Assessing Ethics in Physics Instruction in Secondary Schools

Abstract

The study assessed ethics in Physics instruction in secondary schools in Obio-Akpor Local Government Area of Rivers State, involving 56 teachers. The study adopted a descriptive survey on the Assessment of Secondary School Physics Teachers Perception using\ Ethics Questionnaire (ASSPTPEQ) and the science teaching methods outlay developed by Glectman, Reisberg and Gross (2017). Research questions were analyzed using the percentage, mean and standard deviation. Findings of the study showed that science teachers adopt conventional lecture method a high frequency (89.29), Demonstration method (92.86%) avoiding innovative teaching strategies (collaborative 0.0%, metacognitive 0.0%, technological innovative methods of blended learning strategy (0%) and flipped classroom method (0.0%), use of models (0.0%). There existed a high level of relationship between mean scores of teachers perception of ethics and mean scores of prevalent teaching methods (r=0.772). There was a significant relationship between teaching perception of ethics and prevalent teaching methods on Physics. Based on these findings, it is recommended that teachers of Physics should equip themselves with innovative digitalized teaching methods in order to improve in students’ awareness and performances in Physics and enable learners become aware of the ethical concerns in their learning experiences.