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The study of public administration is widely considered essential for the development of Africa's public sector. African university managers need to know if previous knowledge, groups studies, wideness of syllabi, and difficulty to follow textbooks/slides influence the difficulty of students in the understanding of public administration. Failure to establish these precludes African universities from understanding the possibilities of these variables affecting students’ understanding in the study of the course. This can impede efforts geared at making students understand the course and applying it for the development of the continent’s public sector. With scant studies in the area of difficulties in the study of the course, this study will add to the literature with detailed probes of aspects of the concepts students find difficulty in the study of the course. The study is anchored on the transformative learning theory and adopts the explanatory sequential research approach using a sample N = 650 from five African universities. Using frequencies and chi square, data analysed found significant differences in the concept observed; politics, bureaucracy, public policy, ethics, arms of government, decentralization, governance, public personnel administration, and defining public administration. These difficulties were largely attributed to wideness of syllabi and lack of previous knowledge in the study of public administration. Appropriate remediating measures have been preferred to ease the difficulties in the study of public administration in African universities. |
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