MORAL EDUCATION AS A CORRELATE OF SUSTAINABLE NATIONAL DEVELOPMENT IN RIVERS STATE, NIGERIA

Abstract

This study examined moral education as a correlate of sustainable national development in Rivers State, Nigeria. Three research questions guided the study, and three null hypotheses were tested. A correlational design was adopted. The population consisted of 8,833 senior secondary school teachers and parents in Rivers State, with a sample of 883 representing 10% of the total population, selected using a stratified random sampling technique. A validated 4-point rating scale questionnaire, created by experts, served as the instrument and was used for data collection. The Cronbach Alpha method determined the reliability of the instrument, yielding coefficients of 0.88 and 0.83 for Moral Education Assessment Scale (MEAS) and Sustainable National Development Assessment Scale (SNDAS), respectively. Pearson Product-Moment Correlation (PPMC) statistics were used to answer the research questions, while the same statistics were used to test the hypotheses at a 0.05 level of significance. Findings revealed that family-based moral education highly and significantly relates to sustainable national development in Rivers State, while school-led efforts have a moderate and significant relationship. However, parental involvement was low and showed no significant relationship with sustainable national development. Based on the findings, it was concluded that moral education is a key correlate of sustainable national development in Rivers State. Consequently, it was recommended among others that government and community-based organisations should support initiatives that empower families through parenting education programmes, value reorientation workshops, and family counselling services to enhance their capacity to instill strong moral values that support sustainable national developments.