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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Assessing Students’ Moral Reasoning of a Values-Based Education
Author(s)
Di You, Neil H. Penny
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DOI:10.17265/2159-5542/2011.06.002
Affiliation(s)
Alvernia University, Reading, USA
ABSTRACT
Students’
moral reasoning was assessed at a religiously affiliated liberal arts
university. Cohort data were collected from undergraduate students who had entered
the university as freshmen: 364 students in 2007 and 264 students in 2009. The
results indicated that there was a significant increase in students’ post-conventional
moral reasoning scores between freshmen and seniors and a significant decrease
in students’ pre-conventional moral reasoning scores between freshmen and
seniors. A positive weak correlation was observed between the number of
theology and philosophy classes and students’ post-conventional moral reasoning
scores and between the number of community service hours and students’ post-conventional
moral reasoning scores. A negative weak correlation was observed between the
number of theology and philosophy classes and students’ pre-conventional moral
reasoning scores and between the number of community service hours and
students’ pre-conventional moral reasoning scores. No significant difference
was observed between seniors who completed the minimum requirement of theology
and philosophy classes as well as community service hours and seniors who
completed more in terms of moral reasoning. Overall, the findings indicated
that enrollment at a religiously affiliated institution fostered students’
moral reasoning development.
KEYWORDS
moral reasoning, values-based, higher education
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