Teaching Filipino Using Spiral Progression Scheme and the Implication to Student's Performance in MSU-Sulu Laboratory High School

Abstract

This study aimed to determine the advantage and disadvantage of spiral progression approach and its effectiveness in teaching Filipino. It explored further to determine the level of performance and its relation to the teaching strategies. Statistical evidence were used to determine the effectiveness of spiral progression approach and the level of effectiveness of teaching strategies. Pearson Correlation was used to determine the relationship between the level of effectiveness of teaching strategies in the spiral progression approach and the performance of the students. The study concluded that the spiral progression approach often advantageous and sometimes disadvantageous as perceived by the teachers however, the spiral progression approach is very effective in teaching Traditional Panitikan and effective in teaching other subject areas such as Panitikan Pandaigdig, Noli Me Tangere, El Filibustirismo, Panitikan sa Asya and Ponolohiya. The teaching strategies used by the Filipino teachers such as role-play, collaborative learning, dramatization, child centered approach, discovery/inquiry learning, cooperative learning, lecture method, whole brain teaching, portfolio and journal, experiential learning, buzz session, think-pair-share, jig-saw-puzzle and round robin have high implication in the students’ academic performance. The data indicate further that these teaching strategies are all effective in teaching the Filipino subjects under the spiral progression scheme. The hypothesis is rejected on the relationship of performance of the students in Ponolohiya there is significant positive moderate correlation with the performance in Panitikan sa Asya and Noli Me Tangere while the performance in Ponolohiya, Panitikan Tradisyonal, Panitikan Pandaigdig and El Filibustirismo are not significantly correlated.