• Arnel A. Ignacio 
  • Aster P. Bajet 

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The implementation of the Senior High School (SHS) Mathematics curriculum in the Philippines has introduced new challenges for both teachers and students, particularly in adapting to the demands of the K to 12 education reform. This study assessed the seriousness of issues encountered in implementing the SHS Mathematics curriculum based on the perceptions of SHS mathematics teachers and students in the Department of Education at Calbayog City Division, Samar, Philippines. Using a descriptive survey design, the study involved 31 mathematics teachers, identified through total enumeration sampling, and 320 SHS students, selected via simple random sampling. A 4-point Likert-type scale survey questionnaire was used to examine the implementation issues of the SHS Mathematics curriculum. The results revealed that mathematics teachers perceived curriculum-related, teacher-related, and student-related issues as moderately serious, highlighting significant challenges such as gaps in foundational knowledge, insufficient preparedness, and difficulty adapting to the increased academic demands of the SHS program. In contrast, SHS students rated curriculum and teacher-related issues as moderately serious but viewed student-related issues as less serious. These results emphasize the need for professional development programs that equip teachers with student-centered pedagogical strategies to address diverse learning needs. To enhance teaching effectiveness and improve student outcomes, it is recommended that SHS mathematics teachers receive sufficient support, including access to relevant training and resources.

Introduction

The implementation of the K to 12 curricula in the Philippines marks a significant milestone in the country’s educational reform, aligning the nation with global standards and equipping learners with the skills needed for the 21st century. Within this framework, Senior High School (SHS) mathematics plays a vital role, offering areas such as General Mathematics, Business Mathematics, and Precalculus to prepare students for higher education and employment. Despite its promise, the success of this reform relies heavily on effective curriculum delivery, adequate teacher preparation, and relevant instructional materials. In recent years, educators and policymakers have increasingly recognized the importance of modifying mathematics education (Lacia, 2019; Pippin, 2018; Verzosa & Vistro-Yu, 2019) to meet the diverse needs of learners across various socioeconomic and cultural contexts (Bernardo, 2021; Cheunget al., 2018).

However, the implementation of the SHS mathematics curriculum has faced significant challenges. Teachers often report issues of insufficient training and inadequate time to cover the extensive content, while students struggle with weak foundational knowledge and a lack of resources (Ananda, 2023; Aslamet al., 2024; Buagayanet al., 2024; Effendi, 2020). The mismatch between the curriculum’s goals and the realities of classroom instruction has worsened the curriculum challenges (Abejuelaet al., 2022; Joonget al., 2019; Orbeta & Paqueo, 2022). Additionally, integrating topics such as financial literacy and symbolic logic requires an interdisciplinary approach that many educators find challenging to implement effectively. In the Philippines, where resources are limited, and disparities in educational infrastructure persist, these challenges are particularly pronounced.

Hence, this study aims to assess the seriousness of the issues encountered in implementing the SHS Mathematics Curriculum based on the perceptions of mathematics teachers and students in the DepEd Calbayog City Division, Samar, Philippines. The study provides a comprehensive understanding of the factors influencing the delivery and effectiveness of SHS mathematics education in this region. Furthermore, the findings of this study are expected to significantly contribute to educational policy and practice and inform DepEd’s strategies for improving teacher training, resource allocation, and curriculum design. Moreover, insights from this research can guide educators in adopting more effective teaching methods and support systems that meet the diverse needs of Senior High School learners. Ultimately, the study aims to bridge gaps in current implementation, ensuring that the curriculum fulfills its goal of preparing students for future academic and professional success.

Method

This study employed a descriptive-survey research design to explore the perceptions of mathematics teachers and students regarding the implementation of the SHS Mathematics curriculum in the Calbayog City Division, Samar, Philippines. This design was chosen because it effectively captures and describes respondents’ existing conditions, challenges, and perceptions through systematic data collection. As displayed in Table I, the respondents included 31 mathematics teachers from 15 SHS in the Calbayog City Division, selected using total enumeration sampling to ensure comprehensive input from all relevant teachers, and 320 SHS students, chosen via simple random sampling to provide a representative sample of the student population.

Profile variable Category Frequency Percentage (%)
Mathematics teachers (n = 31) Age 20–30 years old 22 70.97
31–40 years old 8 25.81
>40 years old 1 3.22
Sex Male 26 83.87
Female 5 16.13
Job status Permanent 29 93.55
Contractual 2 6.45
Educational attainment Unit earners 6 19.35
Bachelor’s degree holder 16 51.61
With masters’ units 8 25.81
Doctorate degree holder 1 3.23
Teaching experience <6 years 25 80.65
6–10 years 4 12.90
>10 years 2 6.45
SHS students (n = 320) Age 15 years old 93 29.06
16 years old 94 29.38
≥17 years old 133 41.56
Sex Male 149 46.56
Female 171 53.44
SHS strand HUMSS 86 26.88
ABM 69 21.56
STEM 50 15.63
GAS 76 23.75
TVL 39 12.18
Table I. Distribution of the Respondents’ Profile Variables

The study employed a 4-point Likert-type scale survey questionnaire to examine the implementation issues of the Senior High School (SHS) Curriculum. The questionnaire was developed based on a comprehensive review of existing literature from scholarly articles and journals and underwent an expert validation process. The instrument included sections for teachers and students, focusing on their perceptions of curriculum, student, and teacher-related issues in implementing the SHS Mathematics curriculum. Responses were recorded on a four-point scale: “Very Serious” (4), “Moderately Serious” (3), “Less Serious” (2), and “Not a Problem at All” (1). The researcher secured permission from the Schools Division Superintendent, district supervisors, and school heads to survey during the respondents’ free time. Informed consent from participants and parental consent for students were obtained to ensure ethical compliance with research standards. The surveys were personally administered to provide clear instructions, address any questions, and maximize response rates. Data were analyzed using descriptive statistics, including frequency counts, percentages, and medians, to assess the seriousness of the identified issues and gain valuable insights into the challenges encountered in SHS mathematics teaching and learning. All collected data were securely stored on the researcher’s computer, with strict measures taken to maintain anonymity and confidentiality throughout the study.

Results and Discussion

Mathematics Teachers’ Perceptions on the Level of Seriousness of the Issues Encountered in the Implementation of the SHS Curriculum

The findings from Table II reveal that curriculum-related issues are primarily perceived as “moderately serious” (58.06%) by mathematics teachers, with a smaller proportion viewing them as “very serious” (9.68%). This suggests that while teachers encounter notable challenges in curriculum delivery, these issues are manageable. Additionally, the 22.58% who rate these issues as “less serious” and the 9.68% who see them as “not a problem at all” indicate that some teachers feel reasonably equipped to manage the curriculum’s demands. However, teachers view student-related issues with greater concern, with 48.39% describing them as very serious and 25.81% as “moderately serious.” This highlights that many teachers believe students struggle significantly with the curriculum, potentially due to gaps in foundational knowledge, lack of preparedness, or difficulty adapting to the increased academic demands of the SHS program.

Frequency level Curriculum-related issues f (%) Student-related issues f (%) Teacher-related issues f (%)
Very serious 3 (9.68) 15 (48.39) 2 (6.45)
Moderately serious 18 (58.06) 8 (25.81) 17 (54.84)
Less serious 7 (22.58) 6 (19.35) 8 (25.81)
Not a problem at all 3 (9.68) 2 (6.45) 4 (12.90)
Table II. Level of Seriousness of the Issues Encountered in the Implementation of the SHS Curriculum Based on Mathematics Teachers’ Perceptions

On the other hand, teacher-related issues are mostly rated as “moderately serious” (54.84%), with fewer teachers perceiving these challenges as “very serious” (6.45%). This suggests that while teachers face obstacles in implementing the curriculum, they are generally managing to adapt. However, the combined 38.71% who describe teacher issues as “less serious” or “not a problem at all” may indicate variability in teacher readiness or support across schools. The emphasis on student issues as a significant concern underscores the need for targeted interventions, such as bridging programs, remedial classes, or enhanced instructional strategies, to better prepare learners for SHS mathematics demands. Additionally, professional development opportunities for teachers and access to quality teaching materials could mitigate curriculum-related challenges and empower educators to effectively deliver the curriculum (Cabuquin & Tolibas, 2024; Mareket al., 2024). These findings collectively emphasize the importance of addressing both student and teacher needs to improve overall curriculum implementation.

Jaudinez (2019) stated that teaching SHS Mathematics emphasizes a learner-centered, contextualized, and relevant curriculum. Deficiencies in suggested teaching strategies, mathematical and technological tools, performance-based activities, and training have led teachers to become flexible and resourceful in effectively delivering the intended curriculum (Cabuquin, 2023; Cheng & Lander, 2024; Mullen, 2020; Wanget al., 2024). The curriculum issues cited by some mathematics teachers include: the curriculum guide sometimes needs to align with the desired learning outcomes for measuring competencies; textbook samples are often unclear, lengthy, and irrelevant; and learning materials need to meet learners’ needs and interests. Student-related issues mentioned by some mathematics teachers include students being passive learners in addressing mathematics problems; students being slow to recall facts and follow procedures; most students struggling to explain and communicate mathematical concepts, including asking and answering questions; and some students failing to identify key aspects of mathematical situations, particularly in word problems or other problem-solving contexts. Meanwhile, teachers face challenges in adopting appropriate teaching methods that cater to students’ aims, needs, abilities, and interests in learning mathematics and demonstrate content knowledge in its application. Acosta and Acosta (2016) state that senior high school aims to provide time for students to consolidate acquired academic skills and competencies in preparation for the future. However, specific issues have emerged within the Philippines’ SHS Mathematics Curriculum (Estonanto, 2017; Herrera & Dio, 2016). The STEM program is not widely accepted by key educational stakeholders such as students, parents, teachers, and administrators and is perceived as challenging to implement.

SHS Students’ Perceptions on the Level of Seriousness of the Issues Encountered in the Implementation of the SHS Curriculum

The results from Table III reveal that students overwhelmingly perceive curriculum issues as “very serious” (59.06%), indicating significant challenges in understanding or coping with the demands of the SHS mathematics curriculum. This could stem from misalignments between the curriculum content and students’ preparedness or learning capacities. Topics such as financial literacy, symbolic logic, or advanced functions may be unfamiliar and overwhelming for students, especially if their foundational knowledge from previous grades needs to be improved. Furthermore, this suggests a potential need for curriculum adjustments, particularly in pacing, scaffolding, and the provision of supplementary materials designed to students’ specific needs. Addressing these concerns may help ensure the curriculum meets its intended objectives of fostering mathematical understanding and competency.

Frequency Curriculum-related issues f (%) Student-related issues f (%) Teacher-related issues f (%)
Very serious 189 (59.06) 61 (19.06) 149 (46.56)
Moderately serious 104 (32.50) 99 (30.94) 86 (26.88)
Less serious 20 (6.25) 106 (33.13) 50 (15.63)
Not a problem at all 7 (2.19) 54 (16.88) 35 (10.94)
Table III. Level of Seriousness of the Issues Encountered in the Implementation of the SHS Curriculum Based on Students’ Perceptions

While students consider teacher-related issues as “very serious” (46.56%), this highlights challenges in instructional delivery and teaching approaches. Students may perceive a gap between how concepts are taught and their expectations for clarity, engagement, or support. This result underscores the importance of professional development programs for teachers, emphasizing student-centered pedagogical techniques that accommodate diverse learning styles. On the other hand, student-related issues are mostly rated as “moderately serious” (30.94%) or “Less Serious” (33.13%), which may indicate that students are less likely to self-identify as contributing to the challenges they face. This discrepancy between their perceptions and the reality of their preparedness suggests a need for awareness campaigns or self-regulation programs to help students recognize and address their learning gaps alongside broader curriculum and teaching reforms.

The problems related to curriculum issues cited by SHS students include learning materials that do not adequately meet learners’ needs and interests, instances where the Curriculum Guide is not aligned with Learning Materials, and examples from textbooks that are unclear, lengthy, and irrelevant. Some students identified the following issues related to student challenges: an inability to identify key aspects of a mathematical situation, particularly in word problems or other problem-solving contexts; difficulty focusing on the mathematical concepts necessary for understanding and completing tasks independently; and a perception that mathematics is not an enjoyable subject. Additionally, students noted several teacher issues, including some mathematics teachers’ lack of patience in teaching; some need to demonstrate mastery of content knowledge and its application across learning areas, and some need help to explain learning goals, instructional procedures, and content clearly. Enhancing the relevance of mathematics for students through real-world contexts and data in mathematical modeling is essential (Bassi & Brunetto, 2022; Cabuquin & Abocejo, 2024). A teaching unit on mathematical modeling was designed within the context of future affordable housing for the surrounding area (Spooneret al., 2024).

Conclusion and Recommendations

This study aims to assess the seriousness of the issues encountered in the implementation of the SHS curriculum based on the perceptions of mathematics teachers and students. The results revealed that curriculum-related issues, student-related challenges, and teacher-related concerns significantly impact the effectiveness of curriculum delivery. Teachers identified the need for improved instructional resources, professional development, and collaboration, while students emphasized the importance of addressing learning gaps and providing sufficient academic support. Hence, the researchers recommend that SHS mathematics teachers receive adequate support to enhance their teaching effectiveness and improve student performance. This support may include opportunities to attend relevant seminars, workshops, and training programs to equip them with up-to-date knowledge, skills, and strategies for addressing curriculum, student, and teacher-related issues. Additionally, SHS mathematics teachers are encouraged to collaborate with their peers to establish effective teaching practices and ensure continuity in addressing the challenges of curriculum implementation. The Schools Division Office should regularly organize professional development activities such as training sessions and workshops to enhance teachers’ competencies in curriculum delivery, classroom management, and addressing students’ needs. To further strengthen their expertise, SHS mathematics teachers may be encouraged and supported to pursue postgraduate programs in mathematics or mathematics education. This advanced education will deepen their understanding of subject content and pedagogy, enabling them to address better issues related to curriculum implementation and respond to the challenges faced by students and teachers alike. Future related studies are encouraged to strengthen the results of this present study further.

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