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Spiral progression in science : its volatilities, uncertainties, complexities, and ambiguities / by Norjane Stephanie Cadiz Vaño..

By: Contributor(s): Material type: TextTextDescription: ix, 116 leaves : ill, (col.) ; 28 cmSubject(s): LOC classification:
  • (GS-DE) LG 221 D35 G73  A6 E38 2024 V36
Online resources: Dissertation note: Summary: Abstract This study was conducted to determine the teachers’ perception of the Spiral Progression in Science in terms of its volatilities, uncertainties, complexities, and ambiguities and its impact on the teachers’ performance in terms of Content Knowledge and Pedagogy. The respondents of this study are 42 Junior High School Science Teachers, 23 Secondary School Heads, and 407 Junior High School Students. Two types of modified questionnaires which have undergone validation and reliability testing were used in gathering the data. Statistical tools used in the study were Weighted mean, Spearman Rank Correlation, ANOVA, and Kruskal-Wallis Test. The results revealed that science teachers “Somewhat Agree’ on the Volatilities, Uncertainties, Complexities, and Ambiguities of the SPA. Teachers were found to be competent with “High” and “Very High” levels of performance across all strands of Content Knowledge and Pedagogy in the PPST. Furthermore, the data revealed a significant relationship between the teachers’ perception of the spiral progression in science and their performance in terms of volatilities. Moreover, it was found that there is no significant difference in the performance of the teachers when they are grouped according to their profile. Consequently, there is no significant difference in the perceptions of the teachers on the SPA in Science when they are grouped according to their profile. Keywords: spiral progression in science, VUCA, teacher performance, content knowledge and pedagogy
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Dissertation Dissertation Foundation University Library Thesis, Dissertation (GS-DE) LG 221 D35 G73 A6 E38 2024 V36 (Browse shelf(Opens below)) Available 0232025005023
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Graduate dissertation (Doctor of Education) -- Foundation University, 2024.

Includes bibliographical references and appendices

Abstract
This study was conducted to determine the teachers’ perception of the Spiral
Progression in Science in terms of its volatilities, uncertainties, complexities, and
ambiguities and its impact on the teachers’ performance in terms of Content
Knowledge and Pedagogy. The respondents of this study are 42 Junior High School
Science Teachers, 23 Secondary School Heads, and 407 Junior High School Students.
Two types of modified questionnaires which have undergone validation and
reliability testing were used in gathering the data. Statistical tools used in the study
were Weighted mean, Spearman Rank Correlation, ANOVA, and Kruskal-Wallis Test.
The results revealed that science teachers “Somewhat Agree’ on the Volatilities,
Uncertainties, Complexities, and Ambiguities of the SPA. Teachers were found to be
competent with “High” and “Very High” levels of performance across all strands of
Content Knowledge and Pedagogy in the PPST. Furthermore, the data revealed a
significant relationship between the teachers’ perception of the spiral progression
in science and their performance in terms of volatilities. Moreover, it was found that
there is no significant difference in the performance of the teachers when they are
grouped according to their profile. Consequently, there is no significant difference in
the perceptions of the teachers on the SPA in Science when they are grouped
according to their profile.
Keywords: spiral progression in science, VUCA, teacher performance, content
knowledge and pedagogy

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