LLI-II-017 1 Proceedings of the DLSU Research Congress Vol. 3 2015 Presented at the DLSU Research Congress 2015 De La Salle University, Manila, Philippines March 2-4, 2015 Spiral Progression Approach in Teaching Science in Selected Private and Public Schools in Cavite Jelli Ann Resurreccion 1 and Jonathan Adanza 2* 1, 2 St. Dominic College of Asia jadanza@sdca.edu.ph Abstract: This study aims to assess the implementation of Spiral Progression approach in teaching sciences in both private and public high schools. This utilized the mixed-method design (quantitative-qualitative research design), in which interviews, questionnaires, and observation were used to gather data. This was conducted in 4 private and 2 public schools. The data were processed, analyzed and interpreted using the following statistical tools: frequency, percentage, means, “Goodness of Fit” test and Chi-Square. The study shows that majority of private school science teachers have biology as their specialization, while in public school, chemistry. However, for both private and public schools, Biology is the specialization of teachers. Further, it was also found out that at .05 level of significance, there is no significant difference in the effectiveness of spiral progression in teaching Biology, Chemistry, Physics, and Earth Science between private and public schools. Consequently, both teachers of private (x=3.3) and public schools (x=2.83) see spiral progression as “sometimes” advantageous or disadvantageous to the students. Moreover, the study also revealed that at .05 level of significance, discovery or inquiry learning (χ 2 =40.65, df=12, p<.05), collaborative learning (χ 2 =32.69, df=12, p<.05)), and experiential learning (χ 2 =25.60, df=12, p<.05), are the three most preferred used teaching strategies that are found effective in teaching science. In qualitative part of the study, the responses of the respondents were categorized according to their themes. The study found out that Spiral Progression approach had greatly influenced science curriculum particularly the content and transitions of four areas of science, the secondary schools, the learners, and especially the science teachers. Based on the findings, science teachers were still adapting to the new curriculum, they needed more time and trainings to master all the fields and to learn new teaching strategies because it is difficult to teach something, in which one does not have the necessary mastery. They can teach other branches of science without the in-depth discussion because it is not their specialization. Key words: Spiral progression; science teaching; sciences; teaching approach; teaching methodology 1. INTRODUCTION Spiral Progression Revisited Spiral Progression approach in curriculum is derived from Bruner’s Spiral curriculum model (Lucas, 2011). Bruner stressed that teaching should always lead boosting cognitive development. Student will not understand the concept if teachers plan to teach it using only the teacher’s level of understanding. Curriculum should be organized in spiral manner so that the student continually builds upon what they have already learned. In congruence to Clark (2010) findings, Bruner saw the role of the