THE RELEVANCE OF THE TEN COMMANDMENTS IN CONTEMPORARY STUDENTS' BEHAVIOUR IN ODIGBO LOCAL GOVERNMENT: A CASE STUDY OF ARAROMI-OBU ZONE

TOPIC: THE RELEVANCE OF THE TEN COMMANDMENTS IN CONTEMPORARY STUDENTS' BEHAVIOUR IN ODIGBO LOCAL GOVERNMENT: A CASE STUDY OF ARAROMI-OBU ZONE

THIS TOPIC IS ALSO SUITABLE FOR:
1-Department of Religious Studies
2-Department of Christian Religious Studies
3-Department of Education
This research material contains:
1-Chapter One to Five
2-Recent References/citations
3-Tables/Charts/Graphs in Chapter Four
4-Accurate Data Analysis
5-Table of Contents
6-Questionnare

ABSTRACT
This study was carried out to examine the relevance of the Ten Commandments in contemporary students' behaviour in Odigbo Local Government using Araromi Obu Zone as a case study. The study was specifically carried out to assess the level of knowledge of the Ten Commandments among students in Araromi Obu Zone, Odigbo Local Government Area, examine the relevance of the Ten Commandments in shaping the moral behaviour of students in Araromi Obu Zone, determine the influence of the Ten Commandments on students' attitudes toward honesty, respect, and discipline in Araromi Obu Zone, and assess the influence of the Ten Commandments on students' interpersonal relationships and social conduct in Araromi Obu Zone, Odigbo Local Government Area. The study employed the descriptive survey research design. Hence, the questionnaire was used for data collection, while the data collected were analyzed using descriptive and inferential statistics involving mean scores, standard deviation, and Pearson Chi-square. The hypotheses were tested at 0.05 level of significance. The study population comprised 3,200 students in Araromi Obu Zone, Odigbo Local Government Area. A total of 356 respondents were selected as the sample size using a multi-stage sampling technique involving stratified and convenience sampling methods, while 341 valid copies of the questionnaire were retrieved and used for analysis. From the responses obtained and analyzed, the findings revealed that students possessed a good level of knowledge of the Ten Commandments with mean scores ranging from 3.29 to 3.74. The study also showed that the Ten Commandments were relevant in shaping students' moral behaviour with mean scores ranging from 3.61 to 3.77. Likewise, the findings further revealed that the Ten Commandments significantly influenced students' attitudes toward honesty, respect, and discipline with Pearson Chi-square value of 286.47, df = 339, P = 0.018. The study equally established that the Ten Commandments significantly influenced students' interpersonal relationships and social conduct with Pearson Chi-square value of 301.83, df = 339, P = 0.031. The study therefore recommends that schools, parents, religious organizations, and educational policymakers should strengthen moral and value-based education through the consistent teaching and practical application of the Ten Commandments among students.
Keywords: Ten Commandments, Contemporary Students' Behaviour, Moral Behaviour, Honesty, Discipline, Interpersonal Relationships.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background to the Study
The moral development of students has long been a key issue in education worldwide, as education is expected to foster not only cognitive growth but also ethical behavior and responsible citizenship. It has been increasingly acknowledged in the contemporary education that along with academic excellence, moral values are essential that will help guide learners in their relationships, decision making, and social responsibilities. In this context the Ten Commandments have a special significance in being one of the oldest and most influential moral codes, which promote honesty, respect of authority, self-control, truthfulness and peaceful coexistence. Based on the results of Koreshchuk et al. (2023), it can be said that the Decalogue is still now the basis for moral upbringing of individuals, promoting universally accepted ethical standards. Likewise, Laoli and Bambangan (2024) argue that the commandments are still applicable in modern society as they uphold values of honour, respect and responsibility which are also essential for social harmony. At school, these moral attributes supplement the school's program of disciplined and responsible student development. In this regard, Cipriano et al. (2023) stated that value-based pedagogy boosts social and emotional skills in students and Howard et al. (2024) added that supportive values lead to positive relationships and behaviors among students.
Building upon the global emphasis on moral education, scholars have increasingly examined how students’ behaviour is shaped by the interaction between ethical values, learning environments, and educational experiences. Current studies on education show that not only does cognitive learning impact students' attitudes and behaviors, but so do the moral values and social norms conveyed by schools, parents and religious beliefs. Cents-Boonstra et al. (2020) believed that motivating teaching practices encourage students to participate in class responsibly, be engaged in their learning and show respect for their teacher. In another study, Mystkowska-Wiertelak (2020) noted that the values expressed in classroom interactions are correlated with learners' involvement and their behavior. Moreover, Bowden (2021) stressed that it is crucial that students are engaged not only in academic activities but also in responsible behaviour and ethical choices. In line with these perspectives, Feraco et al., (2022) argued that behavioural self-regulation plays an important role in students' achievement and satisfaction in life and Singh et al., (2022) stated that positive behavioural motivation induces disciplined learning and constructive participation. These views imply that moral rules like the Ten Commandments can be used as an ethical basis to guide students' desirable behaviour.
Moreover, there is an increasing academic interest in the impact of moral values on pupils' attitudes in the learning environment regarding honesty, respect, discipline and interpersonal relationships. Ethical values are principles which guide the behaviour of people and help learners to form good relationships with others, including peers, teachers and members of the larger community. Endedijk et al. (2021) highlighted that good teacher-student relationships play an important role in positive peer relationships and good social behaviour of learners. Similarly, Pérez-Salas et al. (2021) determined that positive educational relationships foster student engagement and decrease behavioural disengagement. The authors Vučković et al. (2020) described that the attitude of students in matters concerning honesty and integrity is influenced by both institutional and personal ones. Likewise, Rüth et al. (2024) found that students ethical reasoning has an impact on their choices related to academic honesty and responsible conduct. Moreover, Habibulloh et al. (2024) posited that when schools are built on a spiritual foundation, pupils' discipline, and responsible behaviours are enhanced, thus continuing the important role of morals like the Ten Commandments in schools.
Hence, the importance of the Ten Commandments to the behavior of students has become a topic to be explored in the local education system in which the moral education of students remains to have an impact on the process of value formation. The Ten Commandments as taught in religious schools and homes and practiced in the real world as observed in Araromi-Obu Zone, Odigbo Local Government Area is a proper setting to look at students' knowledge and practice of the Ten Commandments. To gain insight into how well students know these biblical principles and how such knowledge applies to honesty, respect, discipline, relations with others and social behavior leads to a larger conversation on moral education and character development. Koreshchuk et al. (2023) confirmed that the Decalogue is still relevant as a moral guide for responsible citizens and Laoli and Bambangan (2024) also reaffirmed that the moral teachings of the Decalogue still influence attitudes of respect and social responsibility in the current society. Furthermore, Dong et al. (2025) noted that engaging in core moral values helps cultivate prosocial behaviours among students, while Maloshonok and Vilkova (2024) pointed out that students' behaviour can be analyzed from various perspectives, one of which is ethical and social interaction. Given this background, this study aims at investigating the relevance of the Ten Commandments to contemporary students' behaviour in Araromi-Obu Zone focusing on students' knowledge, moral behaviour, attitudes towards honesty, respect and discipline, interpersonal relationship, and social behaviour.

1.2 Statement of the Problem
Forming children to be morally responsible is a central goal of education given that schools are called upon to bring forth youth that exhibit good relationships with others, discipline, respect, and honesty. The pupils should have relevant knowledge of the 10 commandments and all its teachings should be incorporated in their attitudes and behaviour in and out of school. But, today student behaviours are influenced by a variety of social, technological and cultural factors that challenge the impact of traditional moral lessons, and it is doubtful that biblical values still have any real impact on students' behaviour. Student behaviour, as described by Maloshonok et al. (2024), is multidimensional and can be affected by different personal and environmental factors, and Dong et al. (2025) found that the cultivation of core moral values plays an important part in the development of prosocial behaviours. In the same way, Habibulloh et al. (2024) stated that discipline can be achieved through the culture in the school based on spiritual values, while Koreshchuk et al. (2023) asserted that the Decalogue is still a crucial guideline for moral education. Lack of awareness regarding students understanding and application of Ten Commandments may affect the efforts of educational institutions, parents and religious institutions in building students' character and ethical actions.
Previous research has mainly focused on students' engagement, classroom behaviour, social relationships, moral education, and value-based learning in the general context of education. For example, Cipriano et al. (2023) explored the role that social and emotional learning interventions play in students' behavioral outcomes, and Howard et al. (2024) examined how positive learning environments affect students' behavioral outcomes. Similarly, Endedijk et al., (2021) studied teacher-student relationship and peer interaction while Laoli and Bambangan (2024) examined the relevance of the Bible commandment on honouring parents in the current society. While these studies have contributed to the understanding of moral values and students' behaviours, they lack sufficient empirical evidence of the specific relevance of the Ten Commandments as a complete moral framework that influences students' knowledge, honesty and respect, discipline, interpersonal relationships and social conduct in the Nigerian secondary schools context especially in Araromi-Obu Zone of Odigbo Local Government Area. This deficiency brings the need for the present study by trying to find out the level of students' knowledge of the Ten Commandments and how they influence the behavior of the current students in the study area.
1.3 Objectives of the Study
The main objective of this study is to examine the relevance of the Ten Commandments in contemporary students' behaviour in Odigbo Local Government Area, using Araromi-Obu Zone as a case study. The specific objectives are to:
i.assess the level of knowledge of the Ten Commandments among students in Araromi-Obu Zone, Odigbo Local Government Area;
ii.examine the relevance of the Ten Commandments in shaping the moral behaviour of students in Araromi-Obu Zone, Odigbo Local Government Area;
iii.determine the influence of the Ten Commandments on students' attitudes toward honesty, respect, and discipline in Araromi-Obu Zone; and
iv.assess the influence of the Ten Commandments on students' interpersonal relationships and social conduct in Araromi-Obu Zone, Odigbo Local Government Area.
Other parts of chapter one include:
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Operational Definition of Terms

CHAPTER TWO
LITERATURE REVIEW (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter, therefore, focuses on the concept of the Ten Commandments, the biblical origin and significance of the Ten Commandments, the concept of students' behaviour, contemporary students' behaviour, the relevance of the Ten Commandments in shaping students' moral values, discipline and social conduct, etc. The chapter is sub-grouped into the following major headings:
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review

CHAPTER THREE
METHODOLOGY (Preview)
Presented below is a snapshot of key areas of the study methodology, the full and detail chapter three methodology is contained in the instant download document.

Research Design: The study adopted a descriptive research design.

Population of the Study: The population of the study comprises students drawn from secondary schools in Araromi-Obu Zone, Odigbo Local Government Area.
Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 356 participants.
Sampling Technique: The study employed a multi-stage sampling technique comprising stratified sampling and convenience sampling to select the individual respondents.
Research Instrument: The study utilized a structured questionnaire titled “The Relevance of the Ten Commandments in Contemporary Students' Behaviour in Odigbo Local Government: A Case Study of Araromi-Obu Zone” as the instrument for data collection.
Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, such as Pearson Chi-square, were used to test the hypotheses.
Full outline for chapter three;
3.0 Introduction
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size
3.4 Sampling Technique
3.5  Instrument for Data Collection
3.6 Validity of the Instrument
3.7 Reliability of the Instrument
3.8 Method Of Data Collection 
3.9 Method of Data Analysis
3.10 Ethical Consideration

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
MAJOR FINDINGS (Preview)
The analysis results were presented in tables and charts. Based on the results obtained from the analysis, the following major findings were made:

i. The study found that students in Araromi Obu Zone, Odigbo Local Government Area, possess a good level of knowledge of the Ten Commandments, as evidenced by the mean scores ranging from 3.29 to 3.74, all of which are above the acceptance benchmark of 3.00.

ii. The study found that the Ten Commandments are relevant in shaping the moral behaviour of students in Araromi Obu Zone, Odigbo Local Government Area, as evidenced by a grand mean of 3.67, which is above the acceptance benchmark of 3.00.

iii. The study found that the Ten Commandments have a significant positive influence on students' attitudes toward honesty, respect, and discipline in Araromi Obu Zone, as evidenced by a grand mean of 3.65, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a Pearson Chi-square value of 286.47, degrees of freedom of 339, and p-value of 0.018 (p < 0.05), leading to the rejection of the null hypothesis.

iv. The study found that the Ten Commandments have a significant positive influence on students' interpersonal relationships and social conduct in Araromi Obu Zone, Odigbo Local Government Area, as evidenced by a grand mean of 3.65, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a Pearson Chi-square value of 301.83, degrees of freedom of 339, and p-value of 0.031 (p < 0.05), leading to the rejection of the null hypothesis.

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter covers the following outline:
5.1 Introduction
5.2 Summary 
5.3 Conclusion
5.4 Limitations of the study
5.5 Recommendations
5.6 Suggestions for Further Studies
Reference
Appendix

UPLOADED BY MIRACLE