The effect of moral education on students’ perceptions of integrity in secondary schools in Makurdi LGA, Benue State
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Background of the Study
Integrity is a core value that underpins ethical behavior and social trust, and its cultivation is essential in educational settings. Moral education, as an academic discipline, plays a critical role in nurturing a sense of honesty and moral uprightness among students. In Makurdi LGA, Benue State, secondary schools serve as the primary arena where young individuals develop their personal and social identities. The curriculum’s emphasis on moral education is designed to foster integrity, ensuring that students internalize ethical principles that guide their daily decisions (Bello, 2023). Educational theorists assert that an environment where integrity is consistently modeled and reinforced can profoundly impact student behavior and overall character development (Ogunyemi, 2024). In this context, integrity is not only about honesty but also encompasses accountability, transparency, and respect for oneself and others. With rapid societal changes and evolving ethical challenges, the need to reinforce integrity in school settings is more pressing than ever (Yakubu, 2025). Secondary schools in Makurdi have integrated various strategies into the moral education curriculum, including interactive discussions, role-plays, and case studies, to illustrate the importance of integrity in everyday life. However, despite these efforts, there is evidence suggesting that students’ perceptions of integrity may be compromised by external factors such as peer pressure, media influence, and socio-economic disparities. These challenges call into question the overall effectiveness of the current moral education framework in promoting unwavering ethical standards. Moreover, while integrity is a universally valued concept, its interpretation and application can vary significantly among students, depending on their cultural background and personal experiences. Thus, understanding how moral education influences these perceptions is critical for refining educational approaches that aim to build character and promote social responsibility. In addition, ongoing professional development for teachers is crucial to ensure that moral education is delivered effectively and resonates with students in a manner that encourages the internalization of integrity. This study seeks to explore the relationship between moral education and student perceptions of integrity in secondary schools, with a view to identifying best practices and areas requiring improvement. By focusing on the local context of Makurdi LGA, the research aims to generate findings that are directly applicable to curriculum development and policy formulation, ultimately contributing to a more ethically aware and responsible student body (Bello, 2023; Ogunyemi, 2024; Yakubu, 2025).
Statement of the Problem
Notwithstanding the crucial role of moral education in instilling integrity, there is growing concern that its implementation in secondary schools in Makurdi LGA may not be yielding the desired impact. Despite curricular efforts, discrepancies have been observed between the ethical ideals taught in the classroom and the practical behavior exhibited by students. Many students appear to struggle with consistently upholding principles of integrity, leading to questions about the relevance and efficacy of the moral education strategies employed (Ogunyemi, 2024). Contributing to this problem are various factors including an overemphasis on theoretical instruction, inadequate teacher training, and competing influences from non-academic environments. The increasing prevalence of unethical practices among peers, coupled with the lure of external media narratives that often contradict moral teachings, has further complicated the issue (Yakubu, 2025). Additionally, the lack of continuous assessment and feedback mechanisms to gauge the impact of moral education on student integrity exacerbates the challenge. There is a dearth of localized research that specifically examines how moral education affects students’ perceptions and internalization of integrity. Without such data, it remains difficult for educators and policymakers to implement targeted interventions that could bridge the gap between theory and practice (Bello, 2023). This study intends to address these concerns by critically assessing the current moral education framework and its influence on students’ understanding and application of integrity. By exploring the disconnect between curricular content and actual student behavior, the research aims to identify systemic shortcomings and propose practical solutions for enhancing moral instruction. Ultimately, the study seeks to determine whether the existing approach to moral education is sufficient to cultivate a strong sense of integrity among students or if alternative strategies need to be explored to better meet the ethical demands of a modern academic environment.
Objectives of the Study
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To assess the impact of moral education on students’ perceptions of integrity in secondary schools.
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To identify the curricular elements that most effectively promote the internalization of integrity.
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To evaluate the role of teaching methodologies in enhancing students’ ethical conduct.
Research Questions
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How does moral education influence students’ perceptions of integrity in secondary schools?
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What curricular components are most effective in fostering integrity?
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How do instructional methods contribute to the development of integrity among students?
Research Hypotheses
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H1: Moral education significantly enhances students’ perceptions of integrity.
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H2: Specific curricular strategies are positively correlated with the internalization of integrity.
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H3: Effective teaching practices lead to higher levels of ethical behavior among students.
Significance of the Study
This study is significant as it provides critical insights into the role of moral education in promoting integrity among secondary school students. The findings are expected to inform curriculum developers and educational policymakers about effective strategies to reinforce ethical behavior. By identifying the gaps between moral instruction and student practice, the research will contribute to improved teaching methodologies and more robust ethical standards in schools. Ultimately, the study will foster an educational environment where integrity is a core value, positively impacting both academic performance and social responsibility.
Scope and Limitations of the Study
This study is limited to examining the effect of moral education on students’ perceptions of integrity within secondary schools in Makurdi LGA, Benue State. The research focuses solely on this specific educational context and does not extend to other regions or educational levels.
Definitions of Terms
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Moral Education: A process of instruction aimed at developing ethical values and responsible behavior.
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Integrity: The quality of being honest, consistent, and adhering to moral principles.
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Secondary Schools: Institutions that provide education to adolescents during their formative years.
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