International Journal of Research Studies in Educational Technology
Divine Word College of San Jose Special Issue
Volume 8, Issue Number 2
Available Online: 15 July 2024
Author/s:
Gaudier, Marleen Ann E.*
Divine Word College of San Jose, Philippines (anngaudier.0120@gmail.com)
Jarabata, Chona T.
Divine Word College of San Jose, Philippines (chontj2015@gmail.com)
Lazaro, Neofe J.
Divine Word College of San Jose, Philippines (mharifel.javier.lazaro@gmail.com)
Limos-Galay, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)
Abstract:
This study aimed to design a framework for the status of spiral progression curriculum mathematics at Divine Word College of San Jose, employing teaching strategies and teaching assessment in the classroom. Using a mixed methods research design, the study showed that the spiral progression curriculum, as assessed by DWCSJ’s Grade 10 students, is implemented in terms of retention and continuity of mathematical concepts and higher mathematics readiness. The teaching strategies that are used in the classroom to a very high extent are experiential learning, mastery learning, guided-discovery learning, inquiry-based learning, and individualized learning, and the teaching assessments that are fully implemented in the classroom are in the forms of formative, summative, and self-assessment. The result of the research showed that experiential learning has a significant effect on the retention and continuity of mathematical concepts, and inquiry-based learning has a significant effect on higher mathematics readiness. Summative assessment and self-assessment both significantly affect the retention and continuity of mathematical concepts, and inquiry-based learning significantly affects higher mathematics readiness. With these findings, teachers may emphasize improving other teaching strategies and assessments, particularly formative assessments, which are significant in other literature studies.
Keywords: spiral progression curriculum in mathematics, teaching strategies, teaching assessment, higher mathematics readiness, mathematical concepts
DOI: https://doi.org/10.5861/ijrset.2024.8007
Cite this article:
Gaudier, M. A. E., Jarabata, C. T., Lazaro, N. J., & Limos-Galay, J. A. (2024). Teaching strategies, teaching assessment, and spiral progression curriculum in Mathematics in Divine Word College of San Jose. International Journal of Research Studies in Educational Technology, 8(2), 1-20. https://doi.org/10.5861/ijrset.2024.8007
* Corresponding Author