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Level of Implementation of Spiral Progression Approach in Relation to Students’ Performance in Algebra

Chariss O. Rico, and Genelyn R. Baluyos

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Rico, C.O. and Baluyos, G.R., 2021. Level of Implementation of Spiral Progression Approach in Relation to Students’ Performance in Algebra. United International Journal for Research & Technology (UIJRT), 2(11), pp.01-08.


In the K to 12 curriculum, teachers are required to teach using the Spiral Progression Approach. This study explored the level of implementation of the Spiral Progression Approach in relation to performance in Algebra of students in Tangub City National High School. The descriptive-correlational design was used in the study. Adapted and modified Spiral Progression Approach in Mathematics Questionnaire (L &Alegre, 2019) and the researcher-made Algebra Summative Test was used in gathering the data. The respondents of the study were 249 Grade 10 students selected through simple random sampling. Mean, Standard Deviation, Pearson Product-Moment Correlation Coefficient, and Regression Analysis were used as the statistical tools. Results revealed that the teachers highly implemented the Spiral Progression Approach, but the students’ performance in Algebra was very poor. The use of a Spiral Progression Approach in teaching was significantly related to the students’ performance in Algebra. Discussion is a common strategy for teachers in teaching the Spiral Progression Approach. Future researchers conduct researches focusing on the factors that affect students’ academic performance in Mathematics.

Keywords: Algebra, discussion, implementation, performance, Spiral Progression Approach.


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