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 Journal of Academic Research 03:3(2018), pp. 14-24

When the Spiral is Broken: Problem

Analysis in the Implementation of Spiral
Progression Approach in Teaching
Mathematics
Ronald L. Orale1, Ma. Emalyn A. Uy
1
Samar State University, Catbalogan City, Philippines
ronald.orale@ssu.edu.ph

Abstract: In a spiral approach, a student is introduced to the same topics several years in
a row, advancing them slightly on each pass; with topics arranged from the simplest to
more complex. The broken spiral on the other hand is the case where students were
unable to gain mastery of the previous topics and are introduced to a more complex new
topic. This paper examined that case using 66 10th graders subjected to a mathematics
aptitude test. Interview with 9 teachers in Junior High was also performed to identify
factors contributing to the students' performance. A literature review was also undertaken
to support the concept of a broken spiral. The study revealed that the expected benefit of
the spiral progression approach could never be attained in the current promotion and
retention practices of teachers. Teachers’ qualifications, resources, and training
inadequacy to name a few are factors identified by them that prevent them from
producing favourable outcomes.

Keywords: Broken Spiral, teacher factor, educational policies, student retention and
promotion, mass promotion, K-12

1. Introduction to college or university (ibid). Poorly

Basic education (K-12 or Kinder,
Elementary, Junior High and Senior High)
performance of students have direct link to
their achievements in higher education
(Khattab, 2015; ACT 2008; ACT 2007;
ACT 2005; AASCU; 2005) and eventually
as professionals (Vermeulen & Schmidt,
2008; Tomas, 2000; James & Alsalam,
1993). Application for work resume with
high GPAs are most likely to be selected
for job interviews (Kool et al., 2016), thus
they are the most likely going to get the
job. In the Philippines, and other parts of
the world, K-12 especially the Senior High
School is intended to prepare students to
enter into college/university, to work in the
industry or be an entrepreneur (Sarmiento
& Orale, 2016). Most of those who choose
the academic track is inclined to proceed
prepared student in basic education means,
poorly prepared individual for post-
secondary studies and eventually as a
professional.
Mathematics and its application in
today’s world are of great importance with
regards to science, technology,
communications, economics, engineering
as well as other fields (Dowling et al.,
2001). In the rapidly changing world
brought about by technological
advancement, the demand for skills in
mathematics cannot be discounted and the
need is increasing (Burghes, 2011; Norris,
2012). It has deep roots in many cultures
and people talented in this area over the
years contributed so much to the
development of many other fields
(Dowling et al, 2001). Mathematics is a
JOURNAL OF ACADEMIC RESEARCH
core skill for life (Math Reports, nd.) and
the effects of mathematics education are
clearly laid out in industrialized countries
(Vorderman et al., 2011). In the 2003
Trends in International Mathematics and
Science Study (TIMSS), mathematics
performance of Filipino students belonged
to the bottom 11%, better compared to
1999 results (Mullis et al., 2004). The poor
performance in mathematics is of global
concern (PISA, 2003) attributed to many
factors such as mastery of basic skills,
study habits, time management, and
attitude towards mathematics (Silao Jr.,
2018; Suan, 2014) as well as promoting
students without achieving competencies
needed for the level (Patena & Dinglasan,
2013; Shahrill et al., 2015).
The declining performance of
Filipino students in many subject areas has
triggered the need to overhaul Philippines
educational systems. One of these reforms
is the implementation of the K-12
curriculum which started in 2012. One
feature of the new curriculum was the
spiral approach to learning believed to
provide a smooth transition between grade
levels (DepEd, 2012). Students are
expected to learn any idea when it is
presented from simple to complex as
learners construct new ideas based upon
their previously learned knowledge
(Comparativ, 2014; Bruner, 1960). This
kind of approach according to De Dios
(2013) is very suitable for enhancing the
learning performance of the students.
In a spiral curriculum, students
revisit topics, themes or subjects on
several occasions during a course (Harden
& Stamper, 1999). There is an increasing
level of difficulty, new learning is related
to previous learning and competencies of
students are expected to increase (ibid).
But what if the learners have not
developed the needed competencies in a
particular topic or subject; can he
comprehend the next which is more
Orale & Uy(2018)
Vol. 03 No. 3
difficult or complex? This is the case of
the broken spiral.
2. Objectives
The paper aims to present the broken
spiral concept, specifically;
2.1 Conduct literature review about SPA,
2.2 Present the SPA as it is practiced by
Junior High Teachers,
2.3 Assess the performance of Grade 10
Junior High students in mathematics, and
2.4 Introduce the Broken Spiral concept
3. Methodology
3.1 Research Design
The study uses mixed methods
such as literature review, interviews and
quantitative assessments of student
performance in mathematics. The
discussion focused on the spiral approach,
the retention and promotion standards,
written and unwritten policies of
authorities shaping teachers practices and
the presentation of indicators of the broken
spiral.
3.2 Literature Review
Literature about SPA, its strength and
weaknesses were extracted from on-line
published literature which includes journal
articles, books, essays as well as
commentaries. These papers were used to
provide varied views and in support of the
broken spiral concept. Combined with the
results of the interviews made, issues
about the SPA were identified. A total of
56 published literature related to SPA,
methods of teaching, student behaviour
and belief/perception were examined and
28 were relevant to this study.
3.3 Research Participants and Environment
This interview and survey were
made in Samar, Philippines. For ethical
15
JOURNAL OF ACADEMIC RESEARCH
consideration and in the protection of the
school assessed, the teachers and the
students, their identities were withheld. A
total of 66 Grade 10 students from two
classes took the test to determine their
level of proficiency in different
mathematics subjects with questions taken
from various levels (Grade 7, 8, 9 and 10).
Participants considered in the assessment
were Grade 10 students primarily because
they were the first batch to have fully
undergone the enhanced secondary
education program of K-12 which started
during the school year 2012-2013.
Teaching practices of junior high
school teachers from various schools were
collected from 2016 to early 2018.
Interviews performed with them are semi-
structured with questions focusing on their
experiences in teaching mathematics, their
grading system and the promotion as well
as their retention of students as practiced.
3.4 Research Instrument
In the assessment of students’
performance in mathematics was based on
an 80 item quiz covering Algebra,
Geometry, Statistics, Probability and
Trigonometry taking into consideration the
grade levels. The exam was administered
to the students who were informed one
week before the assessment to give them
the opportunity to prepare. The interview
used an open-ended questionnaire as the
guide. A recorder was used during the
interview. The file was deleted after it was
transcribed and processed.
3.5 Data Presentation and Processing and
Statistical Analysis
Concepts and themes generated
from the literature review were intertwined
with the primary data collected through the
assessment and interviews. Data collected
from the assessment of student
performance in mathematics was grouped
according to subjects and levels giving
Orale & Uy(2018)
Vol. 03 No. 3
emphasis on their achievement scores.
Data were presented in a bar graph. Data
gathered from interviews were
summarized in a thematic manner.
4. Results and Discussion
4.1 The Spiral Curriculum and its
Implications
The benefits of Spiral Curriculum
and Spiral Progression Approach. Spiral
Curriculum is where a wide number of
topics are taught in the early grades and
are cycled throughout the years. It is aimed
at developing a deeper understanding in
the next levels. Spiral progression
approach was derived from Bruner’s Spiral
curriculum model. Some of the expected
benefits of this approach are (1) it helps
reinforce learning, (2) it allows a logical
progression from simple to complex ideas,
(3) it encourages students to apply their
previous learning to later topics and new
situation, and (4) it helps learners
appreciate the connections among the
different content standards. (Diwa, 2018).
Mastery of
Grade 10 Math
Mastery of
Grade 9 Math
Mastery of
Grade 8 Math
Mastery of
Grade 7 Math
Figure 1. The Ideal Spiral Progression Approach
The approach provides multiple
opportunities for learners (including
teachers) to gain mastery as they are
exposed to the same content as the topic
16
JOURNAL OF ACADEMIC RESEARCH
progresses. The benefit of the curriculum
is felt more conclusively in the later years
(Coelho & Moles; 2016) as everything
they have studied are beautifully
intertwined to create a more cohesive
knowledge. When implemented as
intended, the spiral approach is effective
for all learners including struggling
learners (Everyday Mathematics, nd).
Learning difficulties can be addressed in
the early phases of the spiral and
interventions can be implemented
especially when the needed concepts are
encountered later (ibid).
Mastery of Subject Matter. One of
the key elements in the SPA is the need for
the mastery of the subject matter that helps
retention of the concepts by the students
(Ramos-Samala, 2018). The easier to grasp
concepts are introduced to students and
ideas are built from there, progressing
from the simple to harder topics
(Cabansag, 2014). American school
spends a substantial proportion of time on
review each year sometimes repeating the
topic over and over again just to master the
topic (Gamoran, 2001).
Teachers are also expected to have
expertise on all topics. For example,
teachers who handle the math area must
have expertise in Algebra, Geometry,
Trigonometry, Probability and Statistics to
name a few. This will allow him/her to
interconnect one mathematics field to
another considering the goal for the year
and future levels. Sequencing of topics is
crucial as it provides linkages of lessons
previously covered as the students' spirals
upward in their course of study (Dowding,
1993). Topics are constantly revisited to
reinforce learning in the new topic.
Revisiting the old topic does not mean re-
teaching it but rather use it in
understanding the new topic.
Progression in Accordance with
Student Phase. Cabansag (2014)
emphasizes that student learn the subject
Orale & Uy(2018)
Vol. 03 No. 3
matter at their own phase. This will allow
them to develop expertise or mastery of
the subject matter before proceeding to a
more complex topic.
The idea of staying longer on a
topic to ensure mastery will affect the
attainment of entire learning outcomes of
the current year and effects will spill over
to the next. Topics scheduled for the
current year may not be covered entirely
thereby affecting the next level lectures.
American students who perform poorly in
arithmetic are subject to a special form of
the spiral curriculum; they repeat the topic
over and over again until they stop
studying math (Gamoran, 2001).
If time devoted to introducing new
topics is inappropriate, learning time may
decrease due to the level of difficulty and
boredom (Snider, 2004). To avoid the
boredom of students, teachers uses fun
activities which may not be related to math
(ibid), thus eating up the limited time.
Because of many topics presented, the
time provided for every topic is brief.
Porter (1989) estimated that only 30
minutes of instructional time of the entire
year for a close to 2/3 of the topics needed
to be covered.
4.2 The Spiral Progression Approach as
Practiced by Sampled Teachers
Teachers play a vital role in the delivery
of instruction no matter is the approach
used. This section of the paper presents the
practices employed by teachers in
delivering their classes using the SPA
under a spiral curriculum.
Unprepared. Out-of-field teaching
is prevalent despite the presence of a
policy by DepEd (1994). The policy states
that only those teachers with appropriate
majors or any of its subgroup are qualified
to teach.
17
JOURNAL OF ACADEMIC RESEARCH
Teacher 1: I am not a
mathematics major, but I was
requested to teach the subject for
lack of available mathematics
teacher. I have not availed of any
capacity building from my
school. I have my graduate
schooling on my own to help
myself.
Teacher 5: I need to study so
many topics just for me to be
able to connect it to other topics
within the same level and their
previous level. I rely on the
textbooks and other learning
materials to understand. But I
feel it’s not enough.
Teacher 6: We have limited
resources at school, we do not
have enough textbooks and other
teaching materials come from my
own pockets.
In 1992 survey by DECS, 45%
of those teaching in mathematics
were not specialist (DECS, 1998),
unverified reports says the number
was reduced. In a paper published by
the World Bank suggests that some
teacher education graduates in the
Philippines are weak in subject
matter content (Acedo, nd). Orleans
(2007) also reported that only about
30% of the teachers are academically
qualified. A teacher expected to have
knowledge on many topics is
unlikely in this scenario.
Mass Promotion. It is not a
written policy of the government to
practice mass promotion. However,
some of the systems used by DepEd
and of the government are
misinterpreted as recommending
mass promotion like the pending bill
entitled No Filipino Child Left
Behind Act of 2010 (Senate of the
Philippines, 2010) and the Philippine
Orale & Uy(2018)
Vol. 03 No. 3
Education for All 2015 National Plan
of Action (Lapus, 2008).
Teacher 3: I have never dropped
or retained anyone in my class;
my principal would not allow me.
Yes even if the student has
incurred so many absences.
Teacher 1 to 9: Our school and
our principals are also rated
based on the number of students
promoted or retained to the next
level.
Teacher 8: I have more than 6
nonreaders but they will be
promoted. If I insist on retaining
them, I will be required to
conduct remedial classes without
remuneration. I rather promote
them, and my principal will be
happier.
Promoting students without
learning has several long-term
effects to the student and impact to
the country as a whole. Promoting
students without learning results into
higher dropout rate in later years
(King et al., 1999) while other
studies says differently (Jimerson,
2001; Jacob & Lifgren, 2009;
Lorence, 2014). Rewards for
performance often are forces that
encourage schools heads to allow
mass promotion despite the foreseen
impact. Performance indicators of
schools includes dropout rate and
graduation rate or promotion rate
(Read, 2017), therefore lower
retention means better performance.
Teacher 4: My principal
himself told me not to drop my
student and blame me even for
his absences.
Teacher 2: At this level, (Grade
10), I should have no non-
18
JOURNAL OF ACADEMIC RESEARCH Vol. 03 No. 3

readers, but I have several of Teacher 9: There was a new

them. How much more
mathematics, when reading
and comprehension is almost
null. I would like to render
remedial classes for the
student, but I have other
concerns. His case is beyond
my scope. He should have not
been promoted to Grade 4.
Lowering of Standards. Most
of the time students are not able to
meet the required standard at the end
of the grading period. However
because of the flexibility of rating
system, students passed the subject
no matter how poor his performance
is.
Teacher 1 & 8: We lower the
standard and adjust the
passing mark or give them high
grades on performance tasks;
sometimes the performance
task is not related to the
subject. Many times we provide
them simpler questions in
exams for them to pass.
department order from DepEd
about remedial class, for me it’s
complicated and not attractive. I
doubt my colleagues will conduct
the much needed remedial classes.
Teacher 7: I and my co-teachers
have discussed the DO 13 s. 2018.
For us it is easier to just promote
the slow learners than conduct
remedial class and submit many
requirements.
4.3 Students Mathematics Performance
The foregoing result shows that about
71% of students who are about to move to
Grade 11 are still beginners of Grade 10
mathematics. This suggests that the spiral
progression approach is not working as
teachers seems to advance to next more
complex subject matter without the
mastery required.

Remedial Class. Students’ learn at

their own phase. In a heterogeneous
section, there will always be students who
learn fast and the slow learners. Trying to
slow down the class for the benefit of the
Figure 3. Grade 10 Mathematics Performance
slow learners will not be advantageous for
the entire class, the reason why a remedial
The students also were assessed
class is in order. For government teachers'
using test items from Grade 7 to Grade 8
students who failed to achieve the desired
and the result was the same. Most of the
competency are expected to attend
students are just in the beginners’ level,
remedial classes either every after the
proof that they have not mastered the
day's class or weekends or during summer
topics they have had in the previous years.
time. Teachers' conducting remedial
Teachers handling the subject per level are
classes are allowed to receive service
not necessarily the same leaving the new
credit (DepEd, 2003). The policies laid out
teacher clueless where the students
as per DO 13 S. 2018 or the implementing
stopped. Only an average of 4% of the
guidelines for remedial classes is a bit
students exhibited advance level of
complex.
aptitude, but only one of the 66 tested was
consistent.

Orale & Uy(2018) 19

JOURNAL OF ACADEMIC RESEARCH
The result suggests that students
have been promoted to succeeding levels
without attaining the mastery level. This
result is true as Ginsburg (2012), shared
his first teaching experience to an 11th
grade, 9th grade and 7th-grade Algebra
classes.
Figure 3. Grade 10 Students Mathematics
Performance with Test Items from Grade 7-10
Ginsburg (2012) noticed that the
ability of some 11th-grade students is the
same with that ability of 7th-grade students
and some skills of 11th-grade students were
not far different with that skill of 9th-grade
students. He expressed that the approach
results into stifling and not spiraling. The
requirement for mastery is supposed to be
addressed in the topic re-visitation.
However many times revisiting concepts at
each grade level with increasing depth do
not happen. Therefore building on
students’ prior knowledge and skills is not
possible and gaining mastery from one
topic to another will not occur.
4.4 The Broken Spiral
The DepEd is trying to cover too
many subjects and deliverables at one
time, without focus and prioritization
(www.philippinesbasiceducation.com,
2012). DepEd does not see the importance
of prerequisites, the essence of mastery
that instead of progressing upward it's a
downward spiral (ibid). This paper
however focuses on one key element,
attaining proficiency before proceeding to
the next topic. New information or skills
are introduced are related back and linked
Orale & Uy(2018)
Vol. 03 No. 3
directly to learning in previous phases of
the spiral (Harden & Stamper, 1999) if
such is not attained; there is a case of a
broken spiral.
The regression instead of
progression effect of the spiral approach
was proven in the United States as early as
2000 (US Department of Education, 2001).
Though there was improvement year on
year, the percent gain in lower year is
smaller than later years (ibid). There is
therefore slump in mathematics
achievement until grade 12 (ibid). Based
on TIMSS results, it appeared that US
students do not start out behind but fall
behind during the middle-school years
(Snider, 2004) suggesting that the longer
the child stays in American schools, the
worse they became (America’s Education
Choice, 2000).
Wider coverage but with lesser knowledge
Grade 10
Learning Regression not Progression
Grade 9
Grade 8
Student is
promoted
to Grade 8
Grade 7
with
beginner
skills in
grade 7 Student enters Jr. High with
poor elementary preparation
Figure 2. Seamless No More: The Broken Spiral
The spiral curriculum is flawed for
limiting opportunity to master critical
concepts (Snider, 2004). The spiral
curriculum leads to superficial
understanding of the needed skills vital to
learning more difficult concepts,
minimizes academic learning time and
20
JOURNAL OF ACADEMIC RESEARCH
providing insufficient cumulative review
(ibid).
The idea is ideal if there is enough
time and handful number of students under
your supervision. Students learn at their
own phase, therefore some will be ahead
and others will be left behind. Slowing
down the phase for the sake of the slow
learners will be unfair. At the end of the
curriculum, students are expected to have
garnered the minimum competencies and
that is time bounded. Everything needs to
be completed within the given period.
5. Conclusion and Recommendation
The spiral curriculum and the SPA
are ideally good but its applicability in the
current educational set-up is not. Without
the necessary pre-requisites available such
as resources, appropriate teachers’
competencies and favourable policies, the
spiral progression approach does more
harm than good.
The mass promotion which is
indirectly imposed by the authorities is one
reason why the spiral is broken. Promoting
students without the needed remedial
classes to catch-up and master the topic is
a deathblow to the promise of SPA.
Making remedial classes for slow learners
more attractive for teachers and student
alike may help in attaining the needed
mastery of topics crucial for the next level.
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