The Boundlessness Effect of Hidden Curriculum in Teaching and Learning among Secondary School Students in Kiambu County, Kenya

Abstract

The boundlessness of hidden curriculum includes all the unrecognized and sometimes unintended knowledge, skills, experiences, values and beliefs that are part of the learning process yet still not fully considered in curriculum designs. Therefore, awareness guides key education actors to maximize on learners’ potential.  The objective of this study was to determine the effect of hidden curriculum influencing teaching and learning process. The study adopted a descriptive design. The target population was 142 form four secondary school students in Kiambu County in Kenya.  From the three class streams, one stream was purposefully selected thus a sample of 45 students participated. Questionnaire was utilized to collect data. Data collected was analyzed using frequencies and percentages and findings presented in tables and graphs. The findings revealed that majority of students were not aware of the hidden curriculum and the teaching methods that promote hidden curriculum such as cooperative learning and problem solving were rarely used. The study recommends continuous awareness of hidden curriculum to curb its negative effects and promote learning.