Mary Charmine Grace O. Baniago (Author)
Abstract:
This study delves into the analysis of knowledge and skill proficiency progression among respondents, unveiling significant trends that offer insights into the efficacy of science education strategies. The research reveals fluctuating patterns in knowledge proficiency, with notable increases observed until Grade 9, succeeded by a sudden decline in Grade 10. These variations are attributed to diverse factors impacting student performance, encompassing gender disparities and curriculum variables. Likewise, skill proficiency displays a consistent upward trajectory until Grade 10, followed by a decline, potentially influenced by similar contextual factors affecting students’ abilities. Scholars emphasize the role of active learning and curiosity cultivation in enhancing skill competency, underscoring the link between science process skills and creativity. The significance of adopting a spiral approach to skill acquisition underscores the need for competent teaching to ensure effective skill instruction. However, the observed gap between knowledge and skill proficiencies highlights the necessity for a more holistic educational approach, emphasizing not only theoretical comprehension but also practical application. The concept of spiral progression accentuates the gradual development and reinforcement of concepts, vertically and horizontally, emphasizing the importance of building upon prior knowledge and skills for sustained mastery. In essence, the findings underscore the intricacies of educational dynamics and emphasize the need for multifaceted strategies to foster comprehensive student development.
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Keywords: Spiral Progression, Science Knowledge, Science Proficiency, Science Education