KOHLBERG THEORY OF MORAL DEVELOPMENT AND SECONDARYSTUDENTS REASONING

Abstract

Kohlberg theory of moral development explains the stages of moral development with
connection to the growth of an individual. The theory stipulates that as a child grows in age, the
ability to reason morally should also increase. Moral reasoning is important it enables students to
distinguish between right and wrong. Kenyan secondary schools moral reasoning is taught
through Christian Religious Education (CRE). Despite exposure to moral reasoning content,
moral judgement of students is generally unsatisfactory. This is reflected in immoral behaviour
such as drug abuse and destruction of school property among others. This suggests that moral
education imparted through the carrier subjects has not achieved its objectives. This study
investigated the influence of Christian Religious Education Curriculum on secondary school
students’ moral reasoning.The study adopted the descriptive survey research design. A sample of
386 students was selected using stratified, proportionate and simple random sampling
techniques. CRE Students’ Moral Reasoning Test (CRESMRAT) was used to collect data.
Qualitative data was summarised and described using frequencies, percentages, means and
standard deviations. The results of the study indicated that moral reasoning content coverage in
the CRE curriculum and students moral reasoning level were average. The results of the study
can be used by Kenya Institute of Curriculum Development (KICD) to enhance moral reasoning
content of the CRE curriculum while teacher training institutions can use them to strengthen
moral education and methodologies in their programmes. The results can also be used by
teachers to enhance moral education content delivery. Lastly, the results can be used by the
society to mould young people into responsible citizens.