Contribution of Hidden Curriculum on the Implementation of Formal Curriculum in Public Secondary Schools in Arusha City, Tanzania

Nisile Ndagile
Losirway Secondary School, Arusha.
Email: nicendagile@gmail.com

Vincent Baraka
St. Augustine University of Tanzania (SAUT), Arusha.
Email: vincentbaraka11@gmail.com

Kennedy Omondi Otieno
St. Augustine University of Tanzania (SAUT), Arusha.
Email: omondiken2016@gmail.com

Abstract: This study investigated the contribution of Hidden Curriculum (HC) on the implementation of Formal Curriculum (FC) in public secondary schools. Specifically, the study investigated challenges that HC present in the implementation of FC and determined the opportunities presented by HC in supporting the effective implementation of the FC in public secondary schools. Social Learning Theory guided the study. Convergent mixed methods design was adopted. The target population included 2,051(1200 students, 817, teachers and 34 school heads) in 34 public secondary schools. Sample consisted of 212 respondents (120 students, 82 teachers and 10 school heads). Stratified and simple random sampling techniques were employed to select students and teachers while head of schools were purposively sampled. Questionnaires and interview guide helped in data collection. Validity was established through expert judgment whereas reliability was determined using Cronbach’s Coefficient Alpha method and reliability index, SQ; r=0.852 and TQ; r=0.846 were reported. Credibility of qualitative data was established through peer debriefing. Descriptive statistics was used to analyse quantitative data in the SPSS version 25 and results were presented in tables. Qualitative data were analyzed thematically alongside the research questions and presented in narrative forms. From the findings, teachers’ biased assessments based on gender stereotypes negatively affect students’ academic achievements and career prospects. In conclusion, the HC complements and reinforces the FC, leading to holistic student development and improved academic outcomes. The study recommends integrating HC elements into teacher training programmes to support students’ social and emotional development in order to enhance their academic performance.