Implementation of Spiral Progression in Teaching Science

Abstract

INTRODUCTION

The profile of the implementers contributed to the level of implementation of the spiral progression approach as to The Classroom Management, Curriculum and instruction, and School facilities. The spiral progression in teaching science is a technique used in teaching where first the basic facts of a subject are learned without worrying about details. Then as learning progresses, more and more components are introduced, while at the same time they are related to the basics which are reemphasized many times to help enter them into long-term memory. The K+12 Basic Education program is a major education reform implemented in 2012 in the Philippines. It aims at decongesting and enhancing the primary education curriculum for learners to master basic competencies, lengthening the cycle of basic education to cover Kindergarten through year 12 (SEAMEO INNOTECH,2012).

METHODS

This study utilized descriptive-evaluative research. It is descriptive-evaluative research since the characteristics used to describe the situation or populations are usually some categorical schemes also known as descriptive categories and evaluative in the sense that evaluation of the implementation of the existing curriculum was employed. Conducting a survey is one of the approaches in this study to collect appropriate data for interpretation. The researcher-made questionnaire as the tool was used by the researcher to gather the necessary data from the five (5) high schools in the municipality of Lingig, Surigao del Sur. Only the heads and science teachers answered the survey questions separately containing items related to the implementation of spiral progression.

The whole enumeration data was used with the questionnaire as the instrument of the study. Secondary science teachers and school heads were the respondents of the study. For the treatment of the data frequency count and percentage, weighted mean, Pearson moment correlation, and One Way ANOVA were used to interpret the data.

RESULTS

Both the teachers and heads acquired excellent in classroom management, the same with the curriculum and instruction with an adjectival rating of excellent, while for school facilities, the administrators rated it excellent but satisfactory for Science teachers. It was observed that the school head's rating and teacher's rating for school facilities differ. The respondents regarded that there is dearth laboratory equipment. It is considered as a problem. It inferred that there is a significant relationship between the profiles of the respondents as to the implementation of spiral progression.

DISCUSSIONS

The kind of implementer gauges the level of implementation of the spiral progression approach as to Classroom Management, Curriculum and Instruction, and School facilities. It was also determined that there is a significant difference with the classroom management, curriculum and instruction, and school facilities in the implementation of the spiral progression approach based on the interpretation of gathered data. A proposed intervention should be utilized to address the existing problems encountered by the respondents.