CURRICULUM CONTENT, GENDER, SELF-EFFICACY AND ACQUISITION OF EMPLOYABILITY SKILLS AMONG BUSINESS EDUCATION GRADUATES OF UNIVERSITIES IN CROSS RIVER STATE, NIGERIA

David Asuquo Edet

Abstract


This paper examined curriculum content, gender, self-efficacy and acquisition of employability skillsamong business education graduates of universities in Cross River State, Nigeria. To achieve the purpose of this study, two research questions and two corresponding hypotheses were formulated as guide for the study. Literature was reviewed in line with the variables under study. Survey research design was adopted. The population for the study was 987 business education graduates between 2007/2008 and 2014/2015 academic sessions from the University of Calabar (UNICAL) and Cross River University of Technology (CRUTECH). The sample of the study was 200 business education graduates drawn purposively using accidental and snowballing sampling techniques. A validated researcher-made four point scale questionnaire titled 'Curriculum Content, Gender, Self-Efficacy and Acquisition of Employability Skills Questionnaire' (CCGSEAESQ) was used for data collection. The instrument was validated by four research experts. A reliability estimate of .72 to.84 was achieved for the instrument using Cronbach Alpha reliability coefficient after a pilot test. The data obtained from the field was converted into values and analyzed using independent t-test statistical technique. All hypotheses were tested at.05 level of significance. Findings revealed among others that male universities graduates exposed to business education curriculum content were significantly different from their female counterparts in their acquisition of employability skills. Based on this, it was recommended that since biologically and genetically, males aredistinctively different from the females, business education lecturers should intermittently reduce their pace during lesson delivery and be gender sensitive so as to carry along students with low intelligence quotient taking into cognizance their gender unevenness

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