This study explored the factors as determinants to students' achievement in Science with spiral progression approach aimed to know the underlying factors associated with students' level of achievement in science with spiral progression approach; determine if there is any significant relationship among the factors that predict students' performance, and identify which factor best predicts students' performance. A sequential exploratory mixed-method research design was employed in the study. As a result of the analysis, this study suggested three factors that determine students' level achievement in Science: academic causal factor, student causal factor, and learning milieu. These factors were found to be significantly correlated to students' level of achievement and obtained a model that was significantly accountable for the variability in the responses of the factors. Moreover, a very satisfactory was observed on students' level of achievement with significantly varied learning acquisition. Considering the implication of these factors in the implementation of the spiral progression approach is underscored by the need for policy-guidelines revision and review, increase teacher-student support, and learning milieu enhancement.
COVID-19 has pressed the wounds of the world where it hurts, specifically the third world countries so hard, making digital divide more felt than ever. Yet, despite the challenges set by the global health crisis, it is evident that schools in all levels have devised mechanisms in order to push through the delivery of instruction and other academic activities with a new normal way of making things work. This study describes the adaptive capacity of the teacher education major in Science students of Davao del Norte State College. Utilizing descriptive statistics, the results presented the learning barriers emerging such as inaccessibility of Internet connection and unavailability of devices necessary to use in the prescribed learning platforms. These students remained resilient by continuously participating in online class activities and complying with their course requirements. Though there were those who answered that they do not have Internet connection at home, the 68 sampled students did not answer no connection available at all, which means that they did find ways to connect to the web, in every possible way. With the unrelenting wills of these learners to continue their studies, it is therefore suggested that there should be constant monitoring of their participation in blended classes and find other alternatives of delivering instruction with low to no Internet connection. Since, the respondents are teacher education major in Science students, further researches are suggested to be conducted focusing on how teachers and students handle classes with required laboratory exercises.
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