000 03683nam a22003737a 4500
003 OSt
005 20251117093530.0
008 251117b |||||||| |||| 00| 0 eng d
040 _aFoundation University
_beng
_cFoundation University
_dFoundation University
050 _a(GS-MAEMath) LG 221 D35 G73
_bA5 E38 M38 .2024 B33
100 _aBacud, Regine Kate C.,
_eauthor.
_912719
245 _aSpiral progression approach in learning mathematics :
_bits advantages and disadvantages [thesis] /
_cby Regine Kate C. Bacud.
260 _aDumaguete City :
_bFoundation University,
_c2024.
264 _42024
300 _aviii, 51 leaves :
_bill. (color) ;
_c28 cm.
502 _6Graduate thesis (Education (Major in Mathematics), Master of Arts in)—Foundation University, 2024.
504 _aIncludes bibliographical references and appendices.
520 _aAbstract 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
520 _aThis 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.
650 _2LC
_aMathematics
_xStudy and teaching
_zPhilippines.
_910360
650 _2LC
_aEducation, Secondary
_xCurricula.
_zPhilippines
_912601
650 _2LC
_aCurriculum planning
_xEvaluation.
_zPhilippines
_912602
650 _2LC
_aTeaching strategies
_xResearch.
_zPhilippines
_912603
650 _2LC
_aMathematics
_xStudy and teaching (Elementary)
_zPhilippines.
_912720
658 _aThesis Writing
_bSpiral progression approach in learning mathematics : its advantages and disadvantages
_cMA 101
690 _2FU
_aSpiral Progression Approach,
_98401
690 _2FU
_aprior knowledge dependence,
_912721
690 _2FU
_aage- appropriate learning,
_912722
690 _2FU
_a concept repetition,
_912723
690 _2FU
_abroad curriculum
_912724
710 _aFoundation University (Dumaguete City).
_bGraduate School,
_edegree granting institution.
_912576
856 _3Spiral progression approach in learning mathematics : its advantages and disadvantages
_uhttps://drive.google.com/file/d/1S5Wl2XivPOiXXPTwqJyXiyhdlZpjuATf/view?usp=sharing
942 _2lcc
_cTH
_hLG 221 D35 G73
_iA5 E38 M38 .2024 B33
_k(GS-MAEMath)
_n0
999 _c5149
_d5149