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An Analysis Of Freedom As A Moral Value In Teaching And Learning In Secondary Schools

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Word count: 23,685

Chapters: 5

Pages: 113

Font: Times New Roman, Size 12

Other details: Inclusive of Instrument and Appendix

Recommended for: Both undergraduate and postgraduate use

 

 

 

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Description

ABSTRACT

This study analyzed the concepts of freedom and moral values in teaching and learning in secondary schools in Edo Central Senatorial District. Six research questions were raised to guide the study. The theories of Determinism and Freewill gave direction to the study. The theories were used because of the illusionary nature of the topic. The philosophical research design was employed in the study; therefore, this work relied on library research, documentary report, and evidence from different authorities in fields of education, philosophy, religion, morality and values to provide in-depth background to the study. The population of the study consisted all the 68 principals in the Sixty eight (68) public Senior Secondary Schools in Edo Central Senatorial District. A sample of 7 principals from senior secondary schools in Edo Central Senatorial District representing approximately 10percent of the population was drawn. The simple random sampling technique was employed to arrive at a representative sample size. The instrument used was an open ended/structured interview schedule outline titled: Interview Schedule Outline for Principals (ISOP). Basic ethical guidelines such as voluntariness in participation, informed consent, non-malfeasance and anonymity of interviewee were observed while the researcher’s paradigmatic assumptions fall within an interpretivist-constructivist paradigm. Three broad philosophical tools – speculative, analytical and prescriptive were employed for analysis. The results showed that freedom in teaching and learning in secondary schools is only to an extent and therefore not absolute freedom. It was uncovered that respect for institutional authorities and elderly ones, including school teachers, school principals, parents and their relatives, moral value for education as a legacy, value for hardwork as against quick money syndrome or wealth accumulation from ill-gotten sources and moral value for sexual modesty or decency are all moral issues among students. Following these outcome, respect, good character, and patience are implied as the necessary moral values needed in secondary schools in the senatorial district. The perceived constraints to the use of freedom in teaching and learning in secondary schools in Edo Central Senatorial District included: income disparity, shortage of qualified manpower for the curriculum, methods of teaching freedom, parents choosing subjects for their children, career choice by parents and disruption and instability of academic calendar. It was recommended that there is need for teaching moral values through Moral Education in a practical way as against the indoctrinated approach. It was recommended that school community and even Parents Teachers Association (PTA) should work together to ensure the freedom rights of students and teachers in the teaching and learning process are respected even within the ambits of the school instituted policies and code of conduct for students and staff.

Table of Contents

Cover page
ABSTRACT
TABLE OF CONTENTS

CHAPTER ONE
Background to the Study
Statement of the Problem
Purpose of the Study
Research Questions
Significance of the Study
Scope of the Study

CHAPTER TWO
Theoretical Framework
Concept of Freedom
Concept of Moral Values
Freedom as an Ethical Concept
Freedom of Teachers in Teaching-Learning
Right to Freedom and Human Right Violations in Secondary Schools
Moral Values and Nigerian Secondary Schools
Inculcation of Moral Values in Teaching and Learning in Secondary Schools
Summary of Reviewed Literature

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