An appraisal of moral education’s influence on students’ ethical decision-making in secondary schools in Kano Municipal LGA, Kano State
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Background of the Study
Moral education has increasingly become a central component of secondary education systems, particularly in regions where ethical decision-making is critical for social cohesion and democratic engagement. In Kano Municipal LGA, numerous educational stakeholders argue that integrating moral education within the curriculum supports students’ capacity to evaluate complex ethical dilemmas (Abubakar, 2023). Over the past few years, educators and researchers have observed that when students are exposed to structured moral teachings, their decision-making processes reflect a higher tendency toward ethical reasoning and integrity (Ibrahim, 2024). This study delves into the historical evolution of moral education in the region and investigates its influence on students’ ethical choices. The theoretical underpinning of this research stems from both constructivist and virtue ethics frameworks, which propose that moral education not only transmits values but also transforms students’ character and cognitive frameworks (Yusuf, 2023). Furthermore, socio-cultural factors in Kano Municipal LGA, such as community expectations, religious influences, and traditional norms, contribute to shaping students’ ethical perspectives. The incorporation of moral education into the secondary school curriculum aims to bridge the gap between abstract moral theory and practical application in everyday life. Recent studies have indicated a positive correlation between comprehensive moral instruction and improved decision-making skills among youths (Sani, 2024). However, some critics argue that the effectiveness of moral education varies significantly depending on teaching methodologies and socio-economic backgrounds (Lawal, 2023). This study also recognizes the challenges posed by inconsistent pedagogical practices and limited teacher training, which may impede the full realization of the curriculum’s benefits. Consequently, an appraisal of the current educational practices reveals the need for systematic reforms and capacity-building among educators to foster an environment conducive to ethical learning. The broader educational discourse emphasizes the need for empirical evidence to support policy adjustments and to guide curriculum developers in enhancing moral education programs (Muhammad, 2024). In this context, the study critically examines the mechanisms through which moral education influences ethical decision-making, seeking to identify both strengths and areas requiring improvement. It is hoped that this research will provide a robust framework for stakeholders to re-assess current practices and align them more closely with contemporary ethical challenges faced by secondary school students in Kano Municipal LGA (Bello, 2025).
Statement of the Problem
Despite the acknowledged importance of moral education, there is a growing concern that current instructional methods in Kano Municipal LGA may not be fully effective in cultivating ethical decision-making among students. Observations suggest that while the curriculum emphasizes moral values, practical application in real-life situations remains limited (Abubakar, 2023). The gap between theoretical instruction and everyday ethical challenges is widening, and educators struggle to reconcile traditional values with modern dilemmas. Additionally, discrepancies in teacher preparedness and curriculum delivery have been noted, leading to varied interpretations of ethical concepts among students (Ibrahim, 2024). Socio-economic disparities further complicate the scenario as students from different backgrounds may not receive the same level of guidance and support in moral reasoning (Yusuf, 2023). This study is premised on the notion that insufficient training and support for educators can lead to a superficial understanding of ethics, which in turn undermines students’ capacity to make well-informed ethical decisions. Moreover, the rapid societal changes and the influence of digital media have introduced new ethical challenges that the existing curriculum does not adequately address (Sani, 2024). The gap in research regarding the direct impact of moral education on ethical decision-making in this specific locale necessitates a comprehensive evaluation. The problem is further exacerbated by the lack of a standardized framework for measuring ethical decision-making outcomes among students. Consequently, stakeholders in the education sector are calling for empirical studies to bridge the gap between policy and practice, ensuring that moral education can adapt to the evolving ethical landscape (Lawal, 2023). This research aims to systematically assess the extent to which moral education contributes to ethical decision-making, thereby providing evidence-based recommendations for curriculum enhancement and teacher training initiatives (Muhammad, 2024).
Objectives of the Study
• To evaluate the effectiveness of moral education in enhancing ethical decision-making among secondary school students.
• To identify the challenges in implementing moral education in Kano Municipal LGA.
• To recommend strategies for improving the curriculum and teacher training in moral education.
Research Questions
• How does moral education influence students’ ethical decision-making in secondary schools?
• What challenges do educators face in delivering effective moral education?
• Which strategies can be implemented to enhance moral education’s impact on ethical decision-making?
Research Hypotheses
• H₁: There is a significant positive relationship between moral education and ethical decision-making among students.
• H₂: Inadequate teacher training negatively affects the delivery of moral education.
• H₃: Socio-economic factors significantly moderate the effectiveness of moral education in ethical decision-making.
Significance of the Study
This study offers valuable insights into how moral education shapes ethical decision-making among secondary school students in Kano Municipal LGA. The findings will aid policymakers, curriculum developers, and educators in refining educational strategies to promote ethical behaviors. The research also addresses gaps in the literature and suggests actionable improvements to overcome current challenges, contributing to a more ethically aware future generation (Bello, 2025).
Scope and Limitations of the Study
The study is limited to secondary schools in Kano Municipal LGA, Kano State. It focuses solely on the impact of moral education on ethical decision-making, excluding other potential influences. The findings are contextual to the local socio-cultural dynamics and may not be generalizable to other regions.
Definitions of Terms
• Moral Education: The process of teaching ethical values and decision-making skills.
• Ethical Decision-Making: The ability to evaluate and choose actions based on moral principles.
• Curriculum Delivery: The methods and strategies used by educators to impart knowledge and values.
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