Abstract
The descriptive-correlational research examined the awareness, attitude, and implementation of science spiral curriculum concerning students’ academic performance. Findings revealed that teachers are moderately aware, have a favorable attitude, and moderately implemented the science curriculum, including objectives, methodology, learning resources, and assessment were relatively implemented while facilities were less implemented. It was also determined that they have a satisfactory rating in a science subject regarding students’ performance. The level of awareness, attitude, and implementation of the K to 12 science curriculum regarding sex, academic qualification, and teaching length had no significant difference. Finally, it revealed further that the level of awareness, attitude, and implementation of the spiral progression curriculum to students’ academic performance has no significant relationship to the aforementioned variable. Thus, enhancement programs, skills training, and the procurement of science laboratory equipment are needed to enhance the educational process to meet the K to 12 science curriculum set standards.
Highlights
The Philippine educational system, the Department of Education (DepEd), is overwhelmed with many concerns regarding the effectiveness and quality of education being delivered
There is no relationship among teachers’ awareness, attitudes, and curriculum implementation in science and students’ academic performance. Design This investigation used descriptive-correlational type of research since this investigation examines the level of awareness, attitude, and curriculum implementation in science among teachers in relation to their student’s academic performance
Respondents of the Study Science teachers currently deployed in the 18 schools of one of school division of Negros Occidental academic year 2016-2017 were asked to participate in this study
Summary
The Philippine educational system, the Department of Education (DepEd), is overwhelmed with many concerns regarding the effectiveness and quality of education being delivered. The symptoms that the current learning system is problematic can be seen in our students’ poor academic performance compared to their other Asian counterparts. To overcome the country’s disparaging situation, the K-12 program was implemented, aiming to level up the teaching and learning process standards amongst Filipino learners. The science curriculum is not alien to this. Ferido (2013) emphasized that a science curriculum should be constructed ideally and perfectly based on the 21st century skills to develop Filipino students who are scientifically, technologically and environmentally responsive individuals.
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