Science Achievement of Grade 10 Students and the Spiral Progression Approach

Abstract

INTRODUCTION

Recognizing the importance of developing Filipino learners who are science proficient and globally competitive, the Philippine government has ventured into a reform program for basic education. The K to 12 Basic Education Program, launched in 2011, features a mandatory Kindergarten and 12 years of basic education, it not just adds 2-year basic education but it also emphasized the use of spiral progression approach in teaching science. The main purpose of the study was to describe (1) the students' level of proficiency in science; (2) the extent of teachers' implementation of spiral progression; and (3) the science teachers’ experiences on implementation of spiral progression approach.

METHODS

A total of 300 learners participated in the study; a descriptive quantitative research design was utilized. The reliability of the test using Cronbach's Alpha is .95, indicating high internal consistency. The methods employed were: 60-item Science proficiency test that measure learners' understanding on scientific explanation, scientific evidence, scientific knowledge, and productivity in science; and a survey questionnaire using the Likert Scale that measures teachers' implementation and experience on Spiral Progression approach. Frequency, weighted mean, and Pearson r were used for the analysis of the study using the Statistical Package for Social Sciences (SPSS).

RESULTS

This study revealed that the level of proficiency of students in Science is approaching proficiency. This implies that students did not attain mastery and skills in Science, contrary to the expected outcome of using the spiral progression approach. Also, there is positive correlation between the proficiency level of students and the implementation of teachers on spiral progression. As to teacher respondents the spiral progression was implemented at great extent.

DISCUSSIONS

The results indicate that spiral progression approach in teaching science did not promote retention and mastery among selected respondents. This study also show that Science teachers have negative experiences towards implementing spiral progression approach and still have misconceptions on the spiral approach. The results of the study will provide the government especially the Department of Education (DepED) with the ways to improve K-12 and to provide teachers enough trainings and seminar in order tackle spiral progression in a more sophisticated manner.