The Time Crunch: Teachers’ Challenges on Enhanced Basic Education Curriculum in the Geographically Isolated and Disadvantaged Area Schools

Abstract

The implementation of the MATATAG Curriculum in the Philippines introduced a standardized 45-minute instructional period to enhance curriculum efficiency and improve learning outcomes. However, the implications of this policy remain insufficiently explored, particularly in Geographically Isolated and Disadvantaged Areas (GIDA), where contextual and resource-related challenges substantially influence instructional delivery. This study explored the lived experiences of teachers implementing the 45-minute instructional period in GIDA schools in Sarangani Province, Philippines. Employing a qualitative phenomenological research design anchored in the interpretivist paradigm, the study examined how teachers experienced, interpreted, and responded to the instructional demands associated with shortened class periods. Ten licensed professional teachers teaching in Grade 4 and Grade 7 under the MATATAG Curriculum were selected through purposive sampling. Data were collected through semi-structured face-to-face interviews and analyzed using Colaizzi's phenomenological method. The findings revealed that the 45-minute instructional period significantly influenced instructional pacing, classroom interaction, learner engagement, and teachers' ability to provide differentiated instruction. Participants identified challenges related to compressed instructional time, including reduced opportunities for experiential learning, collaborative activities, in-depth discussions, and individualized learner support. Despite these constraints, teachers demonstrated considerable pedagogical adaptability through strategic lesson planning, prioritization of essential learning competencies, technology integration, and the implementation of pre-class learning strategies. These adaptive practices enabled teachers to maintain instructional continuity and maximize available instructional time despite contextual limitations. The study further revealed that the 45-minute instructional period functioned simultaneously as a pedagogical constraint and a catalyst for instructional innovation. The findings underscore the importance of context-responsive, learner-centered, and flexible approaches to curriculum implementation in geographically disadvantaged settings. The study recommends strengthening teacher professional development, enhancing instructional flexibility, and improving access to digital and alternative learning resources to support effective curriculum implementation in GIDA schools. Future studies may investigate the long-term effects of shortened instructional periods on learner achievement, instructional quality, and teacher well-being across diverse educational contexts.