Developing Moral Values in Primary School Pupils in Kenya

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dc.contributor.authorItegi, Florence M.
dc.date.accessioned2021-10-15T08:00:28Z
dc.date.available2021-10-15T08:00:28Z
dc.date.issued2018
dc.descriptionResearch articleen_US
dc.description.abstractMoral development is a complex effort to create an environment that enhances an individual‘s movement through stages of moral reasoning. This occurs in the context of interplay of factors like attitudes, beliefs and other external factors, such as peer, parental, and media influences. Furthermore, children acquire a wide range of behaviours, thoughts and feelings through observing oth- ers‘ behaviour (Bandura, 1997). Kenya like many other countries of the world has experienced rapid technologi- cal, economic and social changes which have overwhelm- ing effects on both the individual behaviour and the soci- ety. Despite this awareness the pursuit of academic knowledge in primary schools continue to be viewed as more important and distinct from the acquisition and application of moral values. This paper examines the fac- tors influencing moral development among pupils and scrutinizes impediments within and outside the schools that impact negatively on learners‘ behaviour in public primary schools in. The study used ex post facto design adopting both qualitative and quantitative approaches. 411 Both multi-stage and random sampling techniques were used to select 100 pupils and 30 teachers. A question- naire, an interview schedule an observation protocol to gather data on the general school environment were used Quantitative data were analysed and presented in per- centages, frequency tables, and graphs and qualitative data were grouped into themes or categories, establishing connections and comparing them. The study found that parenting, urbanization, school environment, pupil char- acteristics impacted negatively on moral development among pupils. Consequently, pupils exhibited problem behaviours such as sexual relations, abusive language, gossiping, disobedience, indiscipline, disrespect, rude- ness, dishonesty, conflicts, and bad groups as indicators of low moral status. The study recommends more learn- ers‘ centred methods such as guidance and counselling, seminars, modelling, proper parenting, collaboration, pastoral care, strict rules, and teaching of moral values to be intensified to improve moral development among pupils.en_US
dc.identifier.citationItegi, F. M. (2013). Developing Moral Values in Primary School Pupils in Kenya. Msingi Journal, 1(1), 409-437.en_US
dc.identifier.issn2663-1032
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/22775
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectMoral Valuesen_US
dc.subjectKenyan education systemen_US
dc.subjectKenyaen_US
dc.titleDeveloping Moral Values in Primary School Pupils in Kenyaen_US
dc.typeArticleen_US
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