Challenges Faced by Mathematics Teachers Under the Matatag Curriculum and Their Impact on Teaching Performance and Student Academic Outcomes: A PRISMA Systematic Review

Abstract

This systematic review examined the challenges faced by Mathematics teachers under the MATATAG curriculum and the documented effects on teaching performance and student academic outcomes in Philippine basic education (2020–2025). Following PRISMA 2020 guidelines, we searched peer-reviewed journals and reputable sources (e.g., DepEd policy repositories, local academic outlets, and indexed databases) for empirical and policy-relevant studies on: (a) MATATAG implementation or closely aligned national mathematics reforms; (b) teacher-level constraints, including time and pacing, instructional resources, administrative workload, assessment practices, and professional development; and (c) outcomes, such as teaching performance indicators and student mathematics achievement.
A total of 140 records were identified (databases = 120; other sources = 20). After removing 30 duplicates, 110 records were screened, 26 full-text articles were assessed for eligibility, and 14 studies were included in the final analysis. Convergent evidence highlights four persistent constraints: (1) compressed instructional time and pacing pressures (45-minute periods) limiting problem-solving depth and formative assessment cycles; (2) gaps in learning resources (contextualized materials, manipulative, and technology) hindering differentiated instruction; (3) administrative workloads (reporting and compliance) reducing time for planning and feedback; and (4) variable access to targeted professional development.
Studies linking these constraints to outcomes indicate (a) lower observation-rubric ratings where pacing and resources are inadequate, and (b) modest but consistent gains where supports exist, such as pacing guidance, lesson exemplars, formative assessment tools, and coaching. Comparative evidence suggests that public schools face more acute barriers than private schools. Overall, the weight of evidence supports system-level interventions—including refined pacing guidance, resource augmentation, and sustained content-focused professional development with coaching—to translate MATATAG objectives into higher-quality mathematics instruction and improved learner achievement. Future research should prioritize quasi-experimental and longitudinal designs that jointly track teacher performance and student mathematics outcomes under clearly specified support packages.