Influences upon Students’ Perceptions of Workload

Abstract Student perceptions of workload are hypothesised to be a function of class contact hours, independent study hours, English language ability, GPA and the students’ propensity to employ meaning or reproducing approaches to learning. Data on these variables were gathered from students in a mechanical engineering programme in a university. Models testing the interrelationship between these variables and perceived workload were found to have a good fit to the data by structural equation modelling. The direction of the relationship between perceived workload and reproducing approach was investigated by comparing alternative models which were both found to fit the data well. The models suggest a number of guidelines for curriculum designers if students are not to feel pressured by overloaded curricula. These include the greater impact of timetabled class hours as compared to independent study and the need to avoid contextual influences which might induce students to employ a reproducing approach to learning.