Assessment on the Difficulties/Challenges Experienced by Teachers and Students of Rizal National High School in the Implementation of the Spiral Progression Approach in Teaching Science and Math

Abstract

INTRODUCTION

Several developmental stages were undergone by the Philippine Educational System before it reached the current educational system. One of the major modifications of the current educational system is the Implementation of the Spiral Progression Approach in Teaching. This caused an observable variation in the competencies taught in subjects like Science and Mathematics. These subjects are considered as the hardest subjects based on the quarterly assessments of scores. This made the researcher come up with action research to assess the difficulties experienced by both students and teachers in the implementation of the Spiral Progression Approach and, therefore, be able to design programs or action plans to minimize, if not totally alleviate, these difficulties.

METHODS

The descriptive method of research was used to assess the difficulties/challenges experienced by both teachers and students in the Implementation of Spiral Progression Approach in Teaching Science and Math. A thorough description and analysis of gathered data were done to come up with the needed responses to the problem posited in the study. Data were organized, tallied, tabulated and presented in tables and graphs. In the analysis and interpretation of data, frequency counts, percentage weight values and weighted mean were utilized.

RESULTS

The student-respondents perceived retention and mastery of subject matter in difficult concepts as the main difficulty/challenge experienced in the implementation of the Spiral Progression Approach in Teaching Science and Math. Secondary to this is the limited time allotment to complex concepts. The teacher-respondents find it hard to teach the areas not their field of specialization. Meanwhile, students' inconsistent academic performance in every grading period is also a challenge for teachers.

DISCUSSIONS

The results show that the retention and mastery of subject matter in difficult science and math concepts must be the primary concern of teachers in facilitating the teaching-learning process. A more detailed discussion of complex concepts must also be considered. On the other hand, since most teachers are struggling to teach other areas which are not their field of specialization, they should be encouraged to attend more seminars and training. Teachers may also ask the help of colleagues in mastering areas difficult for them, therefore, conducting LAC sessions is indeed inevitable in finding solutions to the difficulties encountered by both students and teachers.