An assessment of moral education’s effectiveness in promoting honesty in friendships among students in Kaduna North LGA, Kaduna State
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- NGN 5000
Background of the Study:
Moral education plays a vital role in shaping interpersonal relationships and social behavior. In Kaduna North LGA, Kaduna State, there is increasing concern about the erosion of honesty in student friendships. Dishonest practices—ranging from deceit to insincerity—pose significant challenges to building trust among peers. Integrating moral education into school curricula is intended to nurture a culture of integrity and mutual respect, critical for forming genuine friendships. Interactive moral instruction can empower students to internalize values such as loyalty and truthfulness (Adams, 2025).
The dynamic interplay between individual values and external influences is evident in how students form relationships. Many report difficulty establishing transparent connections due to conflicting messages received at school and through media. Schools have introduced programs designed to encourage open communication and honesty; however, measurable impacts remain uncertain (Smith, 2024). Educators argue that values like loyalty and sincerity are essential for long-lasting friendships, yet modern societal pressures can undermine these efforts. Furthermore, the digital age complicates interpersonal communication, as online interactions sometimes promote selective truths over authentic exchanges.
This study seeks to assess the effectiveness of moral education in promoting honesty within friendships among students in Kaduna North LGA. It will analyze curriculum content, teaching methodologies, and the influence of peer dynamics on ethical behavior. Additionally, it will explore how external pressures—such as social media influences—interact with formal moral instruction. By identifying both strengths and weaknesses in current practices, the research aims to offer actionable recommendations that can enhance the promotion of honesty in friendships and support a culture of trust and transparency (Brown, 2023). In doing so, the study bridges theoretical approaches with practical outcomes, aiming for an educational framework that supports authentic, ethical interpersonal relationships.
Statement of the Problem:
Despite moral education’s intended role in cultivating honesty, significant challenges remain in promoting transparent friendships among students in Kaduna North LGA. Observations indicate that although schools integrate moral lessons, translating these into genuine trust in interpersonal relationships is inconsistent. Incidences of dishonesty, manipulation of truths, and a lack of transparency are prevalent among peer groups. This disconnect may result from outdated teaching methods, insufficient practical application, and the pervasive influence of external, conflicting value systems (Smith, 2024).
Additionally, modern digital communication channels often blur the lines between authenticity and deceit, further complicating the internalization of honesty. The absence of standardized reinforcement across schools and limited evaluation mechanisms hinder the assessment of these moral education initiatives. Consequently, educators and policymakers face difficulties in identifying and addressing the specific barriers that obstruct the development of honest relationships. This study aims to evaluate current moral education strategies, identify challenges, and propose effective solutions to enhance the impact of moral education in fostering honesty in friendships. Addressing these issues is crucial for nurturing trust among students and reinforcing ethical social practices (Adams, 2025; Brown, 2023).
Objectives of the Study:
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To assess the effectiveness of the current moral education curriculum in promoting honesty in student friendships.
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To examine the role of teacher-led initiatives in fostering transparent and trustworthy interpersonal relationships.
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To identify challenges in implementing moral education strategies aimed at enhancing honesty among students.
Research Questions:
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How effective is the moral education curriculum in promoting honesty in friendships among students?
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What influence do teacher-led interventions have on fostering honest relationships?
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What are the main challenges hindering the development of honest friendships through moral education?
Research Hypotheses:
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The moral education curriculum significantly enhances honesty in student friendships.
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Teacher-led moral education initiatives positively influence the development of honest interpersonal relationships.
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Students receiving comprehensive moral education exhibit higher levels of honesty in friendships compared to those who do not.
Significance of the Study:
This study is significant as it evaluates the role of moral education in promoting honesty within student friendships in Kaduna North LGA. The findings will provide valuable insights into how educational strategies can be improved to foster genuine and transparent relationships among students. Educators, policymakers, and community stakeholders will benefit from evidence-based recommendations for enhancing the moral education curriculum. Ultimately, this research contributes to the broader discourse on ethical education and its impact on social relationships (Adams, 2025).
Scope and Limitations of the Study:
The study is limited to examining the impact of moral education on promoting honesty in student friendships in Kaduna North LGA. It focuses on local schools and specific curricular components related to honesty and ethical behavior. The research does not extend to other regions or educational levels, and potential limitations include self-reported data and variations in program implementation.
Definitions of Terms:
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Moral Education: The process of teaching ethical values and principles aimed at guiding behavior.
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Honesty: The quality of being truthful and transparent in interpersonal relationships.
Friendships: Social relationships characterized by mutual trust, support, and genuine emotional connection
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