of life. Oladipo argues that the key to mitigating
these challenges lies in institutional interventions, such as workload
redistribution, flexible scheduling and targeted academic advising. Ensuring that
students receive adequate support can create an environment where dual-course programmes
become a source of academic enrichment rather than stress.
Theoretical Framework
The Cognitive Load
Theory (CLT), propounded by John Sweller in 1988,
serves as a robust theoretical framework for this study. CLT posits that human
cognitive architecture is constrained by the capacity of working memory which
can only hold a limited amount of information at a time. The theory delineates
three types of cognitive load: intrinsic (complexity inherent in the task),
extraneous (unnecessary load due to poorly designed instruction) and germane
(load devoted to processing and understanding). Effective learning occurs when
instructional designs minimise extraneous load,
manage intrinsic load and optimise germane load.
Applied to the analysis of academic workload and performance of English
students undertaking dual courses at the NCE level in North-Central Nigeria,
CLT underscores the need to redesign the curriculum to mitigate the
overwhelming cognitive demands these students face. By identifying and reducing
extraneous load (e.g., redundant tasks or ineffective instructional methods)
and ensuring that intrinsic load aligns with students' capacity, a curriculum
redesign approach informed by CLT can foster better academic performance and
overall workload management.
METHODOLOGY
This research utilised
the eclectic method. This method involved integrating both quantitative
(survey) and qualitative (ex post facto) data collection and analysis methods
to provide a more comprehensive understanding of the research topic. Utilising both approaches helps the researchers gained
insights from different angles and enhanced the overall depth of their study.
The population of the study consisted of all the students of English at the NCE
levels in Federal and State Colleges of Education in North Central Nigeria
which included states like Benue, Kogi, Kwara, Nasarawa, Niger and Plateau
States, as well as the Federal Capital Territory. The colleges of education
included: Federal College of Education, Okene, College of Education Akwanga, FCT College of Education Zuba, Colleges of
Education in Katsina-Ala, College of Education in Oju,
Colleges of Education in Kogi State, Ankpa, Colleges of Education in Kogi State, Kabba, Federal
College of Education – Kontagora, Niger State College of Education, College of
Education, Gindiri, Federal College of Education, Pankshin, Kwara State College of
Education (Technical) Lafiagi, Kwara
State College of Education, Ilorin and Kwara State College of Education, Oro.
The sample of the research comprised 2,800 respondents, 200 from each of the
Federal and State Colleges of Education. The sampling technique employed was
the purposive sampling technique, as only students who offered English Language
in combination with other courses were allowed to participate in the exercise.
However, in selecting the sample of respondents, the random sampling technique
was used. The instruments for data collection included a structured
questionnaire based on a four-point Likert Scale of Strongly Agree (SA), Agree
(A), Disagree (D) and Strongly Disagree (SD), as well as students’ academic
records from NCE 1-3. The instrument for data analysis was the mean score and
the Peason Product Movement Correlation (PPMC) was used to test the hypothesis.
RESULTS AND DISCUSSION
Research
Question One
What is the current distribution of academic workload among dual-course
students of English?
Table
1: Mean Scores Showing the Current Distribution of Academic Workload Among Dual-Course Students of English
S/N
Item Statement
SA
A
D
SD
Total Score
𝑥̅
1
The distribution of
academic workload among dual-course students of English is not balanced.
1,400
840
420
140
16,800
3.00
2
Dual-course students of
English do not experience unequal workload distribution between courses.
280
560
1,120
840
12,320
2.20
3
The current academic
workload of dual-course students of English does not affect their ability to
focus on individual subjects.
1,540
700
420
140
17,360
3.10
4
Dual-course students of
English do not have adequate time to complete academic assignments for both programmes.
1,680
840
140
140
17,920
3.20
5
The workload of
dual-course students of English is not adjusted based on student feedback.
1,260
980
420
140
16,660
2.98
Total Mean Score
2.89
The table above reveals that most items have a mean
score above the acceptance level of 2.50, indicating that dual-course students
of English perceive the academic workload as imbalanced and challenging. The
highest-rated item (𝑥̅ = 3.20) highlights inadequate time to complete assignments for
both programmes, reflecting students of English’ struggles in managing their
workload. However, the item on unequal workload distribution across courses
scored below 2.50 (𝑥̅ = 2.20), suggesting some variation in experiences of imbalance.
Research
Question Two
What challenges do dual-course students of English
face in managing academic workload?
Table
2: Mean Scores Showing Challenges in Managing Academic Workload Among Dual-Course Students of English
S/N
Item Statement
SA
A
D
SD
Total Score
𝑥̅
6
Dual-course students of
English often struggle with time management due to the workload.
1,960
560
140
140
18,480
3.30
7
Balancing assignments,
lectures and exams for both courses is a significant challenge.
1,820
700
140
140
18,060
3.23
8
Dual-course students of
English face challenges in meeting deadlines for coursework in both programmes.
1,680
840
140
140
17,920
3.20
9
Students of English in the
dual-course programme experience stress due to academic workload.
2,100
560
84
56
19,208
3.43
10
Dual-course programmes provide
sufficient academic support to manage workload challenges.
560
840
1,120
280
14,480
2.59
Total Mean Score
3.15
The table above reveals that the challenges of
managing academic workload among dual-course students of English are substantial,
with all items rated above 2.50. Stress due to academic workload received the
highest mean score (𝑥̅ = 3.43), signifying a important issue
among students of English. Time management struggles and balancing assignments,
lectures and exams also scored highly, underlining the nature of
workload-related difficulties. However, the perceived adequacy of academic
support (𝑥̅ = 2.59) indicates only a marginally acceptable provision of
institutional assistance.
Research
Question Three
What are dual-course students of English' perceptions and experiences of the
dual-course programmes?
Table
3: Mean Scores Showing Perceptions and Experiences of Dual-Course Programmes
S/N
Item Statement
SA
A
D
SD
Total Score
𝑥̅
11
The dual-course programme does
not enhance students of English' academic knowledge and skills.
1,680
840
140
140
17,920
3.20
12
Dual-course students of
English perceive the programme as not relevant for their career prospects.
1,540
980
140
140
17,720
3.17
13
Students of English are
not satisfied with the teaching quality in both courses of the program.
1,400
980
280
140
17,240
3.08
14
Dual-course students of
English feel their programmes are not well-structured and manageable.
840
1,120
560
280
15,360
2.74
15
Participation in a
dual-course programme negatively impacts students of English’ overall
academic experience.
1,820
700
140
140
18,060
3.23
Total Mean Score
3.08
The table above reveals that students of English
have predominantly negative perceptions of dual-course programmes, with all
items rated above 2.50. The highest-rated item (𝑥̅ = 3.23)
reflects the negative impact of dual-course programmes on students of English'
overall academic experiences. Other high scores highlight the enhancement of
knowledge and career benefits. However, the structure and manageability of the programmes
received a lower rating (𝑥̅ = 2.74), suggesting room for improvement in this area.
Research
Question Four
What curriculum redesign approaches can balance
academic workload in dual-course programmes?
Table
4: Mean Scores Showing Curriculum Redesign Approaches for Balancing Academic
Workload
S/N
Item Statement
SA
A
D
SD
Total Score
𝑥̅
16
Curriculum redesign to
balance workload across courses will improve academic achievement.
2,240
420
84
56
19,832
3.54
17
Reducing overlapping
course content in dual-course programmes would help manage workload.
2,100
560
84
56
19,208
3.43
18
Introducing flexible
schedules for dual-course students of English can promote better workload
management.
1,960
700
84
56
18,760
3.35
19
Implementing continuous
assessment over end-of-semester exams would ease workload challenges.
1,820
700
196
84
18,140
3.24
20
Providing academic counseling services will help dual-course students of
English manage workload effectively.
2,100
560
84
56
19,208
3.43
Total Mean Score
3.39
The table above indicates strong support for
curriculum redesign approaches, with all items rated well above the acceptance
level of 2.50. Curriculum redesign to balance workload (𝑥̅ = 3.54) received the highest score, reflecting its perceived
significance in improving academic outcomes. Reducing overlapping content and
providing academic counseling were also highly rated, emphasising their
importance. Flexible schedules and continuous assessments scored slightly lower
but still reflect a strong endorsement of these strategies.
The
correlation between academic workload and students of English' academic
performance
Table
5: Presentation of Academic Performance of Students of English in Dual-Course
NCE Level
Number of Students of English
Average Academic Workload (Hours/Week)
No. Of courses per
session
Average GPA (5.0 Scale)
Standard Deviation of GPA
Workload Range (Hours)
Correlation Coefficient (r)
NCE 1
900
20
28
2.5
0.60
15-25
0.45
NCE 2
950
25
29
2.4
0.55
20-30
0.38
NCE 3
950
30
27
2.3
0.50
25-35
0.30
Overall
2,800
2.4
0.55
15-35
0.38
The
table presents data on the academic performance of students of English in a
dual-course programme across three levels of study
(NCE 1, NCE 2 and NCE 3). The total number of students of English surveyed was
2,800, with 900 in NCE 1, 950 in NCE 2 and 950 in NCE 3. The average weekly
academic workload increased progressively from 20 hours in NCE 1 to 30 hours in
NCE 3 while the number of courses per session ranged from 27 to 29. Average
GPAs, measured on a 5.0 scale, show a slight decline across levels: 2.5 in NCE
1, 2.4 in NCE 2 and 2.3 in NCE 3, with a consistent overall standard deviation
of 0.55, indicating moderate variability in student performance. The workload
range also expanded, from 15-25 hours in NCE 1 to 25-35 hours in NCE 3. The
correlation coefficient (r) between workload and GPA declined as students of
English progressed through the levels, starting at 0.45 in NCE 1 and reducing
to 0.30 in NCE 3, with an overall average of 0.38, suggesting a weak to
moderate positive relationship between workload and GPA. This indicates that as
workload increased, academic performance tended to decline.
Test
of Hypothesis
Hypothesis one
H01:
There is no significant relationship between Academic workload and performance
of students of English
Table
6: Relationship between academic workload
and academic performance of students of English
Variable
Mean
SD
N
r-cal
p-value
Remarks
Decision
Academic workload
3.15
3.24
2,800
0.878
0.001
Significant
H0: Rejected
Academic performance
2.4
4.15
*Correlation
is significant at 0.05 level (2 tailed)
Table 6 above shows the
results of Pearson Product Moment Correlation used to determine the
relationship between academic workload and academic performance of students of
English. The finding showed that there is a significant relationship between academic workload and academic performance of
students of English
(r = 0.878; p<0.05).
DISCUSSION
OF FINDINGS
The findings indicate that dual-course
students of English at the NCE level experience imbalanced academic workload
distribution, with a significant portion struggling to allocate adequate time
to complete assignments for both programmes (mean = 3.20). This imbalance is
particularly concerning given that equitable workload distribution is essential
for fostering focus and productivity. Prior research aligns with this finding,
emphasising the importance of workload balance in academic programmes. For
instance, Kember and Leung (2011) observed that excessive or uneven workloads
can lead to student fatigue and diminished performance, underscoring the need
for structured academic schedules. The study highlights the necessity of
considering student feedback to recalibrate workload distribution, an approach
that can significantly improve their academic engagement and success.
Dual-course students of English face
substantial challenges in managing their academic workload, with stress (mean =
3.43) and time management struggles (mean = 3.30) being predominant issues.
Balancing assignments, lectures and examinations for two courses further
exacerbates these difficulties. This aligns with the findings of Credé and Phillips (2011), who emphasised that workload
stress and time management challenges are among the primary factors that
negatively impact academic outcomes. Stress management and institutional
support, such as academic counseling and flexible schedules, are therefore
crucial in mitigating these challenges and fostering a conducive learning
environment for dual-course students of English.
Students of English’ perceptions of the
dual-course programme reveal largely negative experiences, with many feeling
that participation adversely affects their overall academic performance (mean =
3.23). While the programme is seen to enhance academic knowledge and career
readiness to some extent, the structure and manageability of the programme received
relatively lower ratings (mean = 2.74). These findings are supported by Biggs
(2012), who argued that poorly structured curricula can detract from student
satisfaction and academic success. The study underscores the need for improved programme
design, emphasising clearer objectives and more manageable workloads to align
with students of English' academic and career aspirations.
Participants strongly endorsed curriculum
redesign approaches as a means to balance academic workload, with curriculum
adjustments to equalise workloads receiving the highest approval (mean = 3.54).
Strategies such as reducing overlapping content and providing academic
counseling were also highly rated. This is consistent with the findings of
Yorke and Longden (2004), who noted that curriculum redesign, the streamlining
of content and incorporation of student feedback, can significantly improve
academic performance and retention rates. The study underscores the importance
of implementing flexible schedules and continuous assessments to alleviate
workload pressures and enhance learning outcomes.
The study revealed a moderate correlation (r
= 0.59) between academic workload and student GPA, suggesting that manageable
adjustments in workload can enhance performance. This observation aligns with
the findings of Pascarella and Terenzini
(2005), who posited that academic workload, when effectively managed,
positively correlates with student achievement but can lead to diminishing
returns if excessive. The study highlights the necessity of maintaining a
balanced workload to optimise academic performance and prevent burnout,
particularly in dual-course programmes where demands are inherently higher.
CONCLUSION
The study on the academic workload and
performance of dual-course English students of English at the NCE level in
North Central Nigeria underscores the significant impact of workload
distribution, management challenges and curriculum design on academic outcomes.
Findings reveal that imbalanced workloads, inadequate time for assignments and
stress are key impediments to student success. Students of English perceive
dual-course programmes as challenging and in need of
structural improvements, although they acknowledge potential career and
academic benefits. Curriculum redesign strategies, such as balancing workloads,
reducing overlapping content and enhancing academic support, emerged as
essential for optimising performance. The moderate
positive correlation between workload and GPA highlights that while manageable
increases in workload can enhance performance, excessive demands may lead to
diminishing returns. These findings emphasise the
importance of equitable workload distribution and well-structured programmes to foster academic excellence and holistic
development among dual-course students of English.
RECOMMENDATIONS
1.Institutions should redesign the dual-course
curriculum to distribute academic workload evenly across courses, ensuring
students of English can manage their responsibilities effectively and achieve
better academic outcomes.
2.Flexible schedules such as staggered
deadlines and reduced overlap in course requirements, should be implemented to
help students of English manage time and academic pressures more efficiently.
3.Universities should establish comprehensive
support systems academic counseling and peer
mentoring, to assist dual-course students of English in overcoming
workload-related challenges.
4.Replacing high-stakes end-of-semester exams
with continuous assessment strategies can alleviate stress and encourage
consistent engagement with coursework.
5.Regularly collecting and acting on feedback
from dual-course students of English can help institutions identify specific
challenges and implement targeted interventions to improve programme structure
and manageability.
6.Workshops and resources on stress management
and time management skills should be provided to equip students of English with
strategies to cope with the demanding nature of dual-course programmes.
ACKNOWLEDGMENTS
This
research was funded by Tertiary Education Trust Fund (TETFund)
under its Institution Based Research (IBR)
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Cite this
Article:Baba,
AI; Akalor, HH; Kenter, C
(2024). Analysis of Academic Workload and Performance of Students of English
Undertaking Dual-Course at NCE Level in North Central Nigeria: A Curriculum
Redesign Approach. Greener Journal of Educational Research,
14(1): 132-141, https://doi.org/10.15580/gjer.2024.1.120424186.
