Inculcating Core Values among Grade 6 Students through Christian Education: An Action Research Study in Sri Lanka

Abstract

Concerns regarding declining moral behaviours among early secondary school students in Sri Lanka have intensified the need for empirically grounded value education practices. Despite the recognised importance of character education, research on faith-based pedagogical interventions in the Sri Lankan context remains limited. This study employed a mixed-methods action research design to investigate the effectiveness of a Christian education–based intervention in promoting honesty, respect, and sharing among Grade 6 students. The intervention was implemented with one intact class of 40 students in a Christian school, while 40 Grade 6 students from five schools served as a comparison group. Quantitative data were collected using pre- and post-intervention Likert-scale questionnaires and analysed using descriptive statistics, paired-sample t-tests, and correlation analysis. Qualitative data from semi-structured interviews with 10 teachers and 10 parents, classroom observations, and reflective notes were analysed thematically. Results indicated statistically significant improvements in students’ mean scores for respect, honesty, and sharing following the intervention, with strengthened post-intervention correlations among the three values (e.g., respect and honesty, r = .765, p < .01). Qualitative findings highlighted the pedagogical value of storytelling, reflection, prayer, and home–school collaboration in reinforcing moral development. The study concludes that culturally contextualised Christian education interventions can positively influence the internalisation of values and the expression of behaviour among early secondary students.