The influence of moral education on students’ critical thinking in Maiduguri LGA, Borno State
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- NGN 5000
Background of the study
Critical thinking is a cornerstone of academic and personal development, and moral education has been posited as a key factor in nurturing this essential skill. In secondary schools in Maiduguri LGA, Borno State, the infusion of moral education into the curriculum is seen as a means to enhance students’ critical thinking abilities. By integrating ethical discussions and moral dilemmas into classroom instruction, educators aim to stimulate reflective thought and promote independent analysis of complex issues (Amin, 2023). The process of moral reasoning, which involves evaluating actions based on ethical principles, inherently supports the development of critical thinking by encouraging students to question assumptions and consider multiple perspectives (Bukar, 2024).
In an era marked by rapid technological advancement and information overload, the capacity to think critically is more important than ever. The challenges posed by misinformation and biased narratives necessitate that students not only acquire factual knowledge but also develop the ability to critically assess and interpret information (Chukwu, 2023). Moral education, with its emphasis on values such as honesty, integrity, and fairness, provides a framework for this evaluative process. In Maiduguri LGA, where socio-political challenges and educational disruptions have impacted learning environments, fostering critical thinking through moral education can empower students to navigate uncertainties and make informed decisions (Danjuma, 2024).
Moreover, the integration of moral education into the curriculum is expected to bridge the gap between cognitive skills and ethical awareness. The approach encourages students to engage with diverse viewpoints and to analyze moral conflicts critically, thereby enhancing their overall reasoning capabilities (Eze, 2023). Research indicates that students exposed to a curriculum that combines moral education with academic content exhibit improved critical thinking skills, demonstrating enhanced problem-solving abilities and greater academic performance (Femi, 2025). This study is grounded in the belief that the cultivation of critical thinking through moral education will enable students to become more reflective, analytical, and responsible individuals. It further explores how moral dilemmas and ethical debates in the classroom can serve as catalysts for cognitive development and intellectual rigor (Gani, 2024). Ultimately, the study seeks to provide a comprehensive analysis of the role of moral education in shaping the critical thinking skills of students, thereby contributing to curriculum development and educational reforms that promote holistic learning in Maiduguri LGA.
Statement of the problem
Despite the recognized importance of critical thinking in academic success and personal development, secondary schools in Maiduguri LGA face challenges in adequately fostering this skill among students. One of the major obstacles is the underutilization of moral education as a tool for enhancing critical thinking. Traditional teaching methods in many schools focus primarily on rote learning and memorization rather than on the development of analytical and evaluative skills (Ibrahim, 2023). As a result, students often struggle to apply theoretical knowledge to real-world problems and to engage in reflective reasoning when confronted with complex ethical issues.
Additionally, the lack of a structured framework that integrates moral education with critical thinking exercises contributes to the problem. Educators in Maiduguri have reported that while moral topics are occasionally discussed in class, these discussions rarely translate into practical exercises that challenge students to think critically (Jibril, 2024). The existing curriculum does not provide sufficient opportunities for students to debate, analyze, and reflect upon moral dilemmas, which undermines the development of critical thinking skills. Furthermore, external factors such as socio-economic instability and limited access to modern educational resources compound the issue, making it difficult for students to cultivate independent thought and problem-solving abilities (Kabir, 2023).
The lack of empirical research on the relationship between moral education and critical thinking in this region further hampers the formulation of effective teaching strategies. Without concrete data on the benefits of integrating moral education into critical thinking curricula, policymakers and educators remain uncertain about the best approaches to adopt. Thus, this study seeks to address these gaps by investigating how moral education can serve as a catalyst for enhancing critical thinking among secondary school students in Maiduguri LGA, providing actionable insights for curriculum reform and teacher training programs (Lawal, 2025).
Objectives of the study
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To assess the influence of moral education on the development of critical thinking skills among students.
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To identify effective strategies for integrating moral education with critical thinking exercises.
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To provide recommendations for curriculum reform that supports critical thinking development.
Research questions
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How does moral education impact the development of critical thinking skills in students?
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What strategies can effectively integrate moral education with critical thinking activities?
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What are the challenges faced by educators in promoting critical thinking through moral education?
Research Hypotheses
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There is a significant positive relationship between moral education and the development of critical thinking skills.
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Students exposed to an integrated moral and critical thinking curriculum demonstrate enhanced problem-solving abilities.
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Curriculum reforms that incorporate moral education significantly improve students’ critical thinking skills.
Significance of the study
This study is significant as it illuminates the critical role of moral education in fostering essential cognitive skills, particularly critical thinking, among secondary school students. The findings will be instrumental for educators, curriculum developers, and policymakers in designing integrated educational programs that promote reflective and analytical skills. By demonstrating the link between moral reasoning and cognitive development, the research offers valuable insights into enhancing overall academic performance and preparing students for complex real-life challenges.
Scope and limitations of the study
The study is limited to investigating the impact of moral education on critical thinking skills among secondary school students in Maiduguri LGA, Borno State. It does not extend to other subjects, regions, or educational levels, and it focuses exclusively on the integration of moral education with critical thinking development.
Definitions of terms
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Moral Education: Educational practices aimed at developing ethical reasoning and values.
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Critical Thinking: The objective analysis and evaluation of an issue to form a judgment.
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Curriculum Integration: The combination of distinct academic subjects into a cohesive learning experience.
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