Graduate thesis (Education (Major in Mathematics), Master of Arts in)—Foundation University, 2024.

Includes bibliographical references and appendices.

Abstract

This study aimed to identify the perspective of the students on the advantages and
disadvantages of the Spiral Progression Approach (SPA) in learning mathematics.
The researcher utilized the descriptive-correlational survey and employed the
systematic sampling technique in identifying the 277 Senior High School students of
Siquijor State College who served as the respondents. The researcher used a
validated questionnaire with the following Cronbach’s Alpha coefficients: 0.701 for
repetition; 0.702 for improved prior knowledge; 0.713 for age-appropriate learning;
0.704 for limited time; 0.723 for prior knowledge dependence; and 0.720 for broad
curriculum. The study revealed that the students have “high” perceptions of the
advantages of the SPA in terms of repetition, prior knowledge, and age-appropriate
learning. However, the students also have “high” perceptions of the disadvantages of
the SPA in terms of limited time, prior knowledge dependence, and broad
curriculum. Moreover, the results indicate that the students’ academic performance
in General Mathematics is “very satisfactory” and significantly correlated to their
perceptions of the advantages of the SPA.

Keywords: Spiral Progression Approach, prior knowledge dependence, age-
appropriate learning, concept repetition, broad curriculum

This study investigates the advantages and disadvantages of the spiral progression approach in learning mathematics. It analyzes how the approach influences concept mastery, retention, skill development, and learner preparedness across grade levels in the K–12 curriculum.