The COVID-19 pandemic has manifested an unprecedented impact on the educational environment as many educational institutions have evolved to cope with the lockdowns, including the adoption of exclusively online formats of learning. Thus, it is vital to determine the effect these changes have on students' perception of the academic environment. This study aims to uncover students' perceptions of the hidden curriculum and compare this perception with their academic performance. The present study utilized the Dundee Ready Education Environment Measure (DREEM) questionnaire for the Hidden curriculum's qualitative assessment. The questionnaire was shared through emails and on research portals to the students attending the University of Calgary. The overall mean DREEM score was 115.10 ± 33.46, which is considered a more positive connotation than negative. Significant issues identified as problem areas in students' social self-perception subscale included deficiencies in the support system set up for stressed, exhausted, lonely, and bored students during lectures. The correlation of the DREEM score with participants cGPA showed statistically significant differences (P < 0.05) for the total DREEM scores, and the subscales, students' perception of learning, students' perception of lecture and students' academic self-perception. However, the difference was not significant for students' perception of atmosphere and students' social self-perception. The deficiency of interaction with peers and instructors might have resulted in the lack of interest and excessive stress, which has to be addressed.
A STUDY on the PERCEPTION of the HIDDEN CURRICULUM and ITS ASSOCIATION with ACADEMIC ACHIEVEMENT during COVID-19 PANDEMIC among UNIVERSITY STUDENTS in CALGARY, ALBERTA, CANADA