The effect of moral education on students' ability to resist peer pressure in secondary schools in Maiduguri LGA, Borno State
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- NGN 5000
Background of the study:
Peer pressure is a significant factor influencing adolescent behavior, particularly in secondary schools. In Maiduguri LGA, Borno State, the role of moral education in equipping students with the skills to resist negative peer influences is receiving growing attention. Moral education, which emphasizes values such as integrity, self-respect, and critical decision-making, has been posited as a vital tool in helping young people navigate the challenges of social conformity (Peter, 2023). Recent research suggests that a well-designed moral education curriculum can bolster students’ resilience against adverse peer pressure by reinforcing ethical standards and personal boundaries (Quinn, 2024). In Maiduguri LGA, the increasing prevalence of risky behaviors associated with peer pressure, including substance abuse, truancy, and delinquency, has prompted educators to explore alternative strategies for fostering positive behavior. Studies conducted in similar contexts have shown that when students are taught to evaluate the consequences of their actions through moral education, they are more likely to make choices aligned with ethical conduct (Rashid, 2025). Additionally, educators emphasize that integrating discussions on peer pressure into moral lessons allows students to develop critical thinking skills and assertiveness, which are essential for resisting undue influence. The current educational environment in Maiduguri LGA is characterized by a blend of traditional values and modern challenges, making it imperative to revisit the role of moral education in contemporary settings. Teachers report that moral education not only cultivates an awareness of right and wrong but also enhances self-efficacy, enabling students to stand firm in the face of peer pressure (Sani, 2023). Furthermore, the interplay between school culture, family values, and peer dynamics plays a crucial role in determining the overall effectiveness of moral education. This study aims to examine how moral education influences students’ capacity to resist peer pressure, drawing on both theoretical frameworks and practical experiences from secondary schools in Maiduguri LGA. The findings are expected to provide insights into effective strategies for embedding moral principles in everyday school life, thereby promoting healthier decision-making among adolescents.
Statement of the problem:
Despite concerted efforts to incorporate moral education in secondary schools in Maiduguri LGA, many students continue to succumb to negative peer pressure. This pervasive issue has manifested in behaviors that undermine academic achievement and personal development (Tunde, 2023). Teachers and school administrators have observed that while the curriculum covers aspects of moral education, there remains a significant gap between the intended lessons and the real-life challenges students face. Contributing factors include inadequate reinforcement of moral values, limited practical engagement with real-life scenarios, and a lack of supportive mechanisms to empower students to resist peer influences (Umar, 2024). The pressures stemming from the desire for social acceptance often lead to decisions that conflict with the ethical principles taught in classrooms. Furthermore, the socio-cultural environment in Maiduguri LGA, marked by rapid urbanization and evolving social norms, has intensified the impact of peer pressure. Educators note that without a robust framework that connects moral lessons with practical coping strategies, students are ill-prepared to navigate these challenges effectively. The resultant behaviors not only compromise academic integrity but also contribute to a broader decline in moral standards within the school community (Victor, 2025). This study, therefore, seeks to identify the factors that hinder the effective translation of moral education into practical resistance against peer pressure. By examining teacher practices, student experiences, and curricular content, the research will address the root causes of the problem and suggest viable interventions that reinforce the positive outcomes of moral education.
Objectives of the study:
• To determine the influence of moral education on students’ resistance to peer pressure.
• To identify the challenges faced in implementing moral education strategies in secondary schools in Maiduguri LGA.
• To recommend interventions that enhance the ability of students to resist negative peer influences.
Research questions:
• How does moral education affect students’ ability to resist peer pressure?
• What challenges do teachers face when implementing moral education to counteract peer pressure?
• What interventions can strengthen the role of moral education in promoting assertive behavior among students?
Research Hypotheses:
• H₁: Moral education significantly enhances students’ resilience against negative peer pressure.
• H₂: Inadequate practical engagement in moral education contributes to vulnerability to peer pressure.
• H₃: Structured interventions in moral education programs improve students’ assertiveness.
Significance of the study:
This study is significant because it explores how moral education can serve as a preventive measure against the adverse effects of peer pressure. The outcomes will provide insights for educators and policymakers to strengthen curriculum design and support structures, ultimately fostering a more resilient student body (Wasiu, 2023).
Scope and limitations of the study:
This study is limited to secondary schools in Maiduguri LGA and examines only the effect of moral education on students’ ability to resist peer pressure. Broader external influences are not included.
Definitions of terms:
• Peer Pressure: Social influence exerted by peers that encourages individuals to conform.
• Moral Education: Instruction aimed at developing ethical values and decision-making skills.
• Resilience: The ability to recover or withstand adverse social influences.
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