Positive and Negative Lessons from Hidden Curriculum at a Philippine State University

Autor/inn/en	Giray, Louie; Asuncion, Ma. Kasandra Christina; Edem, Jelomil; Gumalin, Daxjhed Louis; Jacob, Jomarie; Lucero, Sheila May
Titel	Positive and Negative Lessons from Hidden Curriculum at a Philippine State University
Quelle	In: Educational Process: International Journal, 12 (2023) 1, S.71-93 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Giray, Louie) ORCID (Asuncion, Ma. Kasandra Christina) ORCID (Edem, Jelomil) ORCID (Gumalin, Daxjhed Louis) ORCID (Jacob, Jomarie) ORCID (Lucero, Sheila May)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0901
Schlagwörter	Hidden Curriculum; College Curriculum; Universities; Foreign Countries; College Students; Student Development; College Faculty; Teacher Student Relationship; Cheating; Work Environment; Time Management; Philippines + Suchen Sie Ihr Suchwort? Heimlicher Lehrplan; University; Universität; Ausland; Collegestudent; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Prellen; Arbeitsmilieu; Zeitmanagement; Philippinen
Abstract	Background/purpose: Little attention is being put forward to the lesser-known type of curriculum--that is, hidden curriculum--most especially in the Philippine context. This study explored the positive and negative lessons from the hidden curriculum in higher education, with a Philippine state university as the research setting. Materials/methods: This study used qualitative case study. The data were obtained using online focused interviews and focus group discussions from Filipino college students. The data were analyzed using thematic analysis. Results: For the positive lessons, college students implicitly imbibed the value of being compassionate. They also acquired behaviors and attitudes that are healthy for the development of their personality. Seeing that many people helped each other, they also learned to collaborate with people. For the negative lessons, college teachers acted as a cause of academic discord. They also were reported to have a lack of sympathy toward student circumstances. Toxic behavior, collective cheating, and high-pressure work environment were observed. Conclusion: If there is a group of people, such as in the university setting, there must be a hidden curriculum. By that, we pertain that the social environment always offers a hidden curriculum. The hidden curriculum offers both positive and negative lessons. Observed or not, it is impactful to students and other stakeholders. Further, the development of hidden curriculum undergoes an iterative cycle-- hidden curriculum influences the collective, then the collective influences the hidden curriculum, "ad infinitum." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01