ABSTRACT
This study was conducted to determine the difficulties encountered by Mathematics teachers utilizing the K to 12 Curriculum as well as the challenges they experienced using questionnaire as the main data gathering instrument. This was administered to sixty-four (64) Mathematics teachers and treated statistically using percentage, frequency, weighted mean and ranking, t-test, f-test and Pearson r.
Based on the findings, most of the teacher-respondents were female, young, married, with units in MA/MS, newly hired teachers ranging from 1-5 years in length in service with the position of Teacher III.
The difficulties encountered by Mathematics teachers in utilizing K to 12 Curriculum in terms of curriculum, textbooks and instructional materials, teaching process and teaching environment were all interpreted as serious by the respondents. Moreover, findings showed that “K to 12 Curriculum is complex compared to the BEC Curriculum”, “insufficiency of number of modules”, “development of students’ attitude toward the learning of the subject matter is difficult” and “number of learners in the classroom is too big” were the major difficulties. The respondents determined that excessive paperwork for data collection, overcrowded classrooms and execution of fully accomplished daily lesson log within the specific time were the challenges experienced by Mathematics teachers.
Both difficulties encountered by Mathematics teachers and challenges which they experienced in utilizing the K to 12 Curriculum have no significant difference when demographic profile of the respondents were considered. Meanwhile there was a significant relationship obtained between difficulties encountered by Mathematics teachers and challenges they experienced utilizing the K to 12 Curriculum. The proposed action plan may serve as basis to help enhance the teaching performance of Mathematics teachers in utilizing the K to 12 Curriculum.
Keywords: teaching difficulties, teaching challenges, K to 12 Curriculum, textbooks and instructional materials, teaching process, teaching environment, action plan
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