International Journal of Research Studies in Educational Technology
Divine Word College of San Jose Special Issue
Volume 8, Issue Number 3
Available Online: 15 July 2024
Author/s:
Tañedo, Armina G.*
Divine Word College of San Jose, Philippines (arminatanedo2796@gmail.com)
Valera, Jason S.
Divine Word College of San Jose, Philippines (jason_dwcsj101920@yahoo.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 determine the content knowledge and pedagogy of science teachers’ spiral progression approach in Magsaysay, Occidental Mindoro. The researcher used a descriptive correlational method and employed statistical treatments such as frequency, percentage, weighted means, and multiple regression analysis. The data were drawn from 23 science teachers and 1,064 junior high school students of the 10 secondary schools in Magsaysay, Occidental Mindoro. This study found that most science teacher-respondents were science majors and had units in Master’s Degrees in Education. Most were Teacher III and have been in the service for 6-10 years. It was also revealed that the level of content knowledge and pedagogy of science teachers’ spiral progression approach in teaching was high. Most students have a satisfactory academic performance in science, as revealed in their average grades of 80-84 in the school year 2022-2023. Furthermore, a significant connection was found when the science teachers’ profile was linked to their content knowledge and pedagogy. Also, a significant relationship was found between the content knowledge and pedagogy of science teachers’ spiral progression approach and students’ academic performance in science. Therefore, it is recommended that school administrators continue addressing students’ performance in science by providing various trainings and seminars that focus on enhancing the content knowledge and pedagogy of the science teachers to effectively use their spiral progression approach to support student learning and achievement in science education.
Keywords: spiral progression approach, content knowledge and pedagogy, academic performance, science teachers, junior high school students
DOI: https://doi.org/10.5861/ijrset.2024.8021
Cite this article:
Tañedo, A. G., Valera, J. S., Lazaro, N. J., & Limos-Galay, J. A. (2024). Content knowledge and pedagogy of science teachers’ spiral progression approach in teaching in Magsaysay, Occidental Mindoro. International Journal of Research Studies in Educational Technology, 8(3), 43-60. https://doi.org/10.5861/ijrset.2024.8021
* Corresponding Author