Spiral Progression Approach and Academic performance of Grade 10 Junior High School Students

Abstract

The study aimed to determine the relationship between the implementation of spiral progression approach and the academic performance in ENSCIMA (English, Science and Math) of Grade 10 students in the City Schools of Sta. Rosa,  Biñan and Cabuyao SY 2019 – 2020. There were 346 teacher – respondents and 1022 student – respondents from the three City Schools Division of Laguna. The data were gathered through the validated and reliability tested survey questionnaire. The data were analyzed using frequency, percent, mean, standard deviation, Pearson r, ANOVA, and t-test.  The results revealed that there is a significant relationship between the implementation of spiral progression in content standard and student’s performance in Science and Mathematics. There is also a significant relationship, in the strategies and instructional materials used by teacher - respondents in the implementation of spiral progression approach and the student’s academic performance. There is a significant difference among teacher – respondents’ assessment on spiral progression approach in terms of instructional materials when they are grouped according to age, and in terms of strategies when they are grouped according to years in service. Moreover, there is a significant difference among teacher-respondents’ assessment on spiral progression approach in terms of pedagogy, instructional materials, and assessment when they are grouped according to specialization. Suggest topics on LAC sessions to address problems and difficulties in implementing spiral progression approach and motivate teachers to develop project proposal and implement it to help improve the academic performance of the students in ENSCIMA  are recommended by the researcher.