An appraisal of moral education’s role in shaping students' moral compass in decision-making in Makurdi LGA, Benue State
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- NGN 5000
Background of the Study
Moral education plays a pivotal role in the formation of a student’s moral compass, influencing decision-making processes both in academic and everyday life. In Makurdi LGA, Benue State, this aspect of the curriculum has gained prominence as educators seek to cultivate responsible citizens capable of making ethically sound decisions (Ifeanyi, 2023). The curriculum integrates various ethical theories and practical applications aimed at guiding students through complex moral landscapes (Okoro, 2024). The development of a moral compass is essential for fostering critical thinking, empathy, and the ability to discern right from wrong. In recent years, studies have demonstrated that robust moral education correlates positively with improved decision-making among students (Eze, 2024). In Makurdi LGA, where diverse cultural and social influences converge, the need for a well-defined moral framework is particularly pronounced. Educators are employing innovative teaching methods, including case studies, ethical debates, and reflective journaling, to encourage students to internalize core moral values (Adegoke, 2023). These methods are designed to move beyond rote memorization of ethical principles and foster genuine understanding and application. However, challenges persist in ensuring consistency and depth in the development of moral reasoning. Variability in teacher expertise and resource allocation have led to uneven outcomes across different schools (Okoro, 2024). Additionally, the rapidly evolving social context, influenced by globalization and digital media, has introduced new ethical dilemmas that traditional curricula may not fully address (Ifeanyi, 2023). As a result, there is a growing need to assess the efficacy of moral education in shaping a reliable moral compass among students. This study seeks to explore how current curricular practices contribute to or hinder the development of ethical decision-making skills. By examining classroom practices, teacher attitudes, and student perceptions, the research aims to identify both the strengths and shortcomings of the moral education framework in Makurdi LGA. The insights gained are expected to inform policy adjustments and curriculum reforms, ensuring that students are better prepared to navigate ethical challenges in their academic and personal lives (Adegoke, 2023).
Statement of the Problem
Despite the recognized importance of a well-developed moral compass in guiding decision-making, significant challenges remain in achieving uniform outcomes through moral education in Makurdi LGA. Preliminary evidence indicates that while some students benefit from structured moral instruction, others show little improvement in ethical reasoning and decision-making abilities (Eze, 2024). This disparity raises critical concerns regarding the consistency and effectiveness of the current moral education curriculum. A key problem lies in the variability of teaching methods and the lack of standardized assessment tools to measure ethical development. Many educators in the region report difficulties in translating abstract ethical concepts into practical decision-making skills, which is compounded by insufficient training and support (Okoro, 2024). Furthermore, external factors such as socio-cultural influences and the impact of media have created an environment where traditional ethical teachings are often challenged by modern, sometimes conflicting, value systems (Ifeanyi, 2023). This has led to a scenario where students are exposed to a mix of ethical messages, potentially undermining the clear development of a moral compass. The problem is exacerbated by resource constraints, which result in a lack of comprehensive teaching materials and insufficient opportunities for interactive learning. As a result, the intended outcomes of moral education—namely, the development of robust ethical decision-making skills—are not consistently realized across the board. This study aims to critically examine the factors contributing to these inconsistencies and to identify potential areas for improvement within the moral education framework in Makurdi LGA. By doing so, the research will offer evidence-based recommendations for enhancing both the content and delivery of moral education to better align with the ethical challenges faced by students today (Adegoke, 2023).
Objectives of the Study
• To assess the impact of moral education on shaping students’ moral compass in decision-making.
• To identify the challenges hindering effective moral education in Makurdi LGA.
• To recommend strategies for improving curriculum delivery and teacher support in moral education.
Research Questions
• How does moral education influence the development of students’ moral compass in decision-making?
• What are the key challenges affecting the effectiveness of moral education in Makurdi LGA?
• What strategies can be implemented to enhance the moral education framework in shaping ethical decision-making?
Research Hypotheses
• H₁: Moral education significantly improves the moral decision-making skills of secondary school students.
• H₂: Variability in teaching methods negatively impacts the effectiveness of moral education in shaping the moral compass.
• H₃: External socio-cultural influences moderate the relationship between moral education and ethical decision-making.
Significance of the Study
This study is significant as it provides insights into the role of moral education in shaping a reliable moral compass among secondary school students in Makurdi LGA. The findings will guide educators and policymakers in refining curricula and improving teacher training, thereby fostering enhanced ethical decision-making skills (Ifeanyi, 2023).
Scope and Limitations of the Study
The study is limited to secondary schools in Makurdi LGA, Benue State, focusing exclusively on the role of moral education in shaping students’ moral compass in decision-making. It does not cover other potential influences or broader educational contexts.
Definitions of Terms
• Moral Compass: An internalized set of ethical guidelines that directs decision-making.
• Ethical Decision-Making: The process of making choices that are in line with ethical principles.
• Curriculum Delivery: The methods and practices used by teachers to impart educational content.
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Chapter One: Introduction
