Undergraduate Students: Moral Education And Academic Performance

Morality is the fundamental root for the human being. According to Hand, there are diverse and dramatic standards for different individuals and social groups. Morality was defined as a subscription to the standards which was believed and consensus as justified. The relative practice targets morality is moral education, or short in ME. Broadly, Hand concludes that the central aim of moral education is that learners are fully committed to central moral standards and engaged by moral formation and inquiry.

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In explicit content, the most consensus standard of moral education refers to training in the virtues of honesty, serving the people, loving the country, and collectivism. It is an aesthetic appreciation based on dialogic, life-practice, orientated activities, emotion, and care. Morality and its relevant practice are essential in macro and micro, which specified as a nation, group and individual. Generally, from a macro perspective in society and worldwide, the sense of justice from moral education encourages fairness and justice by the close relationship between morality and law and reciprocating.


In the West, at least, the term moral education has been most strongly associated with a constructivist psychological framework. Moral education is the attempt to promote the development of children’s and adolescents’ moral cognitive structures (moral reasoning stages) in school settings. One important distinction that remains to be made is between the psychology of (specifically) cognitive moral development and moral psychology more generally. Like moral development, the latter tends to be empirical and theory-driven, as well as heavily influenced by psychology; however, it includes many other psychological concepts beyond those studied by moral development. A few attempts have been made to offer an integrative model of moral psychological development (including moral reasoning development. Because the main disagreements between moral education and character focus on the moral reasoning perspective of the former, we will focus mainly on the narrower domain of moral cognitive development, although we will turn to the broader domain of moral psychology as a means of attempting to integrate these various fields.


The promotion of moral education in the classroom can occur in a variety of ways. Role-playing and the use of children’s literature are two ways educators can promote character education. Picture books and children’s literature have been used over many years to entertain, inform., engage, and evoke thought in the classroom. Since teachers are already using literature with pupils, it is imperative that they make their instruction more meaningful by engaging their pupils and promoting important moral values. If children are exposed to character-rich literature in a manner that can serve those dual purposes, character education can be taught, encouraged, and promoted in the classroom. Role-playing is a type of teaching tool that has shown to have positive effects when promoting values. Moral education can be very effective when used with role-playing and children’s literature since both have such promising outcome on affecting pupils’ value development. There are many strategies teachers can incorporate when utilizing literature that have important character building issues. One particular study indicates that teachers should preview the books used carefully. Having background knowledge of the issue involved in a piece of literature with a moral dilemma helps teachers guide class discussions. Teachers should ask questions and provide details that will have children begin thinking about the circumstances or the story’s dilemma. Teachers also need to tell children what to listen for, and set a purpose that underscores the story’s message.


Today, there is a clear need for education to learn about the factors that influence a student’s academic performance, considering the performance to be the quantitative result obtained during the learning process, based on the evaluations carried out by the teachers through objective test evaluations. The latest patterns in this area highlight the importance of considering other variables beyond intellectual capabilities. These trends are supported by several points of research that show that academic performance is not only associated with intellectual quotient (IQ), but there are multiple variables and dimensions to which a certain predictive value can be attributed. For this reason, the objective of this report is to extend the existing source of knowledge when it comes to explaining or understanding academic performance, which is why we will analyze the importance of emotional intelligence, personality and the meaning of life in such performance


Teachers should not pay attention only to academic performance, but also places to improve the level of moral education and enhance the development of a student. Moral education is a vital part of whole-person education because it fosters students’ positive values and attitudes. A school’s social work can play a role as a social educator to help students develop positive social values, attitudes and behavior. Schools should promote this in their curriculum, as well as extracurricular activities. However, the resources allocated to primary schools are somewhat limited when compared with secondary schools. Primary and secondary school moral education work has still not adapted itself to the new changes in the domestic and international situation, the new tasks of education reform and development, and the new circumstances surrounding ideological education work among youth.



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