Spiral Progression Approach in Teaching MAthematics V: A Basis for Instructional Learning Modules

Abstract

INTRODUCTION

The study aimed to determine the spiral progression approach in teaching Mathematics V as a basis for instructional learning modules at public elementary schools, Bato District, Division of Camarines Sur, SY 2016-2017. The present study, however, concerns mathematics education under the spiral progression approach. Hence, the performance of Grade 5 pupils in Mathematics was determined to find out how learners have developed their mathematics skills under the Spiral Progression Approach.

METHODS

The descriptive method and documentary analysis were employed to determine and dissect the facts on the profile of the Grade V pupils in terms age, gender, socio-economic status, and grades in Mathematics IV; and on the performance level of the Grade V pupils in the first grading period. The collected and tabulated data were analyzed and interpreted with the application of the statistical tools.

RESULTS

Based on the findings, the following conclusions were made: 1. Out of 319 pupils 148 obtained grades in Mathematics IV of 75-79 or fairly satisfactory; 2. In 319 Grade V pupils in the first grading period, 150 pupils obtained grades ranging from 80-84 described as satisfactory; 3. There is a significant relationship existed between the profile and the performance level of the Grade V pupils in the first grading period in terms of age, gender, socio-economic status, and grades in Math IV; 4. The level of effectiveness of the spiral progression approach in teaching mathematics was rated very much evident; 5. The Instructional Learning Modules in Mathematics were developed to enhance the learning of the pupils in mathematics comprehensively.

DISCUSSIONS

The study yielded the following salient findings: 1. On the grades in Mathematics IV of the grade V pupils, 3 obtained a grade from 90-100; 51 with 85-89; 117 with 80-84; and 148 with 75-79; 2. On the performance level of the Grade V pupils in the first grading period, 6obtained grades ranging from 90-100; 65 had 85-89; 150 with grades from 80-84; while 98 with 75-79; 3. On the significant relationship between the profile and the performance level ofthe Grade V pupils in the first grading period, at .05 level of significance, the null hypothesis was rejected, indicating that significant relationship existed; 4. On the level of effectiveness of the spiral progression approach in teaching mathematics, all indicators were rated very much evident; 5. Based on the findings of the study, the Instructional Learning Modules in Mathematics was developed/