Lived Experiences of Junior High School Students with the Spiral Progression Approach in Science Education: A Phenomenological Study in Northern Samar

Aim:The Spiral Progression Approach (SPA), a core element of the Philippine K to 12 curriculum, seeks to build conceptual mastery through repeated and deepening engagement with key scientific ideas across grade levels.This qualitative study explored how junior high school students in Northern Samar experience and perceive the SPA in science education.Methodology: Using a phenomenological design, the study gathered data from Grades 7 to 10 students via semistructured interviews, focus group discussions, and classroom observations.Results: Findings show that while many students appreciate the reinforcing nature of SPA, challenges emerge from gaps in instructional clarity, resource shortages, and contextual barriers like socio-economic status and language.Students' home environment and cultural roles influence their engagement and success in science learning. Conclusion:For the SPA to fulfill its promise, targeted teacher training, adequate resources, and context-aware strategies are needed (van den Heuvel-Panhuizen & Drijvers, 2014).The research advocates for a holistic, studentcentered approach to curriculum reform-one that places learners' lived experiences at the heart of educational improvement.