Will Cultural Teaching Methods Influence Student Understanding of Politics and Bureaucracy in the Public Administration Curriculum of African Countries within the COVID-19?

Autor/inn/en	Awaah, Fred; Okebukola, Peter; Shabani, Juma; Raheem, Kolawole; Ahove, Michael; Onowugbeda, Franklin; Agbanimu, Deborah
Titel	Will Cultural Teaching Methods Influence Student Understanding of Politics and Bureaucracy in the Public Administration Curriculum of African Countries within the COVID-19?
Quelle	In: Teaching Public Administration, 41 (2023) 1, S.41-58 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Awaah, Fred) ORCID (Okebukola, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-7394
DOI	10.1177/01447394211058167
Schlagwörter	Culturally Relevant Education; Teaching Methods; Politics; Administrative Organization; Public Administration; Public Administration Education; African Culture; Foreign Countries; COVID-19; Pandemics; Universities; Undergraduate Students; Indigenous Knowledge; Instructional Effectiveness; Ghana + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Politik; Öffentliche Verwaltung; Africa; Culture; Afrika; Kultur; Ausland; University; Universität; Unterrichtserfolg
Abstract	The rationale of this study is first hinged on research deficit in topic difficulty in the public administration curriculum in African universities. Further, there is no single study in the humanities, particularly public administration (PA), that has explored the efficacy of the Culturo-Techno-Contextual Approach (CTCA) in easing learning difficulties among undergraduate students except for identifying the difficulties. Without testing indigenous teaching methods in breaking difficulties in the study of PA, educational managers and teachers in African universities are unable to understand whether the lecture method or the indigenous method holds the key to breaking difficulties in the study of politics and bureaucracy within the African university system. These compelling deficits in the public administration literature necessitate this study to fill the gap. In resolving this identified problem, the study seeks to find out whether or not there is a statistically significant difference in the achievements in politics and bureaucracy between students taught using the CTCA and those taught using the lecture method. In line with this problem, the study seeks to answer the question -- is there a statistically significant difference in the achievements in politics and bureaucracy between students taught using the CTCA and those taught using the lecture method? (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01