The effectiveness of the instructional design developed within the scope of the classroom climate of the hidden curriculum and implemented with creative drama activities

This study was conducted with the aim of enabling teacher candidates to gain knowledge and awareness about the variables that constitute the classroom climate of the hidden curriculum and the implicit effects they cause. In line with this aim, an instructional design within the scope of the classroom climate was developed using the ADDIE model. Following the processes of needs analysis, instructional design, data collection tools, pilot application, and evaluation, the preliminary application of the instructional design was carried out in the hidden curriculum elective course which was offered within the scope of the study. Based on the results of the preliminary application, the instructional design, which was revised and rearranged, was finally implemented with 24 teacher candidates from different departments and class levels who voluntarily participated in the study. Creative drama activities were used in the teaching and learning process of the instructional design, and these applications lasted a total of 30 hours (10 workshops), each lasting 180 minutes. The research process was conducted using a nested experimental design, allowing the combination of both quantitative and qualitative research designs. Quantitative data was collected using an achievement test developed by the researcher and used as a pre-test and post-test. The qualitative data for the study was collected through various means. Before the implementation, data was gathered through an interview form. During the implementation process, data was collected through observation records, self- assessment and end-of-workshop evaluation forms, worksheets, student products, and video recordings. At the end of the study, data was collected through interview forms used for individual and focus group interviews. As a result of the quantitative data analysis conducted through t-tests, it was determined that the instructional design applications significantly increased the teacher candidates' learning related to the hidden curriculum. From the qualitative data analyzed by content analysis by two independent coders, findings were obtained in two areas: the quality of the instructional design and the products of the instructional design. At the end of the study, teacher candidates found creative drama applications effective and noted that these applications positively influenced their emotions. It was also determined that as a result of these applications, teacher candidates achieved the learning outcomes of the instructional design, and increased their awareness of the content. Furthermore, it was found that this instructional design also led to implicit learning related to the content. At the end of the study, recommendations were made for courses, activities, and practices related to the hidden curriculum and its applications in education faculties.