HEAVY COURSE LOAD AND COPING STRATEGIES AMONGFINAL YEAR STUDENTS OF FEDERAL COLLEGE OFEDUCATION (TECHNICAL) UMUNZE ANAMBRA STATE

OKOLI, ALEX (JUNIOR)
Publisher: JOTERD {"id":4,"volume_name":"Vol 4 Number 2","created_at":null,"updated_at":null,"url":"volumes\/4.jpg"} (1): 1: doi: 1 Published in 2013

The study investigated heavy course load and coping strategies among final year students of Federal College of Education (Technical) Umunze, Anambra state. Guided by two specific objectives, two research questions and three hypotheses, the study selected, by proportionate sampling technique, 158 final year students from three (3) schools namely, Agriculture IHome Economics Education, Business Education and Science Education of Federal College of Education (Technical) Umunze. A structured questionnaire was designed and validated to elicit information from respondents. The internal consistency of the instrument was also determined. Data collected were analyzed using the mean, while the hypotheses were tested using Pearson Product Moment Correlation Coefficient and the t-test statistics. The results indicated that students perceived heavy course load as source of stress. It also found that students adopted both positive and negative strategies in coping with stress associated with heavy course load. Gender had no effect on students' responses. The study recommended, among others, a review of the present NCE curriculum and encouraging students to adopt more positive coping strategies.

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