Project – Effect of Values Clarification Teaching Strategy on Students’ Moral Development in Christian Religious Studies in Secondary Schools in Delta State

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is universally recognized as a powerful instrument for personal development, social transformation, and national growth. In every society, education serves not only as a means of transmitting knowledge but also as a tool for shaping values, attitudes, and behaviour. In Nigeria, secondary education plays a critical role in preparing young people for higher education, employment, and responsible citizenship. Within this framework, Christian Religious Studies (CRS) is a core subject that contributes significantly to moral formation, ethical reasoning, and spiritual development among students.

CRS is designed to instill biblical principles such as honesty, discipline, humility, respect for authority, love, and justice. These values are essential in addressing the moral challenges facing Nigerian society, including examination malpractice, cultism, corruption, and youth indiscipline. According to UNESCO (2021), value-based education is central to achieving Sustainable Development Goal 4, which emphasizes inclusive and equitable quality education that promotes lifelong learning opportunities.

However, despite the importance of CRS in moral development, there has been growing concern about the declining moral standards among secondary school students in Nigeria. This has raised questions about the effectiveness of instructional strategies used in teaching CRS in schools. Traditional teaching methods, especially the lecture method, have been widely criticized for being teacher-centred and insufficient in engaging learners in meaningful moral reflection.

The lecture method often makes students passive recipients of information rather than active participants in the learning process. This limits opportunities for critical thinking, discussion, and personal value formation. According to Hmelo-Silver, Duncan, and Chinn (2020), learner-centred approaches are more effective in promoting deep understanding and active knowledge construction compared to traditional didactic methods.

In contrast, modern educational theories emphasize student-centred approaches that actively involve learners in constructing meaning from their experiences. One such approach is the Values Clarification Teaching Strategy (VCTS). Values clarification is an instructional approach that helps learners identify, examine, and reflect on their personal values in relation to societal expectations and moral standards.

Values clarification originated from the work of Raths, Harmin, and Simon (1966), who argued that values should not simply be imposed on learners but should be consciously explored and internalized through guided processes. The strategy encourages students to think critically about moral dilemmas, consider alternatives, and make reasoned value-based decisions. This process helps learners develop autonomy in moral reasoning and enhances their ability to apply values in real-life situations.

Theoretical foundations of values clarification are strongly linked to moral development theory, particularly Kohlberg’s stages of moral development, which emphasize progression from obedience-based morality to principled reasoning (Kohlberg, 1981). At the same time, constructivist theory by Piaget (1972) and Vygotsky (1978) supports the idea that learners construct moral understanding through interaction, reflection, and social experience.

In the context of CRS, values clarification is particularly relevant because religious education is not merely about memorizing biblical texts but about internalizing moral principles and applying them in daily life. When students are exposed to moral dilemmas and guided reflection, they are more likely to develop strong moral reasoning skills and positive behavioural outcomes.

Moral development refers to the process through which individuals acquire values, attitudes, and behaviours that align with societal expectations and ethical standards. According to Kohlberg (1981), moral development involves reasoning about right and wrong, justice, and fairness. In secondary school students, moral development is crucial because adolescence is a formative stage where individuals develop identity, values, and behavioural patterns.

In Nigeria, concerns about declining moral standards among youths have been widely reported. Issues such as examination malpractice, bullying, cultism, substance abuse, and lack of discipline are often attributed to weak moral foundations. This underscores the need for effective instructional strategies that can promote moral reasoning and ethical behaviour in schools.

Values clarification teaching strategy has been identified as one such approach capable of enhancing moral development. It allows students to explore their beliefs, evaluate consequences of actions, and develop personal responsibility for their decisions. By engaging in discussions, role-playing, and reflective exercises, students become more aware of their values and how these values influence behaviour.

Despite its potential benefits, values clarification strategy is not widely adopted in many Nigerian secondary schools, including those in Delta State. Many teachers still rely on conventional methods that emphasize memorization rather than reflection and moral reasoning. This gap between instructional practice and modern pedagogical expectations may contribute to weak moral outcomes among students.

Therefore, there is a need to examine the effect of values clarification teaching strategy on students’ moral development in Christian Religious Studies in secondary schools in Delta State.

1.2 Statement of the Problem

Moral development among secondary school students in Nigeria has become a growing concern for educators, parents, and policymakers. There has been increasing evidence of moral decay among students, manifested in behaviours such as cheating in examinations, disrespect for authority, bullying, dishonesty, and lack of civic responsibility. These behaviours undermine the purpose of education, which is not only intellectual development but also character formation.

Christian Religious Studies is expected to play a central role in addressing these moral challenges. CRS provides students with biblical teachings and moral lessons that are intended to guide their behaviour and decision-making. However, despite its inclusion in the school curriculum, the expected improvement in students’ moral behaviour has not been fully achieved.

One major challenge is the continued use of traditional instructional methods in teaching CRS. In many secondary schools in Delta State, teachers rely heavily on lecture-based instruction, where moral lessons are taught theoretically without active student involvement. This approach limits students’ engagement with moral issues and reduces opportunities for reflection and value internalization.

As a result, students often memorize moral teachings without truly understanding or applying them in real-life situations. This disconnect between knowledge and behaviour contributes to poor moral decision-making among students. According to OECD (2023), effective moral and civic education requires active learner participation, reflection, and experiential learning rather than passive instruction.

Furthermore, moral education is not effectively internalized when students are not given opportunities to explore personal values and ethical dilemmas. Without engagement in value clarification processes, students may struggle to develop strong moral reasoning skills. Kohlberg (1981) emphasized that moral development progresses through stages that require active cognitive engagement with moral conflicts.

Although values clarification teaching strategy has been recommended as an effective approach for enhancing moral reasoning, its application in CRS classrooms in Delta State remains limited. Many teachers are either unaware of the strategy or lack the training required to implement it effectively. This has resulted in continued reliance on traditional methods that do not adequately support moral development.

The problem is further compounded by the fact that students are increasingly exposed to conflicting values from social media, peer influence, and societal pressures. Without effective classroom interventions that promote moral reflection, students may adopt behaviours that are inconsistent with the moral teachings of CRS.

Therefore, the problem of this study is that despite the importance of Christian Religious Studies in promoting moral development and the potential effectiveness of values clarification teaching strategy, students’ moral development in secondary schools in Delta State remains inadequate. This study therefore seeks to determine the effect of values clarification teaching strategy on students’ moral development in CRS in secondary schools in Delta State.

1.3 Objectives of the Study

The main objective of this study is to examine the effect of values clarification teaching strategy on students’ moral development in Christian Religious Studies in secondary schools in Delta State.

Specifically, the study seeks to:

1. Determine the level of students’ moral development when taught CRS using values clarification strategy.
2. Determine the level of students’ moral development when taught CRS using conventional lecture method.
3. Examine the difference in moral development between students taught using values clarification strategy and those taught using lecture method.

1.4 Research Questions

1. What is the level of students’ moral development when taught CRS using values clarification strategy?
2. What is the level of students’ moral development when taught CRS using lecture method?
3. What is the difference in moral development between the two groups?

1.5 Research Hypothesis

H₀₁: There is no significant difference in the moral development of students taught Christian Religious Studies using values clarification teaching strategy and those taught using lecture method in secondary schools in Delta State.

1.6 Significance of the Study

This study will be significant to teachers, students, school administrators, curriculum planners, and policymakers.

To teachers, it will provide insight into how values clarification strategy can improve moral instruction in CRS classrooms. To students, it will enhance moral reasoning, self-awareness, and responsible decision-making.

School administrators will benefit by understanding the need for teacher training in modern instructional strategies. Curriculum planners will use the findings to improve CRS curriculum delivery. Policymakers will gain insight into strengthening moral education in secondary schools.

1.7 Scope of the Study

This study is limited to secondary schools in Delta State. It focuses on the effect of values clarification teaching strategy on students’ moral development in Christian Religious Studies. It does not cover private schools or other subjects.

1.8 Operational Definition of Terms

Values Clarification Teaching Strategy: A learner-centred instructional method that helps students identify, reflect on, and evaluate their personal values and moral beliefs.

Moral Development: The process of acquiring ethical values, reasoning skills, and behaviours that guide right and wrong decisions.

Christian Religious Studies (CRS): A school subject that teaches biblical principles and Christian moral values.

Secondary School: Post-primary education institution in Nigeria.

Lecture Method: A teacher-centred instructional approach where students passively receive information.

Project – Effect of Values Clarification Teaching Strategy on Students’ Moral Development in Christian Religious Studies in Secondary Schools in Delta State