Theory and Practice in the Curriculum

Theory and Practice in the Curriculum

A Study of the Impact of the Hidden Curriculum Components on Non-Cognitive (Affective) Characteristics of Students in Different High Schools

Document Type : Original Article

Authors
Yaghoob Raissi Ahvan
AliAkbar Sheykhi Fini
Hossein Zeinalipour
hormozgan university
Abstract
The present study amied to explore the impact of the hidden curriculum components on non-cognitive (affective) characteristics of learning of students in different high schools (public, non-public & exceptional talents high schools) to design better learning and educational environments. The research method is a mixed one by using a cross-sectional survey method in the quantitative way. In the cross-sectional method, the data were collected based on the hidden curriculum components through random sampling of high school students in 2019-2020 academic year. A case study (phenomenological research of lived experience type) and the interview were used in the qualitative way. The population of this study includes the tenth to twelfth-grade students in the different senior boys’ high schools of Bandar Abas education office (first district) in the 2019-2020 academic year. In order to select the sample, eight-high schools consist of (three public, three non-public, one magnet & one exceptional talent or gifted high school) were selected by using a random sampling method. In the first phase, 277 students of the eight mentioned high schools who studied in the field of Mathematics& Sciences were surveyed and investigated for five months. Data collection tools included as fellow: 1- Researcher-made questionnaire of the hidden curriculum components 2- Non-cognitive characteristics questionnaire (affective attitude) of Learning 3- Semi-structured standardized interview forms. Struuctural equation modeling, Pearson correlation coefficient and multiple regression analysis were used to analyze the data in the quantitative way. In the quantitative part, the results of multiple regression showed that there was a correlation between the components of the hidden curriculum with non-cognitive characteristics (affective attitude) of learning. Moreever, the results of the qualitative analysis of the interviews with students showed that the components of the hidden curriculum had a profound and lasting impact on their affective attitudes toward school, courses, and their academic self-concept.
Keywords
Affective Attitude To School؛ Academic self-concept
Hidden Curriculum Compnents
Non-cognitive Characteristics Of Learning
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Theory and Practice in the Curriculum
Volume 9, Issue 17
April 2021
Pages 281-322

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