Assessment of Hidden Curriculum and Personality Development Among University Teacher Education Students

Victor Ojorka AKOR, PhD, Moses OFFOR, PhD, Dominic Solomon OJONUGWA, PhD

Abstract

The study was on assessment of hidden curriculum and personality development among university teacher education students. Two research questions were answered. The study adopted descriptive survey design with a population of 106 lecturers in the Faculty of Education, Prince Abubakar Audu University, Anyigba. A sample size of 80 lecturers was drawn using the disproportionate stratified random sampling technique. The instrument for data collection was a 15- item questionnaire validated by three experts and it gave a reliability coefficient of 0.77 obtained using Cronbach Alpha Method. The data collected were analyzed with mean and standard deviation. The findings showed that the knowledge of hidden curriculum was vital for the students to fit into the society upon graduation and that it was important for teacher educators to determine and maximize the most suitable learning style for their students. It was then recommended that for teacher educators to get the desired results, they should first of all determine the most suitable learning style amenable for their students to learn and apply same in class, the teacher educators should guide the learners on how to incorporate theoretical learning to real life situation in order to find relevance in real life situations, teacher educators should learn to train their students with the idea of sustainability in mind since those being prepared are for the world of work in the future etc.

keywords:

Hidden curriculum, personality development, teacher education

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