Many schools post values on walls and reiterate the importance of values in classrooms, during assemblies, and at other school events. But the challenge is not simply moral literacy—in fact, research indicates that most students, like my daughter’s friends, know values such as honesty and respect by the time they are five or six years old. Because they know these values, many children—especially adolescents—feel patronized by lectures about values. And some children, as the question asked by my daughter’s friend suggests, become nimble at simply parroting back what adults want to hear.” – an excerpt from the Harvard Education Letter

You as a researcher is designing a study to see if moral literacy in our schools to better moral development. For your study on moral development see if you can design an intervention study that qualifies as a true experiment. Use levels of moral literacy as the dependent variable. The goal of the intervention is to increase levels of moral literacy.

Develop an intervention that you could test in the experiment. The intervention has to be something that you control and that you think will have an impact on individual levels of moral literacy for a specific population. Start by getting your conceptual model which would answer questions such as – what factors do you think impact levels of moral literacy? Which of these factors can you, the researcher, change?

How would you recruit participants from the target population? How would you assign them to the experimental group and the control group?

What measurements will you need to make? When will you make these measurements (relative to the treatment)? How will you make these measurements (e.g. survey, observation)?

 

 

 

 
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