The Paradox of Moral Education in Secondary School Curriculum
The Role of Bible Knowledge and Divinity Subjects
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This book is a result of an empirical study that investigated the integration of moral values through the Humanities Curriculum among 95 teachers and 411 students from 19 sampled Secondary Schools in Lake Zone, Tanzania. Mann Whitney U test, t-test, ANOVA and Pearson-product moment correlation coefficient measured differences and relationships among variables in question and through the thematic approach, qualitative data enhanced the discussions. Results revealed no significant difference in perception of teachers (Sig.107) and students (Sig .162) between the integration of moral values throu...
This book is a result of an empirical study that investigated the integration of moral values through the Humanities Curriculum among 95 teachers and 411 students from 19 sampled Secondary Schools in Lake Zone, Tanzania. Mann Whitney U test, t-test, ANOVA and Pearson-product moment correlation coefficient measured differences and relationships among variables in question and through the thematic approach, qualitative data enhanced the discussions. Results revealed no significant difference in perception of teachers (Sig.107) and students (Sig .162) between the integration of moral values through Christian Religious Education (CRE) and non-CRE subject, but qualitative data revealed that integration of moral values through non-CRE subjects was minimal as teachers simply mentioned moral value aspects without contextualizing them into students' real-life situations. Mean rank results revealed no significant difference (Sig .139) in the perception of teachers and students on the value of CRE, both groups perceiving the subject valuable in the school curriculum.
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