Teachers’ perspectives on spiral progression in mathematics 7: A qualitative analysis using the adapted kirkpatrick model

This study evaluated the implementation of the spiral progression approach in Mathematics 7 from teachers’ perspectives using the Adapted Kirkpatrick Evaluation Model as an analytical framework. Conducted in selected public secondary schools in the LOCATU (Loon–Calape–Tubigon) Sub-Congressional District 1, Schools Division Office of Bohol, the study employed a descriptive-qualitative research design. Twelve (12) Mathematics 7 teachers were purposively selected based on school size classification and experience in implementing the spiral progression approach. Data were collected through semi-structured interviews and analyzed using thematic analysis following Braun and Clarke (2006). The Kirkpatrick Model was adapted to the educational context by aligning its four levels with teachers’ perspectives: Reaction (teachers’ responses), Learning (teachers’ observations of students’ understanding and engagement), Behavior (instructional practices and pedagogical adjustments), and Results (perceived outcomes of implementation). Findings revealed that teachers perceived the spiral progression approach as structurally complex and fragmented, resulting in discontinuity of lessons and misalignment with learners’ readiness. Teachers reported weak retention, limited conceptual mastery, and difficulty in connecting mathematical concepts across topics. They employed adaptive instructional strategies such as scaffolding, differentiated instruction, collaborative learning, and curriculum modification, indicating increased instructional burden and systemic gaps. Furthermore, the spiral progression approach contributed to limited student preparedness for advanced mathematical concepts, weak long-term retention, and persistent foundational learning gaps. Its effectiveness was constrained by issues in sequencing, pacing, and instructional alignment. The study recommends curriculum refinement, strengthened instructional support, and improved coherence in content sequencing under the MATATAG Curriculum.