Mastery Learning of Chemistry Competencies through the Spiral Progression Approach in Curriculum
Journal Title: International Journal of Educational Science and Research (IJESR) - Year 2019, Vol 9, Issue 5
Abstract
The spiral progression of science competencies for mastery learning in basic education is a major innovation in the new science curriculum in the Philippines. The study assessed the status of mastery learning of Chemistry competencies as a basis for developing and validating Chemistry Instructional Modules. The status of mastery learning of Chemistry competencies was studied in relation to the respondents’ grade levels in the Junior High and their profile (sex, classification of school, type of school, location of school, and teachers’ specialization). Correlation analysis identified factors affecting mastery learning. The study employed the quantitative descriptive method using a reliable and valid Chemistry Achievement Test (CAT) administered to Grade 11 STEM strand students from eight science high schools and non-science sigh schools of both public and private schools in the Baguio City-La Trinidad area of the Cordillera Administrative Region (CAR). Mastery learning of Chemistry competencies in the grade levels revealed an Average Mastery (AM) across all tests. Students from public, science and city schools had significantly higher mastery learning on all four grade levels and overall performance. Correlation results indicate school classification, school type and school location as factors affecting mastery learning. Instructional modules developed and validated were the least-mastered competencies in Grade 9 covering chemical bonding, the mole concept and carbon compounds.
Authors and Affiliations
Ely, Luisita L
Keywords
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- EP ID EP670863
- DOI 10.24247/ijesroct20192
- Views 132
- Downloads 0
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