Abstract

The study aimed to analyze the current and expected level of the ethics and morality in high school education. A Quantitative Survey Research Design was applied by the study. The required data needed to be specific and relevant, therefore, the stratified random sampling technique was used to collect data from a population of all stakeholders of education in the Punjab: teachers, parents, students, administrators, policy makers and curriculum developers. The data was collected from 500 participants who used Thurstone scale to show their priorities by scaling the 77 items of the 7 questions regarding their importance and these collected priorities were further analyzed by using Borda Count Method “to explore the degree of intensity of the prioritized items”. According to the result of the study, the current status of the concepts of ethics and morality taught at the secondary level is not up to the required standards and lack planning. Therefore, to develop moral attitude, the religious and spiritual values need to be inculcated through moral stories and disciplinary rules using lecture, group discussion and story-telling methods to ensure overall personality development with social adjustability. It is recommended by the researchers to revise the existing curriculum to make it practical and operational for the optimum effectiveness.

Key Words

Analysis, Existing Status, Expected Status, Ethical And Moral Education, Thurstone Scale, Borda Count Method, Secondary Level

Introduction

Five to nine years old children belong to primary education which is followed by 3-years for middle school and then 2-years for secondary school (ninth and tenth classes). The students approach "matriculation" at the age of 14-16), which is the most crucial stage of education system (Education Encyclopedia, 2020). Moral education can be defined as to help students and youth in acquiring a system of beliefs and virtues about right and wrong. The system of beliefs regulates the objectives, targets, frame of mind and behavioral perspectives for the world around us (Alvi,2020).  According to Halstead (2010), education, related to morality can be specified as an element which provides help to its learners in acquiring an already set standard of moral beliefs and ethical values about the consciousness of evil and virtue which leads them towards high standards of ethics and morality. 

Ethical education as an essential part of education, is considered the driving force to mobilize the achieved knowledge (Haase, 2013). The more knowledge students have, the more opportunities they may find for better possibilities in career and personal growth. It is like a magic for the minds to broaden the mental horizons and to come to a high citadel and become a source of inspiration for others to follow and thus results in high standards in all aspects of life in the society. According to Rošker (2020), Ethics and Morality is a social phenomenon based on norms and values. The need for the comprehensive progress of students at the school level is permeated with high-level of ethics and moral attitudes, such as orientation of social justice, emphasizing the themes of interdependence and social participation, in order to develop an atmosphere of harmony and collaboration and cooperation in routine life. It helps to adopt actions to bring change in the society. It helps to increase students’ interest, motivation, and awareness, and the improvement of these achievements and gains will establish the effective practices of ethics and moral values, and subsequently will be helpful in reducing inequalities of the educational system in general and in the society in special (Harmon De et al., 2020). To teach and research for moral and ethical behavior has been relatively new in the last twenty years. It is necessary to lead the lives of young people. Global values are more accepted by the global community to live harmonious lives (Fan, 2020). Brindha, (2019) viewed teaching ethical and moral values as the basic mission of schools. 




Role and Responsibilities of Educational Institutes for Developing Ethical and Moral Values 

Developing a curriculum is an effective and efficient process, thereby enabling students to master relevant knowledge, skills, values and attitudes more deeply. School education is such a valuable period where students can gain these rewarding experiences as well as a caring, tolerant and compassionate behaviour.  It can also be helpful to develop a spirit for unity in the school culture that supports students to develop their personality by promoting values and social abilities in a civilized and positive way. Development of cognition or academics and character education are considered the two main objectives of the school which help students in preparing them for their future needs to cope in the society and in their practical life with dignity (DeRouche & Williams, 2001). The basic aim of the curriculum is to bring improvement in the development of high standards of ethical values and moral thinking so that the children can be helped to learn moral concepts through distinct methods such as applying moral concepts both practically and operationally, situated learning, creative learning, critical reasoning exercises, and various internal activities. Outside the classroom, the school essentially needs time as a central ethics center to cater, arrange and organize pursuit to facilitate safety ethics activities  (Safatly, Itani &  Srour, 2020: Zulela, et,al, 2022)). Thus, the current research intends to analyze the existing status of content related to ethics and morality at secondary level to determine its effectiveness and investigate how educational stakeholders perceive about priorities to be considered for their children.

Objectives of the Research

The objectives of the study are as under:

? To analyse the existing place of moral and ethical education in the curriculum for its effectiveness at secondary level perceived by the education stakeholders.

? To determine the priorities of the stakeholders of secondary school education regarding ethical and moral education by applying Thurstone Scale and the Borda Count Method. 




Significance of the Study

The study has contributed to the literature of ethical issues in the secondary school’s curriculum and its elements and is helpful in developing culturally relevant moral and ethical values in the curricular and co-curricular essentials of the secondary schools.

Methodology of the Study

The study was conducted under positivistic paradigm and a quantitative survey research method was used to collect data. All stakeholders of secondary school education in Punjab, Pakistan were considered as the population of the study. A stratified random sampling was conducted to engage a sample of 500 secondary school education stakeholders: secondary school teachers and students, parents, curriculum developers, policy makers, and administrators of schools. The research instrument was based on literature review having 77 items arranged under 7 categories, to know the priorities and preferences of the stakeholders using Thurstone scale “to measures the responses by using a set of statements of different weights. These statements help to determine not only how a respondent feel, but how strongly they feel that way” (Guffey, 2007; Zheng, 2015; Khanam & Zafar, 2008; Alvi,2020). To ensure the reliability of the research tool, the pilot testing was conducted, value of Cronbach alpha was 0.7, which provided the zest for further study. Later the method of Borda Count was applied to investigate priorities through the Thurstone Scale. The Borda Count Method is a basic technique applied in conducting elections and decision-making in a variety of current scenarios to determine the ranking of a priority (Lansdowne & Woodward,1996; Black, 1976; Lumini,  & Nanni,  2006; Benini, 2013).

Table 1

Demographic of the Participants in Percentages

Participants	Percentage
Male	38.6%
Female	61.4%
Below matric	45%
Graduate	36
Post Graduate	19
Urban representation	59
Rural representation	41
Below 30 (age Group)	49
Above 30 (age Group)	51

Result and Analysis of the Study

The Thurstone Scale was applied to get the priorities of the participants through survey questionnaires consisted of 7 questions with 11 options each. Eleven for the most prioritized item and 1 for the least prioritized choices. The data were entered on Microsoft Excel to attain mode and median. Under the Borda Count Method, the total number of choices for each items were multiplied by the order of the scale and sum was drawn for each category of the questionnaire. The results and findings shown in tables and line charts were as under: 

Categories of Ethics and Moral Values to be Inculcated in Curriculum Figure 2

Line Chart Showing Mode of the Categories of Ethics and Moral Values to be Inculcated in Curriculum



Among the religious, spiritual, moral, human, political, professional, aesthetic, economic values the most prioritized were the religious and spiritual values with mode 11 while the least prioritized values were the political values with mode 1. 

Table 2

Categories of Ethics and Moral Values to be Inculcated in Curriculum



According to the results of Borda Count Method, the most chosen with a score of 1884 was religious and spiritual values, while political values with a score of 972 and with a score of 1432, were the family norms at the moderate score.

Options

Order

Application of Borda Count

Sum

Religious and Spiritual Values

1

22*1 =22

10*2 =20

7*3 =21

10*4 =40

9*5 =45

12*6 =72

11*7 =77

8*8 =64

31*9 =279

32*10 =320

84*11 =924

1884

Moral and Behavioral Values

2

10*1 =10

23*2 =46

14*3 =42

11*4 =44

12*5 =60

9*6 =54

17*7 =119

12*8 =96

30*9 =270

56*10 =560

42*11 =462

1763

Knowledge and Scientific Values

3

8*1 =8

5*2 =10

9*3 =27

17*4 =68

21*5 =105

34*6 =204

13*7 =210

38*8 =304

22*9 =198

35*10 =350

17*11 =187

1671

Social Values

5

5*1 =5

13*2 =26

24*3 =72

19*4 =76

18*5 =90

24*6 =144

39*7 =263

34*8 =272

24*9 =216

17*10 =170

19*11 =209

1553

Human Values,

6

22*1 =22

14*2 =28

16*3 =48

11*4 =44

22*5 =110

21*6 =126

31*7 =217

25*8 =200

29*9 =261

24*10 =240

21*11 =231

1527

Family norms

4

10*1 =10

13*2 =26

16*3 =48

24*4 =96

32*5 =160

40*6 =240

21*7 =147

36*8 =288

29*9 =261

9*10 =90

6*11 =66

1432

Professional values

10

13*1 =13

21*2 =42

29*3 =87

23*4=132

27*5 =135

26*6 =156

23*7 =161

17*8 =136

1721*9 =153

17*10 =170

13*11 =143

1328

Emotional Values

11

28*1 =28

27*2 =54

17*3 =51

23*4=92

27*5 =135

27*6 =162

31*7 =217

21*8 =168

21*9 =189

7*10 =70

6*11 =66

1232

Aesthetic and Biological Values

9

22*1 =22

33*2 =66

24*3 =72

39*4 =156

22*5 =110

20*6 =120

17*7 =119

21*8 =168

9*9 =81

18*10 =180

11*11 =121

1215

Economic Values

8

15*1 =15

44*2 =88

40*3 =120

31*4 =124

26*5 =130

13*6 =78

20*7 =140

7*8 =56

15*9 =135

116*10 =60

9*11 =99

1145

Political Values,

7

76*1 =76

27*2 =54

34*3 =102

15*4 =60

14*5 =70

7*6 =42

12*7 =84

13*8 =104

14*9 =126

10*10 =100

14*11 =154

972

Content for Ethical and Moral Education Figure 2

Line Chart Showing Mode of the Content for Ethical and Moral Education



The most prioritized ethical and moral aspects as content were moral stories and disciplinary rules with mode 11 whereas Inductive and deductive reasoning with mode 1, were the least prioritized by the participants of the study according to the Thurstone scale result. 

Table 3

Content for Ethics and Morality in Education



According to the opinions of the participants of the study, Moral stories were at maximum score of 1709, family concerns at moderate score of 1442 while dilemmas at the minimum score of 1139 for the content for ethics and morality in education to be inculcated at high school curriculum. 

options

Order

Application of Borda Count

Sum

Moral stories

1

29*1 =29

12*2 =24

9*3 =27

17*4 =68

12*5 =60

8*6 =54

8*7 =56

17*8 =136

221*9 =198

21*10 =210

77*11 =847

1709

Social issues, social norms

5

10*1 =10

15*2 =30

17*3 =51

22*4 =88

21*5 =105

17*6 =102

25*7 =175

18*8 =144

37*9 =333

30*10 =300

19*11 =209

1547

Disciplinary Rules

8

20*1 =20

19*2 =38

15*3 =45

10*4 =40

26*5 =130

22*6 =132

15*7 =105

25*8 =200

26*9 =234

24*10 =240

29*11 =319

1503

Civic rules

7

10*1 =10

16*2 =32

27*3 =81

21*4 =84

12*5 =60

16*6 =96

32*7 =224

26*8 =208

30*9 =270

27*10 =270

13*11 =143

1478

Social relationship

10

14*1 =14

22*2 =44

10*3 =30

20*4 =80

23*5 =115

30*6 =180

32*7 =224

20*8 =160

15*9 =135

26*10 =260

20*11 =220

1462

Family concerns

6

8*1 =8

14*2 =28

18*3 =54

31*4 =124

24*5 =120

28*6 =168

19*7 =133

36*8 =288

21*9 =189

22*10 =220

10*11 =110

1442

Inductive and deductive methods

11

37*1 =37

17*2 =34

13*3 =39

24*4 =96

11*5 =55

27*6 =162

21*7 =147

26*8 =208

14*9 =126

14*10 =140

27*11 =297

1341

Health and nutritional principles

9

17*1 =17

26*2 =52

32*3 =96

12*4 =48

29*5 =145

24*6 =144

28*7 =196

20*8 =160

21*9 =189

11*10 =110

11*11 =121

1278

Scenarios

3

22*1 =22

30*2 =60

27*3 =81

35*4 =140

17*5 =85

21*6 =126

15*7 =105

14*8 =112

17*9 =153

22*10 =220

12*11 =132

1236

Didactic essays

4

22*1 =22

30*2 =60

33*3 =99

20*4 =80

24*5 =120

21*6 =126

19*7 =133

19*8 =152

11*9 =99

20*10 =200

12*11 =132

1223

Dilemmas

2

36*1 =36

25*2 =50

30*3 =90

21*4 =84

29*5 =145

21*6 =126

20*7 =140

13*8 =104

5*9 =135

13*10 =130

9*11 =99

1139

Issues in Ethical and Moral Education Figure 3

Line Chart Showing Mode of the Issues in Ethical and Moral Education 






According to the result shown in line chart, the literacy rate and lack of proper planning are the hottest issues with mode 11and the lowest ranked issues are political instability, extremism with mode 1, along with access to education with mode 1. 

Table 4

Issues in Ethical and Moral Education



Main of our issue was Literacy rate with a highest score 1725, for moderate score 1345 was narrow mindedness and with a score of 1176 the political instability, was the least selected phenomenon.

0ptions

Order

Application of Borda Count

Sum

Literacy rate

1

8*1 =8

14*2 =28

20*3 =60

14*4 =56

17*5 =85

11*6 =66

22*7 =154

13*8 =104

30*9 =270

41*10 =410

44*11 =484

1725

Lack of proper planning

3

221*1 =22

6*2 =12

13*3 =39

14*4 =56

12*5 =60

23*6 =138

28*7 =196

24*8 =192

22*9 =198

31*10 =310

39*11 =429

1652

Cost of Education

5

14*1 =14

18*2 =36

12*3 =36

21*4 =84

29*5 =145

24*6 =144

28*7 =196

29*8 =232

21*9 =189

17*10 =170

21*11 =231

1477

Absence of consensus on educational policy

11

28*1 =28

22*2 =44

17*3 =51

12*4 =48

29*5 =145

19*6 =114

17*7 =119

16*8 =128

24*9 =216

29*10 =290

21*11 =231

1414

Social Constraint

4

15*1 =15

26*2 =52

17*3 =51

25*4 =100

15*5 =75

27*6 =162

27*7 =189

27*8 =216

26*9 =234

16*10 =160

13*11 =143

1397

Narrow mindedness

9

17*1 =17

20*2 =40

31*3 =93

31*4 =124

22*5 =110

19*6 =114

13*7 =91

22*8 =176

24*9 =216

21*10 =210

14*11 =154

1345

Low finance allocation in budget on education

7

12*1 =12

26*2 =52

30*3 =90

21*4 =84

25*5 =125

25*6 =150

23*7 =161

25*8 =200

14*9 =126

11*10 =110

21*11 =231

1341

Extremism

8

33*1 =33

16*2 =32

23*3 =69

27*4 =108

17*5 =85

20*6 =120

16*7 =112

15*8 =120

25*9 =225

19*10 =190

22*11 =242

1336

Economic Disparity

6

13*1 =13

29*2 =58

25*3 =75

31*4 =124

22*5 =110

19*6 =114

16*7 =112

32*8 =256

16*9 =144

15*10 =150

16*11 =176

1332

Access to Education

2

37*1 =37

17*2 =34

23*3 =69

16*4 =64

19*5 =95

21*6 =126

25*7 =175

24*8 =192

19*9 =171

21*10 =210

12*11 =132

1305

Political instability

10

34*1 =34

34*2 =68

20*3 =60

24*4 =96

22*5 =110

27*6 =162

20*7 =140

12*8 =96

13*9 =117

15*10 =150

13*11 =143

1176

Instructional Methodologies for Moral and Ethical Education

Figure 4

Line Chart Showing Mode of the Instructional Methodologies for moral and ethical education



According to the Thurstone scale, the best scored teaching methodologies were lecture and story-telling, lecture with mode 11and and memorizing with mode 1. Simulation with mode 1, inquiry based method mode 1 and dramatization with mode 1 were the least preferred by the participants.

Table 5

Instructional Methodologies for moral and ethical education 



The highest score for instructional methodologies for ethical and moral education was 1625 for group discussion, 1412 for community based project work and 1182 for memorizing. 

0ptions

Order

Application of Borda Count

Sum

Group Discussion

4

10*1 =10

14*2 =28

14*3 =42

12*4 =48

25*5 =100

34*6 =204

21*7 =147

21*8 =168

31*9 =279

28*10 =280

29*11 =319

1625

Role Play

5

13*1 =13

12*2 =24

11*3 =33

21*4 =84

23*5 =115

18*6 =108

27*7 =189

27*8 =216

22*9 =198

31*10 =310

29*11 =319

1609

Lecture

1

16*1 =16

16*2 =32

20*3 =60

23*4 =92

24*5 =120

24*6 =144

10*7 =70

20*8 =160

20*9 =180

29*10 =290

32*11 =352

1516

Students Presentation

7

9*1 =9

14*2 =28

29*3 =87

17*4 =64

22*5 =110

24*6 =144

25*7 =175

27*8 =216

31*9 =279

18*10 =180

19*11 =209

1501

Story telling

2

16*1 =16

21*2 =42

20*3 =60

25*4 =100

20*5 =100

13*6 =78

22*7 =154

24*8 =192

21*9 =189

16*10 =160

36*11 =396

1487

Community based Project Work

6

14*1 =14

23*2 =46

21*3 =63

22*4 =88

22*5 =110

25*6 =150

27*7 =189

20*8 =160

26*9 =234

16*10 =160

18*11 =198

1412

Dramatization

3

28*1 =28

22*2 =44

9*3 =27

21*4 =84

26*5 =130

24*6 =144

27*7 =189

26*8 =208

22*9 =198

17*10 =170

12*11 =132

1354

Technology Based

9

20*1 =20

32*2 =64

26*3 =78

25*4 =100

16*5 =80

17*6 =102

23*7 =161

17*8 =136

22*9 =198

21*10 =210

15*11 =165

1314

Inquiry based method.

11

33*1 =33

27*2 =54

24*3 =72

25*4 =100

18*5 =90

14*6 =84

19*7 =133

27*8 =216

7*9 =63

21*10 =210

18*11 =198

1253

Simulation

10

31*1 =31

25*2 =50

26*3 =78

20*4 =80

25*5 =125

24*6 =144

19*7 =133

21*8 =168

11*9 =99

20*10 =200

12*11 =132

1240

Memorizing

8

44*1 =44

22*2 =44

32*3 =96

23*4 =112

11*5 =55

19*6 =114

14*7 =98

7*8 =56

22*9 =198

20*10 =200

15*11 =165

1182

Outcomes of moral and Ethical Education Table 5

Outcomes of Moral and Ethical Education



Overall personality outcomes were the most prioritized outcome of ethical and moral education with mode 11, Median 8 and along with understanding based outcomes mode 11, Median 7 while the least prioritized outcomes were individual outcomes with mode 2 and Median 6 in the Thurstone scale results.

Option	Mode	Median
Overall personality outcomes	11	8.000
Understanding based	11	7.000
Experience outcomes	10	6.000
Knowledge of values	10	8.000
skill based	9	6.000
Behavirol Achievements	8	7.000
Achievement outcomes	5	6.000
Competency outcomes	5	5.000
literary aspects	4	5.000
Application based	3	5.000
Individual outcomes	2	6.000

Table 6

Outcomes of moral and Ethical Education



The best score in outcomes was 1625 for overall personality development and the knowledge of values, experience outcomes was on 1344 and scored moderate while 1212 was the score for application based outcomes as per result of the method of Borda Count.

0ptions

Order

Application of Borda Count

Sum

Knowledge of values

1

19*1 =19

21*2 =42

14*3 =42

7*4 =28

13*5 =65

18*6 =108

15*7 =105

31*8 =248

25*9 =225

38*10 =380

33*11 =363

1625

Overall personality development

11

28*1 =28

12*2 =24

15*3 =45

14*4 =56

17*5 =85

11*6 =66

16*7 =112

14*8 =112

27*9 =243

22*10 =220

57*11 =627

1625

Understanding of values

2

16*1 =16

25*2 =50

5*3 =15

24*4 =96

13*5 =65

17*6 =102

21*7 =147

24*8 =192

30*9 =270

27*10 =270

31*11 =341

1564

Behavioral Achievements

5

11*1 =11

13*2 =26

21*3 =63

17*4 =68

23*5 =115

19*6 =114

29*7 =203

33*8 =264

26*9 =234

23*10 =230

19*11 =209

1537

Achievement outcomes

7

16*1 =16

22*2 =44

19*3 =57

19*4 =76

30*5 =150

26*6 =156

28*7 =196

21*8 =168

26*9 =234

17*10 =170

9*11 =99

1366

Experience outcomes

9

26*1 =26

17*2 =34

22*3 =66

24*4 =96

26*5 =130

16*6 =96

24*7 =168

21*8 =168

15*9 =135

26*10 =260

15*11 =165

1344

Individual outcomes

10

18*1 =18

30*2 =60

28*3 =84

23*4 =92

9*5 =45

26*6 =156

20*7 =140

21*8 =168

17*9 =153

25*10 =250

16*11 =176

1342

Skill

4

24*1 =24

19*2 =38

25*3 =75

21*4 =84

19*5 =95

28*6 =168

26*7 =182

18*8 =144

30*9 =270

11*10 =110

13*11 =143

1333

Literary aspects

6

14*1 =14

21*2 =42

17*3 =51

39*4 =156

33*5 =165

26*6 =156

19*7 =133

21*8 =168

13*9 =117

19*10 =190

12*11 =132

1324

Competency outcomes

8

26*1 =26

27*2 =54

29*3 =78

18*4 =72

*5 =140

28*6 =168

19*7 =133

23*8 =184

8*9 =72

16*10 =160

15*11 =165

1252

Application

3

31*1 =31

17*2 =34

35*3 =105

26*4 =104

21*5 =105

19*6 =114

26*7 =182

20*8 =160

20*9 =180

12*10 =120

7*11 =77

1212

Moral and Ethical Education and its Expected Space in Time Table Table 7

Moral and Ethical Education and its Expected Space in Time Table



Six periods per week was considered the best choice with mode 6 and one weekly period, with mode 1 and was the worst choice for the allocation in the timetable for moral and ethical education in high schools in the country. 

Option	Mode	Median
Six weekly periods	6	7.000
Seven  weekly periods	5	7.000
Five weekly  periods	5	7.000
Four  weekly periods	4	8.000
Eight  weekly periods	4	6.000
Three  weekly periods	3	7.000
Nine  weekly periods	3	4.000
Ten  weekly periods	2	4.000
Two  weekly period	2	5.00
More than ten  weekly periods	1	3.000
One  weekly period	1	4.000

Table 8



Six weekly periods in the time table was the most preferred selection with a score of 1625 and the moderate scored 1273 with 8 periods in a week and the least preferred selection was scored 958 as ten plus periods.

0ptions

Order

Application of Borda Count

Sum

Six periods per week

6

3*1 =3

3*2 =6

1*3 =3

48*4 =12

17*5 =85

78*6 =468

14*7 =98

15*8 =120

13*9 =117

24*10 =240

43*11 =473

1625

Five periods per week

5

6*1 =6

4*2 =8

3*3 =9

96*4 =24

47*5 =235

15*6 =90

39*7 =273

16*8 =128

22*9 =198

27*10 =270

27*11 =297

1538

Four periods per week

4

3*1 =3

4*2 =8

10*3 =30

52*4 =208

6*5 =30

12*6 =72

13*7 =91

52*8 =416

22*9 =198

21*10 =210

15*11 =165

1431

Seven periods per week

7

2*1 =2

5*2 =10

5*3 =15

11*4 =44

57*5 =285

13*6 =78

46*7 =322

11*8 =88

18*9 =162

16*10 =160

24*11 =264

1430

Three periods per week

3

9*1 =9

15*2 =30

50*3 =150

128*4 =32

9*5 =45

14*6 =84

14*7 =98

25*8 =200

36*9 =324

10*10 =100

26*11 =286

1358

Eight periods per week

8

3*1 =3

7*2 =14

14*3 =42

62*4 =248

15*5 =75

15*6 =90

15*7 =105

38*8 =304

14*9 =126

20*10 =200

6*11 =66

1273

Nine periods per week

9

6*1 =6

11*2 =22

70*3 =210

18*4 =72

14*5 =70

7*6 =42

14*7 =98

11*8 =88

46*9 =414

*10 =50

7*11 =77

1149

Two periods per week

2

15*1 =15

49*2 =98

16*3 =48

17*4 =68

18*5 =90

8*6 =48

24*7 =168

11*8 =88

12*9 =108

24*10 =240

16*11 =176

1147

Ten periods per week

10

8*1 =8

75*2 =150

12*3 =36

12*4 =48

13*5 =65

12*6 =72

111*7 =77

15*8 =120

10*9 =90

355*10 =350

5*11 =55

1071

One period per week

1

66*1 =66

20*2 =40

18*3 =54

17*4 =68

6*5 =30

18*6 =108

5*7 =35

11*8 =88

12*9 =108

16*10 =160

21*11 =231

988

More than ten periods per week

11

89*1 =89

16*2 =32

9*3 =27

5*4 =20

8*5 =40

16*6 =96

7*7 =119

4*8 =32

2*9 =18

10*10 =100

35*11 =385

958

Methodologies of Assessment for Ethical and Moral Education Table 9

Mode and median of Methodologies of Assessment for Ethical and Moral Education  



Assessment and evaluation are the integral part of any curriculum. On the question way to assess the result showed that the most favoured methodologies of assessment of ethical and moral education of our students was their moral attitude and social adjustability while factual knowledge and metacognitive knowledge with mode 1 and Median 5 was the least preferred tool. 

Option	Mode	Median
Moral Attitude	11	8.000
Social adjustability	11	7.000
Moral behavior	10	8.000
Understanding	7	7.000
Skills	6	6.000
Procedural knowledge	4	5.000
Conceptual Knowledge	3	6.000
Affective based	3	5.000
Project Based	2	5.000
Factual Knowledge	1	5.000
Metacognitive knowledge	1	5.000

Table 10

Methodologies for Assessment of the Ethical and Moral Education 

0ptions

Order

Application of Borda Count

Sum

Moral behavior

8

6*1 =6

16*2 =32

16*3 =48

23*4 =92

19*5 =95

12*6 =72

17*7 =119

21*8 =168

27*9 =243

40*10 =400

34*11 =374

1649

Moral Attitude

7

17*1 =17

13*2 =26

13*3 =39

15*4 =60

16*5 =80

17*6 =102

24*7 =168

18*8 =144

32*9 =288

31*10 =310

35*11 =385

1619

Social adjustability

11

27*1 =27

10*2 =20

12*3 =36

4*4 =16

18*5 =90

29*6 =174

19*7 =133

16*8 =128

36*9 =324

20*10 =200

44*11 =440

1588

Understanding

1

16*1 =16

23*2 =46

15*3 =45

17*4 =68

11*5 =55

10*6 =60

37*7 =259

25*8 =200

28*9 =252

25*10 =250

24*11 =264

1515

Conceptual Knowledge

4

10*1 =10

11*2 =22

32*3 =96

22*4 =88

19*5 =95

23*6 =138

19*7 =133

27*8 =216

20*9 =180

24*10 =240

24*11 =264

1482

Skills

2

19*1 =19

16*2 =32

17*3 =51

23*4 =92

21*5 =105

31*6 =186

18*7 =126

27*8 =216

31*9 =279

13*10 =130

15*11 =165

1401

Affective based

9

23*1 =23

21*2 =42

29*3 =87

22*4 =88

24*5 =120

17*6 =102

22*7 =154

20*8 =160

21*9 =189

20*10 =200

12*11 =132

1297

Procedural knowledge

5

10*1 =10

25*2 =50

23*3 =69

36*4 =144

30*5 =150

27*6 =162

25*7 =175

20*8 =160

8*9 =72

16*10 =160

11*11 =121

1273

By scoring 1649, moral behavior, scoring 1649 was thought as the most favored choice, with a score of 1588, the social adjustability was considered as moderate and the least favored at the score of 1273 was procedural knowledge which scored 1273 for the assessment methodologies.

Findings of the Study

The findings are as under

1- The findings of the study showed that religious and spiritual values are the highest favored category among the categories of values as per the result of both Thurstone and Borda Count Method. 

2- The findings regarding the content of ethical and moral education moral stories and disciplinary rules obtained highest mode in Thurstone scale and Borda Count Method.

3- The low ratio of literacy and absence of adequate planning were the main problems according to the results of the Thurstone scale and the Borda Count method. 

4- Lecture and storytelling were the best moral and ethical instructional methods at the Thurston Scale in the secondary school stage, and group discussion was the most preferred teaching method in the Borda counting method.

5- As per Thurstone Scale and the Borda counting method, the expected outcomes of our morality and ethics in education at high school should develop understanding of ethical and moral concepts with the holistic development of personality.

6- Weekly six periods in time table were found the most favored choice to teach ethics and morality. 

7- The best method of assessment for students’ morality and ethics is to discover moral behavior and attitudes of students and include social adaptability by ensuring the best role model.

Discussion and Conclusion

The present study supported the previous researches regarding the culminating role of ethical and moral education at the secondary level. The paper based on the data collected by survey questionnaire from the secondary school students, teachers, parents, administration, curriculum developers, businessmen, religious scholars and social reformers of both genders from public and private sector.  The research reflected that a lot to be done to bring an improvement in the moral reasoning ability of the secondary school students. The research paper would be a source of great inspiration for the prospective researchers. According to the result of the study the current status of ethics and morality taught at the secondary level is not up to the required standards and lacks planning. So to develop moral attitude, the religious and spiritual values be inculcated through moral stories and disciplinary rules using lecture and story-telling method

s to ensure overall personality development with social adjustability. 

Recommendations

It is recommended by the researchers to revise the existing curriculum to make it practical and operational for the optimum effectiveness.

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