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

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?

Students' Career Interests and Entrepreneurship Education in a Developing Country

Purpose: Students' career choices and programmes of study are perceived to influence student understanding of many courses. Yet, research attention is limited on entrepreneurship education that is a panacea for unemployment. Thus, this paper aims to assess the influence of students' career interests on students' comprehension of the entrepreneurship curriculum from a developing economy perspective. Design/methodology/approach: The study adopts a mixed-method approach and explanatory sequential design is used to collect the data from 575 student studying entrepreneurship course in Ghana. Findings: The results show that there is no statistically significant relationship between students' career interests and students' comprehension levels in concepts taught in the entrepreneurship curriculum but a statistically significant relationship between students' programme of study and students' comprehension levels in concepts taught in the entrepreneurship curriculum in Ghanaian universities. Practical implications: The findings imply that the entrepreneurship course should be taught practically. This can be accomplished by creating a virtual enterprise modelled after a successful enterprise. This will help students understand the concepts being taught. Second, students who study different programmes should be taught using different methods. Lastly, students who study non-business-related programmes should be taught using methods that emphasise the basic ideas to aid students' understanding. Originality/value: This study has made significant contribution by successful adopting the Piaget's cognitive constructivism to the learning of entrepreneurship from a developing country perspective and establish that no statistical relationship exist between students' career interests and students' comprehension levels in entrepreneurship education.