THE HIDDEN CURRICULUM AND ITS INFLUENCE ON STUDENT BEHAVIOR IN URBAN SCHOOLS IN TARABA STATE

Ibrahim Umaru Danburam, PhD, Saleh Godwin James, Daniel D. Zading, PhD

Abstract


This study investigated the influence of the hidden curriculum on student behavior in urban public secondary schools in Taraba State, Nigeria. Specifically, it aimed to identify the key elements of the hidden curriculum and explore its impact on students’ academic and non-academic behaviors. Guided by two research questions and corresponding null hypotheses, the study employed a survey research design. Data were collected using a validated 25-item questionnaire from a stratified random sample of 200 respondents (150 students and 50 teachers) across 10 public secondary schools in Jalingo. Descriptive statistics and chi-square analyses were used to analyze the data.The findings revealed that key elements of the hidden curriculum—including teacher behavior, peer interactions, and unwritten school norms—significantly influence student behavior and have a substantial impact on both academic and non-academic outcomes. These results underscore the importance of recognizing and strategically managing the hidden curriculum to enhance student development. Recommendations include increasing teacher awareness, fostering positive peer interactions, and aligning informal school practices with formal educational goals.


Keywords


hidden curriculum, student behavior, teacher influence, urban schools, academic performance, peer interactions.

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