Determining Factors to Students’ Science Achievement in the Implementation of K to 12 Spiral Progression Approach: A Mixed Method

Decano, Ronald S.; Paring, Ian Reggy B.; Cereno, Ann Cherry C.

doi:10.24331/ijere.815698

Cited by 3 publications

(2 citation statements)

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“…Through the passing of the Republic Act 10533 or the Enhanced Basic Education Act of 2013, the Philippine Basic Education System pushed to strengthen its curriculum by increasing the number of years of basic education from 10 to 12 years (Ancho, 2019). Curriculum enhancement and decongestion were the central focus of the change (de Ramos-Samala, 2018; Decano et al, 2021;Seco-Macarandan, 2014). The new curriculum was redesigned in line with appropriate learning resources and the desired competencies and skills of K to 12 graduates.…”

Section: *Thementioning

confidence: 99%

Extensive curriculum assessment as the basis for a proposed Augustinian K to 12 curriculum in selected Philippines educational institutions

Superio¹

2022

Int. j. adv. appl. sci.

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This quantitative-qualitative research aimed to assess the existing K to 12 curriculum of the member schools of the Province of Santo Niño de Cebu in terms of learning objectives, learning content, learning experiences, and evaluation of learning outcomes. This study utilized the one hundred sixty-two (162) administrators and teachers as respondents coming from the member schools of the Province of Santo Niño de Cebu namely, Colegio San Agustin-Biñan, University of San Agustin, Colegio San Agustin-Bacolod, Colegio del Santo Niño, and San Jose Catholic School in the Philippines. Using Hilda Taba’s linear model, the result showed that the level of implementation of the existing curriculum of the member schools in terms of the four curriculum components, except for the evaluation of learning outcomes, was extensive and functioning excellently. There is no significant difference in the K to 12 curriculum in terms of learning objectives when schools are grouped according to location and accreditation status. As to learning content, learning experiences, and evaluation of learning outcomes, significant differences existed when schools are categorized as to years of existence, enrolment size, type of school, and academic qualification of faculty members. Therefore, any educational institution should maintain its quality and excellent education by ensuring that its curricular offerings are reviewed periodically in terms of the four curriculum components mentioned in this study.

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Section: *Thementioning

confidence: 99%

Extensive curriculum assessment as the basis for a proposed Augustinian K to 12 curriculum in selected Philippines educational institutions

Superio¹

2022

Int. j. adv. appl. sci.

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“…Therefore, there is a need for concrete programs and training in the spiral progression approach (Garcia, 2021) as educators are not sufficiently trained and lack the necessary preparation to employ the spiral approach (Orbe et al, 2018). In addition to inadequate educational resources, equipment, and other school facilities (Decano, Paring, & Cereno, 2021), new concepts or ideas are introduced either too fast or too slowly, and there is a shortage of skilled teachers (Dunton, 2019). De Dios (2013) stated that due to curriculum incoherence, the spiral curriculum is one of the main education difficulties in the United States.…”

Section: Introductionmentioning

confidence: 99%

Determining factors of teachers’ readiness to teach economics using a spiral progression approach

Cebe,

Suson

2023

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The Philippine K-12 curriculum embraces the spiral progression approach as a learning strategy that revisits and reinforces themes throughout a student's educational journey, gradually increasing their complexity. Despite the abundance of literature on spiral progression in education, there is limited research on teachers' readiness to implement this approach, specifically in the field of economics. This study aims to address this gap by evaluating teachers' readiness based on their profiles and knowledge of economics during the first and second grading periods. Through descriptive analysis, this paper provides insights into teachers' readiness and the necessity of utilizing the spiral progression approach to achieve the goal of producing globally competitive graduates. The study involved 29 social studies teachers selected through the "side judgment" purposive sampling technique, which was the most appropriate for this study's purpose. The findings indicate that teachers' readiness is positively influenced by factors such as educational attainment, specialization, teaching experience, mentoring received, and training attended. However, age and meetings attended do not directly affect teachers' readiness. These results contribute to both theoretical understanding and the practical application of teacher readiness in implementing the spiral progression approach. Moreover, this study sheds light on the readiness of teachers to use the spiral progression approach when teaching economics. The analysis provides valuable insights for both researchers and educators, facilitating a deeper understanding of teacher readiness and emphasizing the importance of implementing the spiral progression approach to produce globally competitive graduates.

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Project VLOGI (Video Lectures on Giving Instructions): Effects on Learners’ Performance in Probability and Statistics

BATİLANTES¹

2021

International Journal of Educational Studies in Mathematics

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This quantitative study ascertained the benefits of project VLOGI as an intervention to the eighth-grade students in resolving the usual unattained learning competencies in Probability and Statistics, especially in the last quarter of the school year. The researcher utilized the trueexperimental research design using vlogs as an intervention to this study. There were two (2) randomly selected classes out of the six ( 6) heterogeneous classes in school as (1) the control group (prevailing method) and (2) the experimental group (project VLOGI) in teaching. Respondents underwent pre-test and post-test utilizing the quality assured 20-item multiple-choice type of questionnaires, reviewed and verified by an expert panel of evaluators. The researcher used descriptive and inferential analyses using the SPSS 2.0 tool to analyze and interpret the outcomes. The study's significant results showed that learners improved their academic performance in Probability and Statistics using these vlogs. Likewise, learners gained knowledge while working on their projects to create vlogs. Furthermore, by capturing learners' attention and engaging them in their learning through various social media platforms, project VLOGI was served as an alternative teaching method in any discipline. Hence, project VLOGI was strongly recommended for teachers as a replacement when they are out of class due to ancillary functions in school to foster unattained learning competencies before the school year ends.

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Determining Factors to Students’ Science Achievement in the Implementation of K to 12 Spiral Progression Approach: A Mixed Method

Cited by 3 publications

References 1 publication

Extensive curriculum assessment as the basis for a proposed Augustinian K to 12 curriculum in selected Philippines educational institutions

Extensive curriculum assessment as the basis for a proposed Augustinian K to 12 curriculum in selected Philippines educational institutions

Determining factors of teachers’ readiness to teach economics using a spiral progression approach

Project VLOGI (Video Lectures on Giving Instructions): Effects on Learners’ Performance in Probability and Statistics

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