Understanding the Impact of Large-Scale Radio Astronomy Projects on Student Engagement with Physics in Ghana

In recent years there have been scientific developments nationally in Ghana in radio astronomy. One such project is the University of Leeds-led DARA project which trained teachers in radio astronomy. Many of these teachers returned to the classroom. The purpose of the study was to specifically understand the impact of large-scale radio astronomy projects on students’ engagement with Physics in Ghana. In this study, mixed methods comparative study research design was used. The Sample for the study was DARA-trained teachers and their students and Non-DARA-trained teachers and their students. The sample size for the study was 902 students and 21 teachers. The sampling technique used for the study was purposive and opportunistic. Two main instruments were used in the study: questionnaire for the students and interview for the teachers. Quantitative and qualitative methods were used in analysing the data for the students and qualitative methods were used in analysing data for the teachers. The data collected was edited, encoded and analysed through the help of IBM Statistical Product and Services Solutions (SPSS) and the collected interview data were listened to, coded and categorized into themes of the research, based on the research questions. The findings of this study showed that there was significant difference between DARA and Non-DARA students. Non-DARA student’s attitudes towards learning Physics, decisions to further study Physics at the Senior High Schools, Colleges of Education/ Universities, and perceptions on the relevance of studying Physics were more positive than DARA students. The findings of the study revealed that DARA students knew of more Physics careers (career aspirations in Physics) than Non-DARA students and also they were more aware of the GRAO telescope/DARA project in Ghana than Non-DARA students. DARA students were more knowledgeable in Physics careers which was due to the impact of large-scale radio astronomy projects, however, it has not led to high student’s engagement with Physics in Ghana as shown in the study. The findings also showed that DARA students demonstrated significant awareness of the GRAO telescope/DARA project in Ghana than Non-DARA students but this has not made more students to be engaged with Physics in Ghana. The study revealed that there was no difference between DARA teachers and Non-DARA teachers on attitudes towards the teaching of Physics, no difference in the perceptions on the relevance of studying Physics and lastly DARA teachers were more knowledgeable in career aspirations/knowledge of career routes in Physics than Non-DARA teachers based on the extracts from the interview for the teachers.