MATHEMATICS TEACHERS’ ASSESSMENT OF SPIRAL PROGRESSION APPROACH

Resumo

The main purpose of this study is to determine how Mathematics teachers on selected public high schools in Laguna perceive spiral progression approach. A total of seventy (70) respondents were selected from public high schools in Liliw, Magdalena, Nagcarlan, Rizal, and Santa Cruz, Laguna. The main instrument used in this research was the self-made questionnaire – printed and in Google forms. The data gathered using this instrument were statistically treated through Frequency, Mean, Standard Deviation, T-test for Two Independent Samples, and Linear Regression Analysis. Based on the data analyzed, the mathematics teachers are mostly female, aged within the intervals of 35 to 39 years old. The overall mean level of mathematics teachers perception towards spiral progression approach with respect to its advantages is “High”. Likewise, the overall mean level of perception of mathematics teachers on the spiral progression approach with respect to assessment, content, and implementation are all “High”. The most commonly used teaching strategies by the mathematics teachers were guided discovery, cooperative learning, and collaborative learning, while the preferred teaching strategies are student-centered approaches. The level of academic performance of the students in mathematics under the spiral progression curriculum yielded a “Very Satisfactory” result. The inferential statistics have shown that: (1) there is a significant difference between the level of perceptions of Mathematics teachers on the advantages and characteristics of the spiral progression approach with respect to their demographic profile (2) the level of perception of Mathematics teachers on the advantages and characteristics of the spiral progression approach do not significantly affect the academic performance of the students and (3) the common and preferred teaching strategies of Mathematics teachers under the spiral progression approach do not significantly affect the academic performance of the students. The following recommendations were suggested by the researcher: 1.) The teachers may consider using guided discovery, cooperative learning, and collaborative learning in teaching mathematics as these are the top three (3) most frequently utilized strategies in teaching mathematics under the spiral curriculum. 2.) DepEd officials and school heads must frequently conduct seminars and training to improve the skills of the teachers in handling math topics especially algebra and statistics 3.) Students may refer on this study to determine which teaching strategy might be connected to their learning style so that they will be able to effectively synergize with their classmates and teachers during class discussion and 4.) Future researchers may use this study as it may serve as data bank for further enrichment of their readings of similar nature and thus may strengthen further the findings of the present research undertaking.

Dados da obra

Tipo

Artigo

Periódico

International Journal of Research Publications, v. 123, n. 1

Ano

2023 (2023-04-01)

Idioma

en

Palavras-chave

spiral curriculum; mathematics teachers' perceptions; mathematics teaching methods; guided discovery learning; cooperative learning; student-centered learning; mathematics achievement; high school mathematics; teacher demographics; teacher professional development

Temas

Álgebra, Avaliação, Currículo, Formação de Professores de Matemática

DOI

10.47119/ijrp1001231420234721

ISSN

2708-3578

Acesso

Acesso aberto

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026