teaching through spiral progression approach proposal

1. `Teaching through Spiral Progression: Experiences of
Newly Hired Junior High School Teachers

2. THESIS STATEMENT:
•While spiral progression approach
strengthens retention and mastery
of topics and skills, the repeating
procedure is misinterpreted by
learners becoming unmotivated in
the K-12 Implementation.

3. INTRODUCTION
• According to Hasna (2012), the design can be held with its weak points and
disadvantages. As gleaned from the design, one of the disadvantages is the use
of time in teaching the lessons. When subjects are taught in such manner, the
tendency is that there maybe too many repetitions that would reduce teaching
and learning time.
• Learners may be also find the design a bore or may not stimulate their interest
in the subject since it was taught to them the previous grade. Learning can also
be better assessed if students are expected to learn certain concepts and skill in
a certain grade level than assessing learning for the same concepts or skills at
different levels. Another disadvantage of the design is that when students are
taught to master specific concepts or skills, it can also reduce topics that can be
covered. There would be lesser topics to be discussed and sometimes at a
superficial level only.

4. Rationale
• The K to 12 Basic Education Program is a major education reform
implemented in 2012 in the Philippines. It serves as a response to the urgent
need to improve the quality of the Philippine basic education. The K-12
program aims at “decongesting and enhancing the basic education curriculum
for learners to master basic competencies, lengthening the cycle of basic
education to cover kindergarten through year 12” (SEAMEO INNOTECH, 2012).
• The seventh-year running curriculum includes smooth transition between
grade levels and continuum of competencies through the approach of
observing levels of complexities where learning of knowledge, skills, values,
and attitude increase in depth and breadth. This approach ensures integrated
and seamless learning.

5. THE PROBLEM
• This study seeks to explore the lived experiences junior high school (JHS)
teachers at Magsaysay Integrated School (MIS), Magsaysay, Bukidnon in order to
address common concerns related to teaching and learning.
• Specifically, it sought to answer the following questions:
• What are the lived experiences of newly hired JHS teachers during their first
year of teaching in terms of
• articulation of learning competencies;
• mastery of the subject matter;
• teaching strategies; and
• availability of instructional materials?
• What are the problems encountered upon the implementation of SPA? and
• What is the possible intervention for the identified problems?

6. SIGNIFICANCE OF THE STUDY
• The result of the study can help new educators in the field of
teaching embracing new perspective in the teaching and learning
being the last batches of the prior curriculum.
• With this research study, administration and especially teachers,
may be given the chance to study carefully what concept they wish
to be emphasized. Other stakeholders could allot more discussions
and time so that understanding and learning by students are not
superficial.
• Teachers can also make adjustments for teaching time to give
emphasize to certain topics that are more significant than others.

7. DATA GATHERING PROCEDURE:
• Informants
Teachers, with the permanent or regular status with an experience in
teaching the Grade 7 and 8 learners of MIS, being a newly integrated
elementary and secondary school, will be considered teacher-respondents of
the study.
• Sampling Technique
The sampling technique to be used in this study will be the purposive
sampling. It is a nonprobability sampling useful for this study with small
population. The seven participants will be purposely visited by the researcher
for the conduct of the data collection. The researcher will explain to the
participants their rights and responsibilities, presenting the consent.

8. • There will be three (3) instruments to be used for the data collection in this
study, namely: structured interview which aimed to gather the teacher-
respondents’ perceptions on the implementation of the SPA; focus group
discussion (FGD) which will be guided by a developed and validated
questionnaire; and interview/FGD questionnaire which will be designed to
guide the respondents on the conduct of the structured interview and FGD.
• The researcher will conduct an interview to the seven (7) JHS teachers
of MIS with the structured interview teaching the Grades 7 and 8 learners. A
random schedule of the interview will be done since the teacher-respondent
observes their individual teaching loads and free-time. Answers will be
recorded and will be transcribed later (Ramos-Samala, 2017) in the long run
of the data collection. Themes on articulation of learning competencies;
mastery of the subject matter; teaching strategies; and availability of
instructional materials will be observed.