Abstract
This study evaluated the effectiveness of the spiral progression approach in teaching English, Science, and Mathematics (ENSCIMA) and its impact on the academic performance of junior high school learners in Tagbilaran City Division during the 2023–2024 school year. Recognizing the importance of academic performance as an indicator of educational system effectiveness, the research addressed gaps in implementing the spiral progression approach, particularly its alignment with Bruner's Learning Theory and the objectives of Republic Act 10533. The study employed a quantitative research design, analyzing quarterly assessment data from 377 students in five public high schools. Statistical methods, including descriptive and inferential analysis, were used to evaluate relationships between the effectiveness of the spiral progression approach, learners' profiles, and academic performance. Key findings revealed that while learners achieved “satisfactory” academic performance overall, the spiral progression approach was rated “fairly satisfactory” in English and “did not meet expectations” in Science and Mathematics. Strong correlations were found between the approach's effectiveness and academic performance in English (rs = .767, p = .000) and Mathematics (rs = .774, p = .000), with a moderately high correlation in Science (rs = .690, p = .000). These results highlighted significant deficiencies in mastering core competencies and a mismatch between curriculum design and practical implementation. The study's implications emphasize the need for curriculum revisions, targeted teacher training, and the development of student motivation programs to bridge gaps in academic achievement. The findings aim to support evidence-based reforms in the K–12 curriculum by addressing these issues, ensuring alignment with learners' needs, and fostering long-term educational success.
