Socio-economic conditions and impact of teaching style on moral reasoning of School going children of Faisalabad, Punjab, Pakistan.
Abstract
The socialization of children is greatly associated with socio-economic characteristics and teaching styles. The impact of these characteristics on moral reasoning is measured in this research. School going students, 60 females and 60 males were selected from both public and private schools randomly and were interviewed in a survey. Results were analysed by different statistical techniques. Univariate analysis was done with descriptive statistical techniques and bivariate analysis was done with inferential statistics. SPSS was used. It is found that there is no association between gender and moral reasoning of school going students, but other socio-economic characteristics greatly influenced the moral reasoning of school going students.
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