Influence of Religious Values on Students’ Moral Development in Secondary Schools in Gombe State

This study investigates the influence of religious values on students' moral development in secondary schools in Gombe State, North East Nigeria. Religious and moral education occupies a prominent place in Nigeria's secondary school curriculum, particularly in the North East where Islamic Studies and Christian Religious Studies are core subjects. The extent to which these curricular provisions translate into measurable moral development outcomes among students has been a subject of both academic and community interest. A descriptive survey design was adopted, administering questionnaires to 350 Senior Secondary School Two students and 50 religious studies teachers across 20 schools in Gombe, Kaltungo, and Balanga local government areas. Religious values internalisation was assessed using an adapted moral values scale covering honesty, respect, compassion, and responsibility. Moral development was measured through teacher behavioural ratings, disciplinary record reviews, and student self-assessment instruments. Pearson correlation and regression analysis were applied. Results indicate a significant positive relationship between religious values internalisation and moral development indicators, particularly honesty and respect for authority. Students who actively practiced religious observance showed higher moral conduct ratings. However, classroom religious instruction alone without family reinforcement showed weaker effects. The study concludes that religious values significantly contribute to moral development when school instruction is reinforced by home practice. It recommends that Gombe State integrate religious education with a broader character formation programme and facilitate structured parent engagement on shared moral education expectations between home and school.

Keywords: religious values, moral development, secondary school, Gombe State, character education.