The Effects of Hidden Curriculum on Affective Characteristics Outcome of High School

The purpose of this study was to search and discover the effects of hidden curriculum on effective characteristics outcome of students in high school in order to recommend a design for develop interest in subject and school. The research method was mixed (quantitative and qualitative). The statistical universe included all high schools for girls at Tehran in 2012-2013. After studying zone one was chosen by using the purposeful sampling. 9 junior high school were selected using the simple random (total number = 41) in each school 1 classroom in third grade and all the teachers (teaching in the classroom) were chosen for observation. In the school principal, assistant principal, a number of teachers and students were chosen to interview. All the students in the classroom were chosen to respond the affective characteristics outcome questionnaire. Three instruments were used including: 1) affective characteristics outcome questionnaire (made by researcher); 2) observation forms (made by researcher); 3) the standardized open-ended interview and the informal conversational. Data were analyses. Results showed that the relationship between hidden curriculum and affective characteristics outcome were significant at P<0.01. Analysis of qualitative data showed that the most schools and classrooms to observe were influenced by negative and unintended effects of the hidden curriculum. Therefore in order to reduce the negative effects a design was suggested.