ABSTRACT

The study analyzed the effectiveness of the spiral progression approach in teaching science

for the school year 2015-2016. It measured the teachers’ and students, perceptions pertaining to

the evaluation of the content of the science curriculum guide in compliance to the objectives of

National Education.

Specifically, it sought to determine the problems met and suggested solutions in the

implementation of the K to 12 science curriculum and answers to questions regarding the spiral

arrangement of content in the four areas of Science such as Matter, Living things and their

Environment, Earth and Space, and the Force, Motion and Energy. Spiral progression of domains

per quarter taught at the same time per Grade level, spiral progression of learning competencies

from Grade 7 to Grade 10, the achievement of key standards. A proposed enrichment activity was

also considered based on the findings of the study.

The instrument used is an evaluated teacher made questionnaire regarding the K to 12

Curriculum Guide in Science.

The data obtained were statistically analyzed using the Statistical Program System

Software. There were 60 teacher-respondents and 353 student-respondents that came from the six

selected schools in EDDIS III with high and low previous NAT score. Data collection was done

using the descriptive method.

Results showed that the top three problems met are (1) time constraints, (2) teachers’

mastery of the lesson is inadequate, and (3) insufficient supply of teaching and learning materials.

Suggested solutions to the uncovered problems are the following: teachers should make adjustment

of the time, considers a follow up and enrichment activities, attending training or seminars, and

giving extra time for browsing the web. Another findings revealed that most of the spiralling
arrangement of contents, areas in science and learning competencies were interpreted as” highly

effective” and the area of Chemistry for Grade 9 and Grade 10 level and Physics for Grade 9 has

moderate effectiveness and thus subjected for proposed enrichment program. Further analysis

revealed that there is no significant difference between the perceptions of teachers and their

students, even as they came from different schools and groups, in perceiving the effectiveness of

the spiral progression approach at different areas. The researcher recommends the following:

proposed enrichment activities for the learning competencies in the area of Matter for Grade 9 and

Grade 10, and in the area of Physics for Grade 9; teachers should be given more training about the

content to enable them master other science areas, pedagogy, time management and learning

resource materials development system (LRMDS), and lastly, it is further suggested for future

researcher that evaluation and validation of the proposed enrichment activities of this study be

conducted for the new batch of Grade 10 students and find ways to further strengthen the science

curriculum.

By:

Mary Ann I. Santos

Teacher

Deped Bulacan