Factorial Analyses of Students’ Progress through the K to 12 Science Spira Progression Curriculum

Abstract

The study delved into the implementation of the science spiral progression curriculum in selected public junior high schools in the Division of Pasig City, Philippines, covering school year 2017-2018 based on the observed factors that influence students’ progress relative to the K-12 science spiral progression curriculum. The study hypothesized that there are significant differences in the perspectives of science teachers in executing the science spiral progression curriculum; and that there are significant differences in the way the science teachers handle the science spiral progression curriculum across year levels. 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, percentage weighted mean and one-way ANOVA (analysis of variance.). Based on the findings, the study concluded that the perspectives of the science teachers in executing the science spiral progression curriculum vary from school to school and that there are significant differences in the perspectives of the science teachers in executing the science spiral progression curriculum when compared by school. Also, it was concluded that the science teachers handle the science spiral progression curriculum differently in each school. There are also significant differences in the handling of the science teachers of the science spiral progression curriculum across year levels when compared by school, likewise and majority of the Grade 10 students for School Year 2017-2018 have “fairly satisfactory” performance.