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Role of Different Educational Systems in the Development of

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Journal of Behavioural Sciences Vol. 19 Number 1-2 2009

Role of Different Educational Systems in the Development of Moral

and Social Traits in Pakistani Students

Rana Navid Ahmed

Institute of Education and Research, University of the Punjab,
Lahore, Paksitan
Sadia Shaukat*
University of Education, Lahore, Pakistan
Muhammad Abiodullah
Institute of Education and Research, University of the Punjab,
Lahore, Pakistan

This study investigated the role of different school systems

of Pakistan in the development of moral and social traits in
students (i.e. honesty, tolerance, violence, respect for
others and patriotism). It is perceived that Educational
institutes are supposed to mould the personalities of
students by capable and skilled teachers, curriculum,
learning atmosphere and co-curricular activities. This
study found out that which system i.e. Private, Public or
Madrassah is promoting the moral and social traits among
students. Different researches support that Madrassah
system is playing a significant role in the development of
these traits in their students, while other systems also
claim the same. The sample consisted of three fifty five
students of Public, Private and Madrassah school systems
were surveyed as Sample. ANOVA was used to determine
the significant difference in social and moral traits of the
students of three school systems. Responses of Students of
Madrassah school systems showed high level of honesty,
violence, respect for others and patriotism as compared
with students of private and public school systems. On the
other hand students of private school system showed high
level of tolerance as compared with other two.
Key words: Social and Moral traits, Madrassahs, Private
and Public schools.

Education is the process of cultivating values, beliefs and norms in

the students. For this purpose educational institutions are responsible. If
the school does not incorporate moral and social development into the
curriculum, the students will not have a chance to develop many of the
traits necessary for successful life. What is meant by morality as in
practice? Indeedconcerning
*Correspondence it involves consistency,
this article should be regularity
addressed to of conduct
Sadia Shaukat,and the
University
of Education, Lahore, Pakistan or via E-mail: sadaishch@msn.com
 60 Ahmed, Shoukat and Aboidullah

most important is that what is moral today must be moral tomorrow

(Wilson, 1961).
Social character traits are the attitudes one has towards others.
Positive social character traits lead to good relationships with others.
Negative personal character traits can result in being distrusted or
disliked. Most of these traits are established through training of parents,
while others are gained from school systems and peer groups. Teachers
and parents should deal with the child with their own moral set of laws in
a very clear and definite manner so that, whether he accepts or rejects
rules, at least he knows what he is accepting or rejecting (Wilson,
Williams & Sugarman, 1967).
Teachers are responsible to the community for the social and
moral development of the students. All school systems do everything to
reverse the negative trend in the society and help out produce a
generation of respectful, accountable and responsible individuals. There
are basically three school systems existing in Pakistan, Public, Private
and Madrassah. Among these systems, Madrassahs are considered as a
top priority for development of moral, religious and social traits in the
students. The present study was also designed to find out the effects of
different school systems in the development of social and moral traits in
the students.
If you were to ask many people on the road whether we should
teach our students the rules of society; how to distinguish between right
and wrong, most of them would answer in a positive way. Why then, are
these people disappointed or conscious about moral and social
development of our new generation?. Those supporting social and moral
development offer the reasons i) weakening of a traditional family system
ii) deterioration of moral and social development institutions. Linkona
(1993) says that “education’s two goals are to help people become smart
and to help them become good;” therefore, the central desirable outcome
of school’s moral enterprise is to restore good character. Nole (1995)
disagrees with the assumption that teaching moral values reduces
irresponsible behavior rather children need to teach the reason why to
obey the rules not just to obey the rules.
What is patriotism? It is love, faithfulness, feelings of affections
and loyalty for one's country and its values. Schatz, Staub and Lavine
(1999) divide patriotism into two types: blind and constructive
patriotism. Blind patriotism is a rigid and inflexible attachment to the
country, characterized by unquestioning postitive evaluation and
intolerance of criticism. In contrast, constructive patriotism refers to an
Educational Systems and Traits 61

attachment to the country characterized by "critical loyalty” and with a

desire for positive change. Both orientations are "patriotic" in the core
sense of positive identification with feelings of affective attachment to
the country.
The concise Oxford Dictionary defines violence as unlawful
exercise of physical force. Olweus (1999) defines violence as “use of
physical force” or aggressive behavior where someone uses her/his own
body as an object to hurt or discomfort an individual. Authorities have
defined it as “any act that is intended, or perceived to be intended, to
cause physical or psychological harm” (ACOG 1995, p. 161).
Experiencing violence in childhood and in schools can often lead to a
variety of negative developmental outcomes in children. Anger is
frequently the emotional sign to violence (Buss & Perry, 1992; Grogan,
1991; Henton, Cate, Koval, Loyd & Christopher, 1983). According to
Social learning theory children may learn anger expression styles from
observing how people around them respond to anger (Bandura, 1973).
Respect for others is based on self-respect. It is the value that
makes the world a more decent and civilized place. We can show respect
in many ways, speak politely and don’t hurt people’s feelings by saying
unkind things or making fun of them, show good manners and care about
other people, treat others fairly.
Rehman (2004) thinks it is alarming and comparatively less
known reality in Pakistan that the students of different educational
institutions i.e. Private, Public and Madrassahs have different opinions
about life as they live in the different worlds. It happened to a certain
level because their textbooks and methods of learning are exclusively
different and to some extent because their teachers, communication and
their families are also different from each other. These strange and
antagonistic worlds are the basic cause of this influence. This difference
in these institutions can be imagined by the fact that how seriously
polarized Pakistani society is?
The text books of the so called ‘secular’ subjects produced by the
educational boards in Pakistan are anti-India and glorify armed clash
(Aziz, 1993; Saigol, 1995; Rahman, 2004). The text published by the text
book boards glamorize hostilities and full of anti Indian remarks, pay no
attention to the minorities or take them very lightly. Moreover Islamists
from traditional educational institutions are even more unsafe to political
violence than Madrassah students. Thus, no amount of ‘secularization’ of
the Madrassahs will reduce violence.
 62 Ahmed, Shoukat and Aboidullah

Vast network of institutions with thousands of teachers,

curriculum, system of examinations and books organizes the educational
activity to enforce a particular approach which is unchallenged. This
growing effect of education has created an intolerant attitude; deeply
inclined to narrow-mindedness and violence and unwilling to accept the
variety of believes and cultures existing within the country, moreover the
text books prescribed by private schools are contributing to irrationality
and intolerance in elite society.
Mumtaz (2000) states that with the exception of a few
Madrassahs managed by the Auqaf departments, Madrassahs in Pakistan
are mainly in the private sector. The Madrassah students are the most
intolerant of all the other groups of students present in Pakistan. They are
also the most supportive of an aggressive foreign policy. In a survey held
by Rehman (2004) the Madrassah students were the most violent group
of students out of Urdu and English-medium schools in Pakistan
supporting clash with India. They were also against giving equal rights to
non-Muslims and women as citizens. Madrassahs provide free religious
education, boarding and lodging for the poor specially. While Rehman
(2004) in the same survey assessed majority belonged to the poorer
sections of society. Fayyaz (1994) states in a survey, students join the
Madrassahs for economic and social reasons not for religious quest or
education.
Akbar (2002) regards Madrassahs to be a cheaper, easily
available and more Islamic alternative to education. Singer (2001) calls
these Madrassahs a “displacement of the public education system.”
Goldberg (2000) even before 9/11 considers them as means of “education
of the holy warrior”. Coulson (2003) refers to Madrassahs as “weapons
of mass instruction/destruction”. Most consequentially, the 9/11
Commission refers to Madrassahs as “incubators of violent extremism”.
Rehman (2004) states that Madrassahs produce indoctrinated
clergymen of various Muslim sects, believing in radical Islam and
Militancy. It is assumed that the Madrassah system of education has
become a powerhouse of intolerance, violence, status quo, extremism and
conflict with in Pakistani society. Critics of these religious seminaries
believe that the growing intolerance, violence and threat of extremism
fueled by indoctrinated religious products. On the contrary Brent (2005)
considers it an exaggeration that these Islamic seminaries produce
terrorists. He stresses that they are not taught technical skills to be an
effective terrorist and should not be considered a threat. Stern (2001)
observes that, although some Madrassahs teach secular subjects.
Educational Systems and Traits 63

Madrassahs offer a religious-based curriculum focusing on the Quran and

Islamic texts. Beyond instruction in basic religious tenets, some argue
that a small group of radicalized Madrassahs promote a militant form of
Islam and teach their students to fight nonbelievers and stand against
what they see as the immorality of the west. Anzar (2003) takes the
purpose of Islamic education, giving meanings to life and inspiring it
with the light of the Islamic faith as drawn in the Quran. Another purpose
is strengthening and advancing human societies.

Research questions
1. Whether there is a significant difference in the development of
economic, social and academic honesty traits in the students of
Public, Private and Madrassah school systems?
2. Whether there is a significant difference in the development of
cultural and religious tolerance traits in the students of Public,
Private and Madrassah school systems?
3. Whether there is a significant difference in the development of
violence against society, domestic violence, and violence in war
situation traits in the students of Public, Private and Madrassah
school systems?
4. Whether there is a significant difference in the development of
blind and constructive patriotism traits in the students of Public,
Private and Madrassah school systems?
5. Whether there is a significant difference in the development of
respect for elder, respect for younger and respect for norms traits
in the students of Public, Private and Madrassah school systems ?

Method
Sample
Present study was conducted by using survey method and
comprised of four schools each from Public and Private sector and five
Madrassahs, all from urban area of district Lahore. These schools were
selected on the basis of their size, location and popularity in the
community while Madrassahs were selected as representatives of major
religious sects. Through this process a total of 355 students were selected
as a sample. Detail is given below.
 Ahmed, Shoukat and Aboidullah
64

Table 1
Gender wise Distribution of Sample (N= 355)
Gender Private Public Madrassah Total

Male 61 56 55 172

Female 70 75 38 183

Total 131 131 93 355

It was a convenient sampling. Data were taken from 61 male and

70 female students from the Private schools, 56 male and 75 female
students from Public schools and 55 male and 38 female students from
Madrassahs. Total 355 students were included in the study.

Instrument
An instrument was developed to measure the social and moral
traits. Items were drawn from the international literature and studies on
this topic. Researchers selected five moral and social traits likewise
honesty, respect for others, tolerance, violence and patriotism. Honesty
trait which is a significant aspect of morality was confirmed from the
studies of Blankenship and Whitley (2000); Keith-Spiegel, Tabachnick,
Whitley and Washburn (1998); Mustaine and Tewksbury (2005). Positive
social character traits lead to good relationships with others so respect for
others was confirmed from the research study of Andrews (1976) while
violence was confirmed from the studies of Buss, and Perry (1992);
Grogan (1991) Henton, Cate, Koval, Lloyd, and Christopher, (1983).
Patriotism is a survival of society and was validated from the studies of
Morris and Cogan (2001); Langton and Jennings (1969);
Rosenberg (1985); Schatz, Staub and Lavine (1999). Tolerance terms is
used in social, cultural and religious contexts to describe special attitudes
which are "tolerant" and this trait was validated on the basis of special
study of Rehman (2004) about tolerance.
To ensure validity of the instrument, construct validity was
estimated by factor analysis. The honesty factor explained 35.2%, of the
variance Respect for others 28.4%, Tolerance 40.1%, violence 43.2% and
patriotism 25.5%. The percentage of variance explained was not so good,
this may be due to less no. of item in scales. Honesty trait was further
divided into three subscales economic, social and academic honesty. Two
items for economic honesty, three items for social honesty and one item
for academic honesty were developed. The internal consistency of
Educational Systems and Traits 65

honesty scale was 0.60. Respect for others trait was further divided into
three subscales respect for elder, respect for younger and respect for
norms. Four items for respect for elders, two items for respect for
younger and two items for respect for norms were developed. The
internal consistency of honesty scale was 0.57. Likewise tolerance trait
was categorized into two subscales, i.e. cultural and religious tolerance.
Six items for cultural tolerance and six items for religious tolerance were
designed. The internal consistency of the tolerance scale was 0.71.
Similarly violence trait was sorted out into three subscales, violence
against society, domestic violence and violence in war situation. Four
items for violence against society, one item for domestic violence and
four items for violence in war situation were constructed. The internal
consistency of the tolerance scale was 0.59. Patriotism has an impact on
schools and they demand to raise a sense of national identity and to teach
the students to love their country (Morris & Cogan, 2001). Though, it is
remarkable that some researchers point out that in promoting loyalty,
schools meet with limited success (Langton & Jennings, 1969;
Rosenberg, 1985). In the same way patriotism trait was divided into two
main categories, blind patriotism and constructive patriotism. Four items
for blind patriotism and two items for constructive patriotism were
constructed. The internal consistency of the tolerance scale was 0.72.

Procedure for data collection

Administration of the questionnaire was done from Students of
Public and Private schools of grades 9th and 10th, similarly from the
students of same level of the Madrassahs. Although a total 450
questionnaire were distributed but only 355 questionnaires were properly
filled and returned.

Procedure of data analysis

Data was analyzed using analysis of variance (ANOVA) to
determine the significant difference in the moral and social traits in the
students of three school systems. Data was analyzed to answer the
questions which were formulated for the study.

Results
The results are presented in five sections. In the first section, three
types of honesty i.e. economic honesty, social honesty and academic
honesty are presented. In the second section the two types of tolerance
i.e., cultural tolerance and social tolerance are discussed. In the third
 66 Ahmed, Shoukat and Aboidullah

section violence against society, domestic violence and violence in war

situation are examined. Similarly the forth section describes two types of
patriotism i.e., blind patriotism and constructive patriotism .While the
fifth section explains the three dimensions of respect for others i.e.
respect for elders, respect for younger and respect for norms.
In all cases the analyses of variance (ANOVA) were used on
participants’ response to measure the effect of different school systems in
the development of moral and social traits in the students.

Table 2
Means and standard deviations and one-way Analysis of variance
(ANOVA) to examine the effects of different school systems on honesty
traits
Honesty Public School Private School Madrassah ANOVA
M SD M SD M SD F(2,350) p
Economic 4.14 .85 3.96 1.0 4.45 .78 7.66 .001
Social 3.82 .86 3.71 .86 4.13 .71 7.11 .001
Academic 2.92 1.5 3.34 1.4 3.65 1.10 7.46 .001

To compare the effects of different school systems on means

scores of Honesty, ANOVA were applied. Mean score on economic
honesty at Madrassah level is significantly high as compare to Public
Schools and Private schools. Similarly mean score on social honesty at
Madrassah level is again significantly higher than Public and Private
schools. In the same way mean score on the academic honesty at
Madrassah level is considerably higher than Private and Public schools.

Table 3
Means and standard deviations and one-way Analysis of variance
(ANOVA) to examine the effects of different school systems on tolerance

Tolerance Public School Private School Madrassah ANOVA

M SD M SD M SD F(2,350) p

Cultural 3.01 .65 3.04 .61 3.0 .55 0.14 .87

Religious 2.53 0.80 2.57 0.69 2.01 0.80 17.04 0.00
 Educational Systems and Traits 67

Analysis of variance ANOVA were applied to find out the effects

of different school systems on the mean scores of tolerance. Mean score
on Cultural tolerance is almost same at Madrassah system, Public
Schools and Private schools. On the other hand mean score on religious
tolerance of Private schools is drastically higher than Public schools and
Madrassah system.

Table 4
Means and standard deviations and one-way Analysis of variance
(ANOVA) to examine the effects of different school systems on Violence
traits

Violence Public School Private School Madrassah ANOVA

M SD M SD M SD F(2,350) p
Against 2.28 0.92 2.70 0.83 1.98 0.88 17.21 0.00
society
Domestic 1.60 1.11 1.60 0.99 1.50 0.96 0.35 0.70
War 3.20 0.83 2.90 0.68 3.70 0.56 28.20 0.000
situation

To evaluate the effects of different school systems on means

scores of Violence, ANOVA were used. Mean score on Violence against
Society at Madrassah level is significantly lower as compare to Public
Schools and Private schools. But the mean score on domestic violence is
almost same among three system of education, Madrassah, Public and
Private schools. Whereas the concern of violence in war situation, mean
score at Madrassah level is considerably higher than Public schools and
Private schools.

Table 5
Means and standard deviations and one-way Analysis of variance
(ANOVA) to examine the effects of different school systems on Patriotism
traits
Public School Private School Madrassah ANOVA
Patriotism
M SD M SD M SD F(2,350) p

Blind 3.54 0.86 3.62 0.86 3.66 0.73 0.69 0.50

Constructive 3.57 0.87 3.50 0.85 4.06 0.71 14.0 0.00
 68 Ahmed, Shoukat and Aboidullah

To assess the effects of different school systems on mean scores

of patriotism, ANOVA were applied. Mean score on blind patriotism at
Madrassah level is significantly high as compare to Private schools and
Public schools. Similarly mean score on constructive patriotism at
Madrassah level is again significantly higher than Public and Private
schools.

Table 6
Means and standard deviations and one-way Analysis of variance
(ANOVA) to examine the effects of different school systems on respect for
others traitsq
Respect Public School Private School Madrassah ANOVA
for other M SD M SD M SD F(2,350) p
Elder 4.18 0.77 4.09 0.82 4.41 0.61 5.05 .00
Younger 3.70 1.04 3.54 0.92 3.68 0.79 1.14 0.32
Norms 3.44 .95 3.54 0.82 3.94 0.92 8.77 0.00

To determine the differences in of different school systems on

means scores of respect for others, ANOVA were pertained. Mean score
on respect for elders at Madrassah level is significantly high as compare
to Public Schools and Private schools, but the mean score on respect for
younger at Public schools is significantly higher than Madrassah and
Private schools. Whereas the mean score on respect for norms at
Madrassah level is considerable higher than Private and Public schools.
Educational Systems and Traits 69

Table 7
Demographic information from the respondents of three systems of
Education
Public School Private School Madrassah
(n=131) (n=131) (n=93)
f % f % f %
Literacy
Father 127 96.9 128 97.7 93 73.1
Mother 124 94.7 128 97.7 93 65.5

Mother Job 33 25.2 41 31.1 11 11.8

Family size
1- 5 25 19.1 72 54.5 15 16.1
>5 106 80.9 60 45.5 78 83.9

Economic Status
Very good 57 43.5 59 44.7 43 46.2
Good 69 52.7 62 47.0 46 49.5
Poor 4 3.1 10 7.6 4 4.3
Very poor 0 0 1 0.8 0 0

In demographic characteristics of the participants, 11.8 %

mothers of Madrassah students were doing job which is the lowest as
compared with students of private and public school. It also shows that
students of Madrassahs have huge families i.e. about 12 or 13 family
members and students of private schools have very small families i.e.
about 4 or 5 members including parents. Economic status of students of
all three systems of schools is almost same. It may be because; sample is
selected from urban area of district Lahore.

Table 8
Source of Islamic Values
Public School Private School Madrassah
(n=131) (n=131) (n=93)
f % f % f %
Islamic Values
Grandmother/father 21 16.0 28 21.7 7 7.5
Father 14 10.7 27 20.7 8 8.6
Mother 35 26.7 41 31.3 4 4.3
Teacher 61 46.6 33 25.3 74 78.5
T.V Role 95 72.5 75 56.8 52 55.9
 70 Ahmed, Shoukat and Aboidullah

Results gave very interesting fact that 20.7 % students of private

schools learn Islamic values from their fathers which is the maximum
percentage as compared with students of Public and Madrassah schools.
A very low 4.3 % of students of Madrassah students learn Islamic values
from their mothers and they learn Islamic values from their teachers.
Maximum 72.5 % students of public schools consider the importance of
T.V. role in learning Islamic values.

Discussion
Madrassah system is developing economic honesty in students
more than Private and Public schools, but the scores on this honesty trait
of Public and Private schools were found to be the same. Students of
different school systems have different perceptions about moral and
social aspects of life. It is the fact that different school systems have
different educational context. Their content, teaching methodologies,
evaluation system, and physical facilities are entirely different from one
another. Because three school systems attract different classes of society
in general. People join the school system according to their financial
position. Results showed that level of social honesty of Madrassah
students was high as compared with Public and Private schools. On the
other hand there is no difference in the Public and Private school systems
in the social honesty trait. In the third type of honesty which is academic
honesty, Public schools showed low scores as compared with Madrassah
and Private School system. There is no difference in Private and
Madrassah school system. Inadequate and untrained teachers may be the
cause of this, whereas Ayyaz (2004) says that Madrassahs provide the
opportunity to strengthen ones children's faith.
There was no significant difference among three systems of education
on cultural tolerance trait but the level of religious tolerance of
Madrassah was low as compared to other two systems. This may be
because of the reason as Rehman (2004) considers that Madrassah
students are indoctrinated religiously, and books taught in these
institutions are based on sectarianism.
There was significant difference in Violence against society among
three systems. Level of violence against society of Private School system
was higher than the other two while the level of violence against society
of Public school system was higher than Madrassah school system. It
may be because of the fact that the students of Private school system
belong to the well off class of the society which knows their rights very
well and they raise their voice against injustice and inequality. Level of
Educational Systems and Traits 71

domestic violence is statistically not different among three systems. This

might be due to the unawareness of the rights of the male and female in
society at the secondary level. There was a significant difference in
Violence in war situation among three systems. Madrassahs students
showed the highest level while Public school system next to Madrassah
system and Private School system lowest mean scores. Critics of these
religious seminaries believe that the growing intolerance, violence and
threat of extremism fueled by indoctrinated religious products. Jihad
(holywar) is dominant in Madrassah curriculum students are trained there
to overwhelm the social evils and even weapons of mass destruction
(Coulson, 2003; Stern, 2001).
Results on blind patriotism are same among three systems of
education. It’s natural that citizens of any country blindly love their
nation as well as their country, but on the other hand students of
Madrassah system showed high scores on constructive patriotism than
Private and Public schools. Most of the Madrassah are attached with
mosques and they concentrate on Islamic teachings. The students of
Madrassah system delimitate themselves under the boundaries of Islamic
values and teachings so they resist to listen against their state of mind.
Students of Madrassah system indicated more respect for elders
as compare to other school systems. Respect for elders is the priority in
the Madrassah system, even during the prayers in the mosques younger
stand behind the elders. While no difference was found for respect for
younger among the students of three systems. Again Madrassah students
showed more respect for norms as compared to private and Public
schools. Mumtaz (2000) considers Ulema, as the bearers of the legal and
religio-political tradition, with the primary concerns of the unity and
integrity of the Islamic Ummah, the preservation and propagation of the
Islamic religious knowledge. Madrassah system is based on traditional
approach of education and their ultimate objective is to transfer the norms
and values to the next generation in original. They do not violate their
norms with the new trends of society.

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