An investigation into the role of moral education in reducing school violence in Kaduna North LGA, Kaduna State
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- NGN 5000
Background of the study:
School violence remains a critical challenge in many educational institutions, particularly in Kaduna North LGA where incidents have escalated in recent times. Moral education, defined as the systematic teaching of ethical principles, has been suggested as a potential remedy to this issue (Olawale, 2023). The integration of moral education within the school curriculum can create an environment that discourages violent behaviors and nurtures a culture of respect and understanding among students (Bukar, 2024). Studies conducted in similar socio-cultural settings have highlighted that the promotion of moral values is integral to establishing peaceful school climates (Emeka, 2025). In Kaduna North LGA, several interventions have been implemented to address violence; however, there remains a significant gap between policy and practice. Continuous exposure to moral lessons, conflict resolution training, and value-based activities may provide the necessary foundation to curb violence among students. The emphasis on respect, empathy, and responsibility in classroom discussions and school activities fosters interpersonal relationships that discourage aggressive behavior. Moreover, recent research shows that when moral education is effectively delivered, students are more likely to adopt peaceful conflict resolution strategies (Femi, 2023). Despite these promising outcomes, the current state of moral education in Kaduna North LGA is challenged by issues such as inconsistent program delivery and limited teacher preparedness. Community dynamics, parental attitudes, and external socio-economic pressures further complicate the situation. Educators are often constrained by large class sizes and resource limitations, which impede the effective teaching of moral concepts (Gambo, 2024). This study will investigate how structured moral education can influence behavior and reduce school violence. It also considers the broader implications of such educational interventions on overall student well-being and academic performance. Recent data underscores that interventions integrating moral education not only reduce violent incidents but also contribute to improved student attitudes and academic outcomes (Hajara, 2025). In this context, the study examines both the theoretical foundations and practical implementations of moral education within Kaduna North LGA, aiming to identify best practices and areas in need of improvement.
Statement of the problem:
Despite the adoption of moral education programs in Kaduna North LGA, school violence remains a persistent problem. The alarming frequency of violent incidents suggests that existing interventions may not be adequately addressing the root causes of aggression among students. Recent reports indicate that both physical altercations and psychological violence are commonplace, affecting students’ academic performance and emotional well-being (Ibrahim, 2023). Contributing factors include the inconsistent implementation of moral education curricula, insufficient teacher training, and a lack of community engagement. Many educators express concerns that while moral education is conceptually sound, its practical application is hampered by large class sizes, insufficient teaching aids, and minimal institutional support (Jibril, 2024). Moreover, external pressures such as socio-economic disparities and cultural tensions further complicate the scenario. Without robust and contextually relevant moral education, students may be ill-equipped to resolve conflicts peacefully. There is also evidence to suggest that the absence of a coherent strategy to integrate moral values into everyday school life contributes to the persistence of violent behavior (Kabir, 2025). This study seeks to identify the shortcomings in current moral education practices and understand how these gaps contribute to ongoing violence in schools. By examining the interplay between curricular design, teacher competency, and community involvement, the research aims to propose viable solutions that enhance the overall impact of moral education in mitigating violence. The study will also assess the perceptions of students, teachers, and parents regarding the efficacy of moral education programs. In doing so, it will provide insights into whether current measures are sufficient or if innovative, tailored approaches are needed to address the evolving challenges of school violence.
Objectives of the study:
• To determine the impact of moral education on reducing violent behavior in schools.
• To examine the challenges of implementing moral education in Kaduna North LGA.
• To propose strategies to strengthen moral education practices in reducing school violence.
Research questions:
• In what ways does moral education affect student behavior related to violence?
• What are the primary obstacles to effective moral education implementation in Kaduna North LGA?
• Which interventions can enhance the effectiveness of moral education in mitigating school violence?
Research Hypotheses:
• H₁: Enhanced moral education is associated with reduced violent incidents in schools.
• H₂: Insufficient teacher training negatively impacts the delivery of moral education.
• H₃: Increased parental and community involvement improves the outcomes of moral education programs.
Significance of the study:
The study is significant as it elucidates the potential of moral education to serve as a preventative measure against school violence. The findings could inform policy reforms and enhance teacher training initiatives, ultimately contributing to safer learning environments. This research is crucial for stakeholders seeking to integrate ethical education as a core component of violence prevention strategies (Lawal, 2023).
Scope and limitations of the study:
This study is confined to Kaduna North LGA and examines only the role of moral education in reducing school violence. It does not account for factors beyond the school environment.
Definitions of terms:
• Moral Education: The teaching of ethical values and behaviors in schools.
• School Violence: Acts of physical or psychological aggression occurring within the school setting.
• Curriculum Implementation: The practical application of educational content and strategies in classrooms.
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