CRITICAL ANALYSIS OF THE IMPACT OF HIDDEN CURRICULUM ON THE BEHAVIOURAL ATTITUDE OF SECONDARY SCHOOL STUDENTS IN SOKOTO STATE

This study examined how the hidden curriculum affects the behaviour of secondary school students in Sokoto State. The research aimed to find out the main sources of hidden curriculum, how it influences students’ behaviour, and the ways schools can reduce its negative effects. The study used a descriptive survey design, and data were collected from 150 respondents made up of students, teachers, administrators, and counsellors from selected public secondary schools in Sokoto metropolis. A structured questionnaire was used togather information, and the data were analysed using percentages and mean scores. The findings showed that teachers’ attitudes, school rules, peer influence, and administrative policies are major sources of hidden curriculum that affect students’ moral and social behaviour. The study also found that the hidden curriculum can promote discipline and teamwork but may also cause problems such as gender bias and disrespect. It was concluded that hidden curriculum has both positive and negative effects on students’ behaviour. The _study recommended that teachers should be trained to identify and manage hidden influences, parents should be more involved in school activities, and moral education should be part of the formal school curriculum.