Abstract:
The study examined Aristotle theory of Education: its application to secondary schools in Nnewi Education Zone of Anambra state.The study adopted a descriptive survey design in which three research questions were posed and three null hypothesestested.The population of the study consisted of 46,236 (804 teachers and 45, 432 students) presently in the 48 public secondary schools in Nnewi education zone of Anambra state. Simple random sampling and stratified random sampling techniques were used in selecting 1146 (270 teachers and 876 students) for the study. An instrument titled “Aristotle EducationTheory Appraisal Questionnaire (AETAQ)”,together withquestionnaire of four point rating scale was developed and used for data collection. The instrument contained 24 items that dealt with threeAristotle’s theories of education was validated by three experts from Faculty of Education, University of Nigeria, Nsukka. The 24 items were pilot-tested on a sample of 4 teachers and16 students. The data obtained were computed using Crombach Alpha. This gave an overall score of 0.96. The three research questions were analyzed using means and Standard Deviation, while t-test statistics was used to test the three null hypotheses at 0.05 level of significance. An overview of the overall results showed that teaching and learning are not made practical,school core curriculum activities do not reflect moral education and teachersdo not play their role to familiarize students to the right moral habits. Consideringthe resultsof the study, the researcher recommends that; government should equip the secondary schools with all the facilities needed for practical education to flourish; curriculum developers should by all means make moral education part of the school core curriculum activities;teachers should understand their role as morality agents. Based on the findings of the study, limitations of the study were identified and suggestions for further studies were made.
