Sher Zaman


goal of an educational system. However, a perception exists in Pakistan that the given first two components, i.e., information and skills, are more focused in school curriculum and instruction but morals among students are informally addressed during class teaching. Such schooling of the learners does not meet the socio-moral needs of a developing society. Resultantly there occurs a societal moral decline that Pakistani society is facing now a day. The current study has, therefore, been conducted to determine role of the given moral instructional contents in fostering moral reasoning and judgment (determining the moral justification of an action) among the secondary school students, to address the issue related research question, as whether students’ moral knowledge accounts for variations in their moral reasoning. The research data for this correlational study was collected on two variables i.e. moral knowledge and moral reasoning of the students. For the purpose, researcher developed two instruments and used for measuring the variables involved in the present research. An achievement test was developed to measure moral knowledge of the secondary school students while, a test based on moral dilemmas was constructed to assess their moral reasoning. Psychometric properties of both the tests, for validity and reliability purpose, were ensured through expert judgments. Further improvement in tests was made on the basis of students’ responses that were taken in piloting of the instruments. A sample of 600 students of the grade 9 with their age range 14-16 years participated in the study. The correlation coefficient=0.204**, n=595, p<0.05 indicates that there was small correlation between students’ moral knowledge and their moral reasoning levels.

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