Problems in the Implementation of the K to 10 Mathematics Curriculum of Maddela District II
Keywords:
Problems, Implementation, K to 12 Mathematics CurriculumAbstract
INTRODUCTION
The twin goals of the K to 12 Mathematics Curriculum in the basic education levels are Critical Thinking and Problem Solving. Yet the curriculum implementation process faces problems and issues that need to be addressed. In fact, the performance of the learners in their classroom assessments based on the Quality Management System (QMS) and in the latest National Achievement test revealed low mastery of the desired skills and content. Thus, this study determined the problems encountered by Grade 1 to 10 Mathematics teachers in the implementation of the K to 10 Mathematics Curriculum and the solutions they offered to address such challenges.
METHODS
Descriptive method was used and a validated survey questionnaire was employed to determine the teacher-respondent’s problems and solutions offered. Seventy-four teachers participated and the data gathered were categorized, analyzed using the weighted mean, and interpreted using a Likert Scale.
RESULTS
Problems were identified and were categorized into four which includes: (1) problems on instructional materials and facilities, (2) problems on teaching techniques and methodologies, (3) problems on learners' attitude and performance, and (4) problems on parents, community and the environment. The findings also revealed that mathematics teachers were offering solutions to the identified problems for each category. The most often solutions applied for each category were: (1) downloaded available LMs & TMs, (2) used cooperative learning, (3) conduct of remedial classes, and (4) home visitations, respectively.
DISCUSSIONS
The results demonstrate the need for the teacher who is the direct implementer to be properly clarified and capacitated about the program. Innovativeness of the teacher and ample support from the school head and the community ensures the success of the implementation.