Challenges in the Implementation of the National Mathematics Program in Kabugao District 1, Kabugao Apayao

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ABSTRACT 

Mathematics is viewed as one of the most critical subjects wherein students are encouraged to study the discipline. This study was conducted to determine the challenges faced in the implementation of the National Mathematics Program to the Grades 1-3 teachers of District 1 in Kabugao. Frequency and percentage, weighted mean, one-way ANOVA, and thematic analysis was used in data gathering. Results highlights the need for differentiated professional development to support a workforce of all-female educators with varying levels of experience in Kabugao District 1. While the National Mathematics Program (NMP) is generally well-received, systemic challenges such as curriculum complexity, gaps in teacher training, and instructional language barriers hinder its full implementation. Less experienced teachers face greater difficulties, emphasizing the importance of mentorship programs were veteran educators guide novices. The recommendations include enhancing teacher training, establishing structured mentorship initiatives, simplifying and contextualizing the curriculum, strengthening administrative and instructional support, improving clarity and accessibility of teaching resources, and conducting regular evaluations. Addressing these areas through targeted reforms will ensure a more effective and inclusive execution of the NMP across all experience levels.

Keywords: National Mathematics Program, challenges, implementation

1.	INTRODUCTION 

As countries in the vast Asia-Pacific region seek to re-engineer their education systems to cope with the rapid pace of economic and social change, an area of the school curriculum which is attracting special, increasing attention is that of mathematics education. This interest is not surprising since mathematics is viewed by nations throughout the region as being an essential key to gaining access to the benefits of technological change, with all the implications this has for enabling countries to reap the benefits of economic development and modernization. 
Mathematics education is concerned with the development and implementation of appropriate mathematics curricula, and with all issues associated with the teaching and learning of mathematics. In keeping with the concept of lifelong learning, mathematics education covers learners of all ages and at all levels from early childhood to adult. [1].
Mathematics is viewed as one of the most critical subjects wherein students are encouraged to study the discipline [2]. It is in this view that in most Asian countries, guiding practices on children’s mathematics achievements are quite more vigorous [3]. 
In the Philippines, mathematics is a general education subject in primary and higher education where learners are expected to gain understanding and appreciation of its principles as an applied-using appropriate technology in problem-solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life [4].  
Students’ performance in mathematics, as indicated by the grades they achieved, is affected by various factors. Among the various factors, this study will primarily deal with students’ affective characteristics, which focus on study habits and study attitudes, which are then further referred to as study orientations [5].  Two of the significant concerns of college students are getting control of time management and study habits.
 In the Philippine setting, educational modules in this order contain a specific topic and instructional plan standards to empower understudies to create consistent and numerical abilities expected to get it the fundamental mathematical concepts. However, low performance in this discipline is still evident. [6].  
The role of the private primary education institutions in the Philippines is vital in educating the minds of young Filipinos in terms of quality services; in contrast, results showed that students' performance was lower than the expected level in standardized national and even international assessments [7]. 
The country ranked last in Trends in International Mathematics and Science Study (TIMSS) 2019 [8]. The Department of Education reported that in the National Achievement Test, the mean percentage score of students was below the average. In the 2019 data of the Global Competitiveness Report of the World Economic Forum, the country ranked 64th of 141 participating countries in the quality of mathematics education and below the average of participating OECD countries based on the Programme for International Student Assessment (PISA) [8].
Additionally, the participation of the Philippines in TIMSS confirmed this deplorable condition-based from the report posted last 2013 that the performance of Filipino students in national and international surveys on mathematics and science competencies lag behind its neighboring countries like Singapore, South Korea, Hongkong, Chinese Taipei and Japan [9]. 
With this result, the Department of Education issued the Memorandum Order No. 110 [10] which is the Creation of the Steering Committee and Technical Working Group for the launched of the National Learning Recovery Program (NLRP) to help students catch up on essential learning competencies which the leads to the development of the National Mathematics Program as a key part of this effort [10].
The National Mathematics Program (NMP) of the Department of Education (DepEd) is a comprehensive initiative designed to enhance numeracy and mathematics learning across all grade levels in schools. The program aims to improve understanding of numeracy, increase system-wide capacity, and provide reliable data for all grade levels across the Philippines [11]. The NMP includes lesson scripts, learning activity sheets, and other resources to support teachers in implementing effective mathematics instruction. It also involves regular assessments to monitor progress and identify areas for improvement [11,12].
On October 16 2023, the DepEd Division issued the Memorandum Order No. 517 [10] which is the Implementation of The National Mathematics Program and Conduct of Rapid Math Assessment (RMA) for Grades 1 to 3. This program aims to enhance mathematics education by updating the curriculum, providing teacher training, and distributing high-quality learning materials. The RMA, conducted at the start of the school year, assesses students' math skills, identifies learning gaps, and informs instructional strategies. This comprehensive approach ensures that both educators and students receive the support they need to improve mathematical proficiency and achieve educational goals [13].
However, the implementation of the National Mathematics Program (NMP) in the Philippines faces several challenges, including insufficient teacher preparedness, with many educators struggling to align their teaching methods to program standards [14]. Resource limitations, such as inadequate teaching materials and facilities, along with overcrowded classrooms, hinder effective learning. Additionally, the shift to mother-tongue-based instruction creates language barriers in teaching mathematics [15]. These issues are compounded by limited professional development opportunities for teachers, making it difficult for them to adapt to the program [16]. Addressing these obstacles is essential to improve student outcomes and ensure the program's success.
In light of the significant role that mathematics education plays in shaping analytical and problem-solving skills among students, understanding the challenges faced in implementing the National Mathematics Program in Kabugao District 1 is both timely and crucial. By addressing these challenges, this research aims to provide valuable insights that will contribute to the enhancement of educational practices, ensuring that the program's objectives are effectively achieved and that students are equipped with the skills necessary to excel in a competitive and dynamic world. 

2.	statement of the problem

Generally, this study would like to determine the challenges faced in the implementation of the National Mathematics Program to the Grades 1-3 teachers of District 1 in Kabugao.
Specifically, this paper would delve more into the following: 
1.	What is the demographic profile of respondents in terms of:
1.1.	 Age
1.2.	 Sex
1.3.	 Number of years in teaching
2.	What are the challenges encountered by the respondents in the implementation of the National Mathematics Program in Kabugao District 1?
3.	Is there a significant difference between the challenges encountered in the implementation of the program and the demographic profile of the respondents?
4.	What strategies or interventions can be proposed to overcome these challenges and enhance the program's success?
2.1. HYPOTHESIS
Ho: There is no significant difference between the challenges encountered in the implementation of the program and the demographic profile of the respondents.

3.  research Methodology

3.1. Research Design

This study employed a mixed-methods research design, combining both quantitative and qualitative approaches to gain a comprehensive understanding of the challenges in the implementation of the National Mathematics Program in Kabugao District 1.
The quantitative component was utilized to gather numerical data on the demographic profile of Grades 1–3 teachers and the specific challenges they encounter in implementing the program. Descriptive statistics was used to summarize responses, while inferential statistics was applied to determine the relationship between the respondents’ profiles and the challenges they face.
The qualitative component involved key informant interviews or focus group discussions with selected respondents to gain deeper insights into the contextual and experiential aspects of the challenges identified. 

3.2. Locale of the Study

This study was conducted in six selected elementary schools within Kabugao District I, located in Kabugao, Apayao. These schools are: Kabugao Central School, Madatag Elementary School, Madduang Elementary School, Cabetayan Elementary School, Dibagat Elementary School, and Masimut Elementary School. These institutions were chosen to provide a representative overview of the challenges faced in the implementation of the National Mathematics Program within the district.
3.3 Respondent of the Study 
The respondents of this study were consisting of Grades 1 to 3 public elementary school teachers from six selected elementary schools in Kabugao District 1, Apayao. A total enumeration sampling technique was employed, wherein all qualified teachers from the identified schools will be included as participants in the research. This approach ensures comprehensive data collection regarding the challenges in the implementation of the National Mathematics Program at the primary level.
List  1. Distribution of Teachers
School	Number of Faculty	
Kabugao Central School	8	
Madatag Elementary School	3	
Madduang Elementary School	3	
Cabetayan Elementary School	2	
Dibagat Elementary School	2	
Musimut Elementary School	3	
Total	21	

3.4 Data – Gathering Procedure

This study was utilized an adapted and modified survey questionnaire as the primary research instrument [17]. 
The questionnaire is designed to gather comprehensive information relevant to the study and is divided into three parts:
Part I: Demographic Profile — This section collects basic information about the respondents, including gender, age, and length of service.
Part II: Challenges in Implementation — This section identifies the specific challenges encountered by respondents in the implementation of the National Mathematics Program.
Part III: Recommendations — This section gathers suggestions and recommendations from the respondents on how to improve the implementation of the National Mathematics Program.
3.5 . Statistical Analysis
Frequency and percentage, Weighted mean, One-Way ANOVA, Thematic analysis were used to compute for the demographic profile of the respondents. 
	was used to measure the level of challenges towards the NMP implementation using 5 Point-Likert scale:
SCALE	MEAN RANGE	DESCRIPTIVE INTERPRETATION	
5	4.20 – 5.00	Strongly Agree	
4	3.40 – 4.19	Agree	
3	2.80 – 3.39	Neutral	
2	1.80 - 2.79	Disagree	
1	1.00 – 1.79	Strongly Disagree	
	
One-Way ANOVA was used to test the significant difference between the profile of the respondents and the challenges in the implementation.	
Thematic analysis was used to interpret the recommendations of the respondents.

4.results and discussion

This chapter presents the results, analysis and interpretation of the challenges faced in the implementation of the National Mathematics Program to the Grades 1-3 teachers of District 1 in Kabugao.

Table 1: Distribution of Respondents According to Demographic Profile
Demographic Profile	Frequency	Percentage
(%)	
Sex	
Male	0	0.00	
Female	21	100.00	
Total	21	100	
Age	
26-30 years old	6	28.57	
31-35 years old	5	23.81	
41-45 years old	5	23.81	
46 years old and above	5	23.81	
Total	21	100	
Length in Service	
1-5 years	5	23.81	
6-10 years	6	28.57	
11-15 years	1	4.76	
21-25 years	7	33.33	
26 years and above	2	9.52	
Total	21	100	

	Table 1 shows the demographic profile of the respondents reveals that all participants were female, indicating a gender imbalance in the sample, which may influence perspectives related to program implementation. Most teachers fall within the younger to middle-aged brackets, particularly between 26 to 45 years old, suggesting that the teaching workforce in Kabugao District 1 is relatively young and possibly open to new methodologies. In terms of teaching experience, a significant proportion (over 60 percent) of the respondents have been in service for more than six years, with a notable cluster (33 percent) having 21 to 25 years of experience. This combination of youthful energy and seasoned experience suggests that while the workforce is potentially adaptable, it also holds valuable institutional knowledge that can contribute to understanding the depth of challenges faced in implementing the National Mathematics Program. The implication of this demographic data is that any intervention or policy aimed at improving program implementation must consider the all-female composition, the mix of teaching experience, and the age distribution, tailoring training and support to leverage both the fresh perspectives of newer teachers and the insights of veteran educators. 
The results aligned in the study [11], who emphasized the importance of understanding teachers' demographic backgrounds when designing and implementing mathematics enhancement programs. Their findings revealed that variations in teaching experience and professional needs significantly influence how educators respond to new curricular interventions such as the National Mathematics Program (NMP).

Table 2: Challenges Faced by Respondents in Implementing the National Mathematics Program in Kabugao District 1
Indicators	Mean	Descriptive Interpretation	
1.	The mathematics curriculum under the NMP is too demanding for the average student.	5.00	Strongly Agree	
2.	Teachers are adequately trained to implement the NMP effectively.	2.29	Disagree	
3.	There is enough time allocated in the school schedule to cover all topics in the NMP.	3.52	Agree	
4.	The transition to the NMP's teaching methods has been smooth and manageable.	2.89	Neutral	
5.	The teaching resources and materials for the NMP are sufficient and accessible.	4.19	Agree	
6.	The program provides enough support for students struggling with mathematics.	4.00	Agree	
7.	The integration of critical thinking and problem-solving in the NMP is practical for classroom settings.	3.57	Agree	
8.	The language of instruction used in the NMP supports students' comprehension effectively.	2.52	Disagree	
9.	Teachers have received adequate professional development opportunities for the NMP.	2.19	Disagree	
10.	The use of technology and digital tools in the NMP enhances teaching and learning experiences.	4.19	Agree	
11.	The NMP aligns well with the students' diverse learning needs and backgrounds.	3.43	Agree	
12.	There is strong administrative and institutional support for implementing the NMP.	3.08	Neutral	
13.	Parental involvement is adequately encouraged to support students' learning under the NMP.	4.76	Strongly Agree	
14.	The assessment and evaluation methods in the NMP accurately measure students' understanding and skills.	3.45	Agree	
15.	The NMP has positively influenced students' attitudes and performance in mathematics.	3.86	Agree	
Category Mean = 3.53
Standard Deviation = 0.84	AGREE	

	Table 2 reveals that the respondents generally agree (category mean = 3.53, SD = 0.84) that while the National Mathematics Program (NMP) in Kabugao District 1 has strengths, several significant challenges hinder its effective implementation. Teachers strongly agree that the curriculum is too demanding for the average student, suggesting that content complexity may be mismatched with learners' abilities. Despite the availability of teaching resources, technology integration, and efforts to support struggling students, there is a notable lack of adequate teacher training and professional development, as indicated by low mean scores for those indicators. Furthermore, respondents disagreed that the language of instruction facilitates comprehension, and they were neutral about the smoothness of the transition to new methods and the level of administrative support. Strong parental involvement was acknowledged as a key strength, receiving one of the highest ratings. These results imply that for the NMP to succeed in Kabugao District 1, focused interventions are needed to enhance teacher preparation, language accessibility, and institutional support. Addressing these gaps could lead to a more effective, inclusive, and sustainable implementation of the program. 
The results aligned in the study [19] that explored the lived experiences of teachers implementing the NMP and found that while there were visible strengths such as resource distribution and community support, numerous institutional and instructional barriers hindered successful implementation. Teachers pointed out linguistic challenges, adaptation difficulties to new methods, and inconsistent administrative backing—issues that also emerged in the present study. These parallel findings reinforce the need for more localized, context-responsive interventions focusing on language accessibility, sustained teacher capacity building, and improved systemic support to ensure the NMP's long-term success in geographically challenged and resource-limited areas like Kabugao District 1.

3.	Significant  difference between the  challenges encountered  in the impliementation of the program and the  profile the respondents

Table 3: Significant Difference Between the Challenges Encountered in the Implementation of the Program according to Age
Age Group	Mean	SD	F-value	p-value	Decision at 	Interpretation	
26-30 years old	3.77	0.89	0.878	0.466	Accept Ho	Not Significant	
31-35 years old	3.54	1.02					
41-45 years old	3.23	1.54					
46 years old and above	3.81	0.41					

As shown in Table 3. the analysis of the challenges encountered in the implementation of the National Mathematics Program in Kabugao District 1 reveals that there is no significant difference in the challenges faced by teachers when grouped according to age, as evidenced by an F-value of 0.878 and a p-value of 0.466, which is greater than the 0.05 level of significance. This means that regardless of whether the respondents are aged 26–30, 31–35, 41–45, or 46 and above, they experience similar levels of difficulty in implementing the program. The highest mean score of 3.81 was recorded among teachers aged 46 and above, suggesting a slightly higher perception of challenges, possibly due to adjustment with updated teaching strategies or technology. However, since the difference is statistically not significant, it implies that age does not play a critical role in the perceived challenges. This finding suggests that interventions or support mechanisms to improve program implementation should be uniformly designed across all age groups rather than being tailored based on age demographics.
 The results aligned with the study [20] which found that mathematics teachers, regardless of demographic variables such as age, often encounter similar challenges in adapting to curriculum reforms and implementing updated instructional strategies. Their study emphasized that the perceived difficulties in implementing the National Mathematics Program are more related to systemic and programmatic issues rather than individual characteristics like age, thereby supporting the idea that professional development and support should be uniformly provided to all teachers.
Table 4: Significant Difference Between the Challenges Encountered in the Implementation of the Program according to Length in Service
Age Group	Mean	SD	F-value	p-value	Decision at 	Interpretation	
1-5 years	3.89	1.11	5.117	0.014	Reject Ho	Significant	
6-10 years	3.24	0.53					
11-15 years	2.71	0.71					
21-25 years	3.01	0.89					
26 years and above	2.56	1.21					

Table 4 reveals a statistically significant difference in the challenges encountered by teachers in the implementation of the National Mathematics Program in Kabugao District 1 when grouped according to length of service, as indicated by an F-value of 5.117 and a p-value of 0.014, which is less than the 0.05 level of significance. Teachers with 1–5 years of experience reported the highest level of challenges, with a mean of 3.89 and a standard deviation of 1.11, suggesting greater difficulty among novice educators. In contrast, those with 26 years and above of service reported the least challenges, with a mean of 2.56 and a standard deviation of 1.21. These findings imply that teaching experience plays a significant role in how teachers cope with or perceive the implementation of educational programs, possibly due to greater familiarity with pedagogical strategies, curriculum frameworks, or institutional protocols among more experienced educators. This suggests a strong need for targeted support mechanisms such as mentorship programs, professional development, and resource allocation specifically tailored to early-career teachers to help them effectively implement the program and bridge the gap in classroom readiness and instructional competence. 
These results are aligned in the study [21] which emphasized that early-career mathematics teachers often face greater instructional challenges due to limited teaching experience and insufficient exposure to evolving curriculum standards. Their study highlighted the importance of ongoing professional development and mentorship programs as vital strategies to build the competence and confidence of novice teachers, which is consistent with the current findings indicating the heightened difficulties encountered by teachers with fewer years of service in implementing the National Mathematics Program.

5.Conclusion

The demographic data show a workforce comprised entirely of women with varying years of teaching experience, from new educators to veterans. This mix brings a balance of fresh perspectives and seasoned insights. However, the all-female composition and diversity in experience levels suggest the need for differentiated professional development programs that cater to the unique needs of both novice and veteran teachers. Ensuring equal access to support across experience levels can enhance the implementation of the National Mathematics Program (NMP).
	While the National Mathematics Program is seen as a generally positive initiative in Kabugao District 1, persistent challenges hinder its full potential. Strengths such as resource availability and parental support show promise, yet gaps in teacher training, curriculum complexity, and instructional language create barriers. This indicates that while the foundation for successful implementation exists, targeted improvements in training, curriculum design, and support systems are necessary to ensure more effective and inclusive program execution.
	The consistency of challenges reported across different age groups suggests that issues with implementing the NMP are systemic rather than personal or age-related. This uniformity points to a need for district-wide interventions and reforms that address core issues affecting all teachers equally. Age-neutral support strategies, such as collaborative learning sessions and team teaching, could be beneficial in collectively overcoming the challenges identified.
Less experienced teachers face greater challenges and highlight the crucial role of experience in navigating new educational programs like the NMP. This suggests a need for mentorship programs where veteran teachers can guide newer colleagues. Tailored professional development and onboarding processes should be strengthened to help new educators build confidence and competence in implementing the curriculum effectively.
 The core challenges identified—such as curriculum difficulty, lack of teacher training, and struggles with new teaching strategies—underscore the need for a more responsive and adaptable implementation framework for the NMP. Addressing these issues involves revisiting curriculum content for better student accessibility, investing in regular teacher training, and offering clearer instructional support. 

 

Consent (where ever applicable)
I affirm that the respondents voluntary agreed to participate after being fully informed about the purpose, nature and potential implications of the study. their responses have been collected with utmost respect for their privacy and confidentiality, in accordance with ethical researched guidelines.

ethical APPROVAL ( WHERE eVER APPLICABLE)

The study was conducted with the approval and accordance with the standards of the elementary. No ethical approval was required as the research followed all applicable ethical guidelines, ensuring respect for the respondents’ privacy and confidentiality.

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