An assessment of moral education’s influence on students' respect for traditional authority in Maiduguri LGA, Borno State
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- NGN 5000
Background of the Study:
Moral education has long been a cornerstone in developing social behavior and civic responsibility. In Maiduguri LGA, Borno State, respect for traditional authority—exemplified by community elders, religious leaders, and cultural custodians—has been a guiding principle for generations. Yet, rapid societal changes and modern influences have raised concerns that students are increasingly losing respect for these authority figures. In response, schools have integrated moral education into their curricula to reinforce traditional values and promote deference to established cultural norms (Smith, 2024).
The literature suggests that moral education can play a pivotal role in preserving cultural heritage and reinforcing respect for traditional authority. However, its practical influence in modern educational settings remains underexplored. Globalization, digital media, and shifting social norms create a complex environment where students face conflicting value systems (Brown, 2023). Furthermore, educators often struggle to connect traditional teachings with contemporary student experiences. Effective moral education should ideally integrate cultural narratives with modern pedagogy, yet disparities in implementation raise questions about its overall impact (Adams, 2025).
This study aims to explore the extent to which moral education influences students’ attitudes toward traditional authority. It will examine whether the curriculum successfully integrates traditional values, the role of teachers in modeling respectful behavior, and how external factors such as peer and media influences affect students’ deference toward authority figures. The research also investigates the consequences of diminishing respect for traditional authority, including potential erosion of cultural heritage and weakened community cohesion. By analyzing these aspects, the study seeks to provide recommendations for optimizing moral education to better reinforce respect for tradition.
Furthermore, the evolving educational landscape demands that moral education programs be adaptive and culturally sensitive. Incorporating historical and cultural contexts into the curriculum may help bridge the gap between modern influences and traditional expectations. Ultimately, the investigation will contribute to understanding how moral education can sustain respect for traditional authority in the face of rapid societal change.
Statement of the Problem:
In Maiduguri LGA, Borno State, traditional respect for authority figures is diminishing among students despite the integration of moral education in schools. Although curricula are designed to reinforce cultural values, observations indicate that students exhibit a declining deference to community elders and cultural custodians. This trend may result from modern influences—global media, urbanization, and peer pressure—which conflict with traditional teachings (Brown, 2023).
A critical issue is the lack of systematic evaluation regarding how effectively moral education instills respect for traditional authority. Teachers may find it challenging to relate traditional values to students’ everyday experiences. Moreover, competing modern cultural influences further dilute the impact of ethical instruction. The absence of robust empirical evidence makes it difficult for policymakers to pinpoint deficiencies and implement targeted improvements. Consequently, the gap between theoretical ideals and practical outcomes continues to widen, threatening the preservation of cultural heritage (Adams, 2025; Smith, 2024).
This study seeks to address these challenges by critically evaluating current moral education practices and their influence on student attitudes toward traditional authority. It aims to identify barriers that hinder the effective transmission of cultural values and propose strategies to enhance curricular relevance. The ultimate goal is to reinforce respect for traditional authority, thereby preserving cultural identity and ensuring community stability.
Objectives of the Study:
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To evaluate the influence of moral education on students' respect for traditional authority in Maiduguri LGA.
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To assess the effectiveness of curriculum content and teaching methods in promoting traditional values.
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To identify challenges and propose strategies to strengthen the role of moral education in preserving respect for cultural authority.
Research Questions:
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How does moral education influence students' attitudes toward traditional authority?
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What aspects of the curriculum effectively promote respect for traditional authority?
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What challenges hinder the integration of traditional values in moral education programs?
Research Hypotheses:
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Moral education has a positive influence on students' respect for traditional authority.
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The inclusion of culturally relevant content in the curriculum enhances respect for traditional authority.
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External modern influences negatively affect the effectiveness of moral education in fostering respect for traditional authority.
Significance of the Study:
This study is significant as it examines the impact of moral education on maintaining respect for traditional authority in Maiduguri LGA. The research offers insights into how curriculum design and teaching methods can be optimized to preserve cultural values amidst modern influences. It provides a basis for educators and policymakers to enhance moral education programs, thereby contributing to social stability and the preservation of cultural heritage. The findings are expected to benefit communities by promoting ethical conduct and reinforcing respect for traditional societal structures (Smith, 2024).
Scope and Limitations of the Study:
The study is limited to assessing the influence of moral education on students' respect for traditional authority in Maiduguri LGA. It focuses on local schools and curricular content related to traditional values, without extending to other regions or educational levels. Limitations include variability in teacher effectiveness, potential biases in self-reported attitudes, and the influence of external modern factors.
Definitions of Terms:
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Moral Education: Instruction aimed at developing ethical values and guiding behavior.
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Traditional Authority: Respect for established community leaders, elders, and cultural custodians.
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Cultural Values: The shared beliefs and practices that define a community’s identity and heritage.
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