An investigation into the relationship between moral education and students’ ethical standards in friendships in Kano Municipal LGA, Kano State
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- NGN 5000
Background of the study
Moral education plays a foundational role in shaping individuals’ ethical frameworks and interpersonal relationships. In Kano Municipal LGA, Kano State, the influence of moral education extends beyond academic performance to impact the quality of students’ social interactions, particularly in the context of friendships. Educators in the region have long emphasized the importance of ethical behavior, believing that early instruction in moral values is instrumental in guiding students towards developing respectful and supportive friendships (Abdulrahman, 2023). The curriculum, enriched with lessons on compassion, honesty, empathy, and respect, is designed to prepare students for the social complexities of interpersonal relationships. This holistic approach to education is intended to bridge the gap between classroom learning and real-world application, fostering an environment where students learn to navigate social dynamics with integrity and fairness (Ismail, 2024). Furthermore, the cultural milieu in Kano Municipal, which prizes communal values and collective well-being, reinforces the teachings provided in schools. Studies indicate that when students are regularly exposed to moral education, they are more likely to exhibit higher ethical standards in their friendships and social engagements (Musa, 2023). However, challenges persist in the consistent delivery of moral education, with variations in teaching methods and resource allocation leading to differences in student outcomes. External influences such as social media, peer pressure, and modern lifestyle choices further complicate the translation of moral teachings into daily interactions (Suleiman, 2024). Against this backdrop, the current investigation seeks to explore the relationship between moral education and the ethical standards exhibited by students in their friendships. The study will analyze how moral lessons are internalized and manifested in students’ behavior towards peers, as well as identify the key factors that either facilitate or hinder this process. By situating the inquiry within the local context of Kano Municipal LGA, the research aims to provide comprehensive insights into the efficacy of moral education in nurturing ethical interpersonal relationships. Ultimately, the study strives to contribute to the ongoing dialogue on education reform by demonstrating the potential of moral education to create a more harmonious and ethically conscious community (Bello, 2024).
Statement of the problem
Despite a robust curriculum that includes moral education in Kano Municipal LGA, discrepancies remain in how students apply ethical principles within their friendships. While schools strive to cultivate an environment of respect and honesty, reports of unethical behavior among peers have surfaced, suggesting a gap between the theoretical instruction of moral values and their practical application. Instances of betrayal, dishonesty, and superficial relationships have raised concerns among educators and parents alike (Kabir, 2023). The underlying problem appears to be rooted in the inconsistent implementation of moral education programs, where variations in teacher expertise, classroom resources, and extracurricular reinforcement lead to differing outcomes in students’ ethical behavior (Rahman, 2024). Moreover, external factors such as the influence of digital culture, rapid urbanization, and changing social norms contribute to an erosion of traditional values that are central to ethical friendships. These challenges highlight the need for a more rigorous examination of how moral education impacts the formation of ethical standards among students. The study aims to identify the barriers that prevent the effective translation of classroom-taught moral principles into everyday behavior, thereby undermining the intended benefits of such education. Additionally, there is a need to understand the role of the broader socio-cultural environment in shaping students’ ethical outlook, as this can either reinforce or weaken the impact of formal moral education. By investigating these issues, the research seeks to uncover actionable insights that can guide improvements in the moral education curriculum, ensuring that it not only informs but also transforms student behavior in their interpersonal relationships (Adewale, 2024). Addressing these concerns is crucial for developing strategies that bridge the gap between ethical instruction and practical behavior among students in Kano Municipal LGA.
Objectives of the study
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To determine the influence of moral education on the ethical standards observed in student friendships.
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To identify the challenges in effectively transmitting moral values in interpersonal relationships.
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To suggest improvements to the moral education curriculum that enhance ethical behavior among students.
Research questions
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How does moral education affect ethical standards in student friendships?
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What are the challenges that hinder the effective application of moral values in interpersonal relationships?
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What curricular strategies can improve the ethical conduct of students in their friendships?
Research Hypotheses
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Moral education positively influences the ethical standards in student friendships.
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Inconsistencies in the implementation of moral education contribute to unethical behavior among students.
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Improved pedagogical approaches in moral education will enhance ethical standards in interpersonal relationships.
Significance of the study
This study is significant as it explores the critical role of moral education in shaping ethical standards within student friendships in Kano Municipal LGA. Its findings will aid educators and policy makers in developing more effective strategies to integrate ethical instruction into the curriculum, thereby strengthening interpersonal relationships among students. By addressing the gap between theoretical knowledge and practical application, the study contributes to building a more ethically responsible and harmonious school environment. These insights are valuable for curriculum reform and community development initiatives (Ismail, 2024).
Scope and limitations of the study
This study is limited to the topic only. It investigates the relationship between moral education and the ethical standards in student friendships within selected schools in Kano Municipal LGA, Kano State, without generalizing findings to other social behaviors or regions.
Definitions of terms
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Moral Education: The process of imparting ethical values and principles intended to guide behavior in personal and social contexts.
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Ethical Standards: The established norms and values that govern behavior in interpersonal relationships.
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Friendships: Social bonds and interactions between individuals that are characterized by trust, respect, and mutual support.
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