Teachers’ resource accessibility and utilization under matatag curriculum./ Jonah M. Hernandez, Camille Nagares, and Margareth Agatha H. Ocera.--

Bachelor's thesis

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

Includes bibliographic references and index.

This study assessed teachers' access to and utilization of resources under
the MATATAG curriculum. The question is the impact of the accessibility of
essential tools, opportunities, and support on effective classroom resource
utilization. Pearson's correlation analysis, a quantitative method, was applied
using 30 respondents to assess the relationships.
The results indicate that teachers have sample resources, essential tools,
opportunities, and support. Teachers have made effective use of the resources;
however, access difficulties remain hurdles. The availability of resources is
positively associated with elevated consumption levels, as indicated by the
correlation analysis. Educators effectively employed the essential tools and
opportunities; however, certain obstacles to complete usage persisted due to
access issues.
According to the correlation analysis, there is a highly significant positive
correlation between resource accessibility and utilization (p-value, Pearson
correlation coefficient). This shows that better accessibility leads to better
utilization of available resources. The mean accessibility score was 2.7689 with a
standard deviation of 0.28283, while the mean utilization score was 2.7911 with a
standard deviation of 0.24603.
The mean values indicate that, on average, teachers report moderate to
high levels of both access to resources and their utilization. The standard
deviations being relatively low show that teachers’ responses were consistent,

with most respondents providing similar ratings, reflecting a general agreement
on their accessibility and use of resources.