Graduate Employability and Communication Skills: An Investigation of Nigerian Graduates’ Proficiencies and Areas of Deficiencies in Written English
Bibliographic record
Abstract
Nigeria is a West African country with English as second and official language. In this study, the proficiency levels of graduates of Nigeria’s higher educational institutions in English were investigated against ever-rising speculations that such graduates were unemployable because they do not have good communication and other employability skills. Essays written by 150 graduate job applicants were used for the research. Error Analysis was used for the identification and categorisation of errors in each essay, using grammar, lexis, punctuation and content as major categories. The first group identified (67%) had Low Proficiency Level, with poor knowledge of English grammar and grammatical applications; low vocabulary and high deficiencies in lexical selections; poor skills of punctuation, capitalisation, spelling, paragraphing and lettering; and shallow knowledge of common issues. The second group (23%) had High Proficiency Level, having fewer errors of grammar, lexis, punctuation and content relevance, adequacy, cohesion and coherence. The third group (10%) had Very High Proficiency Level, with a better mastery, understanding and applications of grammatical, lexical, punctuation and associated composition principles. A poor performance carry-over pattern in English at secondary school level was observed. This calls for serious remedial intervention by Government and all stakeholders to improve graduate employability.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".