Delivering lessons with the CTCA and the lecture method: which one enhances learning in Ghana’s undergraduate human resource management curriculum? Fred Awaah and Munkaila Abdulai University of Professional Studies, Accra, Ghana, and Esther Julia Korkor Attiogbe Department of Business Administration, University of Professional Studies, Accra, Ghana Abstract Purpose – The study investigates the comparative efficacy of the culturo-techno-contextual approach (CTCA) and the lecture method in students’ understanding of the human resource management (HRM) curriculum in Ghana. Design/methodology/approach – A quasi-experimental design is employed to gather data from 245 4th-year undergraduate students studying HRM at a Ghanaian public university. The experimental group with a population of 115 students was taught with CTCA, whilst the control group with a population of 130 students was taught using the lecture method. The data was collected using the HRM achievement test (HRMAT). The data were analysed using the descriptive analysis of covariance technique with pre-test scores added as a covariate. Findings – The findings reveal that the experimental group significantly outperformed the control group in the study of HRM, affirming the effectiveness of the CTCA over the lecture method. Originality/value – This study is novel because it is the first paper to apply the CTCA to the study of HRM in the Ghanaian higher education space. It will, therefore, benefit HRM education in the country when educational stakeholders adopt a sequential and methodical approach to teaching and learning HRM using the CTCA. Keywords Human resource management, CTCA, Lecture method, Higher education, Ghana, Students Paper type Research paper 1. Introduction As an effective teacher collaborative professional learning approach, lesson study (LS) has been adopted in different settings and cultures around the world. Although the effects of LS on students’ learning, teachers’ learning, the building of professional learning communities and connecting theory and practice have been widely documented, the exploration of what theories could be used as frameworks for researching LS and/or as intervention instruments for strengthening LS is still an emerging field (Huang et al., 2023). Other theories and learning methods, such as the culturo-techno-contextual approach (CTCA), are emerging with minimal studies on their effectiveness in lesson studies. This study examines the learning of human resource management (HRM) in the Ghanaian undergraduate curriculum in a bid to understand whether the lecture as a method of teaching or the CTCA holds the key to students’ understanding of learning HRM. The study is necessitated by emerging evidence that the CTCA holds the key to the understanding of some subjects, especially within the African region. Notable studies include Lessons with the CTCA and the lecture method We want to thank the Awaah Research Foundation for conceptualising and funding this study. The current issue and full text archive of this journal is available on Emerald Insight at: https://www.emerald.com/insight/2050-7003.htm Received 3 September 2023 Revised 21 January 2024 14 April 2024 Accepted 15 April 2024 Journal of Applied Research in Higher Education © Emerald Publishing Limited 2050-7003 DOI 10.1108/JARHE-09-2023-0415