Science Elementary School Teachers' Spiral Progression Strategies in the Division of Calamba City and the Primary Pupils' Academic Performance: Basis for Science Instructional Materials

Abstract

INTRODUCTION

Science teachers utilize different strategies as provided in the K to 12 curriculum so as to equip pupils with the right knowledge and skills. Spiral progression is a kind of learning approach wherein the details are related to the basics which are reemphasized or rediscovered many times from connection and mastery The researcher, being a Science teacher for almost two decades, would like to objectively see data showing that the spiral progression strategies they have implemented really work for the pupils as can be seen in their grades.

METHODS

The descriptive correlational method used to elicit the answers to specific problems of the study. It involves gathering the data in order to determine the manifestation of spiral progression in terms of introduction, interaction, and integration. Theoretically, any two quantitative variables can be correlated as long as one has scores on these variables from thesame participants.

RESULTS

The researcher conducted inquiry on the level of manifestation of spiral progression strategies among public elementary school teachers in terms of introduction, interaction, and integration, generated mean on the academic performance of the Grades I to III pupils, provides the significant relationship, if there's any between the spiral progression strategies of the 140 public elementary teachers in the Division of Calamba City, and the primary pupils' academic performance, and provides the proposed instructional materials with sample workbook based on the content standard of objectives in Science.

DISCUSSIONS

The results imply that measuring, evaluating, and assessing learners' apply the knowledge they have learned is a strategy that Science teachers employ since these are processes normally expected that learners develop in a Science class. Real-life activities are conducted in a Science class as provided as well in the curriculum guides in Science. Though manifested, elaborating concepts beyond the content standards require more effort coming from the pupils and might not work easily for all kinds of pupils.