Relationship between Abstinence from Retrogressive Sociocultural Practices and Secondary School Students’ Levels of Moral Growth and Development

Abstract

Education is one way to impart moral consciousness in individuals. One of the marks of moral growth is abstinence from retrogressive socio-cultural beliefs and practices. The study investigated the relationship between reasons given by teachers and students for abstaining from retrogressive socio-cultural practices and their levels of moral development, based on Kohlberg’s theory of moral development. The retrogressive socio-cultural practices were identified from Henry Ole Kulet’s novel Blossoms of the Savannah, which was selected purposively. The research was descriptive comparative by design. The study targeted 2227 Form Three students and 620 teachers of English from national secondary schools from Uasin Gishu, Nandi and Elgeyo Marakwet Counties. From this population, 339 students and 59 teachers were sampled using Taro Yamane’s formula and selected using simple random sampling. Data were collected using questionnaires, focus group discussions, classroom observations and content analysis. Quantitative data was analysed using SPSS (version 25) program. Qualitative data was analysed thematically. From the novel, four retrogressive practices were identified, namely female genital mutilation, polygamy, patriarchy along with male chauvinism, and arranged or early marriages. From the findings, majority of students and teachers’ reason at the post-convectional level of moral development, as evidenced from the various explanations they gave for abstaining from retrogressive socio-cultural practices. Therefore, teachers and students’ reason beyond the perspectives of society and recognize that laws must be consistent with individuals’ rights. Consequently, the government should select and approve literary texts as set-books that promote conventional or post-conventional level of moral reasoning in their readers.