Modelling the relationship between teaching methods, assessment methods and acquisition of 21st employability skills among university graduates

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Industry and Higher Education Pub Date : 2023-06-09 DOI:10.1177/09504222231175433

M. Segbenya, Dzifa Atadika, Simon-Peter Kafui Aheto, Esther Bema Nimo

{"title":"Modelling the relationship between teaching methods, assessment methods and acquisition of 21st employability skills among university graduates","authors":"M. Segbenya, Dzifa Atadika, Simon-Peter Kafui Aheto, Esther Bema Nimo","doi":"10.1177/09504222231175433","DOIUrl":null,"url":null,"abstract":"This study modelled the effect of teaching and assessment methods on the acquisition of 21st employability skills among 784 postgraduate and undergraduate students sampled from a public university, using the cross-sectional survey design. A self-administered questionnaire was used to collect data which was analyzed with Partial Least Square-Structural Equation Modelling (PLS-SEM). The study found that learner-centred pedagogy and summative assessment methods had a statistically significant relationship with employability skills. Furthermore, the learner-centred method significantly mediated the relationship between the teacher-centred method and employability skills; and summative assessment also significantly mediated the relationship between formative assessment and employability skills. It was recommended that assessment methods should shift away from long hours of sit-down examinations to a more practical progressive assessment with more scores and time to be able to equip graduates with employability skills.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"62 1","pages":""},"PeriodicalIF":1.9000,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Industry and Higher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/09504222231175433","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 2

Abstract

This study modelled the effect of teaching and assessment methods on the acquisition of 21st employability skills among 784 postgraduate and undergraduate students sampled from a public university, using the cross-sectional survey design. A self-administered questionnaire was used to collect data which was analyzed with Partial Least Square-Structural Equation Modelling (PLS-SEM). The study found that learner-centred pedagogy and summative assessment methods had a statistically significant relationship with employability skills. Furthermore, the learner-centred method significantly mediated the relationship between the teacher-centred method and employability skills; and summative assessment also significantly mediated the relationship between formative assessment and employability skills. It was recommended that assessment methods should shift away from long hours of sit-down examinations to a more practical progressive assessment with more scores and time to be able to equip graduates with employability skills.

查看原文本刊更多论文

对大学毕业生的教学方法、评估方法与获得21世纪就业技能之间的关系进行建模

本研究采用横断面调查设计，以某公立大学784名研究生和本科生为样本，模拟了教学和评估方法对21世纪就业技能习得的影响。采用自填问卷收集数据，采用偏最小二乘结构方程模型(PLS-SEM)进行分析。研究发现，以学习者为中心的教学法和总结性评估方法与就业技能有统计学上显著的关系。此外，以学习者为中心的方法显著中介了教师为中心的方法与就业技能之间的关系;总结性评价在形成性评价与就业能力之间也有显著中介作用。有人建议，评估方法应从长时间的静坐考试转变为更实际的渐进式评估，用更多的分数和时间使毕业生具备就业技能。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Industry and Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.20

自引率

17.60%

发文量

期刊介绍： Industry and Higher Education focuses on the multifaceted and complex relationships between higher education institutions and business and industry. It looks in detail at the processes and enactments of academia-business cooperation as well as examining the significance of that cooperation in wider contexts, such as regional development, entrepreneurship and innovation ecosystems. While emphasizing the practical aspects of academia-business cooperation, IHE also locates practice in theoretical and research contexts, questioning received opinion and developing our understanding of what constitutes truly effective cooperation. Selected key topics Knowledge transfer - processes, mechanisms, successes and failures Research commercialization - from conception to product ''Graduate employability'' - definition, needs and methods Education for entrepreneurship - techniques, measurement and impact The role of the university in economic and social development The third mission and the entrepreneurial university Skills needs and the role of higher education Business-education partnerships for social and economic progress University-industry training and consultancy programmes Innovation networks and their role in furthering university-industry engagement