Technology-Driven Curriculum and Development of Employability Competencies amongst Students in the University of Bamenda: The Case of H.I.C.M.

Abstract

The study examines the relationship between Technology- driven Curriculum and Development of Employability Competencies amongst Students in the University of Bamenda (UBa): The case of H. I.C.M. The argument of this study is anchored on Connectivism learning theory of Seimen and Downes, Diffusion of Innovation (DOI) Theory by Rogers, and the Theory of Human Capital by Becker and Schultz. The study employed the causal comparative research designs with a sample of 200 students and 4 teachers, derived using the purposive sampling technique. The data was collected using a questionnaire. Pearson Product Moment Co-relation Coefficient was used to establish the nature of the relationship between variables. The regression analysis was used to further test the hypotheses at 0.05 level of significance. The findings of the study revealed a significant positive relationship between technology-driven curriculum content, experiences and assessment strategies and development of employability competencies as this was backed by the correlation coefficient and coefficient of determination results which stood at (0.771, 0.593), (0.447, 0.200) and (0.790, 0.624) respectively. From the findings, the study recommended that technology-driven curriculum be intensified in H.I.C.M. in UBa by policy makers and university authorities. A strong university-industry partnership should be created to help students match theory with practice and sufficient practical training be given to teachers who will be the ones to implement a technology-driven content.