A Comparative Study of Moral and Social Values Among Students of CBSE and U.P. Board Affiliated Schools

Abstract

This research paper presents a comparative analysis of moral and social values among secondary school students (grades 9-10) affiliated with the Central Board of Secondary Education (CBSE) and the Uttar Pradesh State Board (U.P. Board) in India. The study was motivated by growing concerns over value erosion among adolescents and the differential impact of educatio ducational boards' curricula and pedagogical philosophies on character formation. A descriptive survey method was employed, involving a stratified random sample of 400 students (200 from CBSE, 200 from U.P. Board) from four districts of Uttar Pradesh, India. The age range of participants was 14-16 years. Two standardized tools were used: the Moral Values Scale (MVS) by Dr. A.K. Singh and the Social Values Inventory (SVI) by Dr. R.P. Shukla, both validated for the Indian adolescent population. Data were analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (independent samples t-test two-way ANOVA) to examine differences based on board type, gender, and locality (urban/rural). Major findings revealed that CBSE students scored significantly higher (p < 0.01) on dimensions of honesty, responsibility, tolerance, and gender sensitivity compared to U.P. Board students. Conversely, U.P. Board students demonstrated marginally higher scores on respect for elders and religious conformity. Social values such as cooperation, justice, and civic sense were significantly more developed among CBSE students (mean = 82.4, SD = 6.3) than U.P. Board students (mean = 74.8, SD = 7.1). Gender-wise, female students across both boards scored higher than males on empathy and fairness. Urban-locality students (mostly CBSE) showed greater pluralistic social values. The study concludes that the activity-based, experiential learning pedagogy of CBSE and its inclusive value education modules may contribute positively to moral and social reasoning. However, state boards' traditional value transmission has strengths in preserving cultural continuity. The findings underscore the need for curriculum reforms integrating reflective moral practices across both boards. Limitations include regional confinement and reliance on self-reported tools. Suggestions for policy, teacher training, and parental engagement are discussed. The study contributes original evidence to educational policy discourse on values in Indian school systems.

Keywords: Moral values, social values, CBSE, U.P. Board, secondary students, comparative education.