2

According to Resurreccion and Adanza (2016), 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 recognizable curricular landscape. Therefore, spiral progression

approach is an approach or a way on how to implement the spiral curriculum.

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.

Hence, this study is made.

 3

Theoretical Background of the study

The Spiral Curriculum is predicated on Cognitive Theory advanced by Jerome Bruner.

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

hypothesis, and make decisions relying on a cognitive structure (Bruner, 1966).

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

integrative, allowing linking theory into practice (Olson, 2014).

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

continuum of competencies through spiral progression.

 4

Cognitive Theory
Jerome Bruner
(1960)
"Human Cognition"

THE USE OF SPIRAL

PROGRESSION
APPROACH IN
TEACHING MATH AT
VILLAFLORES COLLEGE
"Enactive" AS PERCEIVED BY "Symbolic"
STUDENTS AND
TEACHERS: BASIS FOR A
STRATEGIC
INNOVATION OF SPA

"Iconic"

Figure 1. Theoretical Framework of the study

 5

Conceptual Background of the study

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

materials; positive experiences and problems encountered in the implementation of spiral

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.
 6

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

Figure 2. Conceptual Framework of the study

 7

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

taken for its relevance in the present study.

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

fast obsolescence of knowledge necessitate continual revisiting and updating to make it

responsive to the emerging needs of the learners and the society.

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
 8

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).

The main philosophies behind Spiral progression approach are Constructivism,

Progressivism and Behaviorism. Jerome Bruner was the main proponent of spiral curriculum and

was also the proponent of constructivism (Haeusler, 2013.)

Spiral Progression approach in curriculum is derived from Bruner’s Spiral curriculum

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

Spiral progression approach also follows progressive type of curriculum. Progressive

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

which do not stop at identification. It involves progression and continuity in learning

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

recognizable curricular landscape. Therefore, spiral progression approach is an approach or 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

a broadened understanding and transfer (Mantiza, 2013).

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

through conditioning. Conditioning occurs through interaction with the environment.

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

learning. Students may decide what to do.

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

should be organized in a simple-to-complex, general-to-detailed, abstract-to-concrete manner.

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
 11

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

continuity in learning mathematics. Progression describes students’ 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 recognizable curricular landscape. Therefore, spiral progression approaches an

approach or a way on how to implement the spiral curriculum.

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

explained and delivered with the aid of the personnel.

 12

Employing Bruner’s and Martin’s comprehensive view on spiral progression approach,

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

that is relevant in making plans related to their interests and expertise.

 13

Related Studies

Educational reforms have to affect and improve multiple dimensions of mathematics

education practices. The curricula emerge as the main source that shapes these dimensions

according to the new principles (Cobern, 2014).

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

teacher’s values, assumptions, beliefs, ideologies, self-identities, self-images, and loyalties to

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

curriculum to the students and teachers as well.

A study conducted by Cabansag (2015) entitled “Impact Statements on the K to 12

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

increase in performance of knowledge brings a holistic development among learners. Many of

 14

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

which is a characteristic of the spiral progression of topics.

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

impact statement of different institutions on the observed increase in the K to 12 mathematics

curriculum. The same with the present study, it aims to determine on the performance of students

under the new curriculum in mathematics.

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

integrated questions based on spiral approach, mathematics curriculum framework of high

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

the performance of the students in a learner-centered case.

Coelho (2015) conducted a study entitled “Student Perceptions of a Spiral Curriculum”

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

and perceptions on the new implemented curriculum in mathematics.

According to the K to 12 Curriculum Guide (2013), the aim of the mathematics

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

attitudes and values.

 16

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

Statement of the problem

The study aimed to describe the dilemma of continuity in mathematics curriculum

following the spiral progression approach used by teachers and students. Specifically, the study

sought to answer the following:

1. What were the students' perceptions on vertical articulation of spiral approach in terms of

the continuity of concepts learned in Grade 9 and Grade 10 math?

2. What were the teachers' perceptions on SPA in terms of horizontal and vertical

articulation, mastery of the subject matter, teaching strategies and availability of

instructional materials?

3. What were the positive experiences encountered in the implementation of spiral approach

by the students and teachers?

4. What were the problems encountered in the implementation of spiral approach by the

students and teachers?

5. What were the possible solutions for the identified problems as perceived by the students

and teachers?
 18

Significance of the study

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

alternative, pedagogical systems.

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

here in the Philippines.

 19

Statement of the hypothesis

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

study is not a hypothesis-driven.

 20

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

method used is appropriately adopted to ensure validity of findings.

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

and description of data.

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

Progression Approach. Part VI deals with the Students' Difficulties/Challenges Experienced in

the Implementation of Spiral Progression Approach. Part VII deals with the Teachers'

Difficulties/Challenges Experienced in the Implementation of Spiral Progression Approach. Part

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

Implementation of Spiral Progression Approach

Research Environment

This study was conducted at Villaflores College. The school is located in Legaspi St.,

Barangay 8, Tanjay City, Negros Oriental.

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

in terms of the continuity of concepts learned in Grade 10 math, Teachers' Perceptions on

Vertical Articulation of Spiral Progression, Instructional Materials used by Teachers as perceived

by the Students, Students' Positive Experiences in the Implementation of Spiral Progression

Approach, Teachers' Positive Experiences in the Implementation of Spiral Progression

Approach, Students' Difficulties/Challenges Experienced in the Implementation of Spiral

Progression Approach, Teachers' Difficulties/Challenges Experienced in the Implementation of

Spiral Progression Approach, Students' Suggestions to Improve the Implementation of Spiral

Progression Approach, and Teachers' Suggestions to Improve the Implementation of Spiral

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:

SYMBOL VERBAL DESCRIPTION

SA Strongly Agree
A Agree
DA Disagree
SDA Strongly Disagree

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

researcher’s request for the respondent’s cooperation and support.

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

obtained recommendations to solve the problem.

 23

Definition of Terms

For the purpose of clarification, the important terms used in the study have been

operationally defined. The following terms are:

Continuity - is often described as the vertical integration of the curriculum design.

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

model that gives particular attention to Continuity is the “Spiral Curriculum”.

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

reinforcing previous learning.

 24

Statistical Treatment of the Data

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,

the percentage was used as shown below.

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

∑ X = the sum of the cases

N = the number of the cases

4. Weighted Mean. This is used to determine the extent of the students and teachers

perception about the spiral progression approach. The formula is:

X w=
∑ ( fw)
n

where:

X w = weighted arithmetic mean f = frequency

w = weight n = the total number of the respondents

 25

∑ (fw) = the sum of the product of frequency and weight

5. Verbal Descriptors. In order to quantify the weighted mean, the following verbal

descriptions, weights and range intervals are used.

RANGE INTERVAL WEIGHT VERBAL DESCRIPTION

3.25-4.00 4 Strongly Agree
2.50-3.24 3 Agree
1.75-2.49 2 Disagree
1.00-1.74 1 Strongly Disagree
 26

CHAPTER II

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

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; (2) Teachers' Perceptions on Vertical Articulation of Spiral

Progression Approach; (3) Instructional Materials used by Teachers as perceived by the

Students; (4) Students' Positive Experiences in the Implementation of Spiral Progression

Approach; (5) Teachers' Positive Experiences in the Implementation of Spiral Progression

Approach; (6) Students' Difficulties/Challenges Experienced in the Implementation of Spiral

Progression Approach; (7) Teachers' Difficulties/Challenges Experienced in the Implementation

of Spiral Progression Approach; (8) Students' Suggestions to Improve the Implementation of

Spiral Progression Approach; and (9) Teachers' Suggestions to Improve the Implementation of

Spiral Progression Approach.

 27

Table 1

Students' Perceptions on Vertical Articulation of Spiral Progression Approach

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

4. The lessons are easier to

understand because the same topics
2.9 Agree 4
are offered in all grade levels.

5. There is a different level of

Strongly
difficulty in one area of mathematics 3.38 2
Agree
in different grade levels.
Average Weighted Mean 3.18 Agree

Table 1 revealed the students' Perceptions on Vertical Articulation of Spiral Progression

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.
 29

Table 2

Teachers' Perceptions on Vertical Articulation of Spiral Progression Approach

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

Table 2 revealed teachers' perceptions on Vertical Articulation of Spiral Progression

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

Instructional Materials used by Teachers as perceived by the Students

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

Students' Positive Experiences in the Implementation of Spiral Progression Approach

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.

1. 2. Connecting the past lessons to the 3.3 Strongly 3

current one made me understand the Agree
complex lessons in mathematics.

3. Having the same concepts in a specific 3.38 Strongly 2

area of mathematics to be discussed and Agree
continued in the next grade levels made me
become familiar with mathematics lessons.

4. Basic to complex lessons in mathematics 3.27 Strongly 4

allowed me to think critically. Agree
Strongly
Average Weighted Mean 3.35
Agree

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

average weighted mean of 3.35.

Thus, from the table above, the first indicator attained the highest rank among all.

Table 5

Teachers' Positive Experiences in the Implementation of Spiral Progression Approach

 33

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

3. 3. The teachers were able to collaborate 3.6 Strongly 1

with other math teachers and exchange Agree
techniques and strategies in teaching the
different areas of mathematics.

4. The teacher was able to be familiar with 3.6 Strongly 1

the math concepts which are difficult for Agree
her students, and perform intervention to
address the problem immediately.
Strongly
Average Weighted Mean 3.58
Agree

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

indicators attained an average weighted mean of 3.58.

Thus, from the table above, the second, third, and fourth indicators attained the highest

rank among all.

Table 6

Students' Difficulties/Challenges Experienced in the Implementation of Spiral Progression

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

2. 2. Repetition of topics in all grade levels

3.08 Agree 2
3. It was hard to adjust in the changes in
the area of mathematics to be discussed 2.98 Agree 3
every grading period.
4. Review is time consuming 2.85 Agree 5

5. There was confusion on the complex

2.26 Disagree 6
lessons in different areas of mathematics.
6. There was a limited time allotted to
2.9 Agree 4
some math concepts.
Average Weighted Mean 2.87 Agree

table revealed Students' Difficulties/Challenges Experienced in the Implementation of Spiral

Progression Approach.

The table contains 6 indicators that revealed the Students' Difficulties/Challenges

Experienced in the Implementation of Spiral Progression Approach. The first indicator

“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

Teachers' Difficulties/Challenges Experienced in the Implementation of Spiral Progression

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

3. Lack of mathematical tools 3.1 Agree 2

Average Weighted Mean 3.13 Agree

table revealed the Teachers' Difficulties/Challenges Experienced in the Implementation of Spiral

Progression Approach.

The table contains 3 indicators that revealed the Teachers' Difficulties/Challenges

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

3 indicators attained an average weighted mean of 3.13.

Thus, from the table above, the first indicator attained the highest rank among all.

Table 8

Students' Suggestions to Improve the Implementation of Spiral Progression Approach

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.

2. Provide a more detailed discussion 3.52 Strongly 2

especially in areas of which are difficult. Agree

3. 3. Continue the use of multimedia, models, 3.32 Strongly 4

mind-maps and other teachings aids that Agree
help the students understand the math
lessons.

4. 4. Perform interactive activities and group 3.37 Strongly 3

activities that provide applications of math Agree
lessons in everyday lives.

Strongly
Average Weighted Mean 3.44
Agree

Students' Suggestions to Improve the Implementation of Spiral Progression Approach.

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

weighted mean of 3.44.

Thus, from the table above, the first indicator attained the highest rank among all.

Table 9

Teachers' Suggestions to Improve the Implementation of Spiral Progression Approach

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.

2. The teachers should be allowed by 3.6 Strongly 2

the school administration to attend Agree
seminars and trainings that will
enhance their knowledge in the
subject matter and enhance their
teaching skills.

3. Add another one hour per week for 3.4 Strongly 3

math classes. Agree
Strongly
Average weighted mean 3.6
Agree

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

practice time management in preparing themselves in teaching the different areas of

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

an average weighted mean of 3.6.

Thus, from the table above, first indicator attained the highest rank among all.

CHAPTER III

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

 40

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

following the spiral progression approach used by teachers and students.

Specifically, the study sought to answer the following:

1. What were the students' perceptions on vertical articulation of spiral approach in terms of

the continuity of concepts learned in Grade 9 and Grade 10 math?

2. What were the teachers' perceptions on SPA in terms of horizontal and vertical

articulation, mastery of the subject matter, teaching strategies and availability of

instructional materials?

3. What were the positive experiences encountered in the implementation of spiral approach

by the students and teachers?

4. What were the problems encountered in the implementation of spiral approach by the

students and teachers?

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.

1. Students' Perceptions on Vertical Articulation of Spiral Progression Approach

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.

2. 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” 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

3. Instructional Materials used by Teachers as perceived by the Student

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

number of preference from the student respondents.

4. Students' Positive Experiences in the Implementation of Spiral Progression

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.

5. Teachers' Positive Experiences in the Implementation of Spiral Progression

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.

6. Students' Difficulties/Challenges Experienced in the Implementation of Spiral

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.

7. Teachers' Difficulties/Challenges Experienced in the Implementation of Spiral

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

lowest number of preference from the teacher respondents.

8. 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 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.

9. Teachers' Suggestions to Improve the Implementation of Spiral Progression

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

Based on the findings, the following conclusions were drawn:

 46

1. Students' Perceptions on Vertical Articulation of Spiral Progression Approach

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

that vertical articulation of spiral progression provides deep understanding of mathematics

concepts through a thorough review conducted by the teachers.

2. Teachers' Perceptions on Vertical Articulation of Spiral Progression Approach

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

increases its difficulty in every grade level.

3. Instructional Materials used by Teachers as perceived by the Student

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

4. Students' Positive Experiences in the Implementation of Spiral Progression

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

to their previous lesson for them to understand the new lesson.

5. Teachers' Positive Experiences in the Implementation of Spiral Progression

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

teacher can make intervention to address the problem.

6. Students' Difficulties/Challenges Experienced in the Implementation of Spiral

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.

7. Teachers' Difficulties/Challenges Experienced in the Implementation of Spiral

Progression Approach

Most of the teachers strongly agreed on the first indicator “Short time for review part in the

lesson” as their most common difficulty/challenge experienced in the implementation of spiral

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

retain the information being taught in the past.

8. Students' Suggestions to Improve the Implementation of Spiral Progression

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

students to comprehend with the new lesson.

9. Teachers' Suggestions to Improve the Implementation of Spiral Progression

Approach

Most of the teachers strongly agreed on the first indicator “The teachers should practice time

management in preparing themselves in teaching the different areas of mathematics” as their

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

reviews for the students.

RECOMMENDATIONS
 50

Aligned to the findings and conclusions drawn from the study, the following

recommendations were offered germane to the problems considered.

1. To all researchers, it is being suggested to be more specific in handling the

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

is to avoid noise created by the students.

2. For future researchers, it is recommended to look at the possibility of measuring

students' mastery of the subject matter in spiral progression through summative test or

standardized test in each grade level at the end of the school.

3. With regard to the instructional materials being used by the mathematics teachers in

teaching, it came out that the integration of “Multimedia (videos, PowerPoint

presentations, movies and the use of laptop and projector)” in teaching math is poorly

practiced. Therefore, it is strongly recommended for the mathematics teachers to

utilize the presence of “Multimedia (videos, PowerPoint presentations, movies and

the use of laptop and projector)” in the teaching of mathematics so that the students

can easily adapt in the discussion of mathematics lessons under SPA.

4. With regard to the Students' Suggestions to Improve the Implementation of Spiral

Progression Approach, it is strongly recommended that the students should be given

allot more time for review in order for the students to comprehend with the new

lesson under the implementation of spiral progression approach.

 51

5. With regard to the Teachers' Suggestions to Improve the Implementation of Spiral

Progression Approach, it is strongly recommended that the mathematics teachers

should practice time management in preparing themselves as well as their subject

matter in teaching the different areas of mathematics.

BIBLIOGRAPHY

A. Books
 52

Rohrer, D. (2009). The effects of spacing and mixing practice problems. Journal for

Research in Mathematics Education, 40, 4–17.

Son, L. K., & Simon, D. A. Distributed learning: Data, metacognition, and educational

implications. Educational Psychology Review (2012): 1-21.

Schmidt, R.A., & Bjork, R.A. (1992). New conceptualizations of practice: Common

principles in three paradigms suggest new concepts for training. Psychological Science, 3,

207–17.

Dempster, F. N. (1989). Spacing effects and their implications for theory and

practice. Educational Psychology Review, 1, 309–330.

Martin, B.(2008). Obstacles to Academic Integrity

Samala, H. (2018). Spiral Progression Approach in Teaching Science: A Case Study

Cabansag, M. (2014). Impact Statements on the K-12 Science Program in the Enhanced

Basic Education Curriculum in Provincial School. PNU Isabela, Philippines

Zulueta, A. (2002). As cited by Resurreccion J. & Adanza J. (2015). Spiral Progression

Approach in Teaching Science in Selected Private and Public Schools in Cavite. DLSU,

Manila, Philippines

De Dios, A. (2012). Philippines' Basic Education. Department of Health's Curriculum II.

Discovery Learning Scaffolding. 

Reigeluth and Stein (1983) “The Elaboration Theory of Instruction”.

 53

B. Online Documents

http://eric.ed.gov/?id=ED538282

http://Spiral%20Progression%20Approach/jerome-bruner-teaching- learning-and- the-

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

Junior High School Department

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.

I hope to receive a positive response on this matter.

Thank you very much!

Very respectfully yours,

JHON FAITH C. RAMIREZ JONATHAN TORRES

JESURICK SAYCON
Noted by:

MRS. ANROSE C. RASONABLE

Subject Teacher

APPENDIX B

Questionnaire
 55

THE USE OF SPIRAL PROGRESSION APPROACH IN TEACHING MATH AT

VILLAFLORES COLLEGE AS PERCEIVED BY STUDENTS AND TEACHERS: BASIS

FOR A STRATEGIC INNOVATION

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.

Part I: Students' Perceptions on Vertical Articulation of Spiral Progression Approach

Students’ Perceptions

Strongl Agree Disagree Strongly

y Disagree
Agree
There is continuity of lessons in the same area of
mathematics in all grade levels.
The topics discussed in the previous years are needed
in the present year.
Same areas of mathematics are discussed in all grade
levels.

The lessons are easier to understand because the same

topics are offered in all grade levels.

There is a different level of difficulty in one area of

mathematics in different grade levels.

Part II: Teachers' Perceptions on Vertical Articulation of Spiral Progression Approach

 56

Teachers’ Perceptions

Strongl Agree Disagree Strongly

y Disagree
Agree
There is continuity of lessons in the same area of
mathematics in all grade levels.
The topics discussed in the previous years are needed
in the present year.
Same areas of mathematics are discussed in all grade
levels.

The lessons are easier to understand because the same

topics are offered in all grade levels.

There is a different level of difficulty in one area of

mathematics in different grade levels.

Part III: Instructional Materials used by Teachers as perceived by the Students

Strongl Agree Disagree Strongly

y Disagree
Agree
Multimedia (videos, PowerPoint presentations, movies
and the use of laptop and projector)
Group activities
Reference books
Interactive games
Students’ Perceptions

Part IV: Students' Positive Experiences in the Implementation of Spiral Progression

Approach
 57

Students' Positive Experiences

Strongl Agree Disagree Strongly

y Disagree
Agree
Going back to the previous lesson through review made
me understand the new lesson.

Connecting the past lessons to the current one made me

understand the complex lessons in mathematics.

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.

Basic to complex lessons in mathematics allowed me to

think critically.

Part V: Teachers' Positive Experiences in the Implementation of Spiral Progression

Approach

Teachers' Positive Experiences

Strongl Agree Disagree Strongly

y Disagree
Agree
Mastery of the subject matter
Lessened the tasks of the math teachers because spiral
progression as part of K to 12 is student centered

The teachers were able to collaborate with other math

teachers and exchange techniques and strategies in
teaching the different areas of mathematics.

The teacher was able to be familiar with the math

concepts which are difficult for her students, and
perform intervention to address the problem
immediately.

Part VI: Students' Difficulties/Challenges Experienced in the Implementation of Spiral

Progression Approach
 58

Students' Difficulties

Strongl Agree Disagree Strongly

y Disagree
Agree
Retention and mastery of subject matter in difficult
math concepts

Repetition of topics in all grade levels

It was hard to adjust in the changes in the area of
mathematics to be discussed every grading period.

Review is time consuming

There was confusion on the complex lessons in
different areas of mathematics.
There was a limited time allotted to some math
concepts.

Part VII: Teachers' Difficulties/Challenges Experienced in the Implementation of Spiral

Progression Approach

Teachers' Difficulties

Strongl Agree Disagree Strongly

y Disagree
Agree
Short time for review part in the lesson
Inconsistent academic grades of the students
Lack of mathematical tools

Part VIII: Students' Suggestions to Improve the Implementation of Spiral Progression

Approach

Students' Suggestions
 59

Strongl Agree Disagree Strongly

y Disagree
Agree
Allot more time for review in order for the students to
comprehend with the new lesson.

Provide a more detailed discussion especially in areas

of which are difficult.
Continue the use of multimedia, models, mind-maps
and other teachings aids that help the students
understand the math lessons.

Perform interactive activities and group activities that

provide applications of math lessons in everyday lives.

Part IX: Teachers' Suggestions to Improve the Implementation of Spiral Progression

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 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.

Add another one hour per week for math classes.

The Researchers

Jhon Faith C. Ramirez

Jonathan Torres
Jesurick Saycon
CURRICULUM VITAE

A. PERSONAL
 60

Name: Jhon Faith C. Ramirez

Address: San Miguel Tanjay City, Negros Oriental

Date of Birth: August 07, 1998

Place of Birth: Maigo, Lanao Del Norte

Parents: Jonathan M. Ramirez

Jovita C. Ramirez

Religion: Roman Catholic

Email Account: jhonfaithramirez08@gmail.com

B. EDUCATIONAL ATTAINMENT

College: Villaflores College

Secondary: San Miguel High Shool

Elementary: San Miguel Elementary School

CURRICULUM VITAE

A. PERSONAL
 61

Name: Jesurick B. Saycon

Address: Sitio Tabuc, San Isidro Tanjay City, Negros Oriental

Date of Birth: July 25 , 1992

Place of Birth: Sitio Tabuc, San Isidro Tanjay City, Negros Oriental

Parents: Roderick R. Saycon

Jesusa B. Saycon

Religion: The Church of Jesus Christ of later-day Saints

Email Account: jesurick.saycon@gmail.com

B. EDUCATIONAL ATTAINMENT

College: Villaflores College

Secondary: Tanjay National High Shool

Elementary: Jose Rotea Memorial School

CURRICULUM VITAE

A. PERSONAL
 62

Name: Jonathan S. Torres

Address: Carsadang-daan Tanjay City

Date of Birth: May, 13 1996

Place of Birth: Angono, Rizal Hospital

Parents: Magdalena S. Torres

Rio C. Torres

Religion: Roman Catholic

B. EDUCATIONAL ATTAINMENT

College: Villaflores College

Secondary: Tanjay National High Shool

Elementary: Maralag Elementary School

63