Mathematics 4 curriculum implementation in Philippine public elementary schools

Abstract

Mathematics plays an important role in developing learners’ reasoning, problem-solving, and practical skills needed in everyday life and further learning. However, limited local evidence describes how Mathematics 4 competencies are realized and what challenges teachers encounter in implementing the curriculum in public elementary schools. This study examined the realization of Mathematics 4 education in public elementary schools in Cauayan West District, City Division of Cauayan, Isabela. Using a descriptive survey design, the study involved 14 Mathematics 4 teachers representing 14 public elementary schools. Data were gathered through a researcher-made questionnaire and an informal interview and analyzed using frequency, percentage, weighted mean, and chi-square test. Findings showed that Mathematics 4 competencies were generally realized, with a grand weighted mean of 4.09. Teaching methods, techniques, instructional materials, assessment tools, and supervisory support were generally rated as effective to very effective. Teachers experienced moderate difficulties, particularly pupils’ weak mastery of prerequisite concepts and limited resources. Significant differences in perceived setbacks were found according to educational attainment and present position.