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BM Ngussa
LN Makewa
D Allida

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BM Ngussa
LN Makewa
D Allida

International Journal of Educational Policy Research and Review
ISSN 2360-7076
Vol.3 (7), pp. 117-125 September, 2016
Available online at
Article ID:/16/EPRR/052/09 pages
Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.

Original Research Article

Integration of moral values in the secondary school humanities curriculum across Lake Zone, Tanzania

Baraka M. Ngussa*1, Lazarus N. Makewa2 and Daniel Allida3

1Ag. Director of Graduate Studies and Arusha Extension Centre University of Arusha Tanzania.
2Professor of Educational Communication and Technology, University of Eastern Africa, Baraton, Kenya.
3Dean, School of Education, University of Eastern Africa, Baraton, Kenya.

*Corresponding Author Email: ngussathe5th(at)

date Received: July 28, 2016     date Accepted: August 25, 2016     date Published: September 7, 2016


This study employed survey design to investigate the integration of moral values in the Secondary School Humanities Curriculum across Lake Zone, Tanzania. A random sample of 95 teachers and 411 students participated in the study. Validity of Research Instruments was established through expert judgment and reliability test yielded Cronbach’s Alpha of 0.87 for students and 0.88 for teachers’ questionnaire. Qualitative data was analyzed using thematic approach while descriptive statistics determined mean scores and Standard Deviations; the null hypothesis was tested by Analysis of Variance and the study established no significant difference in the integration of moral values by teaching subjects. Thus, Christian Religious Education is as important as History, Geography and Civics. Therefore, there is no good reason to exclude it from the school curriculum, since it can play good deal to eradicate immoral behaviors in the society and therefore fulfills the objective of secondary school education in Tanzania. Humanities subjects are full of moral value aspects yet teachers did not thoroughly derive them from the subject matters but they simply mentioned without contextualizing them into real life situations of the learners. Based on these findings, several recommendations were made.

Key words: Moral, values, humanities, curriculum, history, geography, civics, christian religious education, Tanzania.

Ngussa et al