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

Abstract

PurposeThis study aims to present a step-by-step implementation of the culturo–techno-contextual approach (CTCA) in a university classroom to teach industry and competitive analysis in the Ghanaian undergraduate entrepreneurship development curriculum. It further investigates the efficacy of the CTCA in breaking difficulties related to the study of industry and competitive analysis as a difficult concept in the Ghanaian entrepreneurship development curriculum. In doing this, the CTCA is compared with the lecture method.Design/methodology/approachThe study adopts a quantitative approach. A quasi-experimental design is employed to gather data from 215 level 400 (4th-year undergraduate students) entrepreneurship development students at a Ghanaian public university. The experimental group was taught with CTCA, while the control group used the lecture method. The data was collected using the industry and competitive analysis achievement test (ICAAT). As random assignment to experimental and control groups were not possible, the data were subjected to an analysis of covariance approach with pre-test scores added as a covariate.FindingsThe results show that the experimental group significantly outperformed the control group. The results further indicate the efficacy of CTCA in improving undergraduate students’ performance in complex concepts of entrepreneurship.Originality/valueResearchers usually test alternative teaching methods to break down barriers to study difficulties. The study’s uniqueness stems from the CTCA’s ground-breaking application to the study of entrepreneurship development in a Ghanaian public university.