The Impact of Teaching Methods on Self-Reliance Among Graduates from Anglo-Saxon Universities in Cameroon

Аннотация

The study investigated the impact of teaching methods on self-reliance graduates from Anglo-Saxon universities in Cameroon. The objective of the study was to investigate the extent to which teaching methods impact self-reliance among graduates from Anglo-Saxon universities in Cameroon. The study adopted the survey research design using quantitative and qualitative approaches. Questionnaire were designed for lecturers, graduates and university administrators. Data were collected from three hundred (300) lecturers, two hundred and eighty (280) graduates and sixteen (16) university administrators from both university of Buea and Bamenda respectively. The data from close-ended questions were analysed with the aid of descriptive and inferential statistical tools, while the open-ended questions was analysed thematically. The Pearson product moment correlation coefficient was used to test the research hypotheses formulated in the study. The findings revealed that teaching methods significantly enhance self-reliance of graduates from Anglo-Saxon Universities in Cameroon, as indicated by a positive correlation coefficient of 0.310. Based on these findings, it was recommended that sufficient and up to date educational resources should be provided to lecturers and students to support effective teaching and learning. In addition, innovative teaching methods with opportunities for practicals to be adopted by lecturers The American Journal of Social Science and Education Innovations 12 https://www.theamericanjournals.com/index.php/tajssei The American Journal of Social Science and Education Innovations in order to contribute significantly to the academic about life skills require interactive, student-centred growth and development of graduates. methods. According to Hammond (2010), teachers should exercise professionalisation in teaching and classroom control. A qualified teacher has mastery of Keywords: Teaching methods, self-reliance, graduates, subject matter and pedagogy which facilitate learning. Anglo-Saxon universities in Cameroon. To Josephine and Amukowa (2013), the root of qualify education is a quality teacher, and stakeholders may Introduction: University graduates are expected to advocate for a student-centred approach with all might show proof of acquisition of both hard and soft skills and passion. The teaching learning process requires such as critical thinking, problem-solving, teamwork appropriate approaches to teaching (Chunga, 2013). In and flexibility, communication skills, creativity and this regard, teachers must know which strategy is better technology literacy, leadership, time management and for students learning, when and varied their teaching decision-making skills, Human relation skills methods. entrepreneurial skills. Teaching methods are There are various teaching methods that can be used in important tools available to the teacher, whose higher education. Omari (2015) identified the following knowledge and use depends to the efficiency of teaching methods: Lecture method, Problem-centred, educational work. Tanyi (2006) and Fonkeng (2007) Project, Role play/social drama, Audio-visual and film, lamented that the policies on the orientation of Higher Discussion, Practical/laboratory, Individual task, Education to promote professionalisation and enhance Syndicate, Demonstration methods. Other researchers graduates skills acquisition lack the supporting (Nilson, 2010; Cruichshank et al, 2006; Balan & resources and faces a lot of challenges for its Metcalfe, 2012; as well as Sajjad, 2011), also identified implementation. the following teaching methods: Lecture, Discussion, The implications are much heavy on the nation’s Brainstorming, Case study, Group work, Questioning, economic cost which involve reduction in gross Problem- based learning, Discovery learning methods. domestic product of any nation, reduction in economic Moore (2001), identifies methods of teaching in learner- welfare, reduction in output and erosion of human centred institution as follows; discussion, cooperative capital. Furthermore, since graduates are unable to learning, discovery learning, inquiring learning, secure jobs due to insufficient skills acquisition, it has simulation, games and individualized instructions. led to severe financial hardship, poverty, debt, Tambo (2003) categorised the above methods into four homelessness and housing stress, family tensions and broad categories. There is indirect teaching which breakdown, boredom, alienation, shame and stigma, involves students in investigating, drawing inferences increased social isolation, crime, erosion of confidence from data and forming hypotheses. Interactive teaching and self-esteem. In order for graduates to be self- which includes discussion and cooperative learning is reliant, universities have to upgraded by using another category. There is also independent study innovative teaching methods as this may enable which is a range of teaching methods that are