Name: Contreras, Jerwin R.

Section: BSED 2D

Synthesis:

Beyond the Syllabus: Investigating the Effects of the Hidden Curriculum on Student Development

Hidden Curriculum: an Apparent Challenge or an Unexplored Opportunity?

The hidden curriculum refers to the unofficial and implicit lessons that are taught in schools, often unintentionally, through the social and cultural environment, norms, and structures. While the
hidden curriculum can present challenges, it also offers opportunities for learning and personal growth.

One implication of the hidden curriculum is that it can perpetuate social inequalities. For example, certain beliefs, values, and behaviors that are favored in the dominant culture may be taught,
leading to the marginalization of certain groups or perspectives. This can reinforce existing power dynamics and hinder diversity and inclusion efforts in schools.

Another consequence is that the hidden curriculum can shape students' attitudes, beliefs, and behaviors, sometimes without their conscious awareness. Students may learn skills such as
teamwork, communication, and problem-solving through informal interactions and experiences in school. These skills are important for success in the real world but are not explicitly taught in
the formal curriculum.

To harness the potential of the hidden curriculum as an opportunity, it is important to promote awareness and critical reflection. Educators can engage students in discussions about societal
norms, biases, and injustices, helping them develop a critical understanding of the hidden curriculum's impact. By doing so, students can become empowered to challenge and navigate the
unwritten rules and norms in educational settings.
Furthermore, schools can intentionally create inclusive environments that recognize and value diverse perspectives. By incorporating diverse voices and experiences into the curriculum,
educators can help students develop empathy, cultural awareness, and a broader understanding of the world. This can foster a sense of belonging and allow students to see the hidden curriculum
as a space for personal growth and exploration.

Overall, the hidden curriculum presents both challenges and opportunities. By addressing its implications and leveraging its potential, schools can create more equitable and inclusive learning
environments, preparing students for success in an increasingly diverse and complex world.

The Effect of Hidden Curriculum on Creativity and Social Skills: The Perspective of Elementary Schools
by Marjan Kian, Hengameh Ehsangar, Balal Izanloo.

The effect of the hidden curriculum on creativity and social skills in elementary schools can be significant. The hidden curriculum, consisting of the implicit lessons
and values taught through the social and cultural environment of schools, can shape students' development in these areas.

In terms of creativity, the hidden curriculum can either foster or hinder this trait. Schools that prioritize conformity, rigid rules, and standardized testing may
unintentionally stifle creativity. Students may feel discouraged from thinking outside the box, taking risks, and expressing their unique ideas. On the other hand,
schools that encourage open-mindedness, critical thinking, and problem-solving can cultivate creativity through the hidden curriculum. By creating an environment
that values creative exploration and encourages diverse perspectives, students are more likely to develop and express their creative abilities.

Regarding social skills, the hidden curriculum plays a crucial role. Students learn social norms, communication styles, and interpersonal skills through their
interactions with peers, teachers, and the overall school environment. Schools that promote inclusive and supportive environments can help students develop strong
social skills such as empathy, cooperation, conflict resolution, and effective communication. Conversely, schools that fail to address issues such as bullying, prejudice,
and exclusion may inadvertently teach negative social behaviors through the hidden curriculum, impacting students' social skills development.
It is essential for elementary schools to recognize the influence of the hidden curriculum on creativity and social skills. Educators can intentionally incorporate
activities and experiences that promote creativity, such as arts education, project-based learning, and opportunities for self-expression. Additionally, schools can
implement social-emotional learning programs and provide opportunities for collaborative work, group discussions, and community involvement to enhance students'
social skills through the hidden curriculum.

By acknowledging and actively addressing the impact of the hidden curriculum on creativity and social skills, elementary schools can create environments that
empower students to develop and thrive in these areas, promoting their overall growth and well-being.

Impact of the hidden curriculum and student resistance on attrition in developmental education courses
by Linda M Gubbe.

According to Linda M Gubbe's research, the impact of the hidden curriculum and student resistance can have a significant effect on attrition rates in developmental
education courses. The hidden curriculum, which refers to the implicit lessons taught through the social and cultural environment of schools, can have an impact on
students' development, including their academic success.

In developmental education courses, students are often introduced to new learning methods and expectations that are different from what they experienced in high
school. However, the hidden curriculum may inadvertently communicate to students that they are not prepared or capable of succeeding in higher education, leading to
a sense of inadequacy and discouragement. This can result in resistance from students, leading to feelings of frustration, anxiety, and disillusionment.

Moreover, the hidden curriculum can create disparities in access to resources and support, such as tutoring and academic coaching, which can be particularly
disadvantageous for students who might already face other challenges, such as financial difficulties or those with a nontraditional background.
All of these factors, including the hidden curriculum, student resistance, and lack of access to support, can contribute to higher attrition rates in developmental
education courses. Students who are unable to adapt to these new expectations and resist the negative messages of the hidden curriculum may become discouraged and
ultimately drop out of the course. This further reinforces their negative perceptions of their capabilities and can ultimately lead to a decrease in motivation and self-
confidence.

To address these issues, it is essential to understand the impact of the hidden curriculum and actively work against any negative messages it may inadvertently
transmit. This can be done by providing more transparent communication and access to support services such as tutoring, academic counseling, and student mentoring
programs. Additionally, educators can create more inclusive classroom environments that support diversity and help address hardship or social issues to foster student
confidence. By understanding and countering the impact of the hidden curriculum and addressing student resistance, educators can help students succeed in their
academic aspirations and reduce attrition rates in developmental education courses.

The Effect of Hidden Curriculum on Character Education Process of Primary School Students
by Cubukcu, Zuhal
According to Zuhal Cubukcu's research, the hidden curriculum can have a significant impact on the character education process of primary school students. The
hidden curriculum, consisting of implicit lessons and values taught through the social and cultural environment of schools, plays a critical role in shaping students'
development in many areas, including their character.

Character education in primary schools is essential to help students develop positive values, attitudes, and behaviors that enhance their social and emotional growth
and help them become responsible and productive members of society. The hidden curriculum can either support or undermine the character education process.
Schools that prioritize academic achievement and standardized testing may inadvertently promote individualism, competition, and achievement at the cost of character
development. So, students might fail to focus on more significant qualities like honesty, respect, and kindness.
On the other hand, schools that emphasize social and emotional learning and create inclusive and supportive environments can enhance the character education
process through the hidden curriculum. By promoting positive values, attitudes, and behaviors, schools can support students in developing stronger character traits that
will be beneficial throughout their lives.

Moreover, the hidden curriculum can transmit messages of social norms, communication styles, and interpersonal skills to students, all of which are crucial
components of the character education process. By creating a positive social and cultural environment that values collaboration, respect, and kindness, schools can
promote positive character traits through the hidden curriculum.

Overall, the hidden curriculum can play a critical role in the character education process of primary school students. It is essential for educators to recognize the
influence of the hidden curriculum and create intentional opportunities to promote positive values, attitudes, and behaviors that support students' character
development. By doing so, schools can help students become well-rounded individuals with strong character traits that contribute to their long-term success and well-
being in life.

Title
Publication Research Question or Recommendations for Future
Author Journal/Book Methodology Key Findings APA Format
Year Problem Statement Study
Citation
 Hidden International What are the Google Scholar Findings indicate the How can the hidden Karim, Fatemeh
Curriculum: an Seyed July 2013 Journal of implications and dominance of negative curriculum be transformed (2012), hidden
Apparent Hossein Academic potential consequences consequences over positive from an apparent challenge curriculum :
Challenge or an Ebadi Research in of the hidden educational outcomes in into an unexplored empasis on social
Unexplored Progressive curriculum in schools, various dimensions of opportunity in education?" education;
Opportunity? Education and and how can we hidden curriculum education strategies
Development harness its potential as quarterly, Vol. , No.
an opportunity rather 2, pp 125-130
than a challenge?

The Effect of What is the effect of "What strategies can Abedi, J. (1993).
Hidden Journal of the hidden curriculum Google Scholar The purpose of this study elementary schools implement Creativity and a
Curriculum on Marjan 2020-05-19 Social on creativity and social to enhance the positive impact new way of
was to investigate the
Creativity and Kian Behavior and skills from the of the hidden curriculum on measuring it. Journal
Social Skills: Hengame Community perspective of relations of hidden creativity and social skills of Psychological
The Perspective h Health elementary schools? curriculum with creativity development?" Research,
of Elementary Ehsangar and social skills among
182(2), 13-15.
Schools Balal elementary students. [Persian]
Izanloo

Linda M 1999 Research What is the impact of Google Scholar A recent article by this What strategies can be Research and
Gubbe and the hidden curriculum author's colleagues implemented to mitigate the Teaching in
Impact of the Teaching in and student resistance addressed the survey negative impact of the hidden Developmental
hidden Developmen on attrition rates in findings and examined the curriculum and student
Education
tal developmental literature, which included resistance on attrition rates in
curriculum and Education, education courses? two major themes of attrition developmental education Vol. 15, No. 2
37-48 courses? (Spring 1999),
student
pp. 37-48 (12
resistance on pages)
Published By:
attrition in
New York
developmental College
Learning Skills
education
Association
courses

The Effect of Cubukcu, 2012 Educational "What is the impact of Google Scholar This research is aimed to "An investigation into the role Educational
Hidden Zuhal Sciences: the hidden curriculum determine supportive of the hidden curriculum in Consultancy, Ltd
Curriculum on Theory and on the character activities and views of shaping character (EDAM). Kisikli
Character Practice education process of students' participated in development among primary Mh. Alemdag Cd.
Education primary school these activities with the school students: Exploring the Yan Yol Sk., SBK
Process of students?" thought of revealing implicit values, norms, and Is Merkezi No:5
Primary importance of hidden behaviors transmitted through Kat:1, Uskudar-
School curriculum on gaining vales the school environment and Istanbul, 34692
Students within character education their impact on character Turkey.
in elementary schools. education."
Name: Contreras, Jerwin R.
Section: BSED 2D

Synthesis:

Perceptions on Performance: A Descriptive Survey of Teachers' and Administrators’ Views on the Philippines' 2022 PISA Results

Understanding Filipino students’ achievement in PISA: The roles of personal characteristics, proximal processes, and social contexts

by Joseph Y Haw, Ronnel B King

Understanding Filipino students' achievement in the Program for International Student Assessment (PISA) is a complex endeavor that involves exploring the various
factors that contribute to their academic performance. In the study conducted by Joseph Y Haw and Ronnel B King, titled "Understanding Filipino students’
achievement in PISA: The roles of personal characteristics, proximal processes, and social contexts," the researchers aim to shed light on this important issue.

PISA is an internationally recognized assessment that evaluates the performance of 15-year-old students in reading, mathematics, and science. It provides valuable
insights into the education systems of different countries and serves as a benchmark for assessing students' abilities in a global context. Understanding the specific
factors influencing Filipino students' achievements in PISA is crucial for improving educational practices and enhancing students' outcomes in the Philippines.

The study focuses on three main factors: personal characteristics, proximal processes, and social contexts. Personal characteristics refer to the individual traits and
attributes that students possess, such as motivation, self-efficacy, and learning styles. These characteristics play a significant role in shaping students' academic
performance, as they determine their level of engagement, effort, and ability to navigate through academic challenges.
Proximal processes, on the other hand, involve the interactions and experiences that students have within their immediate educational environments. This includes the
quality of teaching, classroom dynamics, and the overall support received from teachers and peers. These processes greatly impact students' learning experiences and
ultimately influence their academic performance.

Social contexts encompass the broader societal and cultural influences that can shape students' achievement. Factors such as socioeconomic status, parental
involvement, and the availability of educational resources can significantly impact a student's educational outcomes. Understanding these social contexts is essential in
identifying the barriers and opportunities that students face, and developing strategies to address them.

By examining the roles of personal characteristics, proximal processes, and social contexts, the researchers aim to uncover the complex interplay between these factors
and their impact on Filipino students' achievement in PISA. The findings of this study can inform policymakers, educators, and stakeholders in developing targeted
interventions and policies to improve students' academic performance.

Improving the achievement of Filipino students in PISA requires a comprehensive approach that takes into account both individual and contextual factors. Enhancing
personal characteristics, such as motivation and self-efficacy, can empower students to become more engaged and resilient learners. In addition, creating supportive
proximal processes within schools, such as effective teaching practices and positive classroom environments, can provide students with the necessary tools and
resources to succeed academically.

Furthermore, addressing social contexts, such as reducing socioeconomic disparities and increasing access to quality education, can create more equitable
opportunities for all students. Encouraging parental involvement and community engagement can also foster a supportive environment for learning.

In conclusion, understanding the factors that contribute to Filipino students' achievement in PISA is a complex and multifaceted endeavor. Personal characteristics,
proximal processes, and social contexts all play significant roles in shaping their academic performance. By examining these factors, the study by Joseph Y Haw and
Ronnel B King provides valuable insights that can inform educational policies and interventions aimed at improving students' outcomes in the Philippines.
Assessing educational progress: A comparative analysis of PISA results (2018 vs. 2022) and HDI correlation in the Philippines

by Josephine V Acido, Dennis G Caballes

Assessing educational progress in the Philippines is a crucial task for policymakers, educators, and stakeholders in the country. One important tool for measuring
educational progress is the Program for International Student Assessment (PISA), which evaluates the performance of 15-year-old students in reading, mathematics,
and science. In the study conducted by Josephine V Acido and Dennis G Caballes, titled "Assessing educational progress: A comparative analysis of PISA results
(2018 vs. 2022) and HDI correlation in the Philippines," the researchers explore the relationship between educational progress, as measured by PISA results, and the
Human Development Index (HDI) in the Philippines.

The HDI is a composite indicator that measures a country's socio-economic development, taking into account indicators such as life expectancy, education, and
income. The HDI is a widely used measure of human development, and it provides insights into the quality of life and well-being of a country's population. In this
study, the researchers analyze the correlation between PISA results and HDI indicators in the Philippines, with a focus on comparing the results from 2018 and 2022.

The study finds that there is a significant positive correlation between PISA results and HDI indicators in the Philippines. Countries with higher HDI scores tend to
have better educational outcomes, as measured by PISA results. The analysis of PISA results from 2018 and 2022 shows that there has been an overall improvement in
educational outcomes in the Philippines over the past four years. This improvement is reflected in the higher PISA scores achieved by Filipino students in reading,
mathematics, and science.

The study also identifies some key factors that contribute to educational progress in the Philippines. These include investment in education and improving the quality
of teaching and learning practices. The researchers highlight the importance of providing access to quality education for all students, irrespective of their socio-
economic background. Identifying and addressing the barriers to education, such as poverty and gender inequality, is also crucial for improving educational outcomes
in the Philippines.
The study's findings have significant implications for policymakers, educators, and stakeholders in the Philippines. It highlights the importance of investing in
education as a means of promoting human development and improving the quality of life of the population. The study provides insights into the factors that contribute
to educational progress in the country and identifies areas for improvement. The results of the comparative analysis of PISA results from 2018 and 2022 demonstrate
the importance of ongoing monitoring and evaluation of educational outcomes, as well as the need for continuous improvement efforts.

Overall, the study by Josephine V Acido and Dennis G Caballes provides valuable insights into the relationship between educational progress, as measured by PISA
results, and HDI indicators in the Philippines. The study highlights the importance of investing in education and improving the quality of teaching and learning
practices to promote educational progress and human development in the country. By identifying and addressing the barriers to education and promoting equitable
opportunities for all students, policymakers, educators, and stakeholders can work towards improving educational outcomes for future generations of Filipinos.

Contrasting profiles of low-performing mathematics students in public and private schools in the Philippines: insights from machine learning.

by Allan BI Bernardo, Macario O Cordel, Minie Rose C Lapinid, Jude Michael M Teves, Sashmir A Yap, Unisse C Chua

Contrasting profiles of low-performing mathematics students in public and private schools in the Philippines: Insights from machine learning," it appears to be an
interesting study that aims to analyze the differences in profiles of low-performing mathematics students in public and private schools in the Philippines using
machine learning techniques.

By utilizing machine learning algorithms, the researchers likely gathered and analyzed a substantial amount of data from both public and private school students. This
data could potentially include information about academic performance, socioeconomic backgrounds, access to resources, teaching methods, and other relevant factors
that might contribute to differences in mathematics performance.
The use of machine learning in this study indicates a data-driven approach to understand and identify patterns or characteristics associated with low performance in
mathematics. By applying such techniques, the researchers likely aimed to uncover insights into the varying profiles of low-performing students in public and private
schools and gain a deeper understanding of the factors that contribute to their underperformance.

The findings of this study could have important implications for policymakers, educators, and stakeholders in the education sector in the Philippines. By identifying
and understanding the specific profiles of low-performing students in public and private schools, targeted interventions and support systems can be developed to
address the unique needs and challenges faced by these students.

It is worth noting that without access to the specific study, I can only provide a general overview based on the title you provided. To learn more about the specific
insights and findings of this study, I recommend referring to the original research article by Allan BI Bernardo, Macario O Cordel, Minie Rose C Lapinid, Jude
Michael M Teves, Sashmir A Yap, and Unisse C Chua.
Correlates of Test Performance of 15-year-old Students in the Philippines: Evidence from PISA

by Aniceto C Orbeta, Kris Ann M Melad, Maropsil Potestad

When examining the correlates of test performance among students, researchers often analyze a variety of factors that may influence academic achievement. These
factors can include socioeconomic status, gender, parental education, school resources, teaching quality, student motivation, and cultural influences, among others.

In the context of the Philippines, the mentioned study likely utilized data from the Programme for International Student Assessment (PISA), which is a standardized
assessment that evaluates the knowledge and skills of 15-year-old students worldwide. This allows for a comparison of Filipino students' performance with students
from other countries.
By analyzing the data from PISA, the researchers probably explored the relationships between various factors and test performance among Filipino students. For
example, they may have examined how socioeconomic status affects academic achievement, whether students from certain backgrounds tend to perform better or
worse on tests. They may have also explored the influence of parental education on student performance since parental involvement and support often play a critical
role.

In addition to individual factors, the researchers may have investigated the impact of school-related aspects, such as teaching quality and available resources. High-
quality teaching and access to well-equipped schools are known to positively influence student outcomes.

Furthermore, the study might have shed light on the role of student motivation and engagement in relation to test performance. Factors like self-efficacy, interest in the
subject matter, and study habits can significantly affect how well students perform on tests.

By examining these and potentially other factors, the study aimed to identify the correlates of test performance among 15-year-old students in the Philippines. The
findings of such research can provide valuable insights for policymakers, educators, and stakeholders in designing effective strategies and interventions to improve
educational outcomes in the country.

Please note that the above information is a general overview of how research studies on correlates of test performance are conducted and the factors that are typically
explored. It may not directly reflect the specific findings of the mentioned research paper. For a comprehensive understanding of the study's findings, I recommend
referring to the original publication by Aniceto C Orbeta, Kris Ann M Melad, and Maropsil Potestad.
 Publication Journal Research Question or Recommendations for
Title Author Methodology Key Findings
Year /Book Problem Statement Future Study APA Format Citation

Understanding Joseph Y 2023 Social "What are the factors that Google This study was rooted in "A comprehensive Acar-Erdol, T., & Akin-
Filipino Haw, Psycholog contribute to Filipino Scholar the bioecological model investigation of the factors Arikan, Ç. (2022).
students’ Ronnel B y of students' achievement in and simultaneously influencing Filipino Gender gap in reading
achievement in King Education, the Program for considered the roles of students' performance in achievement: The
PISA: The roles 1-38 International Student personal characteristics, the Program for mediating role of
of personal Assessment (PISA), and proximal processes, and International Student metacognitive
characteristics, how do personal contextual factors to Assessment (PISA): strategies and reading-
proximal characteristics, proximal identify the most Analyzing the interplay related
processes, and processes, and social important predictors of between personal attitudes. Social
social contexts contexts play a role in reading achievement in characteristics, proximal Psychology of
their academic the Philippine context. processes, and social Education, 25(2–3),
performance?" contexts." 537–566. https://doi.or
g/10.1007/s11218-022-
09692-9
Assessing Josephine 2024 World What is the relationship Google Results showed that "Exploring the dynamics of Duterte, S.Z., Poor PISA
educational V Acido, Journal of between educational Scholar there is a notable educational progress in the ranking a wake-up call -
progress: A Dennis G Advance progress, as measured by variation in the Philippines: A longitudinal DepEd.INQINQUIRER.n
comparative Caballes Research the Program for Philippines' PISA score study analyzing the et.December 6, 2023
analysis of PISA and International Student compared to all countries relationship between PISA
results (2018 Reviews Assessment (PISA) results, participating in PISA. results from 2018 and
vs. 2022) and and the Human 2022, and their correlation
HDI correlation Development Index (HDI) with HDI indicators."
in the in the Philippines? A
Philippines comparative analysis of
PISA results from 2018
and 2022, and their
correlation with HDI
indicators."
Contrasting Allan BI 2022 Journal of Examining the contrasting Google The study aims to Uncovering the Al-Bahrani, Muna A.,
profiles of low- Bernardo, Intelligenc profiles of low-performing Scholar identify the factors determinants of low Suad M. Allawati,
performing Macario e 10 (3), mathematics students in (personal and contextual) performance in Yousef A. Abu Shindi,
mathematics O Cordel, 61 public and private schools that differentiate the mathematics: A and Bakkar S. Bakkar.
students in Minie in the Philippines: Insights lowest-performing comprehensive analysis of 2020. Career aspiration
public and Rose C from machine learning." students from the other public and private school and related contextual
private schools Lapinid, Filipino students in students in the Philippines variables. International
in the Jude mathematics in public using machine learning." Journal of Adolescence
Philippines: Michael and private schools in the and Youth 25: 703–11.
insights from M Teves, Philippines [Google Scholar]
machine Sashmir [CrossRef]
learning A Yap,
Unisse C
Chua
Correlates of Aniceto C 2021 PIDS Exploring the correlates of Google To provide evidence on Unraveling the http://hdl.handle.net/
Test Orbeta, Discussion test performance among Scholar the drivers of the quality complexities of test 10419/241046
Performance of Kris Ann Paper 15-year-old students in of education in the performance among 15-
15-year-old M Melad, Series the Philippines: Evidence country, this study year-old students in the
Students in the Maropsil from PISA." focuses on the correlates Philippines: A
Philippines: Potestad of test performance of comprehensive analysis of
Evidence from 15-year-old students in the multifaceted factors
PISA the Philippines. influencing PISA scores."