The influence of some curriculum implementation factors on science graduates’ employability competencies in Cameroon

This study sets out to investigate the influence of some curriculum implementation factors on the employability competencies of science graduates in Cameroon. The problem was the lack of competencies by science graduates after years of study and completion leading to their low employment rate. The target population of this study were natural science graduates from Cameroon state universities. The research design used was a descriptive survey with a quantitative approach. A questionnaire was designed and used to collect primary data. This questionnaire was addressed to natural science graduates registered at the National Employment Fund (NEF) agencies in Cameroon for the year 2024. The respondents were selected using a simple random sampling technique. With a sample of 318, data was collected and analysed using the Statistical Package for Social Sciences (SPSS) version 25.0. Descriptive results were presented in means and standard deviation and Spearman rank correlation was used to test the research hypotheses. Results of the analysis revealed that teaching styles had (r = 0.130); physical facilities had (r = 0.203) and teaching staff characteristics had (r = 0.176) on science graduates’ employability competencies, with all having significant p-values. This shows that all 3 specific hypotheses were accepted, so thus the study. Based on the results, the researcher humbly suggests that university lecturers ameliorate their teaching styles, higher institutions look into the state and availability of physical facilities needed to implement the study program and the Ministry of Higher Education follow up and empower teaching staff with what is necessary in ensuring that the curriculum for natural science program in Cameroon state universities is well implemented so that graduates can have the necessary employability competencies from it.