Evaluating Spiral Progression Approach (SPA) in Teaching Science and Mathematics for Junior High Curriculum

Batidor, Paulo G.; Casinillo, Leomarich F

doi:10.52006/main.v4i3.362

Cited by 6 publications

(6 citation statements)

References 10 publications

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“…Also, the manner of delivering the Physics instruction in the country through spiral progression could also be affecting the students' interest. In this instruction, the contents being taught are chunked from various grade levels which also affects the continuity of the students' learning of Physics (Batidor & Casinillo, 2021;Maison et al, 2020). There are also studies which claim that some students would find Physics less interesting because they perceive this to be less essential in their future employment.…”

Section: Discussionmentioning

confidence: 99%

Interest and Academic Performance in Physics of Grade 10 Students amidst Pandemic

Donna A. Villaceran,

Joji D. Linaugo,

Joel M. Bual

2024

JERE

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Students' interest is significant in their academic performance in Physics. However, due to the pandemic, their interest and performance results still need to be higher. Therefore, this study analyzed the interests and academic achievements of 10th-grade physics students and compared them by gender. This study also investigates significant differences in their academic interests and achievements when grouped by gender. This research uses a quantitative design with a descriptive, comparative, and correlational approach. The research subjects were 108 Class 10 Physics students determined using convenience sampling. Data collection methods use questionnaires and tests. The data collection instruments are questionnaire sheets and test questions. The statistical tools used in data analysis are mean, standard deviation, Mann-Whitney U Test, and Spearman Rank Correlation. The research results show that students are generally interested in physics and do not meet expectations in terms of academic achievement. Meanwhile, there is no difference in their academic interests and achievements when grouped by gender. However, there is a significant relationship between their interests and academic performance. Given the results, continuous improvement in content delivery, teaching strategies, and assessments is necessary to ensure student interest and academic performance.

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Section: Discussionmentioning

confidence: 99%

Interest and Academic Performance in Physics of Grade 10 Students amidst Pandemic

Donna A. Villaceran,

Joji D. Linaugo,

Joel M. Bual

2024

JERE

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“…The review of Pacala (2023) asserted that the spiral curriculum can promote mastery in science education but the curriculum must be decongested. Batidor and Casinillo (2021) founded that the spiral progression approach improved performance, but that performance was overall still unsatisfactory. They noted that more extensive teacher training in their respective fields would be a key factor, but as this research reflects, building capacities of teachers to integrate disciplines may also be important, especially when approaching complex topics such as climate change.…”

Section: Systems Thinking Approachmentioning

confidence: 99%

A systems thinking approach to e-learning on climate change: capacity-building for junior high school teachers in the Philippines

Ignacio,

Gotangco Gonzales,

Lee-Chua

2023

IJDRBE

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Purpose A mixed-method study was performed to determine the impact of integrating systems thinking (ST) into an electronic learning module for junior high school teachers in the Philippines. The study aims to assess how an ST approach to pedagogy compared against a conventional approach in terms of contribution to the participants’ global climate change content knowledge, holistic thinking and depth and accuracy of knowledge and reasoning. Design/methodology/approach The study implemented e-learning modules using an ST approach versus a conventional approach in teaching climate science to junior high school teachers. The paper presents quantitative data obtained from pre and posttests results of the 20 teacher-participants and qualitative data obtained during the focus-group discussion (FGD) after the implementation of the study. Findings The results from the statistical analysis indicated that the ST group obtained a significant increase in their assessment scores compared to the non-ST group, according to predetermined criteria. Content knowledge, depth and accuracy of knowledge and reasoning increased the most. The participants mentioned during the FGD that the module helped deepen their understanding of climate change. Research limitations/implications The study was limited to 20 teacher-participants, but it has relevance for public school teachers in the country given that participants had raised concerns regarding the lack of training in their schools for teaching climate science. They admitted that they lacked critical information to include in climate change topics in their classes. Originality/value This paper shows how the ST approach can be used to teach climate change to junior high students. The e-learning module can provide teachers with better understanding, knowledge and reasoning to teach climate change to high school students more effectively.

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“…The spiral progression approach is an instructional method aimed at optimizing cognitive growth and enhancing learning outcomes (Batidor & Casinillo, 2021). Rooted in the constructivist learning framework proposed by Bruner (1960), this approach emphasizes beginning instruction with familiar or meaningful topics for students.…”

Section: Spiral Progression Approachmentioning

confidence: 99%

“…Moreover, the spiral progression approach is not substantially different from other theories, according to Veladat and Mohammadi (2011). Spiral curricula have been described by Igcasama (2021) and Batidor and Casinillo (2021) as all-encompassing plans that guarantee annual review and progression through tiny and logical phases and important targets of mastery. The implementation of the K-12 curriculum in the Philippines established a pedagogical structure based on spiraling content (de Ramos-Samala, 2018).…”

Section: Spiral Progression Approachmentioning

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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Evaluating Spiral Progression Approach (SPA) in Teaching Science and Mathematics for Junior High Curriculum

Cited by 6 publications

References 10 publications

Interest and Academic Performance in Physics of Grade 10 Students amidst Pandemic

Interest and Academic Performance in Physics of Grade 10 Students amidst Pandemic

A systems thinking approach to e-learning on climate change: capacity-building for junior high school teachers in the Philippines

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

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