Spiral Progression Approach inScience Teaching, Teacher's Capability and Academic Achievement of Selected Private and Public Junior High School at Tagaytay City: Basis for Curriculum Enrichment

Abstract

INTRODUCTION

The purpose of this study was to investigate the relationship of teacher's assessment of the spiral progression approach in teaching science, learners assessment of the science teaching-learning process andlearners academic achievement in science from selected private and public schools at Tagaytay City. The results or findings of this study served as the basis for curriculum enrichment.

METHODS

This study used the descriptive correlational design, with all the 40 teacher-respondents and the randomly selected junior high school from the selected public and private schools of Tagaytay City consisting of 225 learner-respondents.

Respondents were given a questionnaire to obtain actual information. To determinethe representative sample of the population, the Slovin's Formula was utilized.

RESULTS

Along with teacher's assessment out of the 40 teachers, 17 or 17.5 percent assessed the spiral progression approach in science teaching as average. The teachers adapton their own with enough knowledge to boost the cognitive development of the learners. In addition, along with the learner's assessment of out of 225 learners, 195 or 87 percent assessed the science teaching-learning process as good.As to academic achievement in science, the majority of the learners are satisfactory. The learners at this level have developed the fundamental knowledge and skills and core understanding and with little guidance from the teacher and/or with some assistance from peers, can transfer these understanding through authentic performance tasks.There is a significantly high positive degree of correlation between the teacher's assessment of the spiral progression approach in science teaching and learner's assessment of the science teaching-learning process. As the teacher's assessment of the spiral progression approach in science teaching lowers, the learner's assessment of science teaching-learning process becomes lower.

DISCUSSIONS

There is a need to strengthen teacher's readiness to adopt the approach through extensive training. The school has to arrange the class schedule wherein the teachers will be able to teach his/her field of specialization every quarter. Differentiated instruction and providing multiple ways assessment allows more flexibility for students to meet the standards and requirements of the class.