The influence of religious education on students' ability to differentiate between right and wrong in Maiduguri LGA, Borno State.
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Background of the Study
Religious education plays an integral role in shaping the moral and ethical frameworks of students, particularly in regions where cultural and religious traditions are deeply embedded in daily life. In Maiduguri LGA, Borno State, religious education is a key component of the academic curriculum, intended to provide students with a clear understanding of moral distinctions between right and wrong. The infusion of religious principles into everyday learning environments helps to reinforce ethical behavior, promote social cohesion, and develop a strong sense of identity among learners (Haruna, 2023). Educational theorists argue that exposure to religious teachings enhances critical thinking and moral reasoning, enabling students to navigate complex ethical dilemmas in their lives (Abubakar, 2024). In Maiduguri, where diverse cultural influences converge, religious education offers a structured framework that assists students in interpreting and applying ethical guidelines in various contexts. This approach not only informs personal behavior but also cultivates a community of individuals who are respectful of both tradition and modernity. The curriculum is designed to integrate theoretical knowledge with practical applications, thereby allowing students to observe, analyze, and internalize ethical principles. Moreover, religious education in Maiduguri emphasizes the importance of reflection, dialogue, and community engagement, which are crucial for developing a nuanced understanding of right and wrong. However, despite these intended benefits, the actual impact of religious education on students' moral discernment remains a subject of debate. Factors such as teaching quality, socio-economic background, and external societal pressures can mediate the effectiveness of religious instruction (Gambo, 2025). This study aims to investigate the extent to which religious education contributes to students’ abilities to differentiate between right and wrong in Maiduguri LGA. By examining the interplay between religious teachings, classroom practices, and community values, the research seeks to provide a comprehensive understanding of the underlying factors that influence moral judgment. It also explores potential disparities in moral development that may arise from variations in educational delivery and cultural expectations. The insights generated from this study are expected to inform curriculum development and teacher training programs, ensuring that religious education effectively meets its moral and ethical objectives (Yakubu, 2024; Suleiman, 2025).
Statement of the Problem
Despite the central role of religious education in shaping moral behavior, there are concerns regarding its efficacy in enabling students to effectively differentiate between right and wrong in Maiduguri LGA. Observations indicate that while the curriculum is robust, inconsistencies in its delivery and interpretation by educators lead to varying levels of moral discernment among students. The disparity is further exacerbated by external influences such as media, peer pressure, and socio-economic challenges that may conflict with the teachings of religious education. These challenges have led to observable gaps between the theoretical moral values taught in schools and their practical application in daily life (Ibrahim, 2023). Additionally, limited teacher training and a lack of standardized instructional methods contribute to these inconsistencies, making it difficult to assess the true impact of religious education on ethical decision-making. Parents and community leaders have also expressed concerns about the erosion of traditional moral values in the face of modern challenges. This study, therefore, seeks to critically analyze the factors that impede the effective transmission of moral values through religious education. It will explore how these factors affect students’ ability to differentiate between right and wrong and the extent to which the current educational practices meet the desired moral outcomes. By investigating these issues, the study aims to provide a clearer picture of the challenges faced in achieving moral clarity and propose viable solutions to enhance the effectiveness of religious education in Maiduguri LGA. The ultimate goal is to bridge the gap between theoretical instruction and practical moral behavior among students, ensuring that religious education remains a potent force in moral development (Abubakar, 2024; Haruna, 2025; Gambo, 2023).
Objectives of the Study:
• To assess the impact of religious education on students’ moral discernment.
• To identify the challenges affecting the effective delivery of religious education in Maiduguri LGA.
• To recommend strategies to enhance the moral outcomes of religious education.
Research Questions:
• In what ways does religious education influence students’ ability to differentiate between right and wrong?
• What challenges hinder the effective teaching of religious education in Maiduguri LGA?
• How can religious education programs be improved to foster stronger moral discernment?
Research Hypotheses:
• H₁: Religious education positively correlates with improved moral discernment among students.
• H₂: Variations in teaching quality significantly affect the outcomes of religious education.
• H₃: Socio-economic factors mediate the impact of religious education on moral judgment.
Significance of the Study
This study is significant in highlighting the role of religious education in shaping ethical judgment among students. It addresses critical gaps in curriculum delivery and provides recommendations to enhance moral outcomes. By understanding the factors that influence the effectiveness of religious instruction, the study offers valuable insights for educators, policymakers, and community stakeholders, ultimately contributing to the development of well-informed and ethically conscious individuals in Maiduguri LGA.
Scope and Limitations of the Study:
The study focuses exclusively on secondary schools in Maiduguri LGA, Borno State, examining the curriculum, teaching practices, and socio-cultural influences related to religious education. Limitations include potential sampling biases and the diversity of interpretative practices across different schools.
Definitions of Terms:
• Religious Education: Instruction that incorporates spiritual beliefs, ethical values, and moral principles derived from religious traditions.
• Moral Discernment: The ability to distinguish between right and wrong based on ethical reasoning.
• Secondary School: An educational institution that provides instruction to adolescents before higher education.
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