Mitigating students’ carryover pressure on academic achievement with digital curriculum reforms and counselling strategies

Samuel Ademu Awuja; Josephine Ese Konyeme

doi:10.62672/gbl.v3i1.41

Authors

Samuel Ademu Awuja University of Delta, Nigeria
Josephine Ese Konyeme University of Delta, Nigeria

DOI:

https://doi.org/10.62672/gbl.v3i1.41

Keywords:

Academic achievement, Academic counseling, Digital curriculum-reforms, Mitigating final year carryover pressures, Universities in Delta State

Abstract

The study investigated the effect of carryover pressure courses on the academic performance and mental well-being of students in their final year in public universities in Delta State, Nigeria. It also assessed the efficacy of curriculum digitization and counselling services as institution-based interventions. A mixed-method research approach was used. The sample size was 5,324 respondents selected from four public universities and seven faculties. Quantitative data were analyzed using descriptive statistics, Pearson correlation, t-test, regression analysis, ANOVA and Chi-square statistics while the qualitative data were subjected to thematic analysis. There was a statistically significant negative correlation between carryover pressure courses and academic performance of students (r = -0.512, p < 0.05). Also, there was increased psychological problems like stress, anxiety and self-doubt about academics. The regression analysis reported that counseling significantly improved students' coping on academic performance (β = 0.416, R² = 0.372, p < 0.05) while the ANOVA test proved that curriculum digitization significantly decreased academic load related to carryover pressures among faculties (F = 6.89, p < 0.05). The results from chi-square test showed a significant change in attitude towards digital learning platforms and counseling service among students (χ²=42.17, p<0.05). Nevertheless, the result from one-sample t-test showed the deficiency of faculty experts in curriculum digitalization and counseling service in the university. The study suggests curriculum digital reforms and counseling services to prevent the detrimental academic and psychological pressures of carryover. The study offers empirical implications for Nigerian universities curriculum and counseling system reforms.

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