In the classroom I enhance students understanding of entrepreneurship development – the culturo–techno-contextual approach

Awaah, Fred

doi:10.1108/jrit-08-2022-0047

Cited by 9 publications

(9 citation statements)

References 37 publications

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“…A new Afrocentric teaching model, which emphasises the use of digital technology in methodology and delivery and the relevance of partnerships in meeting the continent's higher education demands, provides an effective teaching and learning paradigm, especially during the COVID-19 lockdowns [10]. In many studies, researchers have proffered different approaches to teaching.…”

Section: The Culturo: Techno-contextual Approach (Ctca)mentioning

confidence: 99%

“…Awaah [13] also found that the experimental group (Mean = 22.20 and SD = 5.10) outperformed the control group (Mean = 20.45 and SD = 8.01) in politics and bureaucracy (p = .000) in a study of public administration students at the University of Professional Studies -Accra (UPSA) [p = 000; F (1, 130) = 14.07]. The results reveal that CTCA has the potential to improve undergraduate students' performance in difficult public administration concepts.…”

Section: Evidence Of the Effectiveness Of The Ctca As An Active Teach...mentioning

confidence: 99%

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Perspective Chapter: New Active Learning Models in Africa

Awaah¹,

Kombat²,

Ekwam³

2022

Active Learning - Research and Practice for STEAM and Social Sciences Education

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This desk review draws from the active learning literature to establish that the Culturo- Techno-Contextual Approach is a new active learning model of African origin that holds the key to students understanding of concepts within the continent. The chapter argues that the tripod of culture, technology, and context form the basis of the CTCA and are all triggered by engaging peers, community, teachers, and other active learning partners to ensure students understand concepts. Anchored on Hofstede’s cultural dimensions, we argue that the five-step teaching processes used in the CTCA further involve students engaging with their communities, peers, friends and relations, technology, and others to enhance their understanding of concepts. We conclude that the CTCA is an active learning model that enhances students understanding of concepts in schools. We further propose the Collectivism, Culture & Context Framework (3C Framework) as one that can further enhance active learning and students’ understanding of concepts.

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Section: The Culturo: Techno-contextual Approach (Ctca)mentioning

confidence: 99%

Section: Evidence Of the Effectiveness Of The Ctca As An Active Teach...mentioning

confidence: 99%

Perspective Chapter: New Active Learning Models in Africa

Awaah¹,

Kombat²,

Ekwam³

2022

Active Learning - Research and Practice for STEAM and Social Sciences Education

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“…The Culturo-Techno-Contextual Approach (CTCA) is a method of teaching and learning science developed by Peter A. Okebukola in 2015 to break the barriers to (Awaah, 2020). Barriers such as fear of science due to its special language and mathematical orientation; deficit of facilities for teaching and learning; abstract nature of some of the concepts; and perception that science is only for the gifted are melted and broken down by CTCA.…”

Section: Theoretical Framework For Gbeleyi 10 and Ctcamentioning

confidence: 99%

Reducing Underachievement and Promoting Critical Thinking Skills in Computer Studies Through a Culturally Sensitive Instructional Method

Gbeleyi

Olusegun

Tetteh³

2023

Research in Education & Learning Innovation Archives

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This study aims to determine the effectiveness of the Culturo-Techno-Contextual Ap- proach (CTCA) on students’ achievement and critical thinking skills in Computer Studies. The study was conducted in two phases. Phase one was a survey of difficult concepts in computer science/studies. While phase two explored the potency of the Culturo-Techno-Contextual Approach (CTCA) in breaking the barriers to meaningful learning of refractive indices. Results obtained from the survey in the first phase revealed 19 topics as a difficult topic among African secondary school students in computer studies. The second phase was guided by two research questions with two public junior secondary (JS) in Lagos State (Nigeria). About 38% of the respondents were males while about 62% were females. A critical thinking skills task (CTST), and an interview guide were used to collect data for the study. The data gathered was subjected to multivariate analysis of covariate (MANCOVA), and the results revealed a statistically significant difference in the methods used, multivariate F (Pillai’s Trace) was significant [F=17.67; p<.05], univariate ANOVA on achievement [F (2, 208) = 20.67; p<0.05]; and critical thinking skills [F (2, 208) = 15.14; p<0.05]. Within the scope of the study, it was tentatively recommended that CTCA should be adopted by computer studies teachers in the teaching of computer science/studies in secondary schools.

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“…When introduced in the public sector, these attitudes influence employee efficiency. In training public servants, studies have proven that cultural teaching methods enhance students' understanding of concepts in public sector management (Awaah, 2020; Awaah et al , 2021). Also, Giordano and Tommasino (2009) discover that historically shaped values and political attitudes continued to influence the quality of the Italian public sector.…”

Section: Introductionmentioning

confidence: 99%

Indigenous cultures and employee efficiency: the moderating effect of cronyism in state-owned enterprises in Ghana

Awaah,

Olanrewaju

2023

PAP

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PurposeThis paper examines the relationship between indigenous cultures and employee efficiency and how cronyism strengthens or weakens the relationship in the Ghanaian state-owned enterprises (SOEs) in response to the employee efficiency.Design/methodology/approachThis study employs a quantitative approach by a cross-sectional survey to collect data from 400 workers in ten SOEs in Ghana. The analysis is done by using descriptive statistics and hierarchical regression techniques.FindingsThe findings indicate that showing gratitude is the predominant indigenous culture in the SOEs of Ghana while irregularity (absenteeism) is not dominant. Moreover, the practice of cronyism is high. It reveals that the indigenous cultures, except for respect for the elderly, relate negatively to employee efficiency, and cronyism strengthens the relationship between indigenous cultures and employee efficiency.Originality/valueThe paper contributes to the literature by providing empirical evidence that cronyism effectively strengthens the relationship between indigenous cultures and employee efficiency in a developing country. Strategies to discourage cronyism should be the key focus of public administrators, as well as mechanisms to limit the practice of adverse indigenous cultures.

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In the classroom I enhance students understanding of entrepreneurship development – the culturo–techno-contextual approach

Cited by 9 publications

References 37 publications

Perspective Chapter: New Active Learning Models in Africa

Perspective Chapter: New Active Learning Models in Africa

Reducing Underachievement and Promoting Critical Thinking Skills in Computer Studies Through a Culturally Sensitive Instructional Method

Indigenous cultures and employee efficiency: the moderating effect of cronyism in state-owned enterprises in Ghana

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