Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.13, No.29, 2022 44 Teaching Learning Methods and Students’ Moral Behaviour Bernsa Ivoline 1 Maingari Daouda 2 Mboh Jones Nchenepoh 3* 1. Ph.D Reseach Fellow, Department of Curriculum and Evaluation, Faculty of Education, Yaounde 1 University 2. Professor of Sciences of Education and Psychopedagogy, Department of Curriculum and Evaluation, Faculty of Education, Yaounde 1 University 3. Lecturer at THIOPEXT (Triumph Higher Institute of Professional Excellent Training), Bafoussam * E-mail: mjones_205@yahoo.com Abstract This study sets out to examine the relationship between teaching methods and students’ moral behaviour in secondary schools. The improvement of students’ moral behaviour in Cameroon is an ongoing process. The study deals with students’ moral behaviour which has dropped in the past five years and is increasingly gaining grounds in Cameroon. There has been a constant increase of violence, juvenile crimes, aggressiveness, cheating in exams, disrespect, irresponsibility just to name but a few deviant students’ behaviour. The objective of the study was to investigate the effects of teaching methods on students’ moral behaviour. The research applied a mixed methodological approach which is a combination of qualitative and quantitative approaches at different stages in the research process. Teaching learning methods was measured using Element Based Curriculum Development Model Questionnaire scale adopted from Aslan and Gunay (2016). The students’ moral behaviour was assessed using Understanding the Moral Values of Young People and their character development questionnaire sub scale by Beng (2018). The semi structure interview guide was adopted from Askell-Williams (2001) focusing on achievement goals (Pintrich, 2000). The validity and reliability of these research instruments were assessed and determined. The review of related literature was focused on teaching methods and student’s moral behavior with models and theories. The samples were 100 students, 50 with disciplinary problems and 50 without disciplinary problems, 7 discipline masters and 7 citizenship teachers selected for the research through the simple random sampling techniques. Data collected from the respondents was analyzed using descriptive statistics, stepwise multiple regression analysis and Pearson Product Moment Correlation Coefficient. The research findings indicated a significantly positive relationship between teaching methods and students moral behaviour. If teaching methods is improved by 10%, students moral behaviour will be improved by 0.19% .Students’ moral behaviour should be developed through teaching learning methods and the integration of moral education in all lessons in the school curriculum. Keywords: curriculum development, moral behaviour, and violence. DOI: 10.7176/JEP/13-29-05 Publication date:October 31 st 2022 1. Introduction According to Bipoupout & Lum (2018, p.32), every community has a moral code and it is the responsibility of the adults to instil this moral code in the minds of its youths. Since the advent of formal education, the society has expected the schools to contribute positively to the moral education of the students in secondary school. Secondary education in Cameroon is meant at preparing the learners for valuable living conditions within the society and training for further education. In order to live a valuable life within any given community and contribute towards the social, economic, and political development of the nation, the appropriate skills, values, attitudes, knowledge, and competencies must be impacted into the individual (Ngwokabuenui, 2015, p.65). Stakeholders have experienced magnificent increase in students’ indiscipline in secondary schools in Cameroon. Indiscipline has been a major and continuous administrative problem among secondary schools in developing countries. Denga (1999) in his study identified indiscipline problems such as stealing, truancy, sexual offence, vandalism and cheating as destructive practices. The percentage of students who drop out of school in most urban and rural areas of Cameroon, is on an increase. These students cultivate and demonstrate deviant behaviors and may never fulfill their potentials. They become burdens to the society (Ngwokabuenui, 2015, p.65). There is an outcry of Cameroon educators, administrators and parents about the increasing rate of indiscipline in Cameroon secondary schools (Ngwokabuenui, 2015, p.65). This observation unsettles the mind of patriotic Cameroonian since children are considered the future leaders of the country. There is an outcry from the public regarding this persistent problem of student moral behavior (Ngwokabuenui, 2015, p. 66). This has enabled the researcher to find out the relationship between teaching methods and students moral behavior. A major task facing educational administrators is the continuous existence of the problem of dropout, deviant behaviors, examination malpractice, lateness and poor academic performance among students. The need has therefore arisen for school administrators, teachers, parents and the general public