Sequential Teaching as a Strategy in Grade 10 Science Content Delivery: Advantages, Disadvantages, and Influences

Abstract

The study examined the use of Sequential Teaching as a viable solution to the gap between science content delivery in junior high schools and science teacher education.  More specifically, it was conducted to examine the perceived advantages, disadvantages, and influence of sequential teaching to Grade 10 students' performance in science using four groups from varied curricular programs and two groups of teachers.  A three-question survey was given to 372 students, 18 science teachers, and 17 teacher advisers using the descriptive-survey research design. The highest percentage among respondents identified "varied teaching methods" and "teaching expertise" as advantages of sequential teaching while "follow-up" and "adjustment to teaching methods" as disadvantages.  The computed percentage of responses suggests a differing influence level of sequential teaching from respondent groups.  Teacher groups identified sequential teaching as a small disadvantage while a large number of student respondents identified sequential teaching as a large advantage to science performance.  Perceived influence of sequential teaching to students' performance in science differ by respondent groups using Kruskal-Wallis test of difference at 5% level of significance, X² (5, N=406)=34.649, p<0.001. Sequential teaching seems to be influential in the delivery of science content and is recommended for further evaluation in other grade levels.