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journeys through education and ways, in which they acquire, apply and develop their skills,
with ways in which the education system structures experience and provides sufficient challenge
and progress for learners in a recognizable curricular landscape. Therefore, spiral progression
In the K-12 Curriculum, where spiral progression approach is used, the contents of
mathematics include Numbers and Number Sense, Measurement, Geometry, Patterns & Algebra
and Statistics and Probability. These different mathematics contents have already been included
starting from elementary up to high school. From the very basic skills, there is a gradual
inclusion of new concepts for every year in increasing depth of knowledge (Samala, 2018). In
addition, the teacher recalls or revisits the previously learned knowledge of the students before
adding such concepts resulting to mastery of the topics. And for what is expected, at the end of
their Grade 10, they have mastered all these mathematics concepts. Spiral curriculum states that
a curriculum should revisit basic ideas, building on until students had grasped the full formal
concept. This kind of education aims to facilitate learning not to induce. The teacher will
provide information and the students must analyze and organize ideas to discover learning. It
will help children to develop symbolic learning that may stay longer in their mind. However,
critics cited some disadvantages entwined with the use of spiral progression approach in
teaching. Moreover, certain problems in the field of teaching have aroused due to some
problems of the said new approach. The researchers believed that before finding solutions and
better ways to solve such issues, identifying the roots of the problems should be prioritized first.
Learning is an active process in which learners construct new ideas or concepts based upon their
current or past knowledge. The learner selects and transforms information, constructs
Brewer and Dane (2002) noted that constructivism treats knowledge as concepts that
students can construct through their own experiences. In this regards, Bruner’s (1991)
constructivist theory is grounded on a spiral model for instruction. Bruner’s spiral model is used
to keep cycling the information through motivation, engagement and discovery. Cognitive
theory involves investigating, inquiring and constructing knowledge, therefore instruction should
aim at stimulating students to search for, manipulate and explore new knowledge to solve
problems. In spiral techniques, learning is not sequential, but curved when learners move
upward, downward and inward to understand and formulate knowledge. Hence, spiral technique
is more effective pedagogically than traditional teaching methods because the spiral model is
In addition, from constructivists’ point of view, learners construct new ideas based upon
their previously learned knowledge. Gradual mastery of the desired competencies is achieved
through revisiting core ideas in several process and relating new knowledge or skills with the
previous. Therefore, unlike the old curriculum where so much knowledge was expected to be
learnt within a limited period, the K to 12 curriculum on the other hand is seamless. It has its
focus on understanding for mastery and it ensures smooth transition between grade levels and
Cognitive Theory
Jerome Bruner
(1960)
"Human Cognition"
"Iconic"
The researchers of the study prepared the questionnaire to help gather the data needed in
the study. From the gathered data, the researchers can ascertain the student’s perceptions on
vertical articulation of spiral approach in terms of the continuity of concepts learned in Grade 9
and Grade 10 math; the teachers' perceptions on SPA in terms of horizontal and vertical
articulation, mastery of the subject matter, teaching strategies and availability of instructional
approach by the students and teachers; and the possible solutions for the identified problems as
perceived by the students and teachers. The students and teachers were asked to answer each
question as honestly as they can and each response is the basis for the study.
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Process
1. Vertical Articulation of Spiral
Progression Approach
1.1 Student’s Perception
1.2 Teacher’s Perception
2. Instructional Materials used by 1. Formulation of
Teachers as perceived by the Students Questionnaire
2. Distribution of
2.1 Student’s Perception
Questionnaire
3. Positive Experiences in the
3. Retrieval of
Implementation of Spiral Progression
Questionnaire
Approach
4. Data Analysis
3.1 Students' Positive Experiences
5. Interpretation
3.2 Teachers' Positive Experiences
of Data
4. Difficulties/Challenges Experienced in
the Implementation of Spiral
Progression Approach
4.1 Students' Difficulties
4.2 Teachers' Difficulties
5. Suggestions to Improve the
Implementation of Spiral Progression Output
Approach
5.1 Students' Suggestions Basis for a
5.2 Teachers' Suggestions Strategic
Innovation of SPA
Input
Related Literature
In order to gain more understanding about the study, the researchers opted to widen the
knowledge by reading various materials, local and international (through the internet), to help in
providing a direction for the work. In the search for knowledge, the following contexts were
According to Samala (2018), the Philippine Educational System has undergone several
developmental stages before it reached the current educational system today. For a very long
time, the Philippine government worked hard in the revisions of the educational curriculum to
make it suitable in giving quality education for every Filipino. Its objective of improving the
educational system has a fitting instrument for the achievement of national goals which can be
realized through proper reforms in the educational program. As a matter of practice, the
curriculum in the Philippines is revised every ten years, but the rapid change in education and the
The K to 12 Basic Education came in 2011. Republic Act No. 10533, otherwise known as
the “Enhanced Basic Education Act of 2011”. Rule 2.Curriculum, Section 10.2.g. Standards and
Principles, “The curriculum shall use the spiral progression approach to ensure mastery of
knowledge and skills after each level”. Enclosure No. 1 to Department of Education (DepEd)
Order No. 31, s 2012 is the “Implementing Guidelines of Grades 1 to 10 to Enhanced Basic
Education Curriculum”, which states that “the overall design of Grades 1 to 10 curriculum
follows the spiral approach across subjects by building on the same concepts developed in
increasing complexity and sophistication starting from grade school. Teachers are expected to
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use the spiral progression approach in teaching competencies.” Furthermore, the spiral
progression of topics in the said subject reveals how lessons are intertwined in every year level
(Samala, 2018).
Progressivism and Behaviorism. Jerome Bruner was the main proponent of spiral curriculum and
model (Lucas, 2011). It says that, curriculum as it develops should revisit the basic idea
repeatedly, building upon them until the student has grasped the full formal apparatus that goes
with them (Smith 2002). Bruner stressed that teaching should always lead boosting cognitive
development. Student will not understand the concept if teachers plan to teach it using only the
teacher’s level of understanding. Curriculum should be organized in spiral manner so that the
student continually builds upon what they have already learned. In congruence to Clark (2010)
findings, Bruner saw the role of the teacher as that of translating information into a format
appropriate to each child’s current state of understanding. Davis (2007) added that Hilda Taba
also influenced the design of spiral curriculum that organized around concepts, skills, or values
in horizontal integration of learning. Based on the given arguments, the effectiveness of the
curriculum relies on the teacher’s knowledge about the curriculum, his/her teaching strategies
and mastery of the subject matter (Duze, 2012). The idea in spiral progression approach is to
expose the learners into a wide variety of concepts/topics and disciplines, until they mastered it
by studying it over and over again but with different deepening of complexity.
9
curriculum anchored to John Dewey is defined as the total learning experiences of the individual.
Martin (2008) defined progression as a thing that describes pupils’ personal journeys through
education and ways, in which they acquire, apply, develop their skills, knowledge and
understanding in increasingly challenging situations. On the other hand, Zulueta (2002) stated
that this approach refers to the choosing and defining of the content of a certain discipline to be
taught using prevalent ideas against the traditional practice of determining content by isolated
topics. Given these descriptions, spiral curriculum can be understood as a design, a written plan,
list of subjects and expected outcomes of the students in which one concept are presented
repeatedly throughout the curriculum, but with deepening layers of complexity. According to
Martin (2008), spiral curriculum is a design framework which will help math teachers construct
lessons, activities or projects that target the development of thinking skills and dispositions
mathematics. Progression describes pupils’ personal journeys through education and ways, in
which they acquire, apply and develop their skills, knowledge and understanding in increasingly
challenging situations. Continuity is concerned with ways in which the education system
structures experience and provides sufficient challenge and progress for learners in a
way on how to implement the spiral curriculum. After the mastery of the initial topic, the
student “spirals upwards” as the new knowledge is introduced in the next lesson, enabling
him/her to reinforce what is already learned. In the end, a rich breadth and depth of knowledge is
achieved. With this procedure, the previously learned concept is reviewed hence improving its
10
retention. And also the topic may be progressively elaborated when it is reintroduced leading to
Cherry (2014) added that behaviorism is another philosophy under the said approach.
According to her, it is a theory of learning based upon the idea that all behaviors are acquired
Behaviorists believe that our responses to environmental stimuli shape our behaviors. Other than
that, spiral progression can also be anchored to discovery-based learning. This type of learning
requires longer hours and fails without sufficient guidance (Clark, et al., 2009). The discovery-
based learning method is also called inquiry method or problem solving method. Corpuz (2011)
explained that the teacher guides the students as they explore and discover. As stated by a
mathematics teacher, “We will never be able to help children learn if we tell them everything
they need to know. Rather, we must provide them with opportunities to explore, inquire and
discover new leanings. Houtz (2010) emphasized inquiry method as all hands-on activities, no
textbooks, and few or no directions from the teacher. The students are responsible for their own
It was in the 1980s, that a body of literature had accumulated in support of individual
components of a spiral curriculum model. Reigeluth and Stein (1983) published the seminal
work on “The Elaboration Theory of Instruction”. It proposes that when structuring a course, it
Another principle is that one should follow learning prerequisite sequence; it is applied to
individual lessons within a course. In order for a student to develop from simple to more
complex lessons, certain prerequisite knowledge and skills must first be mastered. This
prerequisite sequencing provides linkages between each lesson as student spirals upwards in a
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course of a study. As new knowledge and skills are introduced in subsequent lessons, they
reinforce what is already learnt and become related to previously learned information. What the
student gradually achieves is a rich breadth and depth of information that is not normally
developed in curricula where each topic is discrete and disconnected from each other (Dowding,
1993).
According to Martin (2008), spiral curriculum is a design framework which will help
mathematics teachers construct lessons, activities or projects that target the development of
thinking skills and dispositions which do not stop at identification. It involves progression and
education and ways, in which they acquire, apply and develop their skills, knowledge and
which the education system structures experience and provides sufficient challenge and progress
Moreover, one of the most recent studies of Gnanamalar and Daniel (2015), they noted
that the K to 12 mathematics Curriculum framework is meant for learners to gain skills in
obtaining mathematical and technological information from varied sources about global issues
that have impact on the country, acquire attitudes that will allow them to innovate and or create
products that is useful to the community or country and process information to get relevant data
for a problem at hand, to make plans related to their interests and expertise, considering the
needs of their community and the country as provided by the Department of Education. If this
so, then there is a great need to deliberate the mathematics teachers’ background, so might be
one can conclude that learners can really have a good performance in mathematics applying the
said approach. Through this, learners will gain mathematical understanding and process skills
Related Studies
education practices. The curricula emerge as the main source that shapes these dimensions
In some of the studies shows that, in spite of the innovative curriculum reform efforts,
teachers generally retain their traditional view of mathematics (Jenkins, 2002). Aikenhead
(2006) explained the reason for this resistance to the challenges caused by salient influences’ on
traditional school. There are many reported problems that accompany the implementation of
curriculum reform such as the difficulty in lesson preparation, insufficient subject matter
knowledge (Guo, 2007), inadequacy of teachers in new pedagogies, poor quality of textbooks,
considerable difficulty in changing roles of teachers and students, teachers’ not taking enough
support and training (Gray, 1999), and not being patient to see the permanent effects of new
pedagogies on students.
The studies above bears similarities with the present study since it is the curriculum in
Turkey is just being implemented facing difficulty as to what will be the outcome of the
Science Program in the Enhanced Basic Education Curriculum in Provincial Schools” concluded
that mathematics as one of the core subjects and specializations in academic will prepare
students in the mathematics related degrees and will equip them with competencies to meet the
demands and standards set by different institutions. The impact statement on the observed
the students recognized the increased level of performance that the K to 12 mathematics
program claim to realize; this thinking could be traced from what they actually experience since
the mix of their math subject consist of the math lessons offered in higher levels in secondary
school. The impact of the program among students also dealt with the provision of learning
activities, use of technology in the delivery of instruction and of lessons in increasing difficulty
The study of Cabansag (2015) revealed that learning is more interesting, effective and
enjoyable in the K to 12 because they learn Algebra, Geometry, Trigonometry and Statistics all
in one year and there are varied learning activities which enhance their talents and skills.
Moreover, students find the topics easy at first and gradually become hard but there is a mastery
of the topics because they are discussed in their own pace and longer years to study.
Moreover, the same study has relevance to the present study wherein it focuses on the
curriculum. The same with the present study, it aims to determine on the performance of students
In addition, Tan (2012) reviewed that few of the bases among others that were mentioned
why spiral progression approach was implemented were: high dropout rate, items in international
assessment studies such as the Third International Mathematics and Science Study have
performing countries follow a spiral progression and integrated approach that simplifies how
mathematics content and processes can be intertwined, promotes learner-centered rather than
teacher-centered.
15
In some studies, from U.S and Canada, on “Refocusing Spiral Curriculum” emphasizes
that Spiral Curriculum requires that progress is indeed achieved in each year otherwise it
becomes circular. Combined with learner - centered, the spiral curriculum can indeed become
circular with the students learning the something over and over each year. This happens when an
individual student fails to grasp or master to cover the same materials. Remedial intervention
does not occur easily when topics are presented to students in mixed fashion. The spiral nature
pushes the students into various topics without enough time to master each one.
The above study has similarities with the present study since both studies wants to assess
concluded that students perceptions of integrated spiral curriculum, and whilst predominantly
positive, there are challenges to enhance the student’s experience. The spiral curriculum provides
an opportunity to revisit and consolidate learning to the apparent benefit of the student.
The two studies are somewhat related because it gives the educational system knowledge
curriculum is to produce mathematically literate citizens who are informed and active
participants of the society, responsible decision makers, and apply mathematical knowledge that
will significantly impact the society and the environment. The mathematics curriculum is
designed to enhance three learning domains of the students; these are the mathematical processes
and skills, understanding and applying mathematical knowledge, and developing mathematical
In as much as the studies reviewed thus the researchers’ insights in the conduct of the
present study. They differ however, in their nature, other varieties involved and research
procedures employed.
17
following the spiral progression approach used by teachers and students. Specifically, the study
1. What were the students' perceptions on vertical articulation of spiral approach in terms of
2. What were the teachers' perceptions on SPA in terms of horizontal and vertical
instructional materials?
3. What were the positive experiences encountered in the implementation of spiral approach
4. What were the problems encountered in the implementation of spiral approach by the
5. What were the possible solutions for the identified problems as perceived by the students
and teachers?
18
This study intended to contribute to the search for a good and effective curriculum for
mathematics subject. Specifically, it sought to explore may be beneficial to both public and
private schools, which all seek to respond to the problem encountered by students and teachers in
the spiral progression approach mandated in the K-12 program. Findings in this research may
also give rise to the role of progressive schools in educational research and development of
In particular, the study is expected to benefit the following. First, are the school’s
administrators, the results of this study will serve as baseline data to improve program for school
advancement, enhance teaching personnel’s capability and boost instructional techniques and
innovations. Second, the curriculum planners, the result of this study will help curriculum
planners or academic policy-makers appraise existing programs in terms of the student’s needs
and abilities and make changes as required. Third, the facilitators, for which the results of this
study may serve as an eye-opener to create instructional materials and to use varied appropriate
teaching strategies. Fourth, the students, this study will help students maximize their
mathematical skills. And lastly, to the future researchers, the outputs of this study will provide
future researchers’ helpful inputs in their study since there are only seldom studies same like this
This research study is about the use of spiral progression approach in teaching
mathematics. The main goal of this study is to attain a strategic innovation for SPA. This study
uses the descriptive-analytic method and is purely not correlational that is why this research
RESEARCH METHODOLOGY
This section presents the background information on the methodology selected by the
researchers in this study. This covers the research design, research environment, research
respondents, research instrument, research procedure and statistical treatment of the data. This
Research Design
This study used the descriptive-analytic method. This method involves description and
analysis of data and information gathered from the questionnaires during the survey. According
to Best (1981), descriptive research consists of fact finding, and pursuit of a series of logical
steps starting with the analysis of the problem situation, definition of the problem, selection of
appropriate sources of data, adoption of techniques for gathering data, analysis and interpretation
Part I of the data presentation deals with the students' perceptions on vertical articulation
of spiral approach in terms of the continuity of concepts learned in Grade 10 math. Part II deals
with the Teachers' Perceptions on Vertical Articulation of Spiral Progression Approach. Part III
deals with the Instructional Materials used by Teachers as perceived by the Students. Part IV
deals with the Students' Positive Experiences in the Implementation of Spiral Progression
Approach. Part V deals with the Teachers' Positive Experiences in the Implementation of Spiral
the Implementation of Spiral Progression Approach. Part VII deals with the Teachers'
VIII deals with the Students' Suggestions to Improve the Implementation of Spiral Progression
21
Approach. And lastly, Part IX deals with the Teachers' Suggestions to Improve the
Research Environment
This study was conducted at Villaflores College. The school is located in Legaspi St.,
Research Respondents
The respondents of this study conducted by the researchers were Grade 10 students of
Villaflores College.
Research Instrument
The main instrument used for gathering the necessary data is the questionnaire. It is
divided into nine parts, namely: Students' perceptions on vertical articulation of spiral approach
Progression Approach.
22
The respondents in all of the parts are made to put a check mark on the box in the table
which corresponds to how they feel the statements provided. The following verbal descriptions
are used:
The results are statistically treated and subsequently tabulated. The questionnaire has a
short letter addressed to the respondents, located on the top of the first page, which reflected the
Research Procedure
The researchers sent a letter request to the high school principal of Villaflores College to
conduct the study. When the letter approval is secured, the researchers conducted the survey to
the Grade 10 students and mathematics teachers by handing out the questionnaires to the students
and teachers. The retrieval of the questionnaire is done after the respondents are done answering
the questions provided in the questionnaire. Then, the researchers tallied the data being gathered
from the answers of the respondents in the questionnaires, analyzed and made representations
from the data gathered, summarized the findings, and created a conclusion of the problem and
Definition of Terms
For the purpose of clarification, the important terms used in the study have been
Continuity in a curriculum provides student with opportunities to revisit knowledge and skills in
more depth as they progress through the years. One classic example of a curriculum design
Progression describes pupils’ personal journeys through education and ways, in which
they acquire, apply and develop their skills, knowledge and understanding in increasingly
challenging situations.
Spiral Curriculum - can be defined as a course of study in which students will see the
same topics throughout their school career, with each encounter increasing in complexity and
The following statistical techniques were used for the analysis and interpretation of data:
1. Percentage. In the computation of the percentage pertinent to the profile of the students,
f
P= X 100
N
where:
P = Percentage
f = frequency
N = total frequency
2. Ranking. It is need to denote positional importance of each item that would be discussed.
3. Mean. This refers to the arithmetic average which has a formula as follows:
X=
∑x
N
where:
X = mean
4. Weighted Mean. This is used to determine the extent of the students and teachers
X w=
∑ ( fw)
n
where:
CHAPTER II
This chapter deals with the statistical presentation, analysis, and interpretation of data.
The presentation comes in this order, (1) Students' Perceptions on Vertical Articulation of
Spiral Progression Approach; and (9) Teachers' Suggestions to Improve the Implementation of
Table 1
N=60
Weighted Verbal
Indicator Rank
Mean Description
1. There is continuity of lessons in
Strongly
the same area of mathematics in all 3.27 3
Agree
grade levels.
2. The topics discussed in the
Strongly
previous years are needed in the 3.45 1
Agree
present year.
3. Same areas of mathematics are
discussed in all grade levels. 2.9 Agree 4
Approach.
The table contains 5 indicators that revealed the students' Perceptions on Vertical
Articulation of Spiral Progression Approach. The first indicator “There is continuity of lessons
in the same area of mathematics in all grade levels” attained a weighted mean of 3.27. It means
that the students have strongly agreed on the first indicator. The second indicator “The topics
discussed in the previous years are needed in the present year” attained a weighted mean of 3.45.
It means that the students have strongly agreed on the second indicator. The third indicator
“Same areas of mathematics are discussed in all grade levels” attained a weighted mean of 2.9. It
28
means that the students have agreed on the third indicator. The fourth indicator “The lessons are
easier to understand because the same topics are offered in all grade levels” attained a weighted
mean of 2.9. It means that the students have agreed on the fourth indicator. The fifth indicator
“There is a different level of difficulty in one area of mathematics in different grade levels”
attained a weighted mean of 3.38. It means that the students have strongly agreed on the fifth
indicator. The table also showed that the 5 indicators attained an average weighted mean of
3.18.
Thus, from the table above, the second indicator attained the highest rank among all.
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Table 2
N=10
Weighte
Verbal
Indicator d Rank
Description
Mean
1. There is continuity of lessons in the
Strongly
same area of mathematics in all grade 3.3 1
Agree
levels.
2. The topics discussed in the previous
3.2 Agree 3
years are needed in the present year.
3. Same areas of mathematics are
2.7 Agree 5
discussed in all grade levels.
4. The lessons are easier to understand
because the same topics are offered in 2.8 Agree 4
all grade levels.
5. There is a different level of
Strongly
difficulty in one area of mathematics 3.3 1
Agree
in different grade levels.
Average Weighted Mean 3.06 Agree
Approach.
The table contains 5 indicators that revealed the teachers' perceptions on vertical
articulation of spiral progression approach. The first indicator “There is continuity of lessons in
the same area of mathematics in all grade levels” attained a weighted mean of 3.3. It means that
the teachers have strongly agreed on the first indicator. The second indicator “The topics
discussed in the previous years are needed in the present year” attained a weighted mean of 3.2.
It means that the teachers have agreed on the second indicator. The third indicator “Same areas
of mathematics are discussed in all grade levels” attained a weighted mean of 2.7. It means that
the teachers have agreed on the third indicator. The fourth indicator “The lessons are easier to
30
understand because the same topics are offered in all grade levels” attained a weighted mean of
2.8. It means that the teachers have agreed on the fourth indicator. The fifth indicator “There is a
different level of difficulty in one area of mathematics in different grade levels” attained a
weighted mean of 3.3. It means that the teachers have strongly agreed on the fifth indicator. The
table also showed that the 5 indicators attained an average weighted mean of 3.06.
Thus, from the table above, the first and fifth indicators both attained the highest rank.
Table 3
N=60
Weighted Verbal
Indicator Rank
Mean Description The
1. Multimedia (videos, PowerPoint
presentations, movies and the use of laptop 2.62 Disagree 4
and projector)
Strongly
2. Group activities 3.33 2
Agree
Strongly
3. Reference books 3.38 1
Agree
4. Interactive games 3.1 Agree 3
Average Weighted Mean 3.11 Agree
table revealed the Instructional Materials used by Teachers as perceived by the Students.
The table contains 4 indicators that revealed the Instructional Materials used by Teachers
as perceived by the Students. The first indicator “Multimedia (videos, PowerPoint presentations,
movies and the use of laptop and projector)” attained a weighted mean of 2.62. It means that the
students have disagreed on the first indicator. The second indicator “Group activities” attained a
weighted mean of 3.33. It means that the students have strongly agreed on the second indicator.
31
The third indicator “Reference books” attained a weighted mean of 3.38. It means that the
students have strongly agreed on the third indicator. The fourth indicator “Interactive games”
attained a weighted mean of 3.1. This means that the students have agreed on the fourth
indicator. The table also showed that the 4 indicators attained an average weighted mean of 3.11.
Thus, from the table above, the third indicator attained the highest rank among all.
Table 4
N=60
Weighted Verbal
Indicator Rank
Mean Description The
1. Going back to the previous lesson 3.43 Strongly 1
through review made me understand the Agree
new lesson.
table revealed the Students' Positive Experiences in the Implementation of Spiral Progression
Approach.
The table contains 4 indicators that revealed the Students' Positive Experiences in the
Implementation of Spiral Progression Approach. The first indicator “Going back to the previous
32
lesson through review made me understand the new lesson” attained a weighted mean of 3.43. It
means that the students have strongly agreed on the first indicator. The second indicator
“Connecting the past lessons to the current one made me understand the complex lessons in
mathematics” attained a weighted mean of 3.3. It means that the students have strongly agreed
on the second indicator. The third indicator “Having the same concepts in a specific area of
mathematics to be discussed and continued in the next grade levels made me become familiar
with mathematics lessons” attained a weighted mean of 3.38. It means that the students have
agreed on the third indicator. The fourth indicator “Basic to complex lessons in mathematics
allowed me to think critically” attained a weighted mean of 3.27. It means that the students have
strongly agreed on the fourth indicator. The table also showed that the 4 indicators attained an
Thus, from the table above, the first indicator attained the highest rank among all.
Table 5
N=10
Weighted Verbal
Indicator Rank
Mean Description
1. Mastery of the subject matter 3.5 Strongly 4
Agree
2. Lessened the tasks of the math teachers 3.6 Strongly 1
because spiral progression as part of K to Agree
12 is student centered
The table revealed the Teachers' Positive Experiences in the Implementation of Spiral
Progression Approach.
The table contains 4 indicators that revealed the Teachers' Positive Experiences in the
Implementation of Spiral Progression Approach. The first indicator “Mastery of the subject
matter” attained a weighted mean of 3.5. It means that the teachers have strongly agreed on the
first indicator. The second indicator “Lessened the tasks of the math teachers because spiral
progression as part of K to 12 is student centered” attained a weighted mean of 3.6. It means that
the teachers have strongly agreed on the second indicator. The third indicator “The teachers
were able to collaborate with other math teachers and exchange techniques and strategies in
teaching the different areas of mathematics” attained a weighted mean of 3.6. It means that the
teachers have strongly agreed on the third indicator. The fourth indicator “The teacher was able
to be familiar with the math concepts which are difficult for her students, and perform
34
intervention to address the problem immediately” attained a weighted mean of 3.6. It means that
the teachers have strongly agreed on the fourth indicator. The table also shows that the 4
Thus, from the table above, the second, third, and fourth indicators attained the highest
Table 6
Approach
N=60
Weighted Verbal
Indicator Rank
Mean Description The
1. 1. Retention and mastery of subject matter
in difficult math concepts 3.15 Agree 1
Progression Approach.
“Retention and mastery of subject matter in difficult math concepts” attained a weighted mean of
35
3.15. It means that the students have agreed on the first indicator. The second indicator
“Repetition of topics in all grade levels” attained a weighted mean of 3.08. It means that the
students have agreed on the second indicator. The third indicator “It was hard to adjust in the
changes in the area of mathematics to be discussed every grading period” attained a weighted
mean of 2.98. It means that the students have agreed on the third indicator. The fourth indicator
“Review is time consuming” attained a weighted mean of 2.85. It means that the students have
agreed on the fourth indicator. The fifth indicator “There was confusion on the complex lessons
in different areas of mathematics” attained a weighted mean of 2.26. It means that the students
have disagreed on the fifth indicator. The sixth indicator “There was a limited time allotted to
some math concepts” attained a weighted mean of 2.9. It means that the students have agreed on
the sixth indicator. The table also showed that the 6 indicators attained an average weighted
mean of 2.87.
Thus, from the table above, the first indicator attained the highest rank among all.
Table 7
Approach
36
N=10
Weighted Verbal
Indicator Rank
Mean Description The
1. 1. Short time for review part in the lesson Strongly
3.4 1
Agree
2. 2. Inconsistent academic grades of the
students 2.9 Agree 3
Progression Approach.
Experienced in the Implementation of Spiral Progression Approach. The first indicator “Short
time for review part in the lesson” attained a weighted mean of 3.4. It means that the teachers
have strongly agreed on the first indicator. The second indicator “Inconsistent academic grades
of the students” attained a weighted mean of 2.9. It means that the teachers have agreed on the
second statement. The third indicator “Lack of mathematical tools” attained a weighted mean of
3.1. It means that the teachers have agreed on the third indicator. The table also showed that the
Thus, from the table above, the first indicator attained the highest rank among all.
Table 8
N=60
37
Weighted Verbal
Indicator Rank
The table revealed the Mean Description
1. 1. Allot more time for review in order for 3.53 Strongly 1
the students to comprehend with the new Agree
lesson.
Strongly
Average Weighted Mean 3.44
Agree
The table contains 4 indicators that revealed the Students' Suggestions to Improve the
Implementation of Spiral Progression Approach. The first indicator “Allot more time for review
in order for the students to comprehend with the new lesson” attained a weighted mean of 3.53.
It means that the students have strongly agreed on the first indicator. The second indicator
“Provide a more detailed discussion especially in areas of which are difficult” attained a
weighted mean of 3.52. It means that the students have strongly agreed on the second indicator.
The third indicator “Continue the use of multimedia, models, mind-maps and other teachings
aids that help the students understand the math lessons” attained a weighted mean of 3.32. It
means that the students have strongly agreed on the third indicator. The fourth indicator
“Perform interactive activities and group activities that provide applications of math lessons in
everyday lives” attained a weighted mean of 3.37. It means that the students have strongly
38
agreed on the fourth indicator. The table also showed that the 4 indicators attained an average
Thus, from the table above, the first indicator attained the highest rank among all.
Table 9
N=10
Verbal
Weighted
Indicator Descriptio Rank
mean
n
1. 1. The teachers should practice time 3.8 Strongly 1
management in preparing themselves Agree
in teaching the different areas of
mathematics.
The table revealed the Teachers' Suggestions to Improve the Implementation of Spiral
Progression Approach.
The table contains 3 indicators that revealed the Teachers' Suggestions to Improve the
Implementation of Spiral Progression Approach. The first indicator “The teachers should
mathematics” attained a weighted mean of 3.8. It means that the teachers have strongly agreed
39
on the first indicator. The second indicator “The teachers should be allowed by the school
administration to attend seminars and trainings that will enhance their knowledge in the subject
matter and enhance their teaching skills” attained a weighted mean of 3.6. It means that the
teachers have strongly agreed on the second indicator. The third indicator “Add another one
hour per week for math classes” attained a weighted mean of 3.4. This means that the teachers
have strongly agreed on the third indicator. The table also showed that the 3 indicators attained
Thus, from the table above, first indicator attained the highest rank among all.
CHAPTER III
This chapter covered the summary of findings, conclusions, and recommendations of the
study. The study aimed to describe the dilemma of continuity in mathematics curriculum
1. What were the students' perceptions on vertical articulation of spiral approach in terms of
2. What were the teachers' perceptions on SPA in terms of horizontal and vertical
instructional materials?
3. What were the positive experiences encountered in the implementation of spiral approach
4. What were the problems encountered in the implementation of spiral approach by the
5. What were the possible solutions for the identified problems as perceived by the students
and teachers?
FINDINGS
41
After a careful perusal of the data gathered, the following were the main findings of the
study.
The second indicator “The topics discussed in the previous years are needed in the present
year” attained a weighted mean of 3.45 and it ranks first out of the 5 indicators. This means that
majority of the students have strongly agreed on this indicator and also this got the highest
number of preference from the student respondents. While, the third indicator “Same areas of
mathematics are discussed in all grade levels” and the fourth indicator “The lessons are easier to
understand because the same topics are offered in all grade levels” both attained a weighted
mean of 2.9 and both rank last out of the 5 indicators. This means that minorities of the students
have agreed on these indicators and also these got the lower number of preference from the
student respondents.
The first indicator “There is continuity of lessons in the same area of mathematics in all
grade levels” and the fifth indicator “There is a different level of difficulty in one area of
mathematics in different grade levels” both attained a weighted mean of 3.3 and both rank first
out of the 5 indicators. This means that majority of the teachers have strongly agreed on these
indicators and also these got the highest number of preference from the teacher respondents.
While, the third indicator “Same areas of mathematics are discussed in all grade levels” attained
a weighted mean of 2.7 and it ranks last out of the 5 indicators. This means that minorities of the
teachers have agreed on this indicator and also this got the lower number of preference from the
teacher respondents.
42
The third indicator “Reference books” attained a weighted mean of 3.38 and it ranks first out
of 4 indicators. This means that majority of teachers have strongly agreed on this indicator and
also this got the highest number of preference from the student respondents. While, the first
indicator “Multimedia (videos, PowerPoint presentations, movies and the use of laptop and
projector)” attained a weighted mean of 2.62 and it ranks last out of the 4 indicators. This means
that minorities of the students have disagreed on this indicator and also this got the lowest
Approach
The first indicator “Going back to the previous lesson through review made me understand
the new lesson” attained a weighted mean of 3.43 and it ranks first out of the 4 indicators. This
means that majority of the students have strongly agreed on this indicator and also this got the
highest number of preference from the student respondents. While, the fourth indicator “Basic to
complex lessons in mathematics allowed me to think critically” attained a weighted mean of 3.27
and it ranks last out of the 4 indicators. This means that minorities of the students have strongly
agreed on this indicator and also this got the lowest number of preference from the student
respondents.
Approach
43
The second indicator “Lessened the tasks of the math teachers because spiral progression as
part of K to 12 is student centered”, third indicator “The teachers were able to collaborate with
other math teachers and exchange techniques and strategies in teaching the different areas of
mathematics”, and fourth indicator “The teachers were able to familiarize the math concepts
which are difficult for her students, and perform intervention to address the problem
immediately” have attained a weighted mean of 3.6 and they all rank as first out of the 4
indicators. This means that majority of the teachers have strongly agreed on these indicators and
also these got the highest number of preference from the teacher respondents. While the first
indicator “Mastery of the subject matter” attained a weighted mean of 3.5 and it ranks last out of
the 4 indicators. This means that minorities of the teachers have strongly agreed on this indicator
and also this got the lowest number of preference from the teacher respondents.
Progression Approach
The first indicator “Retention and mastery of subject matter in difficult math concepts”
attained a weighted mean of 3.15 and it ranks as first out of 6 indicators. This means that
majority of the students have strongly agreed on this indicator and also this got the highest
number of preference from the student respondents. While, the fifth indicator “There was
confusion on the complex lessons in different areas of mathematics” attained a weighted mean of
2.26 and ranks last out of the 6 indicators. This means that minorities of the students have
disagreed on this indicator and also this got the lowest number of preference from the student
respondents.
Progression Approach
44
The first indicator “Short time for review part in the lesson” attained a weighted mean of
3.4 and it ranks as first out of the 3 indicators. This means that majority of the teachers have
strongly agreed on this indicator and also this got the highest number of preference from the
teacher respondents. While, the second indicator “Inconsistent academic grades of the
students” attained a weighted mean of 2.9 and it ranks last out of the 3 indicators. This
means that minorities of the teachers have agreed on this indicator and also this got the
Approach
The first indicator “Allot more time for review in order for the students to comprehend with
the new lesson” attained a weighted mean of 3.53 and it ranks first out of the 4 indicators. This
means that majority of the students have strongly agreed on this indicator and also this got the
highest number of preference from the student respondents. While, the third indicator “Continue
the use of multimedia, models, mind-maps and other teachings aids that help the students
understand the math lessons” attained a weighted mean of 3.32 and it ranks last out of the 4
indicators. This means that minorities of the students have strongly agreed on this indicator and
also this got the lowest number of preference from the student respondents.
Approach
The first indicator “The teachers should practice time management in preparing themselves
in teaching the different areas of mathematics” attained a weighted mean of 3.8 and this ranks
first out of the 3 indicators. This means that majority of the teachers have strongly agreed on this
indicator and also this got the highest number of preference from the teacher respondents.
45
While, the third indicator “Add another one hour per week for math classes” attained a weighted
mean of 3.4 and this ranks last of the 3 indicators. This means that minorities of the teachers
have strongly agreed on this statement and this got the lowest number of preference from the
teacher respondents.
CONCLUSIONS
Most of the student respondents strongly agreed on the second indicator “The topics
discussed in the previous years are needed in the present year” as their most common perception
on Vertical Articulation of Spiral Progression Approach. With this, the researchers concluded
Most of the teachers strongly agreed on the first indicator “There is continuity of lessons in
the same area of mathematics in all grade levels” and the fifth indicator “There is a different
level of difficulty in one area of mathematics in different grade levels” as their most common
perceptions on Vertical Articulation of Spiral Progression Approach. With this, the researchers
concluded that the common notion of teachers when it comes to vertical articulation of spiral
progression approach is that it involves the same lessons in all grade levels but each lesson
Most of the students strongly agreed on the third indicator “Reference books” as the most
used instructional material by the mathematics teachers in teaching math subjects. With this, the
researchers concluded that teachers under the implementation of spiral progression approach are
still using the conventional way of teaching which is the usage of book as main tool in teaching
math.
47
Approach
Most of the students strongly agreed on the first indicator “Going back to the previous lesson
through review made me understand the new lesson” as their most common positive experience
in the implementation of spiral progression approach. With this, the researchers concluded that
the implementation of spiral progression approach has given the students convenience in
understanding the lesson so easily because the spiral progression approach suggests that in every
lesson being introduced to the students there should be a review where the students will go back
Approach
Most of the teachers strongly agreed on the second indicator “Lessened the tasks of the math
teachers because spiral progression as part of K to 12 is student centered”, third indicator “The
teachers were able to collaborate with other math teachers and exchange techniques and
strategies in teaching the different areas of mathematics”, and fourth indicator “The teacher was
able to familiarize the math concepts which are difficult for her students, and perform
intervention to address the problem immediately” as their most common positive experiences in
the implementation of spiral progression approach. With this, the researchers concluded that the
implementation of spiral progression approach has become a great help on the part of the
teachers. It is a great help because it helps them manage their numerous tasks as a teacher, it
gives them opportunity to open up to the other mathematics teachers and exchange ideas for the
betterment of their teaching strategies, and it gives them insight as to what are the difficult
48
concepts in mathematics where students are having hard time understanding it for in that way the
Progression Approach
Most of the students strongly agreed on the first indicator “Retention and mastery of subject
matter in difficult math concepts” as their most common difficulty/challenge experienced in the
implementation of spiral progression approach. With this, the researchers concluded that the
reason why some of the students under the implementation of spiral progression approach are
having difficulties during the introduction of a new complex concept in mathematics as they
advance to a higher grade level is that because they have not mastered the difficult math concepts
in the previous grade level and it is quite hard for them to retain what was being taught to them.
Progression Approach
Most of the teachers strongly agreed on the first indicator “Short time for review part in the
progression approach. With this, the researchers concluded that the teachers are having
insufficient time in conducting reviews of their past lesson that is the reason why students cannot
Approach
49
Most of the students strongly agreed on the first indicator “Allot more time for review in
order for the students to comprehend with the new lesson” as their most common suggestion to
improve the implementation of spiral progression approach. With this, the researchers concluded
that it is really crucial to make innovations under the implementation of spiral progression
approach. The best innovation that can be done according to the suggestion of the students and
basing on the problems encountered by the mathematics teachers during the implementation of
SPA is that the school should give more time to the teachers to conduct a review in order for the
Approach
Most of the teachers strongly agreed on the first indicator “The teachers should practice time
most common suggestion to improve the implementation of spiral progression approach. With
this, the researchers concluded that for the students to have a review on every lesson the teacher
should practice time management for in that way the teacher can adjust his/her time to conduct
RECOMMENDATIONS
50
Aligned to the findings and conclusions drawn from the study, the following
questionnaires to the students. Instructions should be laid out clearly and properly to
avoid misunderstanding and to have completion of the response needed. The contents
of the questionnaires and the importance of answering it with all honesty should be
explained first for the benefit of the teacher present in the classroom being used. This
students' mastery of the subject matter in spiral progression through summative test or
3. With regard to the instructional materials being used by the mathematics teachers in
presentations, movies and the use of laptop and projector)” in teaching math is poorly
the use of laptop and projector)” in the teaching of mathematics so that the students
allot more time for review in order for the students to comprehend with the new
BIBLIOGRAPHY
A. Books
52
Rohrer, D. (2009). The effects of spacing and mixing practice problems. Journal for
Son, L. K., & Simon, D. A. Distributed learning: Data, metacognition, and educational
Schmidt, R.A., & Bjork, R.A. (1992). New conceptualizations of practice: Common
207–17.
Dempster, F. N. (1989). Spacing effects and their implications for theory and
Cabansag, M. (2014). Impact Statements on the K-12 Science Program in the Enhanced
Approach in Teaching Science in Selected Private and Public Schools in Cavite. DLSU,
Manila, Philippines
B. Online Documents
http://eric.ed.gov/?id=ED538282
spiral-curriculum2.pdf
https://baylorir.tdl.org/baylorir/bitstream/handle/2104/5125/edith_davis_copyright._jal.pdf?
sequence=1
http://www.philippinesbasiceducation.us/2013/05/spiral-curriculum-when-and-
how.html#ixzz48IUWrBDt
http://www.amanet.org/training/articles/Global-Math-and-Science-Education-Trends.aspx
http://www.gov.ph
http://www.dlsu.edu.ph/conferences/dlsu_research_congress/2015/proceedings/LLI/017LLI_
Resurrecion_GF.pdf
http://infed.org/mobi/jerome-bruner-and-the-process-education
APPENDIX A
VILLAFLORES COLLEGE
Tanjay City
January 28, 2019
Mr. Orlando G. Alonso
Principal
54
Dear Sir:
Good day!
I would like to formally inform you that I will be conducting a research study entitled “The Use
of Spiral Progression Approach in Teaching Math at Villaflores College as Perceived by
Students and Teachers: Basis for a Strategic Innovation, S.Y. 2018-2019.” This study is a
partial fulfillment of my requirements in Specialization 18 (Action Research in Mathematics
Education).
In connection with this, I would like to ask permission from you to allow me to conduct a survey
to the mathematics teachers and grade ten students of your department. Attached herewith is the
survey questionnaire of the study.
The survey would last for only 15-20 minutes. Participation in the survey is completely
voluntary and there are no known or anticipated risks to the participation in this study. All
information will be kept in utmost confidentiality and would be used only for academic
purposes.
If permitted, rest assured that I will not be disturbing any other on-going classes and that I will
behave accordingly while making this survey.
JESURICK SAYCON
Noted by:
Subject Teacher
APPENDIX B
Questionnaire
55
Directions: Read each statement carefully. Please think about how you feel for each statement
and decide whether you STRONGLY AGREE (SA), AGREE (A), DISAGREE (D), or
STRONGLY DISAGREE (SD). Put a check mark (√) on the box in the table below.
Students’ Perceptions
Teachers’ Perceptions
Approach
57
Approach
Progression Approach
58
Students' Difficulties
Progression Approach
Teachers' Difficulties
Approach
Students' Suggestions
59
Approach
Teachers' Suggestions
Strongl Agree Disagree Strongly
y Disagree
Agree
The teachers should practice time management in
preparing themselves in teaching the different areas of
mathematics.
The Researchers
A. PERSONAL
60
Jovita C. Ramirez
B. EDUCATIONAL ATTAINMENT
CURRICULUM VITAE
A. PERSONAL
61
Place of Birth: Sitio Tabuc, San Isidro Tanjay City, Negros Oriental
Jesusa B. Saycon
B. EDUCATIONAL ATTAINMENT
CURRICULUM VITAE
A. PERSONAL
62
Rio C. Torres
B. EDUCATIONAL ATTAINMENT