Project – The Role of Christian Family Values in Curbing Moral Decline among Secondary School Students: A Study of Selected Schools in Ikorodu Local Government Area, Lagos State
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The family is widely regarded as the primary social institution through which children acquire values, attitudes, beliefs, behavioural patterns and standards for relating with other members of society. Before children are significantly influenced by formal schooling, peer groups and wider society, they ordinarily experience their earliest socialisation within the family. Parents and caregivers therefore play an important role in modelling acceptable behaviour, communicating standards of right and wrong, correcting inappropriate conduct and reinforcing positive values. From a Christian perspective, the family has an additional responsibility to transmit faith-based principles such as love, honesty, obedience, self-control, respect, forgiveness, responsibility and concern for others. The biblical instruction that parents should diligently teach God’s commandments to their children illustrates the importance attached to intergenerational moral formation (Deuteronomy 6:6–7). Social learning theory similarly explains that children acquire behaviours through observation, imitation and reinforcement, making parental behaviour particularly important in the development of conduct (Bandura, 1977). Bronfenbrenner (1979) also identifies the family as a central microsystem within which children’s development occurs through continuing interpersonal relationships. Thus, the values practised and reinforced within Christian families can potentially influence the moral orientation and behavioural choices of children as they progress into adolescence.
Christian family values refer to principles derived from Christian teachings and expressed through family relationships, parental example, discipline, communication and everyday conduct. Such values include honesty, love, compassion, respect for human dignity, obedience to legitimate authority, sexual purity, forgiveness, self-discipline, hard work, responsibility and concern for the welfare of others. Christian family values are not limited to verbal religious instruction; they are also communicated through the conduct of parents and other significant family members. Lickona (1991) argues that effective character education involves moral knowing, moral feeling and moral action, suggesting that children need not only to understand good values but also to see them practised and reinforced in their environments. Similarly, Baumrind’s (1966) work on parenting styles demonstrates that patterns of parental control, warmth and communication can influence children’s social and behavioural development. Within Christian families, therefore, regular prayer, Bible reading, participation in worship, parental modelling, correction and discussions about moral choices may constitute important mechanisms through which children learn to distinguish acceptable from unacceptable behaviour. The effectiveness of such values may depend not merely on the presence of Christian beliefs in the household but on the consistency with which those beliefs are translated into everyday family practices.
The importance of family values becomes particularly significant during adolescence, which is a developmental period characterised by rapid physical, cognitive, emotional and social changes. Secondary school students are generally within an age range in which they increasingly seek independence, develop personal identities and become more capable of making decisions without direct parental supervision. The World Health Organization (2020) explains that adolescence is a period during which young people develop stronger reasoning, logical and moral thinking abilities while becoming increasingly influenced by their social environments. During this period, adolescents may question previously accepted beliefs and become more sensitive to peer approval, social expectations and external influences. Erikson (1968) similarly identifies adolescence as an important stage of psychosocial development in which individuals negotiate identity and develop a stronger sense of who they are. Consequently, the moral values established within the family may provide an important foundation that helps students evaluate competing influences and make responsible choices. A supportive family environment can therefore complement the work of schools and religious institutions in helping adolescents develop self-control, responsibility and stable moral standards.
Moral decline among young people has become a concern in educational, religious and social discussions because inappropriate behaviours among students can affect individual development, school discipline and wider community life. Moral decline may be manifested through behaviours such as examination malpractice, bullying, dishonesty, disrespect for teachers and parents, truancy, theft, substance abuse, sexual misconduct, violence and other forms of indiscipline. Such behaviours should not automatically be attributed to a single cause because adolescent conduct is influenced by multiple interacting factors, including family relationships, peers, school environments, socioeconomic circumstances, media exposure and community norms. The World Health Organization (2025) notes that adolescence is a formative period in which social and emotional habits are developed and that supportive environments within families, schools and communities can serve protective functions, whereas adversity, harsh parenting, violence and peer pressure can increase risks. UNICEF Nigeria (2016) likewise reported that violence against children remains a significant concern in Nigeria, with many children experiencing physical, sexual or emotional violence in environments that should ordinarily provide protection. These circumstances demonstrate the importance of examining the family environment and the values transmitted within it when considering the moral and behavioural development of secondary school students.
The Nigerian context makes the investigation of family values and adolescent morality particularly relevant because children and adolescents encounter diverse and sometimes conflicting sources of moral influence. In addition to parents and teachers, students are influenced by friends, religious organisations, social media, entertainment, popular culture and the broader community. The increasing accessibility of digital media has expanded young people’s exposure to lifestyles, opinions and behavioural models that may differ from values taught in the home. Bandura’s (1977) social learning perspective suggests that observed behaviour can influence subsequent conduct, particularly where such behaviour appears to be rewarded or socially accepted. Recent Nigerian research also demonstrates the importance of socialisation agents in adolescent moral development. Odejayi, Mauki and Kayeri (2022) examined socialisation agents and the moral sense of duty among adolescents in Ibadan and identified the family, religious institutions, schools, peer groups and social media as important influences on adolescents’ moral development. Similarly, Ojediran (2026) identifies weakened family structures, peer influence, technology and social media, poverty and other social conditions among issues associated with moral challenges confronting Nigerian youths. These observations reinforce the need to examine how Christian family values may contribute to strengthening students’ capacity to resist negative influences and maintain acceptable moral behaviour.
The relationship between family values and moral development is also relevant to the educational responsibilities of secondary schools. Schools are not only institutions for academic instruction; they also contribute to the social, emotional and moral development of students. The school environment can reinforce values already introduced at home or, in some circumstances, expose students to behaviours and attitudes that differ from those of their families. Christian Religious Education and other forms of values education can provide opportunities for students to reflect on issues of honesty, justice, responsibility, respect, compassion and service. Bawa (2021) argues that Christian education in Nigerian secondary schools provides religious and moral teachings that can contribute to the development of responsible individuals and a stable society. However, the effectiveness of school-based moral instruction may be strengthened when the values taught at school are reinforced within students’ families. Bronfenbrenner’s (1979) ecological perspective emphasises that development occurs through interaction among different environmental systems, meaning that family and school influences should not be considered independently. A consistent partnership between the family and school can therefore create a stronger environment for developing positive moral behaviour among students.
The need to investigate Christian family values in relation to moral decline is particularly important in a locality such as Ikorodu Local Government Area of Lagos State, where secondary school students live within a rapidly changing social environment characterised by urbanisation, diverse family structures, extensive media exposure, peer interaction and increasing educational and social pressures. The values students encounter within their homes may either provide moral guidance or leave them vulnerable to competing influences. The WHO (2020) stresses that adolescents’ social environment influences their development and that supportive relationships are important during this formative period. At the same time, UNICEF’s analysis of children and adolescents in Nigeria highlights continuing challenges involving child protection, education, poverty and violence, demonstrating that the development of Nigerian young people occurs within complex social conditions (Federal Ministry of Budget and Economic Planning & UNICEF, 2024). Therefore, examining the role of Christian family values among secondary school students in Ikorodu is relevant to understanding whether values such as honesty, discipline, obedience, respect, love, responsibility and self-control are being effectively transmitted and practised within Christian households. This study consequently focuses on the role of Christian family values in curbing moral decline among secondary school students in selected schools in Ikorodu Local Government Area, Lagos State, with particular attention to the ways parental modelling, Christian instruction, family discipline, communication and religious practices may influence students’ moral behaviour.
1.2 Statement of the Problem
Moral development among secondary school students is an important concern because adolescence is a period in which young people increasingly develop independent identities, make personal decisions and establish behavioural patterns that may continue into adulthood. Although many Nigerian families and schools emphasise discipline, respect, honesty, responsibility and religious values, concerns continue to arise regarding behaviours such as examination malpractice, bullying, truancy, disrespect for authority, dishonesty, substance use, sexual misconduct and other forms of indiscipline among young people. The existence of these behaviours does not necessarily mean that families or schools have failed, since adolescent conduct is influenced by several interacting factors. However, the persistence of such behaviours raises questions about the effectiveness of the moral foundations being provided to young people. The World Health Organization (2020) identifies adolescence as a crucial stage for the development of moral reasoning and social behaviour, while Ojediran (2026) identifies moral decline among Nigerian youths as a concern associated with factors including peer influence, weakened family structures, poverty and exposure to technology. The problem therefore requires investigation into the factors within the family that may strengthen or weaken students’ moral development.
A major concern is that the formal identification of a family as Christian does not necessarily mean that Christian values are consistently practised within the home. Parents may identify strongly with Christian beliefs while experiencing difficulties in demonstrating those values through everyday conduct, communication, discipline and relationships with their children. Students may hear teachings about honesty, forgiveness, love, respect and self-control in church but observe contradictory behaviours within the home or surrounding environment. Bandura (1977) emphasises that children learn not only from direct instruction but also from observing the conduct of significant people around them. Similarly, Lickona (1991) argues that moral development requires the integration of moral understanding, moral emotion and moral behaviour. This creates a potential gap between teaching Christian values and actually modelling those values in family life. The problem, therefore, is whether Christian families are consistently transmitting and demonstrating values that can help secondary school students make responsible moral decisions.
Another problem relates to the competing influences confronting students outside the family. Secondary school students interact regularly with peers and teachers and increasingly have access to social media, online entertainment and other sources of information. These influences may expose adolescents to behaviours and values that differ from those taught by parents and Christian institutions. Odejayi et al. (2022) found that family, religious institutions, school, peer groups and social media constitute significant socialisation agents in the moral development of adolescents. The presence of multiple socialisation agents means that Christian family values may have to compete with alternative value systems in shaping students’ behaviour. The World Health Organization (2025) similarly recognises peer pressure, media influence, family relationships and social environments as factors that can affect adolescent behaviour and well-being. Consequently, there is a need to determine whether Christian family values continue to provide meaningful moral guidance for secondary school students despite the growing influence of external socialisation agents.
The specific problem addressed by this study is the limited empirical understanding of the role played by Christian family values in curbing moral decline among secondary school students in selected schools in Ikorodu Local Government Area of Lagos State. While Christian teachings emphasise values such as honesty, love, obedience, respect, self-control, responsibility and compassion, it remains necessary to establish how these values are communicated, modelled and reinforced within families and whether they are associated with students’ moral behaviour. The family is an important developmental environment, but its influence cannot be assumed without empirical investigation. The World Health Organization (2020) identifies supportive family relationships as important to adolescent development, while Bronfenbrenner (1979) explains that young people’s development is shaped by interactions across multiple environmental systems. It is therefore necessary to investigate the extent to which Christian family values contribute to reducing behaviours associated with moral decline among secondary school students in selected schools in Ikorodu Local Government Area. The findings may provide useful evidence for parents, schools, churches and other stakeholders seeking to strengthen moral education among young people.
1.3 Aim of the Study
The main aim of this study is to examine the role of Christian family values in curbing moral decline among secondary school students in selected schools in Ikorodu Local Government Area, Lagos State.
1.3.1 Objectives of the Study
The specific objectives of the study are to:
- examine the Christian family values commonly practised and transmitted among families of secondary school students in selected schools in Ikorodu Local Government Area;
- identify the major forms of moral decline manifested among secondary school students in selected schools in Ikorodu Local Government Area;
- examine the influence of parental modelling and family religious practices on the moral behaviour of secondary school students; and
- determine the role of Christian family values in curbing moral decline among secondary school students in selected schools in Ikorodu Local Government Area, Lagos State.
1.4 Research Questions
The following research questions will guide the study:
- What Christian family values are commonly practised and transmitted among families of secondary school students in selected schools in Ikorodu Local Government Area?
- What are the major forms of moral decline manifested among secondary school students in selected schools in Ikorodu Local Government Area?
- To what extent do parental modelling and family religious practices influence the moral behaviour of secondary school students?
- To what extent do Christian family values contribute to curbing moral decline among secondary school students in selected schools in Ikorodu Local Government Area, Lagos State?
1.5 Research Hypothesis
The following null hypothesis will be tested at the 0.05 level of significance:
H₀: There is no significant relationship between Christian family values and moral decline among secondary school students in selected schools in Ikorodu Local Government Area, Lagos State.
1.6 Significance of the Study
The study will be significant to parents, secondary school students, school administrators, teachers, Christian churches and religious educators, government and educational policymakers, counsellors, and future researchers.
Parents
The study will help parents understand the importance of their role in transmitting and modelling moral values within the family. The findings may encourage Christian parents to recognise that moral education involves more than verbal instruction and that their everyday behaviour, communication, discipline and relationships with children can influence students’ moral development.
Secondary School Students
The study may help students appreciate the importance of values such as honesty, respect, responsibility, self-control, obedience and compassion. It may also encourage students to reflect critically on the different influences they encounter at home, in school, among peers and through the media.
School Administrators
School administrators may benefit from the findings by gaining greater understanding of the relationship between family values and student behaviour. The findings may assist schools in developing programmes that encourage cooperation among parents, teachers, counsellors and religious bodies in addressing moral and behavioural challenges.
Teachers
Teachers may use the findings to better understand the background factors that influence students’ conduct. The study may encourage teachers to complement classroom instruction with appropriate moral guidance, positive role modelling and communication with parents.
Christian Churches and Religious Educators
The study will be useful to Christian churches because churches have an important role in supporting families through Christian education, counselling, parenting programmes and youth ministry. The findings may assist church leaders in developing programmes that help parents translate Christian teachings into practical family life.
Guidance Counsellors
Guidance counsellors may find the study useful when addressing behavioural problems among secondary school students. The findings may assist counsellors in considering family values and parent-child relationships when designing interventions for students experiencing moral or behavioural difficulties.
Educational Policymakers
The findings may provide information useful to policymakers concerned with character education, child development, school discipline and family-school partnerships. The study may demonstrate the importance of considering the family environment alongside school-based approaches to moral education.
Future Researchers
The study will contribute to the literature on Christian family values, adolescent moral development and secondary school behaviour in Nigeria. It may provide a basis for future studies involving other local government areas, denominations, schools or age groups.
1.7 Scope of the Study
The study focuses on the role of Christian family values in curbing moral decline among secondary school students in selected schools in Ikorodu Local Government Area, Lagos State.
Geographically, the study is restricted to selected secondary schools within Ikorodu Local Government Area of Lagos State.
The study focuses on Christian family values such as honesty, love, respect, obedience, responsibility, self-control, forgiveness, discipline, hard work and compassion.
The study will examine moral decline in relation to behaviours such as disrespect for authority, dishonesty, examination malpractice, bullying, truancy, violence, substance abuse, sexual misconduct and other forms of student indiscipline.
The study will also examine family-related factors including parental modelling, family discipline, communication, prayer, Bible reading, Christian instruction and family participation in Christian activities.
The study does not seek to establish that family values are the only determinants of students’ moral behaviour. Factors such as peer influence, school environment, socioeconomic circumstances, social media, community conditions and individual differences may also influence students’ behaviour. However, these factors will be considered only to the extent that they are relevant to understanding the central relationship between Christian family values and moral decline.
1.8 Operational Definition of Terms
Christian Family: A family in which one or more parents or guardians identify with the Christian faith and seek to organise aspects of family life according to Christian beliefs and principles.
Christian Family Values: Moral and behavioural principles derived from Christian teachings and expressed within family relationships. These include honesty, love, respect, obedience, responsibility, forgiveness, self-control, compassion and discipline.
Curbing: The process of reducing, controlling or preventing behaviours considered undesirable or inconsistent with accepted moral standards.
Family Values: Principles, beliefs, standards and behavioural expectations communicated, demonstrated and reinforced within a family.
Moral Behaviour: Conduct that reflects accepted principles of right and wrong, including honesty, responsibility, respect, self-control, fairness and concern for others.
Moral Decline: A deterioration or weakening of adherence to accepted moral standards, manifested through behaviours such as dishonesty, disrespect, bullying, examination malpractice, violence, truancy, substance abuse and other forms of indiscipline.
Moral Development: The process through which individuals develop an understanding of right and wrong and acquire the ability to make decisions and behave according to accepted moral principles.
Parental Modelling: The process through which children and adolescents learn behavioural patterns by observing and imitating the conduct of their parents or caregivers.
Secondary School Students: Learners enrolled in secondary education within the schools selected for this study in Ikorodu Local Government Area.
1.9 Organisation of the Study
The study is organised into five chapters.
Chapter One presents the introduction to the study. It contains the background to the study, statement of the problem, aim and objectives, research questions, research hypothesis, significance of the study, scope of the study, operational definition of terms and organisation of the study.
Chapter Two will review relevant literature related to Christian family values and moral development. It will contain the conceptual review, theoretical framework, empirical review, gap in the literature and summary of reviewed literature.
Chapter Three will present the research methodology. It will discuss the research design, population of the study, sample size, sampling technique, research instrument, validity of the instrument, reliability of the instrument, procedure for data collection and method of data analysis.
Chapter Four will present the analysis and interpretation of data collected from the respondents. The research questions will be answered and the hypothesis will be tested at the 0.05 level of significance.
Chapter Five will present the summary of findings, conclusion and recommendations based on the findings of the study. Suggestions for further research will also be presented.
Project – The Role of Christian Family Values in Curbing Moral Decline among Secondary School Students: A Study of Selected Schools in Ikorodu Local Government Area, Lagos State
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