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Abstract
Spiral progression is one of the key components of the K to 12 curriculums. This prevents gaps between educational phases and enables students to pick up knowledge and abilities pertinent to their cognitive developmental stages. The goal of the study was to examine the factors impacting students' learning progress as well as to provide perspective into the teachers' viewpoints regarding the implementation of the science spiral curriculum at San Luis National High School in the Division of Agusan del Sur, Philippines, in the academic year 2021–2022. More so, this research used the quantitative approach as it delved into numerical data relative to the subject of the investigation procedure. The specific research methodology utilized was descriptive research design. The chosen public junior high school science teachers at San Luis National High School in the Division of Agusan del Sur in terms of their perspective when executing the science spiral progression curriculum is 3.55 with a descriptive interpretation of agree. The science teachers largely "agree" on the items offered to them in the questionnaire on the factors that affect students' learning development as to teachers' specialization and teacher training, seminars, and workshops, with an overall weighted mean of 3.96. a faculty mentoring program for the interdisciplinary classes they are instructing. Furthermore, the teachers are now conscious of the significance of obtaining a higher degree, whether it be for professional and personal growth or promotion, after observing the most recent trend in continuing education.
