Spiral Progression Approach in Teaching Science in the K-12 Curriculum

Abstract

This study determined the use of the spiral progression approach in teaching science during the pandemic in a selected school in the City Schools Division Office of Antipolo. The study specifically determined the teachers' perception of the use of the spiral progression approach in teaching science during the pandemic in the different aspects of the curriculum and the extent of the factors the teachers encountered. The study employed a descriptive-correlational design to establish the relationship between the respondents' profile variables and the way the spiral progression approach is used in the different aspects of the curriculum, and the relationship between the aspects of the curriculum where the spiral progression approach is used and the factors the teacherrespondents encountered in teaching science during the pandemic. The study used an adapted and validated survey questionnaire checklist distributed to forty (40) science teachers of Antipolo National High School during SY 2022-2023 to gather the needed data. The study revealed that the respondents often follow the principles of the spiral progression approach in teaching science during the pandemic. The study also revealed the respondents' strong agreement with the factors related to students, teachers, and school, as factors they encountered in teaching science using the spiral progression approach during the pandemic. In addition, the study revealed that the respondent's age, position title, length of service, and teaching modality during SY 2020 and SY 2021 affected their perception of the use of the spiral progression approach to teaching science during the pandemic in the mentioned aspects of the curriculum in the study. Moreover, only the strategies the respondents employed in teaching science using the spiral progression approach during the pandemic and the student-related factors, the evaluation techniques and the teacher-related factors, and the evaluation techniques and the school-related factors are found to be significantly related. The study suggests that the use of the spiral progression approach in teaching science may be betterimproved by equipping the teachers with the essential knowledge of the subject content and skills set to use to effectively deliver the curriculum. The study further suggests that the learners and the teachers be provided with learning and instructional materials that are aligned with the curriculum.