IMPLEMENTATION OF THE SPIRAL PROGRESSION IN MATHEMATICS: A MIXED METHODS STUDY

EDUCATION TEACHING MATHEMATICS

This explanatory sequential mixed-methods study examined the implementation of the Spiral Progression in Mathematics among junior high school teachers in Maragusan District. Specifically, it explored teachers’ experiences, challenges, coping mechanisms, and recommendations in implementing spiral progression. The quantitative phase utilized a survey questionnaire administered to Mathematics teachers, while the qualitative phase involved in-depth interviews with purposively selected participants. Quantitative findings revealed that SPA was highly implemented in terms of lesson activities, teaching strategies, instructional materials, and evaluation techniques. Qualitative findings showed that teachers implemented SPA by using instructional materials as guides, employing varied teaching strategies, and revisiting concepts at increasing levels of difficulty. However, they encountered challenges related to curriculum pacing, learner diversity, weak prior knowledge, irregular attendance, limited instructional materials and technology, and differences in students’ abilities. To address these concerns, teachers revisited prerequisite concepts, provided individualized and emotional support, adjusted language and pacing, utilized guided instruction, engaged in self-learning, and strengthened lesson planning and remediation practices. Participants further emphasized the need to strengthen foundational mathematical skills, expand teacher development opportunities, improve access to instructional resources and technology, promote culturally responsive instruction, and enhance learner support systems. The study concluded that effective implementation of SPA requires continuous teacher adaptability, adequate resources, and sustained institutional support to improve Mathematics learning outcomes.

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