Coping with Science Academic Workloads: Strategies of Middle School Learners in Ghana
Keywords:
Coping, Science, Academic Workloads, Strategies, Middle School Learners, Self-Regulatory TheoryAbstract
With an emphasis on the demands of scientific education, this study examined ways of coping with academic workloads in science among middle school learners in Ghana. The study was supported by quantitative data findings, which demonstrated that grade 6 learners employ a variety of coping mechanisms to deal with academic workloads in science. The quantitative data was gathered using a method design that involved administering structured yes/no questionnaires to 37 students, 19 of whom were boys and 18 of whom were girls. The study revealed that almost all learners engaged in relaxation exercises since they were the most popular and successful. Although fewer make regular schedules, time management was also evident, with many people doing chores ahead of schedule. Many learners reported giving up sleep to meet deadlines, which was an indication of maladaptive coping, and girls were more likely to seek support, but its effects were limited. In general, learners actively manage their stress, but the efficacy of their coping mechanisms differs, underscoring the need for better time-management and support techniques. To promote both academic and emotional well-being, this emphasizes the necessity of improved task planning. According to the study's findings, an unmanaged academic workload causes a great deal of emotional stress and necessitates immediate school-based interventions, such as more precise task instructions, well-balanced curriculum design, emotional support networks, and organized coping skill development, to safeguard learners’ psychological health and academic engagement.
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