Examining mass communication final year undergraduates writing self-efficacy for employability

• Main Authors: Adeyemi, Adeyemo Saheed O., Mahmood, Rosli
• Format: Article
• Published: 2016
• Subjects: LB2300 Higher Education; P Philology. Linguistics
• Online Access: http://repo.uum.edu.my/21754/; http://www.ajms.co.in/sites/ajms2015/index.php/ajms/article/view/2045
• Institution: Universiti Utara Malaysia

Considering the rate of graduate lack of employability skill due to lack of self confidence, particularly in writing, and the observation that numerous Nigerian tertiary institution graduates are diminishing in writing self-efficacy, a survey of 452 Mass Communication final year undergraduates writing confidence was carried out in Lagos, South-Western Nigeria.The study sample was drawn from Lagos State University (LASU), University of Lagos (Unilag), Lagos State Polytechnic (LASPOTECH) and Yaba College of Technology (YABATECH) using mean and standard deviation as measurement. A total of 452 questionnaires were administered but only 405 were usable. The methodology adopted for the study is quantitative, hence. the measurement was based on a ratio scale ranging from 0 -100 using a writing self-efficacy questionnaire.The respondents’ self-efficacy was determined by requiring them to rate themselves from 0 (“very unconfident”) to 100 (very confident). The mean scores for their level of confidence in Local and global writing process knowledge, physical reaction and time/effort in writing are (64.07) (61.3) and (66.31) respectively with Time/Effort having the highest score.This study is unique in the sense that most previous studies were focused on undergraduates of disciplines other than mass communication perhaps because mass communication undergraduates are perceived has having no challenges in writing to their area of specialisation. However, this study has provided information and data concerning their situation as regards writing self-efficacy.The findings re-established the importance of self-efficacy in writing as a vital aspect of employability.The practical implication is that tertiary institution curriculum should be made to emphasize writing self-efficacy as well as other forms of employability skills, and there should be a paradigm shift from teacher centred learning approach to students’ centred method in order to further help students develop in their writing self-efficacy and thereby get them prepared for the employment market.