The effect of moral education on students’ perceptions of fairness in competitive settings in Makurdi LGA, Benue State
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- NGN 5000
Background of the Study
Moral education plays an essential role in shaping students’ ethical outlook and guiding their social interactions, especially in competitive environments where fairness is a critical concern. In Makurdi LGA, Benue State, competitive settings—ranging from academic contests to sports and extracurricular competitions—often serve as a microcosm for broader societal values. The integration of moral education in these contexts is intended to instill a sense of fairness, equity, and ethical conduct among students (Johnson, 2023). This educational process is designed to address issues of bias, favoritism, and unethical competition by emphasizing the importance of integrity and fairness. As students engage in competitive activities, the values imparted through moral education are expected to help them navigate conflicts and foster a culture of mutual respect and sportsmanship (Adamu, 2024). Contemporary research highlights that students who receive robust moral instruction tend to exhibit more equitable behaviors and display higher levels of fairness during competitive engagements (Emeka, 2025). In Makurdi LGA, where traditional cultural values intersect with modern competitive pressures, the effectiveness of moral education is both critical and timely. The local education system faces challenges such as resource constraints, varied socio-economic backgrounds, and external influences from digital media, all of which can complicate the attainment of fairness in competitive scenarios. Educators and policymakers have expressed concerns that the current moral education curriculum may not adequately address these challenges, leading to disparities between the intended ethical standards and the actual behavior of students. The need to critically evaluate the moral education framework in competitive settings is underscored by recent incidents of perceived unfair practices and ethical lapses among student participants. By analyzing the content, delivery, and contextual adaptation of moral education, this study aims to uncover the factors that either support or undermine fairness in competitive settings. Moreover, it will explore how moral education can be restructured to better align with the dynamic demands of modern educational environments. Emphasis is placed on the interaction between curricular design, teacher involvement, and peer influence, which collectively contribute to the development of a fair competitive spirit among students (Johnson, 2023; Adamu, 2024; Emeka, 2025). The overarching goal is to provide a comprehensive understanding of how moral education influences student perceptions of fairness and to suggest evidence-based improvements that could enhance both the ethical climate and competitive integrity within Makurdi LGA’s schools.
Statement of the Problem
Despite the integral role of moral education in promoting fairness, there is mounting evidence that its impact in competitive settings within Makurdi LGA is less than optimal. Observations in various schools have revealed instances where students’ behavior in competitive environments does not consistently reflect the fairness and equity promoted by the moral curriculum (Adamu, 2024). This discrepancy points to a potential misalignment between the theoretical framework of moral education and its practical application in real-life competitive situations. Contributing factors might include inadequate curriculum content, inconsistent teaching strategies, and the influence of extraneous cultural and technological factors that undermine ethical behavior. Furthermore, there is limited empirical data documenting the direct correlation between moral education and perceptions of fairness during competitions, which hampers the ability of educators to adjust strategies effectively (Emeka, 2025). The competitive setting, characterized by high stakes and peer pressure, presents unique challenges that may dilute the impact of moral teachings. The failure to consistently foster a sense of fairness can lead to negative outcomes such as unethical practices, bias, and reduced collaborative spirit among students. This research intends to systematically identify these gaps and examine the underlying causes of the disconnect between moral education objectives and student behavior. It is imperative to understand whether the current curriculum sufficiently addresses issues of fairness and how teaching methodologies might be reformed to create a more equitable competitive environment. Without targeted interventions, the disparity between the desired ethical standards and actual student conduct could continue to widen, undermining both individual development and the broader educational climate (Johnson, 2023). This study, therefore, aims to generate concrete evidence on the effectiveness of moral education in fostering fairness, thereby providing critical insights for curriculum developers and educational policymakers.
Objectives of the Study
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To investigate the influence of moral education on students’ perceptions of fairness in competitive settings.
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To identify the key curricular elements that promote ethical behavior in competitive environments.
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To assess the impact of teaching strategies on the development of fairness among students.
Research Questions
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How does moral education affect students’ perceptions of fairness in competitive settings?
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What are the critical curricular components that encourage fairness?
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How do teaching methodologies influence fairness during competitions?
Research Hypotheses
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H1: Moral education significantly improves students’ perceptions of fairness in competitive settings.
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H2: Specific curricular components are positively correlated with enhanced fairness in student competitions.
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H3: Effective teaching methodologies lead to higher levels of fairness among students.
Significance of the Study
This study is significant as it illuminates the relationship between moral education and fairness in competitive environments, offering valuable insights for educators and policymakers. The findings will inform curriculum reforms and teaching strategies aimed at fostering ethical conduct during competitions. By addressing gaps between theory and practice, the research contributes to enhancing the overall educational experience and promoting equitable behavior among students. Ultimately, this study supports the development of a fair and just academic culture that can positively impact broader social interactions.
Scope and Limitations of the Study
This study is limited to examining the effect of moral education on students’ perceptions of fairness in competitive settings within schools in Makurdi LGA, Benue State. The research is confined to this specific educational context and does not extend to other regions or educational levels.
Definitions of Terms
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Moral Education: An instructional process aimed at instilling ethical values and behavior.
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Fairness: The quality of being just, equitable, and unbiased in competitive or social settings.
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Competitive Settings: Contexts in which individuals or groups engage in activities that involve performance comparisons, such as academic contests or sports.
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