Ethical Teaching Principles and Learning Attitudes of Public Secondary School Students in Ikenne Local Government Area, Ogun State, Nigeria

Uzoije Ihechukwumere Fine and Ogunji James A
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Uzoije Ihechukwumere Fine: Department of Education, Babcock University, Ilishan-Remo
Ogunji James A: Department of Education, Babcock University, Ilishan-Remo

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 3467-3484

Abstract: Learning is an individual process that pushes students to venture into new areas. Students’ learning attitudes and accomplishments are greatly influenced by several elements, including ethical teaching principles. Although there are still concerns about students’ academic performance and learning attitudes in Nigerian public secondary schools, little study has been done on how ethical teaching principles (ETPs) affect students’ learning attitudes (SLAs). This study examined the connection between ETPs and SLAs in public secondary schools in Ikenne Local Government Area, Ogun State, Nigeria. A multi-stage sampling procedure was used to choose 330 Senior Secondary Two (SS2) students as the sample size from a working population of 1,846 students from seven public secondary schools as part of a cross-sectional study design. A validated adapted standardized questionnaire was used to gather quantitative data from the respondents. The reliability test for the construct yielded Cronbach’s alpha coefficients ranging between 0.64 and 0.89. Descriptive and inferential statistics were used to analyze the results at a significance level of 0.05. The results showed that 61.2% of students had positive attitudes towards learning and good overall SLAs (M = 115.2). Content competence (M = 3.25, SD = 0.742), pedagogical competence (M = 3.09, SD = 0.851), student development (M = 2.93, SD = 0.912), dual relationship with students (M = 2.88, SD = 0.991), and valid student assessment (M = 3.05, SD = 0.84) were among the key parameters where teachers showed a high level of adherence to ETPs. There were no discernible gender-based variations in SLAs (t = 1.618, p

Date: 2025
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