Factors That Influence Students’ Learning Progress in the Science Spiral Progression Curriculum

Garcia, Rizaldy Escobar

doi:10.46303/jcsr.2020.5

Cited by 13 publications

(10 citation statements)

References 14 publications

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“…They further deposit that it enables teachers to spend more time correcting learners' misconceptions than grading learners' assessments. Further to the above, given that the current generation is technologically inclined (Zhang et al, 2019;Garcia, 2021), using ICT in administering assessments captivates and maintains learner engagement. The teachers' practices in this study were in line with this narrative.…”

Section: One Of the Quiz Questions Given By Teacher Cmentioning

confidence: 99%

Economics Teachers' Integration of ICT for Enhanced Economics Curriculum Implementation

Manzi,

Moreeng

2024

JCSR

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Information and communication technology (ICT) has gained tremendous attention as a tool for instructional delivery and assessment. However, high school Economics teachers have yet to fully utilize this educational tool to implement the Economics curriculum effectively. Information and communication technology enables teachers to communicate with learners outside the physical classroom, encourages learner engagement, facilitates differentiated teaching, simplifies abstract concepts, and helps teachers design, distribute and provide immediate assessment feedback. Nevertheless, there is sparse research on Economics teachers' integration of ICT to enhance Economics curriculum implementation in South Africa. This empirical study explores Economics teachers' ICT integration to enhance Economics curriculum implementation. Mediated learning experience (MLE) was the theoretical framework which guided this study. A qualitative approach was used in this study. Three teachers from three different research sites were purposefully selected for the study. Using a case study design, data were obtained through semi-structured interviews and classroom observations. The study findings reveal that the teachers in this study were utilizing ICT to enhance their teaching. However, there is still room for improvement in teachers' ICT integration. The study recommends continuous teacher development on ICT integration to enhance economics curriculum implementation.

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Section: One Of the Quiz Questions Given By Teacher Cmentioning

confidence: 99%

Economics Teachers' Integration of ICT for Enhanced Economics Curriculum Implementation

Manzi,

Moreeng

2024

JCSR

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“…It is called hybrid learning and combines the characteristics of traditional schools with online learning benefits for personal delivery by providing different instructions for each group (Watson et al, 2020). This innovative concept includes the advantages of traditional and ICT-supported learning (Abass et al, 2021;Garcia, 2021;Monkeviciene et al, 2020;Ndibalema, 2021;Seage, & Türegün, 2020;Subedi & Subedi, 2020;Wahyudi, 2020;Wahyudi & Winanto, 2018). According to Carman (2002), there are five keys to applying blended learning: life events, independent learning, collaboration, assessment, performance, and supporting materials.…”

Section: The Blended Project-based Learning Modelmentioning

confidence: 99%

The Effect of the Blended Project-based Learning Model and Creative Thinking Ability on Engineering Students' Learning Outcomes

Mursid

Saragih

Herawati

2021

IJEMST

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This research examines the effect of the blended project-based learning (PjBL) model and creative thinking ability on engineering students' drawing learning outcomes. Using a pre and post-test quasi-experimental design, the research included a sample of 80 students from two different classes at the Faculty of Engineering, UNIMED, North Sumatra, Indonesia. The data were analyzed using descriptive and inferential statistics through two-way ANOVA. Subsequently, the results showed that the members of experimental group I, comprising students who participated in the blended PjBL model, obtained the highest engineering drawing learning outcomes. The creative thinking ability outcomes of the students taught with this model were higher than those of the group II students who used the ordinary blended learning model. However, those with low thinking abilities taught with the ordinary model exhibited higher learning outcomes than the experimental group. These results show an interaction between the effect of the PjBL model and creative thinking ability on the learning outcomes of engineering students. Therefore, lecturers need to use a blended PjBL model to ensure improved outcomes, alongside enhancing students' creative thinking abilities to increase the model's effectiveness.

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“…Dunton (2019) stated that the Department of Education (DepEd) in the country sees the SPA as a solution to the current education problem. However, in the context of the Philippines, many influencing factors affect students' learning ability in the science and mathematics spiral progression curriculum (Garcia, 2021). Perhaps, Orbe et al (2018) revealed that there had been a mismatch in teachers' preparation in Science and mathematics as the country implemented the SPA curriculum.…”

Section: Framework Of the Studymentioning

confidence: 99%

Evaluating Spiral Progression Approach (SPA) in Teaching Science and Mathematics for Junior High Curriculum

Batidor

Casinillo

2021

PSSJ

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The goal of the Spiral Progression Approach (SPA) is that the teaching process will lead to boosting cognitive improvement. This study aimed to evaluate SPA in teaching Science and Mathematics students using the modified post-test only design. The first batch of the K-12 program is the treatment group. In contrast, the last batch under the Basic Education Curriculum is the comparison group. The Wilcoxon rank-sum test was used to determine a significant impact on the students' academic performance. Results showed a significant impact in Biology and Chemistry but not in Integrated Science and Physics. There was also a significant impact in Trigonometry and Statistics but not in Elementary Algebra, Intermediate Algebra, and Plane Geometry. However, the student's academic performance remained below satisfactory in Biology, Chemistry, and Trigonometry, and Statistics. Hence, teachers must be experts in their respective fields and undergo rigorous training to improve their strategies and become globally competitive educators.

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Factors That Influence Students’ Learning Progress in the Science Spiral Progression Curriculum

Cited by 13 publications

References 14 publications

Economics Teachers' Integration of ICT for Enhanced Economics Curriculum Implementation

Economics Teachers' Integration of ICT for Enhanced Economics Curriculum Implementation

The Effect of the Blended Project-based Learning Model and Creative Thinking Ability on Engineering Students' Learning Outcomes

Evaluating Spiral Progression Approach (SPA) in Teaching Science and Mathematics for Junior High Curriculum

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