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.
