Comparison of the effect of invitational education, social relations education based on hidden curriculum and combined education on school attachment for female elementary school students in deprived areas: A case study of ghale ganj city

The weakness in sense of attachment to school among students in deprived areas is influenced by malfunctioning social relationships and lack of hidden curriculums, a problem that not only reduces students chr('39')cognitive performance levels, but also is intensified by teacherschr('39') discouraging messages and may even lead to higher rates of dropping out of school. Researches have shown that school staff may help to increase studentschr('39') school attachment, through socio-emotional learnings. Invitational education and teaching social relationships based on a hidden curriculum is an area that has attracted the attention of researchers around the world, however, in Iran there is a research gap in the effectiveness of these two educational methods on the sense of belonging to the school.

The aim of this study was to compare the effectiveness of invitational education, social relations education and the combination of these two educational methods on school attachment of female students in deprived areas.

The research method was quasi-experimental pre-test and post-test. The statistical population in this study was female elementary school students in deprived areas of Ghale Ganj city (Kerman province) in the academic year 1397-98, from which 3 schools were randomly selected as the experimental group and one school as the control group.  Ravenchr('39')s IQ test and pretest were used to control studentschr('39') primary cognitive backgrounds. Data were collected using School Attachment Questionnaire (Brew, Beathy & Watt 2004).  The Invitational education packages and school social relations and a combined method were implemented for school executives and its effects on students were analyzed using Univariate covariance and multivariate analysis of covariance.

Findings showed that Invitational education, social relations education and combined methods have positive effects on studentschr('39') school attachment. These effects were significantly different at p <0.05 and more or less included in   Invitational education, combination education and social relations education, respectively.

Based on the findings of the present study, it can be concluded that if the necessary conditions for encouraging and developing social relations of female students in deprived areas are provided by school staff, especially teachers, their sense of belonging to the school will improve