INVESTIGATING CHALLENGES AND ETHICS IN ONLINE TEACHING: IMPACTS ON CHEMISTRY EDUCATION AND STUDENTS’ INTEREST
Keywords:
Challenges, Chemistry, Teaching, Learning, Online, Ethics, Impacts, Students, InterestAbstract
This research delved into the intricacies of online teaching ethics and their impact on students' interest in learning chemistry at Nnamdi Azikiwe University, Awka, Anambra State. The design of the study was descriptive survey design. The study encompassed 140 students enrolled in the Department of Science Education with a specialization in chemistry. All the population of Science Education students, chemistry option, in the department of science education, Nnamdi Azikiwe University, Awka, was used for the sample. Utilizing a structured questionnaire, the research addressed five key inquiries, guided by the overarching goal of understanding the challenges posed by online teaching and their repercussions on students' engagement with chemistry education. Expert validation and a reliability coefficient of 0.75 ensured the instrument's robustness. Descriptive statistics was applied in data analysis while mean scores and standard deviation illuminated critical insights. Notably, study identified the imperative of upholding academic integrity and curbing dishonest practices as foundational ethics in online teaching. Foremost among the challenges hindering students' interest in learning chemistry online was the lack of access to requisite computer apparatus and equipment. However, despite these hurdles, students exhibited a willingness to embrace online platforms,
particularly in the context of their lectures and project work. Furthermore, the study advocated for the implementation of modern online networks to enhance the efficacy of online teaching in chemistry education. Recommendations emphasized the accurate representation of chemical concepts, and ensuring accessibility of online chemistry courses and materials for effective chemistry education in the digital age.