Author
Midori Gelbolingo Sintos
Cebu Technological University
Cebu City, Philippines
Email: midori.sintos@deped.gov.ph
Abstract
The purpose of this study was to investigate the effects of the MATATAG curriculum on the academic performance and cognitive behavior of Grade 7 mathematics students at Maribago High School in Lapu-Lapu City, Cebu, during the 2024–2025 academic year. Two hundred thirty-seven students participated in the study, which employed a descriptive-correlational research approach. Students’ grades from the first to third grading periods, along with survey questionnaires, were used to collect data, and stratified random sampling was employed. The tools assessed students’ academic achievement and cognitive conduct, and they rigorously adhered to ethical standards, including confidentiality and informed permission. Frequency counts, percentages, weighted means, and Pearson’s r correlation were employed for data analysis. The results indicated that the majority of the kids were in the age range of twelve, had parents who had finished high school, and came from households earning between twenty thousand and seventy-six thousand pesos per month. With a p-value of 0.043 and a correlation coefficient of 0.156, the results showed a weak but statistically significant positive association between cognitive conduct and academic success. Additionally, there was a small but significant correlation between the degree of MATATAG curriculum implementation and academic achievement (correlation of 0.0045) and cognitive behavior (correlation of 0.0037). In conclusion, students’ learning was marginally improved by the MATATAG program. A Math Performance Enhancement Plan is recommended in light of these findings to support pupils in improving their mathematical abilities and performance.
Keywords: teaching Mathematics, cognitive behavior, Matatag Curriculum, academic performance in Mathematics, descriptive-correlation, Maribago Lapu-Lapu City, Cebu, Philippines
DOI: http://doi.org/10.69651/PIJHSS0404564
Recommended citation:
Sintos, M. G. (2025). Assesing cognitive behavior, impact of MATATAG Curriculum, and academic performance in Grade 7 Mathematics. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 6123-6134. http://doi.org/10.69651/PIJHSS0404564
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