Explanation of the impact of hidden curriculum on school connectedness of primary school students

The purpose of this survey is the influence of hidden curriculum on primary school student connectedness.
Quantitative (cross sectional survey) and qualitative (case study method based on phenomenological investigation of the lived experience) research methods were used. Statistical population was all 39 elementary school in district 3 in Shiraz. The number of sample using random sampling were 8 school and the period of observation was from the beginning to the end of the school year 94-95.To collect appropriate information the following tools have been used:1-School connectedness questionnaire Berry, Betti & Watt.2- Self-designed forms by Likert rating scale.3- Interviews and informal conversations with standardized questions.
Findings: Quantitative data analysis was base on pearson correlation and multiple regression. Multiple regression results between hidden curriculum and school connectedness show solidarity 0.435 that in confidence level 95% is meaningful. According to the coefficient of determination 19% of primary school student connectedness is affected by the hidden curriculum. Also qualitative analysis based on expert's opinions in hidden curriculum and educational psychology shows that in most schools and classrooms, students were affected by the effects of hidden curriculum. Results showed that these effects directly and indirectly left a deep and lasting impact on their school connectedness.