The Future of Education

Edition 14

Accepted Abstracts

Effect of Spiral Curriculum on the Retention of Science Lessons of F.E.U. Diliman Grade 9 Students A.Y. 2015-2016

Edie Aimee Chavez Octaviano, University of the Philippines (Philippines)

Abstract

The K to 12 Program uses the spiral curriculum approach in learning. In the spiral curriculum approach, each of the four disciplines chemistry, physics, biology, and earth science is taught per quarter with increasing difficulty every year level. The general objective of this study is to assess whether grade 9 students retained what they have learned in science from the previous year, when they were in grade 8. The specific objectives of the study were to measure the retention of grade 9 students of their grade 8 science the previous year, to evaluate which of the four disciplines, earth science, biology, chemistry, or physics, did the students retain most; and to compare which of the four disciplines the students excel most with relation to the retention interval. To test the retention of Grade 9 students of FEU Diliman A.Y. 2015-2016 of what they have learned the previous year, the students answered a 60-item Grade 8 science test consisting 15 items of each science discipline; chemistry, physics, biology and earth science. Data was gathered and analyzed. Chemistry showed the highest mean amongst the five areas, 6.86, followed by biology (5.88), physics (5.43) and earth science (4.64). Results showed that among the four disciplines of science taught in secondary education under the spiral curriculum, chemistry was the discipline the students obtained the highest scores in therefore it was the discipline most retained. Since chemistry was taught first in the school the study was conducted, it has the longest retention interval and earth science, the lowest since it was the most recent learned area. Factors such as the sequence of learning the disciplines and the duration of learning should be taken into consideration.

Keywords: spiral curriculum, retention;

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