Research Article

Moral education in Nigerian secondary schools: A realistic approach
 

Ohwovorione Peter Avwerosuoghene

Department of General Studies, Delta State Polytechnic,

P.M.B 1030, Ogwashi - Uku.

Nigeria.

E-mail: ohwopet@gmail.com

showkat80ahmad@gmail.com
Received 20 January, 2013; Accepted 21 February, 2013

Abstract

This paper is occasioned by the alarming trend of moral decadence among the Nigerian Secondary school students in recent times. This paper therefore, attempted a conceptual definition of the concepts of education, moral values and moral education. It also logically analyzed the present Nigerian secondary school curriculum as contained in the National Policy on Education (2004) and methods of teaching morality in our schools with a view of exposing their weakness. Among other things, quarried is the fact that moral education does not stand out as an independent core subject. The use of indoctrination as a method of teaching morality is equally faulted. Thus, student-centered methods such as questioning and discussion methods are suggested. The following are recommended as realistic approaches towards enhancing moral education in Nigerian secondary schools. (1) Adoption of effective and comprehensive continuous assessment techniques. (2) Introduction of biographical studies. (3) Professionalization of teaching. (4) Revival of school games. (5) Effective evaluation of students moral status and indication of same in their certificates upon graduation etc.

Keywords: Moral values, Moral education, Curriculum, Continuous assessment, Indoctrination, Affective domain