The influence of moral education on students' attitudes towards wealth and materialism in secondary schools in Ilorin West LGA, Kwara State
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Background of the study
Moral education has become an integral part of modern curricula, aiming to instill values that guide behavior and decision-making among adolescents. In secondary schools in Ilorin West LGA, Kwara State, there is growing concern that the increasing focus on material success has led to an erosion of intrinsic values (Adebayo, 2023). In this context, moral education is viewed as a countermeasure to the pervasive influence of consumer culture, promoting ethical reflection on wealth and materialism. Traditional values, which once served as the bedrock of communal life, are being challenged by a societal shift toward economic prosperity and material gain (Bello, 2023). This study contends that integrating moral education into the curriculum could recalibrate students’ perspectives on wealth by emphasizing virtues such as honesty, generosity, and social responsibility.
Recent educational reforms have underscored the importance of moral instruction as a means of fostering critical thinking about ethical dilemmas (Olawale, 2024). Given the rapid globalization of media and technology, students are increasingly exposed to images and narratives that equate wealth with success. As such, the school environment becomes a critical site for challenging these narratives and promoting a more nuanced understanding of prosperity. Furthermore, evidence from preliminary research indicates that schools with robust moral programs tend to report a decrease in materialistic attitudes, suggesting that these programs have the potential to influence students’ value systems in meaningful ways (Adeyemi, 2023). The dynamic interplay between traditional cultural values and modern consumerism has created an urgent need to reassess the role of moral education. Scholars argue that by reinforcing ethical principles, educators can help students develop a balanced view of wealth that considers both material and moral dimensions (Ogunleye, 2024).
Moreover, the curriculum’s adaptation to local cultural contexts in Ilorin West LGA is essential, as regional traditions and community expectations play a significant role in shaping young minds (Chukwu, 2023). This study also examines how moral education can bridge the gap between classroom teachings and real-life challenges, thus equipping students to navigate a world that often prioritizes financial success over moral integrity (Ibrahim, 2024). The research draws on virtue ethics and contemporary pedagogical theories to explore the transformative potential of moral education in countering materialistic impulses (Tunde, 2025). Finally, the study aims to contribute to policy debates on curriculum development and provide empirical evidence to support the integration of moral education as a means of fostering ethical attitudes among students (Salami, 2024).
Statement of the problem
Despite widespread acknowledgment of the benefits of moral education, secondary schools in Ilorin West LGA face challenges in curbing the rising trend of materialism among students. With the advent of digital media and global consumerism, young people are increasingly influenced by advertisements and social media narratives that celebrate wealth as the ultimate measure of success (Afolabi, 2023). This shift has led to observable changes in behavior, with students displaying a preference for material accumulation over ethical values. Educators report difficulties in engaging students with traditional moral teachings, as these are often perceived as outdated or disconnected from the realities of a modern, competitive society (Adekunle, 2024).
Furthermore, the curriculum in many secondary schools tends to prioritize academic achievement and technological skills, while moral education is relegated to a secondary status. This imbalance leaves students underprepared to critically analyze the ethical dimensions of wealth and materialism. The problem is compounded by socioeconomic disparities in the region, where differing levels of exposure to modern consumer culture result in varied interpretations of wealth and success (Olaoye, 2023). Consequently, there is a lack of consensus on how best to integrate moral education into mainstream teaching to counteract the lure of materialism.
In addition, current pedagogical approaches often lack the practical components necessary to engage students in discussions about the ethical implications of wealth. This gap in the educational framework has led to an increase in materialistic attitudes, which not only affects individual behavior but also has broader social repercussions. The absence of systematic research on the local impact of moral education further hinders the development of effective interventions. Thus, this study is designed to explore the relationship between moral education and students’ attitudes towards wealth and materialism, aiming to identify strategies that can strengthen ethical instruction in secondary schools (Akinola, 2025).
Objectives of the study
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To examine the relationship between moral education and students’ attitudes toward wealth.
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To evaluate the impact of moral education on reducing materialistic tendencies.
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To recommend strategies for enhancing the moral education curriculum in secondary schools.
Research questions
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How does moral education influence students’ attitudes toward wealth and materialism?
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What challenges hinder the effective delivery of moral education in secondary schools?
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How can the curriculum be modified to better address materialistic tendencies among students?
Research Hypotheses
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There is a significant positive relationship between moral education and ethical attitudes toward wealth.
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Students exposed to a comprehensive moral education curriculum are less likely to exhibit materialistic behaviors.
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Integrating moral education into the curriculum significantly improves students’ ability to critically assess wealth beyond material measures.
Significance of the study
This study is significant as it provides critical insights into the role of moral education in shaping students’ perceptions of wealth and materialism. Its findings will aid educators and policymakers in designing curricula that balance academic excellence with ethical development. By highlighting the positive effects of moral education, the research contributes to broader educational reforms aimed at nurturing socially responsible citizens. The study also offers practical recommendations for curriculum improvement and strategies to counteract the adverse effects of consumerism, ultimately fostering a more ethically aware and balanced student body.
Scope and limitations of the study
The study is limited to examining the influence of moral education on students’ attitudes toward wealth and materialism in secondary schools within Ilorin West LGA, Kwara State. It focuses exclusively on the selected schools and does not extend to other regions or educational levels.
Definitions of terms
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Moral Education: Instruction designed to develop ethical values and social responsibility.
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Materialism: An emphasis on the acquisition and importance of wealth and possessions.
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Attitude: A settled way of thinking or feeling about a subject, often reflected in behavior.
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