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TYPE
Original Research
PAGE NO.
12-23
10.37547/tajssei/Volume07Issue03-03
OPEN ACCESS
SUBMITED
22 January 2025
ACCEPTED
20 February 2025
PUBLISHED
26 March 2025
VOLUME
Vol.07 Issue03 2025
CITATION
SOPHIE ENJEMA MBUA, PROF. JOSEPH BESONG BESONG, & DR.
MEKOLLE PROSPER MBELLE. (2025). The Impact of Teaching Methods on
Self-Reliance Among Graduates from Anglo-Saxon Universities in Cameroon.
The American Journal of Social Science and Education Innovations, 7(03),
12
–
23. https://doi.org/10.37547/tajssei/Volume07Issue03-03
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
The Impact of Teaching
Methods on Self-Reliance
Among Graduates from
Anglo-Saxon Universities
in Cameroon
SOPHIE ENJEMA MBUA
Department of Educational Foundations and Administration, Faculty of
Education of the University of Buea, Cameroon.
PROF. JOSEPH BESONG BESONG
Department of Educational Foundations and Administration, Faculty of
Education of the University of Buea, Cameroon.
DR. MEKOLLE PROSPER MBELLE
Department of Educational Foundations and Administration, Faculty of
Education of the University of Buea, Cameroon.
Abstract:
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
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The American Journal of Social Science and Education Innovations
in order to contribute significantly to the academic
growth and development of graduates.
Keywords:
Teaching methods, self-reliance, graduates,
Anglo-Saxon universities in Cameroon.
Introduction:
University graduates are expected to
show proof of acquisition of both hard and soft skills
such as critical thinking, problem-solving, teamwork
and flexibility, communication skills, creativity and
technology literacy, leadership, time management and
decision-making
skills,
Human
relation
skills
entrepreneurial
skills. Teaching
methods
are
important tools available to the teacher, whose
knowledge and use depends to the efficiency of
educational work. Tanyi (2006) and Fonkeng (2007)
lamented that the policies on the orientation of Higher
Education to promote professionalisation and enhance
graduates skills acquisition lack the supporting
resources and faces a lot of challenges for its
implementation.
The implications are much heavy on the nation’s
economic cost which involve reduction in gross
domestic product of any nation, reduction in economic
welfare, reduction in output and erosion of human
capital. Furthermore, since graduates are unable to
secure jobs due to insufficient skills acquisition, it has
led to severe financial hardship, poverty, debt,
homelessness and housing stress, family tensions and
breakdown, boredom, alienation, shame and stigma,
increased social isolation, crime, erosion of confidence
and self-esteem. In order for graduates to be self-
reliant, universities have to upgraded by using
innovative teaching methods as this may enable
graduates to gain diverse skills for the job market.
LITERATURE
Teaching Methods and Self-Reliance
Teaching is the fundamental art and science guiding
the management and strategies used for lesson
delivery in the classroom. Dorgu (2015) defined
teaching method as the strategy by which a teacher
delivers his or her subject matter to the learners, based
on predetermined instructional objectives in order to
promote learning in the students. Westwood (2008)
sees teaching methods as comprising the principles
and methods used by teachers to enable students
learning. These definitions reveal that teaching has
principles and methods meant to maximise students’
learning.
According to UNICEF (2010), teaching and learning
about life skills require interactive, student-centred
methods. According to Hammond (2010), teachers
should exercise professionalisation in teaching and
classroom control. A qualified teacher has mastery of
subject matter and pedagogy which facilitate learning.
To Josephine and Amukowa (2013), the root of qualify
education is a quality teacher, and stakeholders may
advocate for a student-centred approach with all might
and passion. The teaching learning process requires
appropriate approaches to teaching (Chunga, 2013). In
this regard, teachers must know which strategy is better
for students learning, when and varied their teaching
methods.
There are various teaching methods that can be used in
higher education. Omari (2015) identified the following
teaching methods: Lecture method, Problem-centred,
Project, Role play/social drama, Audio-visual and film,
Discussion,
Practical/laboratory,
Individual
task,
Syndicate, Demonstration methods. Other researchers
(Nilson, 2010; Cruichshank et al, 2006; Balan &
Metcalfe, 2012; as well as Sajjad, 2011), also identified
the following teaching methods: Lecture, Discussion,
Brainstorming, Case study, Group work, Questioning,
Problem- based learning, Discovery learning methods.
Moore (2001), identifies methods of teaching in learner-
centred institution as follows; discussion, cooperative
learning, discovery learning, inquiring learning,
simulation, games and individualized instructions.
Tambo (2003) categorised the above methods into four
broad categories. There is indirect teaching which
involves students in investigating, drawing inferences
from data and forming hypotheses. Interactive teaching
which includes discussion and cooperative learning is
another category. There is also independent study
which is a range of teaching methods that are planned
and provided to foster the development of initiative,
self-reliance and self-improvement of students as
individuals.
According to Longanever (2003), quality education is
based on the teaching methods than what students
learn. Barneh and Coate (2005) have argued that higher
education curriculum in Cameroon has not received as
much attention as should be expected for a concept that
underpins
university
teaching
and
learning.
Professionalisation calls for student-centred teaching
which is a constructivist approach where the role of the
teacher is a facilitator (Alesandrini and Larson, 2002),
helps students acquire knowledge through activities,
internship and practicals are good examples and
internships are linked between theoretical knowledge
and concepts learned in the classroom setting. Thus,
enable students to acquire skills necessary for self-
reliance.
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The American Journal of Social Science and Education Innovations
Barrow and Lec (2006) mentioned that, effective
teaching means practice. The collaborative approach is
one of those strategies that meet students’ needs
through a relationship where students receive support
and encouragement from their teachers. Through
collaboration and corporation with others, students
engage in experimental learning that is authentic and
holistic. Teachers are also challenged to explore other
methods to achieve results irrespective of religion,
culture, or belief. According to UNESCO (2004), what
goes into the classroom, and the impact of the teacher
and teaching, has been identified in numerous studies
as the crucial variable for improving learning
outcomes. Engaging students in practical activities
tends to give them the opportunity to apply classroom
knowledge in a real world or practical situation and this
has the potential to prepare them for life after studies.
This is the moment for real change in our higher
education system by revitalising their curriculum to
en
hance graduates’ prospects for employment and
self-reliance.
Butcher et al (2011) said that, the best way to get
started is by enhancing curriculum of higher education
academic programs. In practice, universities interact
with socio-professional actors thr
ough students’
internship, university hosted business forums,
research and teaching collaborations. However, these
interactions may seem to be at its infancy and the full
benefits are yet to be seen. The basic assumption of
policy makers is that, higher education ought to play a
decisive role in the society and contribute to
sustainable growth and job creation (Com, 2011).
Therefore, higher education institutions should be
aware of the needs of the economy and subsequently
adjust their curriculum to ensure greater compatibility.
Eliezer (2016) carried out a study on “Effect on
Teaching Approaches and Methods on Students’
Learning outcomes in institutions of Higher Education
in Rwanda”. The purpose of the study was to access the
quality of teaching and assessment practices and to
establish their effects on students’ learning out comes
in Higher Education Institutions in Rwanda. The study
had three specific objectives; the qualitative and
quantitative were used involving survey and content
analysis designs. The study was conducted in four
institutions with a sample of twelve (12) lecturers and
seventy-two (72) students. The researcher used a
questionnaire, observation, documentary analysis and
interview guide. The findings reveals that 91.7% of
students adopted surface approach of learning and
79.2% of students testing the high cognitive process
adopted deep approach to learning. To address this
problem, higher education needs to ensure retraining
of lecturers in teaching methods and establish
appropriate mechanisms of following up the teaching
practices.
Kebby (2014) carried out a study on “Effective Teaching
Methods in Higher Education. The purpose of the study
was to determine the effective methods of teaching at
higher levels of education. The study was to find out
how lecturers figured out methods of teaching as one
planned a lesson prior to teaching. Three research
questions guided this study. The instruments used for
this study were interview guide, questionnaire and
observation. The study used the convenience sampling/
non-probability sampling techniques. The result
revealed that 71.7% population were not aware of their
individual learning styles, only 28.3% of students were
aware of their individual learning styles.
Ugwunwoti et al; (2017) also carried out a study on
“Improving
Entrepreneurship
Education
Among
Business Education Students of Universities in South
East, Nigeria for Self-
Reliance in a Depressed Economy”.
The purpose of the study was to determine the
strategies for improving entrepreneurship education
among business education students of universities in
South East of Nigeria for self-reliance in a depressed
economy. The study was guided by two research
questions and two null hypotheses in line with the
purpose of the study. The study adopted a survey
research design. And the instrument that was used for
data collection was questionnaire and the instrument
was structured using four (4) point rating scale. The
reliability of the study was determined using Cronbach
Alpha. The result of the reliability test yielded 0.78
showing that the instrument was reliable. Mean and
standard deviation was used to answer the research
questions and T-test statistics was used to test the two
null hypotheses at 0.05 level of significance.
Alake et al; (2015) carried
out research on “Comparative
study of students’ enrollment, resource availability and
utilization in private and state-owned universities in
Ogun state”, with the view of establishing probable
variations in the institutions. Descriptive survey
research design was adopted. The purposive sampling
technique was used to sample students from both
universities. Instruments used to collect data were
checklist and questionnaire and the formulated
statement of hypotheses were analyzed using T-test and
Pearson product moment correlation statistical tools at
0.05 level of significance. The study recommended that
university education needs more funds from both
government and private individuals, university
management teams are to take adequate caution in the
management and maintenance of universities physical
and infrastructural facilities.
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The American Journal of Social Science and Education Innovations
Also, a study carried out by Endeley, (2014) on
Professionalisation of Higher Education: Assessing
Teaching and Learning within the framework of the
BMP in university of Buea. The study adopted a
descriptive survey with a purposive sample of forty
(40) lecturers from the university of Buea. A closed-
ended questionnaire was constructed and was rated
on a four-point likert scale. The instrument was
validated by eight (8) lecturers and the validity index
stood at 0.86. Data was analyzed using the SPSS
Package. Findings reveals insufficient human and
material resources while the teaching activities and
assessment averagely reflect professionalization. The
pedagogic aspects of professionalization need more
attention.
Objective
To investigate the extent to which teaching methods
influence self-reliance of graduates from Anglo-Saxon
universities in Cameroon.
Research Question
How do teaching methods influence the self-reliance of
graduates from Anglo-Saxon universities in Cameroon?
Hypotheses
Ho
1
:
Teaching methods do not significantly enhance
self-reliance of graduates from Anglo-Saxon universities
in Cameroon.
Ha
2
:
Teaching methods significantly enhance self-
reliance of graduates from Anglo-Saxon universities in
Cameroon.
METHODS AND PROCEDURE
This study adopted the descriptive and correlational
survey design using quantitative and qualitative
approaches. The accessible population consisted of
three hundred (300) lecturers from both universities,
twenty (20) university administrators and finally Two
hundred (200) graduates from the universities of Buea
and Bamenda as seen on table 1 below:
Table 1: - Distribution of Accessible Population of the Study by Establishment
Institution
Academic Staff
Graduates
University of Buea
593
1923
University of Bamenda
421
224
Total
1014
2147
Source: Statistics from 2017-2021 (IT Centre)
The table above shows that there are 1014 academic
staff and 2147 graduates from the university of Buea
and Bamenda.
Instruments for Data Collection: The instruments that
were used for data collection were the questionnaire
for lecturers and graduates while interview guide for
administrators. The purposive sampling technique was
used to select lecturers and the two universities (Buea
and Bamenda) and the snow ball sampling technique
was used to select graduates. The sample size
consisted three hundred (300) lecturers, two hundred
and
eighty
(280)
graduates,
sixteen
(16)
administrators. The faculties involved in the sample
includes: University of Buea; Faculty of Arts, Faculty of
Education, Advanced School of Translation and
Interpretation, and College of Technology, and the
University of Bamenda; College of Technology, Faculty
of Arts, Faculty of Education, and Faculty of Economic
and Management Sciences.
The reliability of the instruments was established based
on a pilot study of five (5) lecturers, five (5) university
administrators and five (5) graduates from the
university of Buea and the university of Bamenda. The
Cronbach’s Alpha was used to test the reliability of the
instrument. The reliability co-efficient calculated ranged
from 0.78 to 0.89 for the variables under study. For the
qualitative instrument, 3 lecturers each were selected
from the universities to respond to the interview guide
questions and the responses were examined. The self-
delivery method was used to administer the
instruments with the help of research assistant. The
instruments were administered and collected on the
spot. Data were analyzed using descriptive statistics
(frequencies and percentage counts) and inferential
statistics of Pearson Correlation Coefficient. Pearson
product-moment correlation coefficient was used to
test the research hypotheses formulated in the study.
Demographic Characteristics of Respondent
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The respondents were required to provide data on the
following parameters: Gender, longevity in service and
highest education qualification. The analysis of
demographic data is presented below using frequency
table and percentages
Table 2: - Frequency and Percentage Distribution of Respondents
Parameter
s
University
Administrators
Lecturers
Graduates
Gender
Frequen
cy
Percentage Frequen
cy
Percenta
ge
Frequen
cy
Percenta
ge
Male
10
62.5
150
50
132
47.14
Female
06
37.5
150
50
148
52.86
Total
16
100
300
100
280
100
Longevity
Frequen
cy
Percentage Frequen
cy
Percenta
ge
Frequen
cy
Percenta
ge
>2 Years
0
0
-
-
-
-
3-5 years
06
37.5
-
-
-
-
6-7 years
08
50.0
-
-
-
-
>8 years
02
12.5
-
-
-
-
Total
16
100
-
-
-
-
Qualificati
on
Frequen
cy
Percentage Frequen
cy
Percenta
ge
Frequen
cy
Percenta
ge
Masters
02
12.5
-
-
-
-
PhD
Total
University
Buea
Bamenda
Total
Faculty
FED
FA
ASTI
COT
FEMS
Total
Departme
nts
HIS
ENG
EDL
SPE
TRA
INE
CET
EET
ACC
BNF
14
16
Frequen
cy
08
08
16
Frequen
cy
04
04
02
04
02
16
Frequen
cy
02
02
02
02
01
01
02
02
01
01
87.5
100
Percentage
50
50
100
Percentage
25.0
25.0
12.5
25.0
12.5
100
Percentage
12.5
12.5
12.5
12.5
6.25
6.25
12.5
12.5
6.25
6.25
-
-
Frequen
cy
200
100
300
Frequen
cy
75
75
50
75
25
100
Frequen
cy
40
35
25
50
25
25
35
40
13
12
-
-
Percenta
ge
66.67
33.33
100
Percenta
ge
25.0
25.0
16.67
25.0
8.33
100
Percenta
ge
13.33
11.67
8.33
16.67
8.33
8.33
11.67
13.33
4.33
4.00
-
-
Frequen
cy
184
96
280
Frequen
cy
70
70
46
70
24
280
Frequen
cy
35
35
35
35
23
23
35
35
12
12
-
-
Percenta
ge
65.71
34.29
100
Percenta
ge
25.0
25.0
16.43
25.0
8.57
100
Percenta
ge
12.5
12.5
12.5
12.5
8.21
8.21
12.5
12.5
4.21
4.21
Total
16
100
300
100
280
100
Source: Researcher’s Field work August, 2024.
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As seen in table 2 above, ten male and six universities
administrators responded to the interview guides
given a percentage of 62.5% and 37.5% respectively.
This shows that there are more male universities
administrators than female universities administrators
in the sample drawn from Anglo Saxon Universities in
Cameroon.
Similarly, there were equal male and female lecturers
who respondent to the questionnaires given a sampled
of one hundred and fifty each with a percentage of 50%
each. There were also one hundred and thirty-two
male graduates and one hundred and forty-eight
female graduates given a percentage of 47.14% and
52.86%
respectively
used
to
complete
the
questionnaire. This gender data revealed that there
were more women graduates in Anglo-Saxon
universities in Cameroon than men.
Longevity in service ranges from 12.5% to 50% for the
university administrators. The highest numbers of
universities administrators have served between 6-7
years in their respective Universities and a few have
served above 8 years. This implies, the respondents
have the experience to assess the level of
professionalization and self-reliance of graduates in
their respective universities.
The table also revealed that a percentage of 12.5% of
universities administrators hold Master’s Degree as
their qualification, with 87.5% administrators holding
PhD. This implies that most of the Universities
administrators are qualified in the irrespective domain.
In addition, 50% each of university administrators were
selected from University of Buea and University of
Bamenda. 66.67% of lecturers were selected from the
University of Buea and 33.33% of lecturers were
selected from the University of Bamenda. 65.71% of
graduates were also selected from the University of
Buea and 34.29% of graduates were selected from the
University of Bamenda. These numbers were the
actual sample size that was used to complete the
questionnaire.
It is also worthy of note that, 25% of university
administrators, lecturers and Graduates were selected
from Faculties of Education, Arts and College of
Technology while, 12.5% of administrators, 16.67% of
lecturers and 16.43% of graduates were selected from
Advanced School of Translation and Interpretation.
12.5% of university administrators, 8.33% of lecturers
and 8.57% of graduates were also selected from the
Faculty of Economic and Management Sciences.
In this same vein, 12.5% of university administrators and
graduates and 13.33% of lecturers were selected from
the departments of; History and Electrical and
electronic
technology.
12.5%
of
university
administrators and graduates and 11.67% of lecturers
were selected from the departments of; English
language and Civil engineering technology. 12.5% of
university administrators and graduates were selected
from the departments of; Educational leadership and
Special education while 8.33% of lecturers were
selected from the departments of Educational
leadership and Special education departments. 6.25% of
university administrators were also selected from the
departments of Translation and Interpretation,
Accounting and Banking and Finance. 8.33% of lecturers
were selected from the department of Translation and
Interpretation, 4.33% and 4.00% of lecturers were
selected from the department of Accounting and
Banking and Finance respectively. 8.21% each of
graduates were selected from the departments of
Translation and Interpretation, and 4.21% each of
graduates were selected from the departments of
Accounting and banking and Finance. This implies a
blend of knowledge and experience from these
respondents
with
different
qualification
and
background was necessary to provide the needed
information for this study.
Table 3: -
Graduates’ Opinions on Teaching Methods in Anglo
-Saxon Universities in Cameroon
S
N
SECTION B
𝑿
̅
S
Decisio
n
1
The teaching methods used in my courses foster active
student participation.
3.13 0.3
2
A
2
Teaching methods used in my courses promote
collaboration and teamwork.
2.88 0.3
4
A
3
Teaching methods encourage active engagement.
2.98 0.3
3
A
4
Teaching methods provided opportunities for practical
application of knowledge.
2.90 0.3
4
A
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5
All the teaching methods used enhanced your learning
experience.
2.87 0.3
4
A
6
The teaching methods employed in my courses have
contributed significantly to my academic growth.
2.79 0.3
6
A
7
Teaching methods have helped me develop problem-
solving skills.
2.88 0.3
4
A
8
9
10
Teaching methods have prepared me well for my future
career through fostering self-reliance.
My level of self-reliance has increased throughout my
final year studies.
The lecturers use a variety of instructional resources and
materials to enhance learning.
MRS
2.80
2.91
2.79
2.89
0.3
5
0.3
4
0.3
4
0.3
4
A
A
A
A
MRS = Mean response score = Mean score S = Standard deviation
From table 3 above, 10 test items were constructed for
respondents to provide responses to the research
questions. The mean response score of (=2.89±0.34)
shows that teaching methods can determine self-
reliance of graduates from Anglo-Saxon Universities in
Cameroon.
Table 4: - Lecturers Opinions on Teaching Methods in Anglo-Saxon Universities in Cameroon
SN SECTION B
𝑿
̅
S
Decision
1
The teaching methods I employ in the classroom engage
students actively in the learning process.
3.33 0.30
A
2
I incorporate a variety of teaching strategies and
techniques to cater to different learning styles and needs
of students.
3.27 0.31
A
3
I encourage critical thinking through my teaching
methods.
3.46 0.29
A
4
I provide opportunities for students to collaborate in
groups during classroom activities.
3.48 0.28
A
5
I encourage students to take ownership of their learning
to seek clarification or help when needed.
3.48 0.28
A
6
I provide opportunities for students to work
independently to develop self-directed learning skills.
3.42 0.29
A
7
I facilitate opportunities for students to set goals to track
their progress towards achieving them.
3.43 0.29
A
8
9
10
My students demonstrate a high level of self-reliance in
their learning process
The educational resources effectively prepare students
for future academic pursuits or professional careers
through fostering self-reliance.
The availability of educational resources significantly
contributes to the development of self-reliance in
students.
MRS
3.28
3.31
3.36
3.38
0.30
0.30
0.29
0.29
A
A
A
A
MRS = Mean response score = Mean score S = Standard deviation
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From table 4 above, it is seen that 10 test items were
constructed for lecturers to provide responses to
research question three. The test statistics obtained
from the responses showed that the mean response
score of (=3.38±0.29) revealed that, teaching methods
can determine self-reliance of graduates from Anglo-
Saxon Universities in Cameroon.
Table 5: - Enhancement of Teaching Methods on Self-Reliance of Graduates from Anglo-Saxon Universities in
Cameroon (N=580)
Variable
∑X
∑X
2
∑Y
∑Y
2
∑XY
Г
xy
p-value
Teaching Methods (X)
18240
332697
15108192
0.310
0.001
Self-Reliance of graduates (Y)
8283
68608
p* < 0.05; df = 99; critical Г
xy
= 0.1956; (N= 580)
Data analyses on table 5 above revealed that, at alpha
level of significance 0.05 with degree of freedom 99,
the calculated correlation coefficient value rxy-
computed is 0.310 which is higher compared to the
critical value of 0.1956 (Гxy
-critical). Also, given that
the calculated p-value is 0.001 which is far lower than
0.05, the interpretation here is that, there is a
significant positive relationship between the two
variables. Therefore, the null hypothesis is rejected
and it was concluded that teaching methods
significantly enhance self-reliance of graduates from
Anglo-Saxon Universities in Cameroon. The positive sign
of the rxy-computed value implies that, self-reliance of
graduates may likely improve when teaching methods
provide opportunities for students to collaborate and
work in groups during classroom activities. There by,
making students to be engaged to critical thinking and
practical application of knowledge in real world
situations.
Table 6: - Open questions Responses of Graduates on Teaching Methods
Theme
Groundi
ng
Coded responses
S
u
p
p
or
t of
c
ou
rse
wo
rk
an
d
M
ate
rial
s
Decision making
and projects
Internships and
better
understanding
Limited
Importance
72
79
29
“It has helped me to make decision on my
own.”
“It has helped me moderately.”
“It helped me to carry out projects.”
“It provides more guidelines for better
understanding.”
“Very efficient.”
“More group work.”
“More internships.”
“Encourage me to research.”
“It did not help me in any way.”
“It has not prepared me to be self-
reliant.”
“Students should learn to help
themselves.”
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Re
com
m
en
d
ation
s
for
q
u
ali
ty
re
sou
rc
es
More
Practical
and up to date
resources
Updated
curriculum
68
33
“Provision of laptops to student should
be put in place.”
“It should be up to date.”
“More practical work.”
“Provision of more practical materials.”
“Practical works should be included in
our curriculum.”
“More assignments should be given to
students.”
“Lecturers should provide material for
student ahead of time.”
“Curriculum should be updated yearly.”
From table 6 above, five themes emanated from the
respondents responses on teaching methods namely;
Decision making and projects, internships and better
understanding, graduates autonomy, more practical
and up to date resources and updated curriculum. On
support of course work and materials, the first theme
is decision making and projects. Owing to this theme,
respondents said in their own words that teaching
methods; “has helped me to make decision on my
own.” “It has helped me moderately.” “It helped me to
carry out projects.” The second theme is internships
and better understanding. In this light, most of the
respondents attested that teaching methods used
“provide more guidelines for better understanding.”
“Very efficient.” “More group work.” “More
internships.” “Encourage me to research.”
The third theme is limited importance, in this regard,
respondents said in their own words that teaching
methods; “did not help me in any way.” “It has not
prepared me to be self-
reliant.” “Students should learn
to help themselves.” On recommendations for
quality
resources, there were two themes. This first theme is
more practical and up to date resources. Owing to this
theme, respondents stated that; “Provision of laptops to
student should be put in place.” “It should be up to
date.” “More practical work.” “Provision of more
practical materials.” “Practical works should be included
in our curriculum.” The last theme is updated
curriculum. This is evident in respondents responses as
they stated that; “More assignments should be given to
students.” “Lecturer
s should provide material for
student ahead of time.” “Curriculum should be updated
yearly.”
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Table 7: -Lecturers Open Responses on Teaching Methods
Data
from table 7 above led us to derive four themes from
Theme
Groundi
ng
Coded Responses
Su
pp
o
rt
o
f E
du
ca
ti
onal R
es
our
ce
s
I
m
pac
t o
f E
du
cat
ional R
es
our
ce
s
Skills
acquisition and
critical
thinking.
Collaboration
and life- long
learning
Assessment
and
instructional
methods
Community
Resources
99
87
61
63
“By fostering self-awareness, metacognitive skills
and growth in mind set.”
“It encourages a culture of continuous improvement,
helping students understand the efforts leads to
growth.”
“Reflective practices incorporate students to think
critically about their learning, analyse their strengths
and
weaknesses
and
devise
strategies
for
improvement.”
“Using open-ended questioning encourages critical
thinking and self-direction.”
“This prompts students to articulate their thought and
develop independent reasoning skills.”
“Development
of
critical
thinking
and
resourcefulness.”
“The feedback and reflection driven approach employ
prepares students to be life-long learners.”
“Teachers’ reflection on students’ feedback can lead
to the refinement of teaching methods and strategies.”
“Incorporating students’ feedback and reflection
cultivates a collaborative learning environment where
students and teachers work together as partners in the
educational process.”
“Creating spaces that allows for various learning
styles such as quiet areas for focused work and
collaborative spaces for group projects encourages
self-directed learning.”
“It equips them to adapt to changing circumstances.”
“Thus, allow me to continuously improve my
instructional methods.”
“Feedback informs formative assessments and helps
in designing effective summative assessments.”
“Incorporate student feedback and reflection into my
teaching practice creates an iterate cycle of evaluation
and refinement.”
“Inviting guest speakers or industry professional to
share their experiences.”
“Designing interdisciplinary projects-based learning
activities that mirror-real world problem solving.”
“Organising internship, job shadowing or community
services projects.”
“Offer students choices in term of topics, projects of
demonstrating their learning. This allows them to
align their work with their personal interest and
strengths.”
“Present real-world problems for students to solve
collaboratively.”
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The American Journal of Social Science and Education Innovations
the respondents’ responses. These themes are: Skills
acquisition and critical thinking, Collaboration and life-
long learning, Assessment and instructional methods
and Community Resources. Precisely, on the impact of
educational resources, the first theme is skills
acquisition and critical thinking. In this regard,
respondents stated that feedback and reflection in
teaching methods help “By fostering self
-awareness,
metacognitive skills and growth in mindset.” “It
encourages a culture of continuous improvement,
helping students understand the efforts leads to
growth.” “Reflective practices incorporate students to
think critically about their learning, analyse their
strengths and weaknesses and devise strategies for
improvement.” “Using open
-ended questioning
encourages critical thinking and self-
direction.” “This
prompts student to articulate their thought and
develop independent reasoning skills.” “Development
of critical thinking and resourcefulness.” The second
theme is collaboration and life-long learning, as
respondents also stated that; “The feedback and
reflection driven approach employ prepares students
to be life-
long learners.” “Teachers’ reflection on
students’ feedback can lead to the refinement of
teaching methods and strategies.” “Incorporating
s
tudents’ feedback and reflection cultivates a
collaborative learning environment where students
and teachers work together as partners in the
educational process.” “Creating spaces that allows for
various learning styles such as quiet areas for focused
work and collaborative spaces for group projects
encourages self-
directed learning.”
On support of educational resources, the first theme is
assessment and instructional methods; owing to this,
respondents attested that some of the adjustment
made in their t
eaching methods “equip them to adapt
to changing circumstances.” “Thus, allow me to
continuously improve my instructional methods.”
“Feedback informs formative assessments and helps in
designing
effective
summative
assessments.”
“Incorporate student feedba
ck and reflection into my
teaching practice creates an iterate cycle of evaluation
and refinement.” In the same vein the last theme is
community resources. Precisely, respondents stated
that adjustment in teaching methods made is “Inviting
guest speakers or industry professional to share their
experiences.” “Designing interdisciplinary projects
-
based learning activities that mirror-real world
problem solving.” “Organising internship, job
shadowing or community services projects.” “Offer
students choices in term of topics, projects of
demonstrating their learning. This allows them to align
their work with their personal interest and strengths.”
“Present real
-world problems for students to solve
collaboratively.”
Interview
Guides
Responses
of
Universities
Administrators on Teaching Methods
The responses from universities administrators on
teaching methods and self-reliance of graduates had
sixteen participants. These responses were grouped
into two main Categories namely: Strategies to assess
impact of teaching methods and Examples of innovative
teaching methods use. On the first category which is
strategies to assess impact of teaching methods,
respondents said that, they used pedagogic feedback to
assess the impact of teaching methods. This was
substantiated as they stated in their own words that;
“Students are made to have feedback of the learning
through the course delegates.” “Test and examinations
scores are used.” “By observation of learners.”
“Evaluation and term papers are used.” “Students’
feedback in
class.” On the second category which is
examples of innovative teaching methods used in
universities, respondents said, varieties of teaching
methods are used. They enumerated some of these
innovative teaching methods used as follows; “Project
based learni
ng.” “Inquiry base learning.” “Collaborative
learning.” “A.I. (Artificial Intelligence) learning.”
“Competence base approach.” “Experiential learning.”
“Blended learning.” “Personalized learning.” “Peer
-to-
peer learning.” Conclusively, when a variety of
innovative teaching methods are used with regular
assessment of the impact of these teaching methods, it
will go a long way to increase self-reliance of graduates
from Anglo-Saxon Universities in Cameroon
DISCUSSION
The findings revealed that, teaching methods
significantly enhance self-reliance of graduates from
Anglo-Saxon Universities in Cameroon. This implies that,
self-reliance of graduates will likely improve when
teaching methods provide opportunities for students to
collaborate and work in groups during classroom
activities. However, students accepted that teaching
methods have helped them develop critical thinking and
problem-solving skills. Students stated that, lecturers
used a variety of instructional resources and materials
to enhance learning. Students admitted that, teaching
methods used in their courses promote collaboration
and teamwork. This was supported by the views of
lecturers as they admitted that they provide
opportunities for students to collaborate and work in
groups during classroom activities. Lecturers attested
that, they encouraged critical thinking and problem-
solving skills through their teaching methods. Lecturers
attested that, they provide opportunities for students to
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The American Journal of Social Science and Education Innovations
work independently and to develop self-directed
learning skills. However, students admitted that,
teaching methods have prepared them well for their
future career through fostering self-reliance.
CONCLUSION
It was concluded that teaching methods positively and
significantly enhance self-reliance of graduates from
Anglo-Saxon universities in Cameroon. It was
suggested that, adequate and up to date materials and
educational resources should be regularly provided to
universities and that different teaching methods
should be used by lecturers to help students and
graduates to be self-reliant.
RECOMMENDATIONS
It was recommended that innovative teaching
methods with opportunities for practical work should
be adopted by lecturers in order to contribute
significantly to the academic growth and development
of graduates. Also, regard to self-reliance of graduates,
graduates should be open to learning from failures and
setbacks in their career journey and to have a clear
vision of their career goals in order to take appropriate
decision on how to achieve them.
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