The impact of religious education on students' attitudes towards corruption in primary schools in Lafia LGA, Nasarawa State
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Background of the Study
Religious education plays a vital role in shaping the moral and ethical framework of young learners, particularly in regions where religion is deeply interwoven with cultural identity. In Lafia LGA, Nasarawa State, primary school curricula increasingly incorporate religious teachings to instill values of honesty, accountability, and civic responsibility among students (Afolabi, 2023). This integration is viewed as a strategic approach to combating corruption by promoting ethical behavior from an early age. Religious education, with its emphasis on accountability and the moral consequences of actions, is believed to influence students’ attitudes toward corruption, encouraging them to reject dishonest practices (Adeyemi, 2024). In a context where corruption has pervaded various levels of society, early intervention through religious instruction is seen as essential in shaping future citizens who value integrity and transparency.
The pedagogical approach in many primary schools in Lafia involves the use of religious stories, moral parables, and community role models that exemplify ethical behavior. Such methods provide a practical framework for understanding the detrimental effects of corruption and the benefits of ethical conduct (Babatunde, 2025). Educational stakeholders argue that when students internalize these religious and moral values, they are less likely to engage in corrupt practices and more inclined to uphold principles of fairness and justice. The curriculum is continuously evolving, incorporating modern pedagogical techniques alongside traditional religious instruction to better address contemporary challenges related to corruption (Afolabi, 2023). Additionally, teachers are increasingly receiving specialized training to deliver religious education in a manner that is both engaging and relevant to the current socio-political climate (Ogunleye, 2024).
Despite these initiatives, there remain significant challenges. Variations in teaching quality, the diverse interpretation of religious teachings, and external socio-economic pressures may all influence how students perceive corruption. Consequently, there is a need for empirical research to evaluate whether the current religious education curriculum effectively deters corrupt attitudes among primary school students. This study seeks to explore the relationship between religious education and students’ attitudes towards corruption in Lafia LGA, providing insights into how ethical behavior is cultivated at an early age and offering recommendations for policy and curriculum development that could further reduce the prevalence of corruption (Adeyemi, 2024). The research will employ both qualitative and quantitative methods to assess the efficacy of existing educational strategies and to identify areas for improvement in the integration of religious teachings within the primary school framework (Ogunleye, 2024).
Statement of the Problem
Despite the growing incorporation of religious education in primary schools in Lafia LGA, Nasarawa State, concerns persist regarding its effectiveness in shaping students’ attitudes towards corruption. While school administrators and religious leaders assert that religious teachings promote honesty and ethical behavior, observable incidents of minor corrupt practices and ethical lapses among students suggest a disconnect between intended outcomes and real-world behavior (Babatunde, 2025). This inconsistency may be attributed to several factors, including variations in curriculum delivery, the subjective interpretation of religious doctrines, and external socio-economic influences that undermine the moral messages conveyed in classrooms (Afolabi, 2023). Moreover, the lack of standardized assessment tools to measure changes in students’ attitudes further complicates efforts to evaluate the impact of religious education on corruption-related behavior.
Teachers have reported that while they strive to embed ethical values in their lessons, the absence of continuous professional development and relevant teaching aids hampers their ability to deliver the content effectively (Ogunleye, 2024). In addition, students from different backgrounds may not equally internalize the teachings, thereby creating disparities in how corruption is perceived and confronted. The multifaceted nature of corruption, which involves both individual behavior and broader systemic issues, further complicates the evaluation of religious education’s role. Therefore, this study aims to investigate whether the religious education curriculum as currently implemented can significantly influence students’ attitudes towards corruption and identify the key factors that facilitate or hinder this influence. By scrutinizing the curriculum content, teacher effectiveness, and students’ responses, the research intends to provide a comprehensive analysis of the potential of religious education to instill anti-corruption values from an early age (Adeyemi, 2024). This analysis is critical for formulating effective educational policies that align religious teachings with contemporary ethical challenges.
Objectives of the Study:
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To evaluate the impact of religious education on shaping anti-corruption attitudes among primary school students.
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To assess the effectiveness of current curriculum delivery methods in transmitting ethical values.
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To recommend enhancements in curriculum and teacher training for improved ethical outcomes.
Research Questions:
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How does religious education influence primary students’ attitudes towards corruption in Lafia LGA?
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What are the perceived strengths and weaknesses of the current religious curriculum in promoting ethical behavior?
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Which external factors affect the internalization of anti-corruption values among students?
Research Hypotheses:
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There is a significant positive relationship between religious education and the development of anti-corruption attitudes.
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Effective curriculum delivery enhances the internalization of ethical values among primary students.
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Socio-economic factors moderate the impact of religious education on students’ attitudes towards corruption.
Significance of the Study
This study is significant as it explores the role of religious education in combating corruption by shaping ethical attitudes in young learners. The findings will offer vital insights for curriculum developers and policymakers, highlighting effective strategies for integrating religious and ethical instruction. Enhanced educational practices can foster a generation committed to transparency and integrity, contributing to the long-term reduction of corrupt practices in society. The study thereby supports broader efforts towards sustainable ethical development in educational institutions (Afolabi, 2023).
Scope and Limitations of the Study:
This research is confined to primary schools in Lafia LGA, Nasarawa State, focusing solely on the impact of religious education on students’ attitudes towards corruption. The study does not consider secondary education or other regions. Variations in teacher competence and socio-economic backgrounds are acknowledged as potential limitations.
Definitions of Terms:
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Religious Education: Instruction aimed at imparting spiritual values and ethical principles derived from religious teachings.
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Corruption: Dishonest or fraudulent conduct by those in power, which undermines ethical standards.
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Attitudes: Enduring evaluations and predispositions that influence behavior toward specific issues, such as corruption.
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