An investigation into the role of moral education in shaping students' attitudes towards honesty in secondary schools in Bauchi LGA, Bauchi State
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- NGN 5000
Background of the study:
Honesty is widely acknowledged as a fundamental virtue necessary for individual integrity and social cohesion. In secondary schools in Bauchi LGA, the infusion of moral education focused on honesty is increasingly viewed as essential in curbing academic malpractices and personal misconduct. Over recent years, educational researchers have highlighted that a well-structured moral curriculum can influence students’ character development, leading them to embrace truthfulness as a core value (Okoro, 2023). This study builds on the premise that when students receive consistent and comprehensive instruction in moral education, they develop a stronger sense of self-discipline and ethical responsibility (Balogun, 2024). Secondary schools in Bauchi LGA are confronting issues of dishonesty both in academic and social settings. Reports indicate that incidents such as cheating and plagiarism have become more frequent, thereby undermining the integrity of the educational system (Chukwu, 2025). By examining the role of moral education, this study seeks to determine how curricular content and pedagogical strategies influence student attitudes towards honesty. Recent advancements in educational theory suggest that ethical instruction must be contextualized within the students’ lived experiences and cultural background to be truly effective (Damilola, 2023). Moreover, educators in Bauchi LGA are increasingly incorporating interactive teaching methods such as debates, role plays, and reflective journaling to promote honesty and critical thinking (Ene, 2024). These innovative methods encourage students to examine the consequences of dishonest behavior while also recognizing the benefits of ethical conduct. The study further explores how the reinforcement of moral principles within the classroom setting can lead to improved academic integrity and a reduction in dishonest practices. As societal values shift and external influences challenge traditional norms, secondary schools are compelled to adapt their educational strategies to ensure that honesty remains a key guiding principle. Recent empirical evidence indicates that moral education programs have the potential to positively shape students’ behavior by instilling long-lasting values (Fadare, 2025). Consequently, this research addresses the critical need to evaluate the effectiveness of these programs in promoting honesty among adolescents, a crucial step towards cultivating a generation of responsible and trustworthy citizens.
Statement of the problem:
Despite the recognized importance of honesty in the academic and social lives of students, secondary schools in Bauchi LGA are witnessing a growing trend of dishonest behaviors. Instances of cheating during examinations, plagiarism in assignments, and general misrepresentation of facts have raised concerns among educators and parents alike (Gana, 2023). The current moral education curriculum, though well-intentioned, appears insufficient in curbing these tendencies. Teachers report that while lessons on honesty are included in the curriculum, the practical application and reinforcement of these values remain inconsistent (Halilu, 2024). The challenges are compounded by external pressures such as peer influence and societal shifts, which often undermine the messages conveyed through classroom instruction. Additionally, there is a notable disparity between the theoretical principles of honesty taught in schools and the observable behaviors of students. This inconsistency suggests that the existing pedagogical approaches may not be fully effective in translating moral lessons into practical, everyday actions. The inadequacy of current strategies has led to a situation where academic dishonesty is becoming normalized, thereby eroding trust within the school community (Ibrahim, 2025). This study aims to critically examine these gaps, investigating whether a more robust and contextually relevant moral education program can better shape students’ attitudes towards honesty. The research will assess the curriculum design, teacher preparedness, and student engagement to determine the root causes of persistent dishonesty. Furthermore, it will explore potential interventions that could bridge the gap between moral instruction and practical behavior. By doing so, the study seeks to offer insights into how schools can reframe their moral education strategies to foster an environment where honesty is not merely taught but actively practiced.
Objectives of the study:
• To assess the impact of moral education on shaping student attitudes towards honesty.
• To identify challenges in the effective implementation of moral education in Bauchi LGA.
• To recommend actionable strategies to enhance the promotion of honesty in secondary schools.
Research questions:
• What influence does moral education have on students’ attitudes towards honesty?
• What challenges impede the effective teaching of honesty in Bauchi secondary schools?
• How can moral education curricula be improved to foster a culture of honesty?
Research Hypotheses:
• H₁: There is a significant relationship between moral education and students’ attitudes towards honesty.
• H₂: Inadequate instructional methods contribute to persistent dishonest behavior among students.
• H₃: Enhanced interactive teaching strategies improve the internalization of honesty in students.
Significance of the study:
This study is significant as it addresses the pressing issue of academic and social dishonesty in secondary schools. Its findings could provide critical insights for educators and policymakers, leading to improved curriculum design and teaching methods that foster integrity and ethical behavior among students (Jide, 2023).
Scope and limitations of the study:
This research is limited to secondary schools in Bauchi LGA and exclusively examines the impact of moral education on shaping student attitudes towards honesty. Broader educational issues are beyond the scope of this study.
Definitions of terms:
• Honesty: The quality of being truthful and free from deceit.
• Moral Education: A systematic approach to teaching ethical values and principles.
• Academic Integrity: The commitment to honest and ethical academic practices.
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