The analysis of teacher-student interaction through social media in terms of hidden curriculum

The aim of this study is to analyze the effects of teacher-student interaction through social media on student learning in terms of hidden curriculum. Accordingly, an exploratory mixed research design was used, in which included both qualitative and quantitative research methods. In the qualitative part of the study, a phenomenological research design was used whereas descriptive survey method, causal-comparative and correlational methods were used in the quantitative part. In the qualitative part of the study, 32 teachers and 29 students were determined as the participants of the study. The population of the quantitative part was determined as 31523 students who study in the secondary schools located in the central districts of Kahramanmaraş. The sample of the study was determined as 2046 after the statistical process. After randomly determining the schools which are planned to be in the sample using stratified sampling in order to determine the students who are going to participate in the sample, the participants were selected using criterion sampling from the purposive sampling methods to fit the purpose of the study. Both qualitative and quantitative data collection tools were used in the data collection process of the study. Semi-structured interview forms were developed for teacher and students in order to collect qualitative data. "The student-teacher interaction purposes questionnaire" and "Hidden curriculum in terms of social media scale" was developed to collect the quantitative data. Qualitative data obtained through interviews and document reviews were subjected to content analysis. In order to determine which tests can be used for the data obtained in the quantitative section, normality of the data set was tested and normal distribution of data was found to be suitable. The data obtained in line with the quantitative sub-problems of the research has been analyzed by using appropriate parametric statistical methods. According to the findings obtained from the qualitative and quantitative parts of the research, it was seen that the reasons for the teacher-student interaction in the social media are that the teachers and the students have informed the students about the reasons they have stated, making announcements, informing the students about the announcements and the reasons for academic success are covered by the official curriculum and other reasons are covered by the hidden curriculum. In this respect, the learning outcomes for the students in terms of hidden curriculum as a result of the interactions that have taken place between the reasons for teachers' interaction and non-interactivity are based on the reasons and students' attitude and valorization, rapport establishment, teacher authority's injustice and avoidance of negative example, and the reasons for students to be familiar with the teacher have emerged. In addition, through the qualitative and quantitative findings obtained from the research, it has been revealed that as a result of the interactions between the teacher and the student in the social media, the learners learn within the scope of a hidden curriculum aimed at restriction, gaining confidence in communication, rule and value learning, teacher recognition and function learning. In addition, the differences in the gender and grade level variables of these learners were determined and it was determined that these learning outcomes were associated with students' daily use of social media and the number of attached teachers in their accounts. According to the findings obtained from the research; it has emerged that students interact with their teachers either in school or out of school, or in the social media, learning in a hidden curriculum regardless to time and place. As a result of the interactions of teachers and students in social media, it is seen that the learning activities of the students within the context of the hidden curriculum are influenced by the education and instruction process in the classroom. In this regard, it has become clear that social media is an effective factor for students to acquire learning within the context of a hidden curriculum, as a non-school interaction environment, when the learners' learning is taken into account and the interactions between teachers and students. Key Words: Teacher-Student Interaction in Social Media, Social Media, Hidden Curriculum.