Science Teachers' Perceived Effectiveness of and Readiness for Spiral Progression: The Case of Lusacan National High School

Abstract

INTRODUCTION

Spiral progression approach is just newly implemented in which studies on this topic in the Philippines is in scarcity, if not existent. Since curriculum is a dynamic process, change is inevitable. To produce positive changes, development should be purposeful, planned and progressive. Evaluation of the spiral progression approach is a must to determine if the approach is effective and attuned to the needs of the learners and the society or, if like in other countries, in which this approach was abolished from their educational system after a certain period of time.

METHODS

This study utilized the descriptive method of research. The study used purposive sampling design to select the 11 respondent teachers from Lusacan National High School. The researcher-made questionnaire is used to determine teachers' perception on the effectiveness of and level of readiness on spiral progression in teaching the science subjects.

RESULTS

The result showed that spiral progression is effective in teaching both Biology and Earth Science and thus, ineffective in teaching Chemistry and Physics. Teachers claimed that school facilities and administrative support are in place to make them ready for the spiral progression. However, slight readiness was seen on the areas of teaching competencies and instructional materials. Statistical test showed that there is a significant and moderate positive correlation between the perceived effectiveness of and teachers' readiness for spiral progression.

DISCUSSIONS

In all the four Science subjects, the respondents agreed that the approach increase the use of technology for the purpose of enhancing the effectiveness and efficiency of teaching. The respondents agreed that teachers are aware in the computation of grades with the new curriculum. The transition to the use of spiral progression approach was recognized to be difficult not only to students but also to teachers. It was evident that chemistry and physics teachers were more passionate in sharing their difficulties in teaching concepts in the discipline with so short span allotted. The teachers claim that they are ready to teach science using the spiral progression approach. There is a significant and moderate positive correlation between the perceived effectiveness and readiness for teaching science using spiral progression approach. Intensification of pre-service training for teachers which focuses on the understanding of the spiral progression approach and how to go about it is needed to address this concern.