MATATAG Curriculum: Challenges Experienced by Math Teachers and Students’ Academic Performance in the Initial Implementation

Abstract

The implementation of the MATATAG Curriculum poses challenges that significantly affect the quality of teaching and learning. Teachers faced challenges such as complicated content in the curriculum, limited opportunities for professional learning, a lack of resources, including instructional materials and technology, and proper assessment and evaluation. This study aimed to evaluate the challenges experienced by Mathematics teachers in the initial implementation of the MATATAG Curriculum (School Year 2024-2025) in the Schools Division of Bulacan, covering Grades 1, 4, and 7. It also sought to describe the implications of these challenges on instructional delivery and to examine whether teachers from the three grade levels had noticeably different experiences. The study utilized a quantitative research design involving 738 Mathematics teachers selected through stratified random sampling. Data were collected using a researcher-developed survey focusing on Content and Structure, Teacher Readiness and Professional Development, Availability of Resources, and Assessment and Evaluation. Results revealed that Mathematics teachers faced challenges with content and structure, limited training, and insufficient opportunities for collaboration, all of which affected their professional growth. Resource availability was a major constraint, particularly for early grade levels. Assessment practices were also difficult due to the lack of training in developing rubrics and implementing competency-based evaluation. While challenges were consistent across grade levels, no significant relationship was found between reported challenges and student performance, suggesting that teacher motivation and commitment helped maintain learning outcomes despite implementation difficulties.