An investigation into the role of religious education in teaching the values of truthfulness in Maiduguri LGA, Borno State
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- NGN 5000
Background of the study:
In Maiduguri LGA, Borno State, religious education is increasingly being recognized as a critical avenue for instilling the value of truthfulness among students. Truthfulness, as a core ethical value, is vital in fostering transparency and trust within the educational community. Over recent years, educators in Maiduguri have integrated religious teachings with moral lessons to highlight the importance of honesty in both personal and social contexts (Jubril, 2023). Religious education programs in the region incorporate texts, stories, and teachings from various faith traditions that emphasize truthfulness as a divine command and a social virtue (Kabiru, 2024). The curriculum is designed to encourage students to adopt truthfulness as an integral part of their character, with the aim of reducing incidences of deception in academic and social settings. Studies conducted in similar settings have demonstrated that when truthfulness is emphasized from an early age, students are more likely to exhibit honest behaviors and demonstrate integrity in their interactions (Lawan, 2025). In Maiduguri LGA, the need for such an emphasis is underscored by concerns over academic dishonesty and social distrust. Teachers report that while religious education is widely practiced, its impact on daily student behavior remains under-evaluated. There is a growing interest in understanding whether religious education can bridge the gap between theoretical instruction and practical ethical conduct. The curriculum not only covers religious doctrines but also engages students in discussions and role-plays that reinforce the concept of truthfulness. Moreover, community initiatives and inter-school programs have been organized to celebrate and recognize honest behavior among students, further embedding the value into the local culture. Recent research underscores the importance of contextualizing religious teachings in a way that resonates with students’ lived experiences (Musa, 2023). This approach has the potential to transform religious education from a passive transmission of beliefs to an active process of character development. The current study, therefore, seeks to examine how religious education in Maiduguri LGA influences the adoption of truthfulness as a core value, exploring both curricular content and pedagogical practices to determine their effectiveness in shaping student behavior.
Statement of the problem:
Despite the widespread practice of religious education in Maiduguri LGA, challenges remain regarding the consistent inculcation of truthfulness among students. Anecdotal evidence and preliminary studies suggest that while the curriculum emphasizes truthfulness, the actual behavioral outcomes among students are inconsistent (Nuhu, 2023). Teachers often report that the lessons on truthfulness are not reinforced adequately outside the classroom, leading to a disconnect between what is taught and what is practiced. The challenge is further compounded by socio-economic factors and peer pressure, which sometimes encourage dishonest behavior. Moreover, limited teacher training on how to effectively merge religious content with practical ethical instruction contributes to the problem. Many educators feel that the current instructional methods are too theoretical and fail to provide concrete strategies for students to apply the principle of truthfulness in everyday situations (Oluseyi, 2024). The lack of monitoring and evaluation mechanisms further exacerbates the problem, as schools struggle to assess whether students are internalizing the value of truthfulness. Consequently, the persistence of academic dishonesty and unethical behavior in schools is of great concern to educational authorities. This study aims to explore the gap between the religious education curriculum and its impact on promoting truthfulness among students. It will examine the structural and pedagogical challenges that hinder the effective transmission of this value and seek to identify innovative practices that could better align religious teachings with the desired behavioral outcomes. In doing so, the research aspires to provide a framework for enhancing teacher training and curriculum delivery, thereby improving the overall effectiveness of religious education in promoting truthfulness.
Objectives of the study:
• To assess the impact of religious education on promoting the value of truthfulness among students.
• To identify challenges in the effective teaching of truthfulness through religious education in Maiduguri LGA.
• To recommend strategies to improve the integration of truthfulness in religious education curricula.
Research questions:
• How does religious education influence students’ adherence to truthfulness?
• What challenges do educators face in teaching truthfulness in Maiduguri LGA?
• What measures can be implemented to enhance the effectiveness of religious education in promoting truthfulness?
Research Hypotheses:
• H₁: Religious education significantly promotes truthfulness among students.
• H₂: Limited teacher training negatively affects the effective teaching of truthfulness.
• H₃: Enhanced curriculum integration positively correlates with increased student honesty.
Significance of the study:
This study is significant as it explores how religious education can be effectively harnessed to instill truthfulness—a critical value for personal and academic integrity. The findings will offer important insights for educators and curriculum developers aiming to reinforce ethical behavior among students in Maiduguri LGA (Olayinka, 2023).
Scope and limitations of the study:
This study is limited to schools in Maiduguri LGA and focuses exclusively on the role of religious education in teaching the value of truthfulness. Broader societal influences are not examined.
Definitions of terms:
• Truthfulness: The commitment to accuracy and honesty in thought and action.
• Religious Education: Instruction that integrates faith-based teachings with moral values.
• Curriculum Integration: The process of incorporating ethical and religious values into academic subjects.
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