Assessing Teacher Engagement and Effectiveness in Implementing Spiral Progression within Mathematics Curriculum: A Philippine Perspective

This study examines the status, performance, and challenges faced by secondary Mathematics teachers in implementing the spiral progression curriculum across eleven public secondary schools in Congressional District 2 (CD2) of Cagayan, Philippines, using a sequential explanatory design. Results indicate that teachers have a moderate understanding of spiral progression principles and content mapping but face significant implementation challenges. Student-related issues include lack of motivation, parental support, and continuity. Teacher-related problems involve inadequate training, limited instructional time, and overcrowded curricula, while school-related issues include insufficient instructional materials and mass promotion practices. The study recommends decongesting the Mathematics curriculum to enhance student mastery, promoting sustainable implementation programs, ensuring accurate dissemination of information, providing aligned learning materials, and integrating pedagogical training on spiral progression into the BSED Mathematics curriculum. These measures aim to improve the effectiveness and sustainability of the spiral progression approach in secondary Mathematics education.