Bachelor of Secondary Education Major in Science, Cordova Public College
Student Research
This study examined how Grade 7 and 8 teachers in five national high schools in Lapu-Lapu City perceived the Revised K-10 Science Curriculum. Using both quantitative and qualitative methods, the research assessed teachers’ views and actions, the challenges they face, and how they cope with them. Data were analyzed using weighted means and standard deviations, and a thematic analysis. The findings show that most teachers have a positive view of the curriculum, especially its role in encouraging critical thinking and student engagement. Teachers highlighted strategies such as the 5A Model, adjusting instruction based on data, and using different approaches for different students. However, they also reported challenges, including curriculum misalignment, limited time, lack of specialized training, gaps in student readiness, and insufficient resources and infrastructure. To tackle these challenges, teachers used their time wisely, made effective use of resources, adjusted materials to their students' needs, worked together to improve their skills, planned and reviewed lessons to support students, and paid attention to their own growth and well- being. Overall, the Revised K-10 MATATAG framework helps make science education more efficient, but some systemic issues remain. The study suggests that curriculum designers should provide more focused, subject-specific training to help teachers create learner-centered classrooms.
MATATAG Curriculum, instructional strategies, secondary science education, curriculum implementation, coping mechanisms
Cordova Public College
[1] V. G. B. BACULAO, N. P. CAMINGAO, K. S. LASPOÑA, J. A. LIBETARIO, H. L. C. MERCADO, and P. H. MONLEON, “SECONDARY SCIENCE TEACHERS’ INITIATIVE AND INSTRUCTIONAL STRATEGIES UNDER REVISED K-10 MATATAG CURRICULUM,” unpublished student research, Cordova Public College, 2026.
