Spiraling Progression Approach in Teaching K to 12 Science Curriculum: An Exploratory Inquiry

Abstract

INTRODUCTION

In the year 2012, K-12 Education Curriculum was implemented. This is the shift from the BEC to the new K to 12 Curriculum. It has been made legal by the Republic Act 10533 or the Enhanced Basic of Education. This was implemented because of the low achievement of Filipino students and as what was reflected in the inadequate preparation of high school graduates for the world of work, entrepreneurship or higher education. However, there are conflicts brought about by the implementation in terms of attaining its promise. One of these is the spiral progression approach. This study is intended to find the evaluation of Science Teachers of Sorsogon National High School of the Spiraling Progression Approach in teaching K to 12 Science Curriculum.

METHODS

This study made use of the descriptive method. This method described the meaning and value of the findings and data of the research. It used documentary analysis and evaluation. The method was also used in planning, designing, and proposing intervention program to improve science teaching-learning process under Spiral Progression Approach. The data gathered from the survey questionnaire were tabulated and analyzed with the use of frequency count, rank form and statistical percentage.

RESULTS

Findings revealed that the majority of science teachers have been teaching science subjects for more than 5 years. 68% of the respondents are specialized science teachers and 32% are generalist teachers. 92% have a college degree while 8% graduated in the master’s degree. 84% of teachers attended training related to Spiral Progression Approach and 16% still needed training.For evaluation of Science teachers in terms of the Spiral Progression Approach along with learning module, teacher's guide, laboratory rooms, and equipment, curriculum guide, development of 21st-century skills, all indicators were rated as evident and are integrated with the curriculum. Teachers revealed that problems like students forget the lesson taken last school year, teachers are not teaching their major discipline, congested topics leading for non-completion of required topics to be discussed were hindering the intentions of the curriculum.

DISCUSSIONS

The teachers have enough teaching experience and are specialized to teach the subject under the present curriculum. Spiraling as shown is evident in various elements of teaching experience of the teachers However problems were encountered that hinder the connection of learning and is needed to be addressed by the institution through interventions.