Analysis of Academic Workload and Performance of Students of English Undertaking Dual-Course at NCE Level in North Central Nigeria: A Curriculum Redesign Approach

Abstract

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.