Investigating the Relevance of Higher Education Assessment Approaches on the Employability of Graduates in Cameroon

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dc.creatorLen, Kibinkiri Eric
dc.creatorN. F. Ndi, Ndamsa,
dc.date2024-04-29
dc.date.accessioned2024-10-12T12:30:00Z
dc.date.available2024-10-12T12:30:00Z
dc.descriptionThe rising unemployment rate across countries in the world have attracted global attention. In the Cameroon context, several measures have been put in place to remedy the situation with results far below expectation. It is for this reason that this study set out to examine the relevance of the Higher Education Assessment Approaches in fostering employability in Cameroon. To achieve this objective, two research questions were formulated to guide the study. The study was carried out in two-state universities of the English-speaking regions of Cameroon. The sample for the study consisted of 300 students and 120 lecturers. Primary Data was collected using close-ended questionnaires and was analysed using regression techniques such as the structural equation modelling (SEM) approach with the maximum likely hood estimation technique. The critical ratio was used to test the significance of the hypothesis and the overall results revealed that, assessment approaches have a significant positive effect on graduate employability from the student’s perspective but a significant negative effect from the teacher’s perspective. The study recommended that; higher education institutions should improve on the usage of their current assessment approaches as this is vital in enhancing graduate employability in Cameroon.en-US
dc.formatapplication/pdf
dc.identifierhttps://journals.proindex.uz/index.php/JRITIL/article/view/880
dc.identifier.urihttps://dspace.umsida.ac.id/handle/123456789/37367
dc.languageeng
dc.publisherPro Indexen-US
dc.relationhttps://journals.proindex.uz/index.php/JRITIL/article/view/880/738
dc.sourceJournal of Research in Innovative Teaching and Inclusive Learning; Vol. 2 No. 4 (2024): Journal of Research in Innovative Teaching and Inclusive Learning; 32-45en-US
dc.source3030-3036
dc.source3030-3036
dc.subjectAssessment approachesen-US
dc.subjectemployabilityen-US
dc.subjectGraduatesen-US
dc.subjectHigher Educationen-US
dc.subjectRelevanceen-US
dc.titleInvestigating the Relevance of Higher Education Assessment Approaches on the Employability of Graduates in Cameroonen-US
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typePeer-reviewed Articleen-US
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