The Influence of the applicable of Hidden Curriculum elements on pupils’ achievement in Arabic language at the primary stage
Abstract
This study aimed at examining the influence of the hidden curriculum elements on pupils’ achievement in Arabic language at the primary school. To achieve such aim, the researcher postulated that no considerable relation between the hidden curriculum elements and pupils’ achievement. The researcher has used Philip Hosford’s category to measure teacher’s ability to use the hidden curriculum elements in side the class room which are the following icons, T.E.M.P.O.
The researcher has chosen two class teachers from one school, the first is teaching 31 pupils at the third stage, and he is capable and keen to be very precise in the organization of his teaching plan putting Hosford’s category into consideration, the other teacher use his ordinary daily method of teaching and teach 31 pupils at the third stage as well. On the other hand the researcher laid down an exam paper in Arabic language taken from pupils’ syllabus in the end of the first term. The exam includes reading and writing paragraphs, Arabic Calligraphy and sentence construction (syntax). To manipulate the pupils’ response on the exam, the researcher used Parsons Correlation to measure the validity of the questions. To examine the results of the study, the researcher used arithmetic average and standard deviation. The use of one sample T test and independent sample T test was to find any correlation between the tow classes’ results in terms of the previous subjects as variables.
The results of the study showed significance differences between the performances of the pupils in both classes in favor of the first teacher’s pupils, especially in reading, writing and syntax. For that, the researcher recommends to concentrate at the importance of the hidden curriculum elements in teaching and learning,
Key Words; Hidden curriculum, Achievement, Arabic Language. Primary stage, Reading, Writing, Arabic Calligraphy. And Syntax
The Influence of the applicable of Hidden Curriculum elements on pupils’ achievement in Arabic language at the primary stage
Introduction