SPIRAL PROGRESSION APPROACH IN TEACHING JUNIOR HIGH SCHOOL MATHEMATICS
Journal Title: IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL - Year 2020, Vol 2, Issue 4
Abstract
This study determined the influence of the spiral progression approach in teaching junior high school mathematics. The study utilized a descriptive method of research with test and research-made questionnaire as the main data gathering instrument. Frequency distribution, mean, standard deviation, weighted mean, composite mean and Pearson r were utilized as statistical tools to treat gathered data. Findings showed that students have low performance in Mathematics in the National Achievement Test (NAT) and were only in the Beginning level of achievement when it comes to their critical thinking and problem solving in the five areas in Mathematics namely Numbers and Number Sense, Measurement, Patterns in Algebra, Geometry and Probability and Statistics. Moreover, there was no significant relationship between the performance of students in Mathematics on NAT and their level of understanding in critical and problem solving skill in the five areas in Mathematics. Results also revealed that teachers had encountered problems in using spiral progression approach in teaching Mathematics.
Authors and Affiliations
JEFFREY R. ABAD, AGNES D. ARELLANO, Ed. D.
Keywords
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- EP ID EP691010
- DOI 10.5281/zenodo.4399318
- Views 236
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