Teachers' Perception and Challenges in the Implementation of the Math Curriculum and Performance of Grades 1 & 4 Learners

AUTHOR(S)

JESSA A. BASISTER

ABSTRACT

— —This study determines the significant relationship between the extent of teachers’ perception and challenges in the implementation of Math curriculum and performance of grades 1 and 4 learners. A descriptivecorrelational research design utilizing a survey questionnaire on the perception of teachers and challenges met in the implementation of Math curriculum taken from the study of Abrasado et al., (2024) entitled, “The Role of MATATAG Curriculum on Shaping Academic Performance: Insights to Pilot Schools in Baliuag City, Bulacan. There are thirteen (13) teachers, and 105 grades 1 & 4 learners involved in this study from Tagaytay Elementary School of Kananga II District, Leyte Division. The study’s findings confirm a significant relationship between the extent of teachers’ perceptions and the challenges met in the implementation of the Math curriculum. The data implies that highly engaged teachers in the curriculum’s execution are more likely to encounter and identify obstacles that hinder effective teaching and learning. Hence, it is essential for educational leaders, like the school heads and policymakers, to recognize that improving teachers’ perceptions of the curriculum must be accompanied by enhanced support mechanisms, such as professional development activities, provision of adequate materials for the construction of learning resources, technical assistance in the formulation of assessment tools and constant monitoring on teaching and learning activities. Addressing these challenges can lead to a more effective and sustainable Math curriculum implementation, ultimately improving teaching effectiveness and learners’ learning outcomes. Keywords — Teachers’ Perception, Challenges, Implementation, Math Curriculum, Performance, Grades 1 & 4 Learners