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Paper Information

Journal:   CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES   winter 2019 , Volume 15 , Number 32 (59) #f00658; Page(s) 75 To 94.

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

Author(s):  Noruzi Chegini Behzad, Sheikhi Fini Ali Akbar*, Zarei Eghbal, Assare Alireza
* University of Hormozgan, Hormozgan, Iran
The purpose of this survey is the influence of hidden curriculum on primary school student discipline. 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-Self-designed discipline questionnaire. 2-Self-designed forms by Likert rating scale. 3-Interviews and informal conversations with standardized questions. Quantitative data analysis was base on pearson correlation and multiple regression. Multiple regression results between hidden curriculum and discipline show solidarity 0. 527 that in confidence level 95% is meaningful. Also qualitative analysis based on experts' 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.
Keyword(s): discipline,hidden curriculum,primary students
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