| Summary: | 碩士 === 國立彰化師範大學 === 教育研究所 === 99 === The purpose of this study aims to explore the hidden curriculum on class placement system of the Chinese Independent Schools in Malaysia. Research involved two types of classes which are advanced class and middle class. The data used for this case study are collected from Interviews, observations, questionnaires and documentation analysis.
The major findings of this case study are listed as follows: 1. Students from the advanced class show positive hidden curriculum in both extra-curricular activities (the informal curriculum) and daily classroom lessons. As for students from the middle class, they are more prone to frustration in daily classroom lessons but react positively towards extra-curricular activities. 2. The students with higher academic achievements from the advanced class are more interactions with teachers/coaches in both daily classroom lessons and extra-curricular activities. Thus, they have more opportunities to be inspired. However, the interactions between the lower academic achievement students from both advanced class and middle classes and teachers/coaches are lower. 3. Peer interactions among students are more when classroom teaching promotes group learning as group learning helps students in developing
self-management and collaborative capabilities. There are more peer interactions among outstanding students while lesser peer interactions for lower academic achievement students as they sometimes have difficulties in finding learning opportunities. Moreover, outstanding students often act as leaders in extra-curricular activities. In the process of planning events and activities, there are more opportunities for outstanding students to promote their communication skills and show more capabilities to be in contact with the students from different age group.
Based on the results of this study, suggestions and recommendations are made for education-related units and follow-up studies.
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