Abstract
The study delved into the factors the influence students’ learning progress in the implementation of the science spiral progression curriculum in selected public junior high schools in the Division of Pasig City, Philippines, covering the school year 2017 – 2018. The study used the quantitative approach to research, particularly the descriptive research methodology. The specific descriptive research designs utilized were the correlational and normative surveys. The contextual analysis technique was likewise used. Data were statistically tested with the use of frequency distribution formula, percentage formula, and percentage weighted mean The study concluded that the perspectives of the science teachers in executing the science spiral progression curriculum vary from school to school. The study also found out that several factors influence the students' learning progress and that majority of the Grade 10 students for the School Year 2017 – 2018 of the Division of Pasig City Philippines have “fairly satisfactory” performance.
Highlights
The old basic education curriculum of the Philippines mandates that Filipino learners should finish their schooling for ten years
The study concluded that the perspectives of the science teachers in executing the science spiral progression curriculum vary from school to school
What are the perspectives of the science teachers when executing the Science Spiral Progression Curriculum? The table below shows the science teachers' perspectives when executing the science spiral progression curriculum in the Division of Pasig City, Philippines, the school year 2017-2018
Summary
The old basic education curriculum of the Philippines mandates that Filipino learners should finish their schooling for ten years. This is six years of primary school and four years of secondary school. Primary school is composed of grades 1 to 6, while secondary schooling is composed of 1st year to 4th year. The Philippines' Department of Education in the time of the -president Benigno C. Aquino pushed for the amendments of the basic education curriculum. The president and the department envisioned a 12-year basic education curriculum in addition to a mandatory Kindergarten, the birth of the K to 12 basic education curricula in the Philippines
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