Understanding the Pedagogical Drivers of Students’ Career Interests in Astronomy in Public Universities
DOI:
https://doi.org/10.46328/ijres.5971Keywords:
Astronomy, Career, Science, Students, UniversitiesAbstract
Grooming future astronomers is significant to the sustainable development of an emerging economy like Nigeria but this will require proper understanding of the drivers of students’ interest in astronomy as a career path. This study examined the pedagogical drivers of students’ career interest in astronomy in public Universities in Nigeria. Three research questions were answered in the study which adopted mixed method design. There were 162 respondents (154 students and eight lecturers) who were sampled for the study. The instrument used for data collection was a structured questionnaire. The research questions raised were analyzed using percentage, Ordinary Least Square (OLS) regression and thematic analysis. The result of the study indicated that technology, perception, welfare, incentives, and curiosity were among the factors that influenced students’ interest in astronomy as perceived by the lecturers. The study equally showed that student’s interest to choose astronomy as a career path is influenced by students’ level of awareness about astronomy, conceptual understanding and membership of professional bodies significantly while the gender of the student, year of study and academic performance were not significant. The challenges to taking up astronomy as a career included lack of institutional collaboration, teacher competence and inadequate facilities among others. The study recommended that students pursuing a course in astronomy should be enrolled into available professional bodies from their first year in school.
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