Instructional Materials Utilization in Teaching MATATAG-Based Mathematics 7: Teachers' Experiences in Public Secondary Schools of Dinapigue District, Schools Division of Isabela

Abstract

The successful implementation of the MATATAG Curriculum in the Philippines has heightened the importance of effective instructional materials (IMs) in mathematics education. As the curriculum emphasizes mastery of foundational competencies, learner-centered pedagogy, contextualization, and problem-solving, teachers are expected to utilize diverse instructional materials that facilitate meaningful mathematical learning. However, teachers in geographically isolated and disadvantaged areas continue to experience challenges in accessing, adapting, and maximizing instructional resources. This qualitative phenomenological study explored the lived experiences of Grade 7 Mathematics teachers regarding the utilization of instructional materials in implementing the MATATAG Curriculum in public secondary schools of Dinapigue District, Schools Division of Isabela. Specifically, the study investigated teachers' instructional practices, challenges encountered, adaptive strategies, and recommendations for improving instructional material utilization. Purposive sampling was employed to select twelve Grade 7 Mathematics teachers with direct experience in implementing the MATATAG Curriculum. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke's thematic analysis. The findings revealed that teachers considered instructional materials indispensable in promoting conceptual understanding, learner engagement, and mathematical reasoning. Nevertheless, inadequate availability of contextualized materials, insufficient technological infrastructure, limited training opportunities, and financial constraints hindered optimal utilization. Teachers demonstrated resilience by developing localized instructional resources, integrating digital and community-based materials, collaborating with colleagues, and maximizing available resources despite existing limitations. The study concludes that successful MATATAG implementation depends not only on curriculum reforms but also on systematic investments in instructional resource development, continuous teacher professional development, and institutional support. The findings provide valuable insights for policymakers, curriculum developers, school administrators, and mathematics educators in strengthening instructional resource management under the MATATAG Curriculum.