A Review of the Initial Implementation of the MATATAG Curriculum in Grade 1 Mathematics: Basis for Localized Numeracy Activities

AUTHOR(S)

Irish Criz A. Rosinas Jeanezel A. Enesio Alita T. Catorce Teodorico H. Abenoja Evangeline R. Canoy

ABSTRACT

—— The study aims to review the extent of implementation of MATATAG curriculum in Grade 1 Mathematics in Mahaplag District. The study involved nine ( 9 ) teacher-respondents and one-hundred fifty ( 150 ) learners through proportional stratified sampling and complete enumeration, respectively. This further determines the extent of implementation of the curriculum and poses significant relationship among profile variables and numeracy results through descriptive- correlational design. The study reveals that the majority of teacher-respondents are between ages of 23 and 52, with a mean age of 35.4 years who are predominantly female, with a significant proportion being married holding a bachelor’s degree with a sizeable proportion of 66.66% who participated in seminars and training sessions. With 52% female-learners, majority of students are visual and kinesthetic learners, with a significant 78% having tutorship from their parents. Profile variables such as age, sex, civil status, highest educational attainment, number of years and seminars attended are significantly correlated to the extent of initial implementation of MATATAG curriculum. Teacher competence and preparedness are rated “very high extent” emphasizing the strong capabilities of teachers and effective alignment of instructional practices with curriculum standards with seven ( 7 ) domains requiring further development. The majority of students fall under Emerging and Low Proficient categories comprising fifty-eight ( 58%) of the respondents while only six and sixty-seven ( 6.67% ) are highly proficient. Age, learning style, and tutorship significantly impact the teaching-learning process and learner engagement. All of the domains on curriculum implementation is significant but Teaching-Learning Process, School and Administrative Support and Challenges and Best Practices were significantly impactful with students’ numeracy skills in both pre-test and post-test assessments. The study underscores the importance of cognitive, emotional, and behavioral engagement in learning outcomes, particularly in mathematics. A localized numeracy activities are designed to further enhance students’ numeracy skills Keywords: Curriculum , Numeracy , Implementation , Review, MATATAG