WELCOME TO KENTERPRO:
ASSESSMENT OF ACADEMIC WORKLOAD AND IT’S INFLUENCE ON THE ATTITUDES OF STUDENTS IN NCE IN FEDERAL COLLEGE OF EDUCATION, PANKSHIN

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Within the ever-changing and dynamic realm of modern education, characterised by a rising need for a variety of skills and a heightened emphasis on comprehensive learning experiences, the dual-course programme offered at the NCE (Nigeria Certificate in Education) level stands out as an exceptional illustration of inventive pedagogical offerings. This unique programme requires students to concurrently investigate the complexities of one specialised field of study and the rigorous standards of another academic discipline. Obi (2018) asserts that this educational approach transcends its functional function and embodies the fundamental nature of multifaceted scholarship. It has the capacity to nurture graduates who possess not only intellectual versatility but also the necessary skills to confront the diverse challenges that an ever more interconnected and globalised world may present. 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, the educational landscape encounters a critical nexus of inquiry, prompting an exploration into the interplay between the allocation of academic workload and the resulting attitudes towards the programme exhibited by students. Given the dual-course program’s ambitious aspiration to harmonize diverse realms of knowledge, the imperative to scrutinize the delicate equilibrium between academic demands and scholastic achievements emerges as paramount. Addressing this imperative, the present study embarks on an exploration, underpinned by a curriculum redesign approach, to meticulously unravel the dimensions of academic workload distribution (Okegbile & Sabo, 2020).

The concept of academic workload encompasses the diverse range of learning activities, tasks, assignments, and responsibilities that students are required to undertake as part of their educational journey. It refers to the cumulative demands placed on students’ time, cognitive resources, and effort within a specified academic period. Academic workload extends beyond formal class attendance and involves independent study, research, preparation for examinations, completion of assignments, participation in group projects, and engagement with co-curricular activities. According to Olanipekun (2015) it embodies the multifaceted commitments that students need to manage, including reading, problem-solving, critical thinking, and synthesizing information. The notion of academic workload also recognizes the inherent variations in the intensity and complexity of tasks across different courses, programs, and levels of education. Balancing academic workload effectively is crucial for fostering optimal learning outcomes, preventing burnout, and ensuring that students can actively engage with the learning process to achieve their educational goals.

Attitude is a psychological construct that encompasses a person’s evaluation, feelings, and behavioral tendencies towards a particular object, person, event, or idea. It represents an individual’s predisposition or readiness to respond in a consistent manner, influenced by their beliefs, values, experiences, and social interactions. Attitudes can be positive, negative, or neutral, and they play a crucial role in shaping human behavior and decision-making processes. Attitudes are formed through a complex interplay of cognitive, affective, and behavioral components. The cognitive component involves beliefs and thoughts about the object of attitude, the affective component encompasses the emotional responses and feelings associated with it, and the behavioral component reflects the tendencies to act or behave in a certain way. Attitudes can be explicit and consciously accessible, or implicit and subconscious, and they can be stable or subject to change based on various factors such as new information, persuasive communication, social influence, and personal experiences. Attitudes can have wide-ranging effects, influencing perception, information processing, judgments, and the choices individuals make. They also shape interpersonal relationships, social interactions, and group dynamics.

The academic workload in the context of the Nigeria Certificate in Education (NCE) program has a profound influence on the attitudes of students. The workload refers to the amount of coursework, assignments, and studying that students are required to complete within a specific timeframe. It serves as a crucial determinant of the students’ overall experience and engagement with their studies. When the workload becomes overwhelming and unmanageable, students are more likely to experience negative attitudes towards their education. They may feel stressed, anxious, and burdened, leading to a decrease in motivation and a lack of enthusiasm for learning. This can manifest in reduced participation in class, decreased productivity, and a decline in the quality of work produced (Akintunde & Abidemi, 2018). On the other hand, an appropriate and balanced workload fosters positive attitudes among students. When the workload is reasonable, students feel a sense of accomplishment, confidence, and satisfaction in their academic endeavors. They are more likely to be engaged, motivated, and actively participate in their studies. It allows them to allocate sufficient time and energy to comprehend the subject matter, engage in critical thinking, and produce high-quality work.

Therefore, it is in line with the above discussion that this study seeks to carry out an assessment of academic workload and it’s influence on the attitudes of students in NCE in Federal College of Education, Pankshin.

1.2 STATEMENT OF THE PROBLEM

The attitudes of students towards their studies play a significant role in their academic performance and overall educational experience. One crucial factor that can influence student attitudes is the academic workload they are confronted with. The ideal situation is that students in NCE programs at should exhibit positive attitudes towards their studies, demonstrating motivation, engagement, and a proactive approach to learning. In this scenario, students are able to effectively manage their academic workload while maintaining a healthy work-life balance and achieving academic success.

However, there are concerns that the academic workload in NCE programs may be adversely affecting student attitudes. Students may perceive the workload as overwhelming, leading to increased stress levels, reduced motivation, disengagement from class activities, and even burnout. These negative attitudes can hinder students’ learning experience and potentially impact their academic performance. Recognizing the significance of student attitudes and the potential impact of academic workload, efforts have been made education stakeholders to address this issue. Various measures have been implemented, including study skills workshops, academic support services, and stress management programs. These initiatives aim to equip students with the necessary tools and resources to effectively manage their workload and maintain a positive attitude towards their studies. Despite the implementation of these measures, there is a concern that students’ attitudes towards their studies may still be influenced by the perceived academic workload. The persistence of this problem suggests that additional research and interventions may be necessary to identify the underlying factors contributing to negative attitudes and to develop targeted strategies for improvement.

The negative attitudes resulting from the perceived academic workload can have detrimental effects on students’ academic experience. Students may experience decreased motivation, lack of interest in their studies, reduced participation in class discussions, and a decline in overall academic performance. Furthermore, the increased stress levels and pressure associated with the workload can negatively impact students’ mental well-being, leading to emotional exhaustion and potential burnout. The primary objective of this research is to investigate the relationship between academic workload and student attitudes in NCE programs at Federal College of Education in Pankshin. By understanding the extent of the influence of academic workload on student attitudes, this study aims to contribute to the development of evidence-based strategies and interventions that can effectively address the issue. The findings of this research will inform policymakers, administrators, and educators about the specific challenges faced by students in managing their workload and will guide the implementation of targeted interventions to improve student attitudes and overall academic experience.

While there have been studies conducted on the impact of academic workload on student in various educational settings, there is a notable gap in research specific to NCE programs at Federal College of Education in Pankshin. This research will fill this gap. Therefore, this research seeks to assess the academic workload and its influence on the attitudes of students in NCE programs at Federal College of Education in Pankshin. By investigating the perceptions, experiences, and attitudes of students, as well as exploring the factors contributing to the perceived workload, this study aims to provide valuable insights and evidence-based recommendations to enhance students’ attitudes and overall academic experience. Ultimately, the goal is to promote a positive learning environment that supports students in effectively managing their workload while fostering a deep sense of engagement, motivation, and academic success.

1.3 AIM AND OBJECTIVES OF THE STUDY

The aim of this study is to carry out an assessment of academic workload and it’s influence on the attitudes of students in NCE in Federal College of Education, Pankshin. Other specific objectives of the study are:

1. To examine the perceived academic workload of students in NCE programs at Federal College of Education, Pankshin.
2. To assess the attitudes of students towards their studies in NCE programs at Federal College of Education, Pankshin.
3. To investigate the relationship between academic workload and student attitudes in NCE programs at Federal College of Education, Pankshin.
4. To examine the effects of academic workload on the emotional well-being and stress levels of students in NCE programs at Federal College of Education, Pankshin.

1.4 RESEARCH QUESTIONS

            The study will be guided by the following research questions:

1. What is the perceived academic workload of students in NCE programs at Federal College of Education, Pankshin?
2. What are the attitudes of students towards their studies in NCE programs at Federal College of Education, Pankshin?
3. How does academic workload relate to student attitudes in NCE programs at Federal College of Education, Pankshin?
4. What are the effects of academic workload on the emotional well-being and stress levels of students in NCE programs at Federal College of Education, Pankshin?

1.5 HYPOTHESIS

            The following null hypothesis will be tested at 0.05 level of significance:

H₀ There is a significant relationship between academic workload of students in NCE programme and their attitudes at Federal College of Education, Pankshin.

1.6 SIGNIFICANCE OF THE STUDY

It is hoped that this study will be beneficial to the following students, lecturers, college administrators, future researchers and policy makers.

The findings of the study would directly benefit the students in NCE programs at Federal College of Education, Pankshin. Understanding the relationship between academic workload and attitudes can help students gain insight into their own experiences, emotions, and motivations. It can empower them to make informed decisions regarding workload management and develop strategies to maintain positive attitudes towards their studies. The study could also provide recommendations to enhance student well-being and academic performance.

The research outcomes would be valuable for lecturers at Federal College of Education, Pankshin. It would provide them with insights into the challenges faced by students in managing their workload and maintaining positive attitudes. This understanding can help educators design effective instructional strategies, develop supportive learning environments, and implement interventions that alleviate stress and promote engagement among students.

The study’s findings would be beneficial for college administrators at Federal College of Education, Pankshin. They can utilize the research outcomes to inform policies and decisions related to workload allocation, curriculum design, and student support services. The insights gained from the study can contribute to the development of interventions and initiatives aimed at improving the overall student experience and academic outcomes within the college.

The study would contribute to the existing body of knowledge on the influence of academic workload on student attitudes. Researchers and scholars in the field of education, psychology, and related disciplines can utilize the findings as a basis for further research and exploration. The study may also uncover new perspectives and avenues for future investigations into workload management, student attitudes, and well-being in educational settings.

The research findings can provide valuable evidence to inform policy decisions at various levels, such as educational authorities, government agencies, and other stakeholders involved in the education sector. The study’s insights into the influence of academic workload on student attitudes can contribute to the development of policies and guidelines that support student well-being, engagement, and academic success.

1.7 THEORETICAL FRAMEWORK/CONCEPTUAL FRAMEWORK

The Self-Determination Theory (SDT), developed by Edward Deci and Richard Ryan, can be used as a theoretical framework to understand the assessment of academic workload and its influence on the attitudes of students in NCE programs at Federal College of Education, Pankshin. According to SDT, individuals have three basic psychological needs that, when satisfied, promote motivation, well-being, and positive attitudes towards their activities. These needs are:

1. Autonomy: The need to feel in control and have a sense of choice in their actions and behaviors.
2. Competence: The need to feel capable, effective, and successful in their endeavors.
3. Relatedness: The need to feel connected, supported, and valued by others in their social environment.

Applying SDT to the context of academic workload assessment, the theory suggests that when students perceive their academic workload as manageable and aligned with their capabilities and interests, their psychological needs for autonomy, competence, and relatedness are more likely to be satisfied. Consequently, this satisfaction can positively influence their attitudes towards their studies.

In this theoretical framework, the assessment of academic workload serves as a crucial factor influencing the satisfaction of students’ psychological needs. If the workload is perceived as overwhelming or excessively demanding, it may undermine students’ sense of autonomy, competence, and relatedness, leading to negative attitudes towards their studies.

Additionally, SDT highlights the importance of supportive and autonomy-supportive environments. If students perceive that their instructors and educational institutions respect their autonomy, provide meaningful choices, offer support, and foster a sense of competence and relatedness, it can contribute to positive attitudes despite the workload challenges.

By applying the Self-Determination Theory as a theoretical framework, the research can explore how the assessment of academic workload influences students’ autonomy, competence, and relatedness needs, and how these psychological needs, in turn, shape their attitudes towards their studies in NCE programs at Federal College of Education, Pankshin.

1.8 SCOPE AND DELIMITATIONS OF THE STUDY

            The scope of this study focuses on the assessment of academic workload and its influence on the attitudes of students in NCE programs. The study specifically targets students enrolled in the NCE programs. It aims to gather information regarding students’ perceptions of their academic workload, their attitudes towards their studies, the relationship between workload and attitudes, as well as the effects of workload on students’ emotional well-being and stress levels. The study will be limited to the context of Federal College of Education, Pankshin, and may not encompass other colleges or universities. Additionally, the study will be conducted within a specific timeframe and may not capture long-term effects or changes over an extended period. It is important to note that the findings and conclusions of this study may not be generalizable to other educational contexts or institutions.

1.9 OPERATIONAL DEFINITIONS OF TERMS

Assessment of Academic Workload: The process of evaluating and measuring the quantity and complexity of tasks, assignments, projects, and other academic responsibilities imposed on students in the NCE program at Federal College of Education, Pankshin. It involves considering factors such as the number of assignments, the time required to complete them, the level of difficulty, and the expectations set by the instructors.

Attitudes of Students: The cognitive, affective, and behavioral responses exhibited by students towards their studies in the NCE program at Federal College of Education, Pankshin. It encompasses their thoughts, feelings, beliefs, perceptions, and actions related to their academic experiences, motivation, engagement, satisfaction, and overall disposition towards their educational journey.

NCE Program: The program of study offered at Federal College of Education, Pankshin, leading to the award of a Nigerian Certificate in Education (NCE). It typically includes a curriculum comprising various courses, subjects, and practical experiences designed to prepare students for a career in teaching or related fields at the secondary school level.

Influence: The effect or impact of the assessment of academic workload on the attitudes of students in the NCE program at Federal College of Education, Pankshin. It refers to the degree to which the workload assessment shapes or modifies students’ thoughts, emotions, behaviors, and overall perspectives towards their studies.