The study investigated the impact of teaching methods on self-reliance graduates from Anglo-Saxon universities in Cameroon. The objective of the study was to investigate the extent to which teaching methods impact self-reliance among graduates from Anglo-Saxon universities in Cameroon. The study adopted the survey research design using quantitative and qualitative approaches.  Questionnaire were designed for lecturers, graduates and university administrators. Data were collected from three hundred (300) lecturers, two hundred and eighty (280) graduates and sixteen (16) university administrators from both university of Buea and Bamenda respectively. The data from close-ended questions were analysed with the aid of descriptive and inferential statistical tools, while the open-ended questions was analysed thematically. The Pearson product moment correlation coefficient was used to test the research hypotheses formulated in the study. The findings revealed that teaching methods significantly enhance self-reliance of graduates from Anglo-Saxon Universities in Cameroon, as indicated by a positive correlation coefficient of 0.310. Based on these findings, it was recommended that sufficient and up to date educational resources should be provided to lecturers and students to support effective teaching and learning. In addition, innovative teaching methods with opportunities for practicals to be adopted by lecturers in order to contribute significantly to the academic growth and development of graduates.

Teaching methods, self-reliance, graduates, Anglo-Saxon universities in Cameroon

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