V3I5P94

Assessment of the Phase Implementation of MATATAG Curriculum Through the Lens of Grade 7 Science Teachers: A Sequential Exploratory Mixed–Method Study 

Ellen M. Ferrer^1*, Dr. Rodelio B. Pasion²

Abstract

This study aimed to analyze the experiences of Grade 7 Science teachers in the implementation of the MATATAG Curriculum in selected public secondary schools in Jabonga District, Agusan del Norte. It focused in particular on the opportunities available, the challenges faced, the coping strategies employed, and the administrative support received by teachers while implementing the curriculum. The study used a sequential exploratory mixed method approach, which involved qualitative data gathering via semi-structured interviews of ten (10) purposively selected Grade 7 Science teachers, after which a survey questionnaire was developed and pilot tested for further quantitative data collection. Data were analyzed using thematic analysis, frequency counts, percentages, weighted means, and exploratory factor analysis (EFA). Results showed that the MATATAG Curriculum offered opportunities for curriculum decongestion, inquiry-based and experiential learning, learner-centered instruction, contextualization, and flexibility. Nevertheless, some challenges were observed, including poor laboratory facilities, a lack of teaching resources, overload, administrative pressures, and insufficient content knowledge among non-science-major teachers. Coping strategies used by the teachers included localization, collaboration through LAC, innovation, and continuous professional development. Administrative support via training, mentoring, and logistic assistance was found to be positive for implementation.

Keywords:

MATATAG Curriculum, Grade 7 Science Teachers, Curriculum Implementation, Teacher Experiences, Sequential Exploratory Mixed-Method