Challenges and opportunities of grade 7 public school teachers in cuenca sub-office on the implementation of deped matatag/ Kimberly A. Aguila, Sharmaine R. Aguila, and Jecelyn D. Hernandez.--

Bachelor's thesis

College Of Industrial Education.--
Bachelor of science in industrial education: Technological University of the Philippines,
2025.

Includes bibliographic references and index.

This study examines public schools in the Cuenca Sub-Office on
implementing the DepEd MATATAG curriculum. The findings showed mixed
results across positive and negative aspects. In terms of Challenges, the
distribution with a mean of (3.77) confirms that respondents have complete
agreement with the statement that much time was required to adapt to the
curriculum. In the training strategy, respondents highly concurred with the
assertion that new teaching strategies are needed to adopt the MATATAG
curriculum, as evidenced by the highest mean value of (3.32). In training, the
highest mean score of (3.09) confirms that the respondents agreed that there is a
need for extra training to enhance implementation. The responses regarding the
use of resources other than those provided are most agreed on, with a mean value
of (3.09). In terms of Opportunities, the highest mean value of (3.50) signifies that
the respondents strongly agreed that the curriculum promotes the use of innovative
teaching-learning strategies and techniques. In teaching strategy, the highest
mean value of (3.32) means that participants strongly agree with the assertion to
the extent that the implemented strategies enhance the creativity of Nintendo,
actively engage learners, and are complemented by guidance and assistance.
Regarding training, the highest mean value of 3.50 reflects strong agreement that
the training sessions help implement the curriculum. In Learning resources, the
mean value of 3.27, which is the highest, shows that the subjects agreed that the
curriculum provides new materials for contemporary approaches to teaching.