Abstract :
ABSTRACT: The present study was an attempt to investigate the possible role of the hidden curriculum onacademic achievements of high school students and to provide a plausible model to decrease the negative effects of the hidden curriculum. Research method was mixed. The statistical population was all female high school students.The sample comprised 9 high school who were purposeful sampling selected the schools and classrooms observedfor 8 months. Different instruments were used including: 1academic achievement mean, 2. observation checklist 3. the standardized open-ended interview and informal conversational. Several statistical procedures including one-way repeated measure ANOVA, Scheffe’s test, Pearson coefficient of correlation, and multiple regression analysis were used to analyze the data. The coefficient of correlation between hidden curriculum and academic achievement variables was 0.50, which was not significant at the level of 0.05. . With reference to R2, the data showed that 24.77% of students’ academic achievements have been influenced by hidden curriculum. After qualitative analysis of the findings on the hidden curriculum, the model was further explained and provided through eight chapters: 1. theoretical, 2. philosophy, 3. fundamental variables, 4. dimensions, 5. objectives, 6. principles, 7. methods 8. feedback and evaluation system.
