Instructional Practices in Teaching Science 7 under the MATATAG Curriculum: Experiences of Public Secondary School Science Teachers in Dupax del Norte I District, Schools Division of Nueva Vizcaya

Authors

  • Acqkia Pescasio NorthEastern Colleges Author

DOI:

https://doi.org/10.64358/sih.v2i4.155

Keywords:

MATATAG Curriculum, Grade 7 Mathematics, curriculum implementation, teachers' experiences, mathematics education, phenomenology, qualitative research

Abstract

The implementation of the MATATAG Curriculum in the Philippines has introduced substantial reforms in Science education by emphasizing foundational competencies, contextualized instruction, inquiry-based learning, and learner-centered pedagogies. As one of the first groups to implement the revised curriculum, Science 7 teachers play a critical role in translating curriculum intentions into meaningful classroom practices. This study explored the instructional practices of public secondary school Science teachers in implementing the MATATAG Curriculum in Dupax del Norte I District, Schools Division of Nueva Vizcaya. Employing a qualitative phenomenological research design, the study sought to understand the lived experiences of Science 7 teachers as they navigated curriculum implementation. Purposive sampling was utilized to select participants who had direct experience teaching Science 7 under the MATATAG Curriculum. Data were gathered through semi-structured interviews, classroom observations, and document analysis and were analyzed using Braun and Clarke's (2021) thematic analysis. Five major themes emerged: (1) contextualizing scientific concepts through learners' lived experiences; (2) adopting inquiry-based and learner-centered instructional strategies; (3) adapting instructional resources amid limited learning materials; (4) strengthening formative assessment and feedback mechanisms; and (5) fostering teacher adaptability through collaborative professional learning. The findings revealed that Science teachers continuously modified their instructional approaches to respond to learners' diverse needs while remaining aligned with the competencies prescribed by the MATATAG Curriculum. Despite challenges related to instructional resources, time allocation, and curriculum transition, teachers demonstrated resilience, creativity, and professional commitment in delivering quality Science instruction. The study highlights the importance of sustained professional development, collaborative learning communities, institutional support, and resource enhancement in strengthening Science instruction under the MATATAG Curriculum. The findings provide valuable implications for curriculum developers, school administrators, policymakers, and teacher educators in supporting effective curriculum implementation and improving Science education in Philippine public secondary schools.

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Published

2026-11-06

Issue

Vol. 2 No. 4 (2026): Studies in Interdisciplinary Horizons

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Articles

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