Unfulfilled Potential: A Document Analysis of Spiral Progression and Curriculum Coherence in Philippine Junior High School Science
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Abstract
Background and Aims: The spiral progression approach is central to the Philippine Junior High School Science curriculum, yet its real-world articulation in official documents has not been rigorously evaluated. This study situates that gap within Bruner’s spiral curriculum principles and the broader K–10 science context. This paper aims to determine the extent to which curriculum materials embody spiral features—revisitation of key ideas, increasing complexity, and vertical articulation—and to identify redundancies, shallow treatments, and sequencing gaps.
Methodology: A qualitative document/content analysis of Department of Education (DepEd) curriculum guides, lesson exemplars, Most Essential Learning Competencies (MELCs), and related policy texts (primarily 2020–2023), coded against indicators derived from Bruner and curriculum mapping literature. Ethical standards for transparent document analysis were observed.
Results: While core concepts show structured sequencing across grades, the analysis reveals significant weaknesses: content redundancies, limited conceptual depth in several domains (e.g., genetics, physics applications), and uneven vertical articulation that interrupts coherent progression and deep understanding.
Conclusion: The findings provide an empirical, document-based critique of spiral implementation in a Southeast Asian setting and underscore the need for clearer progression strategies, stronger vertical alignment, and reduced redundancy to better realize spiral principles and improve science learning outcomes
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