Hidden Curriculum Activities on Numeracy and Literacy Development in Early Grade Education: Perspectives from Elementary School Teachers in Ghana

Abstract

This paper synthesizes the perspectives of five elementary school instructors on hidden curriculum activities in basic education in Ghana. These opinions were expressed during an interview conducted to determine the effect of a hidden curriculum on the development of numeracy and literacy among Ghana's early-grade learners. Qualitative analysis was used to analyze the data collected through open-ended queries and semi-structured interviews. The findings of this study indicated that early-grade educators are well aware of hidden curriculum activities and engage in various extracurricular activities to develop their pupils' numeracy and literacy skills. Therefore, the hidden curriculum contributes to a more holistic education by expanding the scope of learning beyond the curriculum's prescribed subjects. The study concludes with suggestions that education is not limited to textbooks and lesson plans but includes a wide range of experiences that shape learners' perspectives, skills, and character development; therefore, teachers should provide an environment that creates learning opportunities for students to improve retention, engagement, and enjoyment of the learning process.