Developing public administration education by focusing on difficult key concepts: The case of Nigeria and Ghana

Awaah, Fred; Okebukola, Peter Akinsola; Alfa, Atia Alpha; Yeboah, Solomon; Anagba, Kingsley K.; Arkorful, Helen

doi:10.1016/j.ssaho.2021.100136

Cited by 15 publications

(17 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Given the novelty of bringing CTCA into the chemistry classroom, we were gladdened to see that the result of this study agreed with the findings of the previous studies on CTCA in biology and ICT classrooms. ,,− These studies tested the efficacy of CTCA on students’ achievement in biology and ICT and concluded that CTCA not only promotes meaningful learning of the STEM concepts but also helps to stimulate students’ interest in learning STEM subjects. Outside the scope of STEM concepts and the location of these previous studies, the result of this study also finds a resemblance with the findings of the study on CTCA in humanities in Ghana …”

Section: Resultssupporting

confidence: 59%

“…With several teaching methods developed and potent within western culture and context having very minimal success in attracting African students to STEM, and given the increasing incursion of culturally relevant pedagogies to teaching and learning, we posit that it is high time we stepped out of the delusion of the superiority of western knowledge production and embrace the utilization of our long misplaced relevant knowledge systems for meaningful teaching and learning of STEM subjects. Research suggests that retention of African students in STEM disciplines can be undermined with the use of pedagogies that are void of cultural sensitivity. , Moreover, science communities have emphasized the need to decolonize science education in African contexts, − and the merits of culturally responsive pedagogy are becoming increasingly appreciated. − …”

Section: Need For a Culturally Relevant Pedagogymentioning

confidence: 99%

See 1 more Smart Citation

In Search of Culturally Responsive Tools for Meaningful Learning of Chemistry in Africa: We Stumbled on the Culturo-Techno-Contextual Approach

et al. 2022

Self Cite

View full text Add to dashboard Cite

This study described the implementation procedure (step-by-step) of the culturo-techno-contextual approach (CTCA) in the classroom with concrete curricular examples for each step. The study then proceeded to explore the potency of CTCA on nuclear chemistry, a traditionally perceived difficult concept among secondary school students in Nigeria, as obtained from the survey phase of the study. Using a quasi-experimental research design, we had a total of 221 senior secondary school two (SS2, the equivalent of grade 11) students from two schools in educational district V of Lagos State, Nigeria, who participated in the experimental phase of the study. After the pretest exercise for both the experimental and comparison groups, we had a four-week treatment where the experimental group was taught with CTCA, and the comparison group was taught with the conventional lecture method. Four weeks after the posttest, a retention test was conducted for both groups using the same Nuclear Chemistry Achievement Test instrument used for the pre-and posttests. Data collected were analyzed using ANCOVA, and the results obtained showed a statistically significant mean difference between the groups [F(1, 218) = 84.12; p < 0.05], indicating that CTCA improved students' performance in nuclear chemistry. We also found no statistically significant difference in the achievement of male and female students in the experimental group. Within the limitations of the study, we concluded that CTCA is a viable culturally relevant tool for teaching chemistry concepts. The future directions of the study were also highlighted.

show abstract

Section: Resultssupporting

confidence: 59%

Section: Need For a Culturally Relevant Pedagogymentioning

confidence: 99%

In Search of Culturally Responsive Tools for Meaningful Learning of Chemistry in Africa: We Stumbled on the Culturo-Techno-Contextual Approach

et al. 2022

Self Cite

View full text Add to dashboard Cite

show 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, that has explored the efficacy of the CTCA in easing learning difficulties among undergraduate students except for identifying the difficulties (see Awaah et al, 2021a; Awaah et al, 2021b).…”

Section: Introductionmentioning

confidence: 99%

Will cultural teaching methods influence student understanding of politics and bureaucracy in the public administration curriculum of African countries within the COVID-19?

Awaah

Okebukola

Shabani

et al. 2021

Teaching Public Administration

Self Cite

View full text Add to dashboard Cite

“…These words apply to PA institutions of all the countries. For example, the latest research works by (Awaah et al, 2020(Awaah et al, , 2021 and others, concerning the perspective of teaching difficult concepts of public administration sector in Africa, state that focusing on such difficult key concepts as bureaucracy, politics, decentralization, public policy, ethics, governance, defining public administration and some others is really very important for raising students' understanding of PA activity and in the long run for developing public administration education in the field of PA. The authors claim that it is essential for future public administrators to understand clearly the concepts of PA and what is understood exactly by their definitions.…”

Section: Introductionmentioning

confidence: 99%

“…The authors claim that it is essential for future public administrators to understand clearly the concepts of PA and what is understood exactly by their definitions. (Awaah et al, 2020(Awaah et al, , 2021. That is why we believe that much attention should be paid to the creation of international PA discourse during the new "collaborative governance" epoch in public administration history.…”

Section: Introductionmentioning

confidence: 99%

The creation of international collaborative governance discourse during the process of teaching vocabulary at the university

Nurlybaeva

2021

Teaching Public Administration

View full text Add to dashboard Cite

To improve the practice of public administration (PA) work at the time when collaboration governance principles and values have been especially needed due to the COVID-19 pandemic, the new educational approach providing the creation of international collaborative governance PA discourse has become a very important task for public administrations of all the countries of the world because the common terms could help to make the communication of public servants and citizens more effective both in one and the same country and between different countries and regions. The literature concerning collaborative governance PA discourse creation has been thoroughly studied by the author. The experience of the creation of international collaborative governance PA discourse during ELT (English Language Teaching) and ESP (English for Specific Purposes) training of PA students at the Institute for Social Sciences (the ISS) of Russian Presidential Academy of National Economy and Public Administration (RANEPA) has been analyzed. The research methods included theoretical research, analytical research methods, methodology of empirical research, and methods of comparative research. The results of the analysis made it possible to conclude that in modern conditions of globalization and international communication in order to understand better the common values of citizens, to avoid discrepancies in vocabulary application and to improve mutual understanding of civil servants speaking different languages, the unification of the descriptive list of English terms concerning public administration activity is needed; the creation of international collaborative governance PA discourse during educational and training process of future public administrators should contribute to PA activity. The International PA Vocabulary as well as the process of writing new textbooks and teaching aids based on it and using new digital technologies and new methodology should be introduced into educational process.

show abstract

Developing public administration education by focusing on difficult key concepts: The case of Nigeria and Ghana

Cited by 15 publications

References 15 publications

In Search of Culturally Responsive Tools for Meaningful Learning of Chemistry in Africa: We Stumbled on the Culturo-Techno-Contextual Approach

In Search of Culturally Responsive Tools for Meaningful Learning of Chemistry in Africa: We Stumbled on the Culturo-Techno-Contextual Approach

Will cultural teaching methods influence student understanding of politics and bureaucracy in the public administration curriculum of African countries within the COVID-19?

The creation of international collaborative governance discourse during the process of teaching vocabulary at the university

Contact Info

Product

Resources

About