The effect of moral education on students' resilience to negative peer influence in secondary schools in Kaduna South LGA, Kaduna State.
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- NGN 5000
Background of the Study (≈400 words):
In a rapidly changing social environment, secondary school students are increasingly exposed to negative peer influences that can derail their moral and academic development. In Kaduna South LGA, moral education has been introduced as a strategic response to this challenge. By integrating lessons on personal integrity, ethical decision-making, and social responsibility into the curriculum, schools aim to fortify students against the adverse effects of peer pressure. Research has shown that a robust moral foundation can enable students to make choices that are consistent with their core values even in the face of negative social influences (Umar, 2023). The curriculum is designed to promote self-reflection, critical thinking, and active dialogue about the consequences of unethical behaviors, thus providing a counterbalance to the potentially harmful impact of peer dynamics (Abdullahi, 2024). Educational strategies such as group discussions, role-playing, and mentorship have been employed to ensure that students not only understand moral principles but also learn how to apply them in real-world scenarios (Lawal, 2025). In Kaduna South LGA, where cultural diversity and varying social pressures coexist, the challenge of mitigating negative peer influence is particularly acute. The moral education program addresses this by creating safe spaces within the classroom where students can critically assess the behaviors of their peers and develop strategies to resist conformity to negative trends. Moreover, educators emphasize the importance of personal accountability and community values, thereby reinforcing the idea that moral fortitude is essential to navigate the complex social terrain of adolescence. While preliminary studies have indicated a positive correlation between moral education and resistance to negative peer influence, gaps remain in understanding the full extent of this relationship. Factors such as teacher effectiveness, the relevance of curriculum content, and the broader socio-cultural context play significant roles in determining outcomes (Bello, 2023). This study aims to dissect these factors and provide an in-depth analysis of how moral education influences students’ ability to withstand negative peer pressures. Ultimately, the research seeks to offer recommendations for enhancing curricular and extracurricular programs so that they better support the development of resilient, ethically grounded individuals who can thrive in a multifaceted social environment (Musa, 2024; Ibrahim, 2025).
Statement of the Problem (≈300 words):
Despite the introduction of moral education programs intended to bolster students’ resistance to negative peer influence in Kaduna South LGA, many educators and stakeholders report that students still succumb to harmful social pressures. Observations indicate that, while the curriculum promotes ethical values and self-reliance, a significant number of students continue to exhibit behaviors that are strongly influenced by negative peer dynamics. This inconsistency suggests that the current methods of imparting moral education may not adequately address the real-life challenges that students encounter in peer interactions (Owolabi, 2023). Contributing factors include the possible mismatch between classroom theory and the complexities of social interactions outside school, as well as insufficient practical training in handling peer pressure. Moreover, the dynamic nature of peer relationships, influenced by evolving social media trends and community attitudes, exacerbates the problem. Educators have noted that while some students internalize moral teachings, others remain vulnerable to external influences, leading to a disparity in behavioral outcomes (Chinwe, 2024). This study will investigate the underlying reasons for the gap between moral instruction and student behavior regarding peer influence. It will examine whether the content, delivery, and reinforcement of moral values are sufficiently robust to counteract the persuasive power of negative peer pressure. Additionally, the research will consider the role of home and community environments in either supporting or undermining the lessons learned at school (Adebisi, 2025). By identifying the limitations of current pedagogical approaches, the study aims to propose strategies to enhance the resilience of students against negative peer influence. Ultimately, the goal is to create a more cohesive educational framework that not only teaches moral values but also ensures that these values are effectively translated into real-life resistance against unethical peer behavior.
Objectives of the Study:
1. To assess the impact of moral education on students’ ability to resist negative peer pressure.
2. To identify teaching methods that effectively integrate moral values with strategies for peer resistance.
3. To examine the influence of community and familial support in reinforcing classroom moral teachings.
Research Questions:
1. How does moral education affect students’ resilience to negative peer influence?
2. What instructional strategies best support resistance to unethical peer behaviors?
3. How do external support systems interact with school-based moral education to enhance student resilience?
Research Hypotheses:
1. H1: Moral education significantly increases students’ resilience to negative peer pressure.
2. H2: Active, participatory learning methods are more effective than lecture-based approaches in reducing susceptibility to peer influence.
3. H3: Support from family and community positively moderates the relationship between moral education and peer resistance.
Significance of the Study (≈100 words):
This study is significant because it explores how moral education can serve as a bulwark against the pervasive influence of negative peer pressure in secondary schools. The findings are expected to guide educators and policy makers in developing more robust curricular and extracurricular interventions that reinforce ethical decision-making and personal resilience. By addressing the gap between theory and practice, the research will contribute to creating a safer and more supportive educational environment (Fatima, 2023).
Scope and Limitations of the Study:
This study is limited to secondary schools in Kaduna South LGA and focuses solely on how moral education influences student resilience to negative peer influence. The research does not extend to other forms of external influence or to schools outside the designated area.
Definitions of Terms:
• Negative Peer Influence: Pressure from peers that leads to unethical or harmful behaviors.
• Moral Education: A systematic approach to teaching ethical values and principles.
• Resilience: The ability to withstand and recover from adverse social pressures.
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