Spiral Progression Approach in Teaching MAthematics in Junior High School and the Academic Performance of the Students

Abstract

INTRODUCTION

In 2011, there has been a major change in the educational system of the Philippines when the Department of Education introduced the K to 12 programs. One of the features of the new curriculum is the Spiral Progression Approach. In this approach, the scope and the sequence of the content are developed such that concepts and skills are revisited at each grade level with increasing depth and difficulty. In relation to Mathematics, the new curriculum changes dramatically how Mathematics subject is taught. In this regard, the researchers explored the need to assess the spiral progression approach in K to 12 to know the assessment of the students in the curriculum to determine what aspects should be improved.

METHODS

The research design used in this study is a survey-descriptive method since it aimed to describe the use of the Spiral Progression Approach in teaching Mathematics in junior high school in terms of instructional materials, facilities, teaching styles and evaluation used. An adopted-research questionnaire was used to gather the information needed for the study. The researchers utilized descriptive statistics in analyzing and interpreting the gathered data.

RESULTS

The student-respondents have an average mean performance which means satisfactory under the K to 12 assessment of rating and learning outcome. The mean level assessment of the students to the Spiral Progression Approach in terms of learning materials and evaluation was at a high level. In terms of teaching approach, the students gave an assessment level at an average level which revealed that the students were satisfied with the teaching strategies used by their teachers. Furthermore, the study revealed that there is a significant relationship between the academic performance of students in Mathematics and their mean level assessment on the use of the Spiral Progression Approach.

DISCUSSIONS

The results of the respondents' mean level of assessment on the use of the Spiral Progression approach that the teachers were competent in teaching mathematics under the Spiral Progression Approach. It also suggests that the teachers are able to meet the goals of the curriculum in term of assessing the students learning and the students were satisfied with the learning materials but disagreed with the facilities. Lastly, it was concluded that the more satisfied the students with the teaching approach, learning materials, and evaluation used by their teacher, the higher their academic performance.: