Chapter 1

The Problem

Introduction

Education is facing increasing challenges; flexibility has become key to ensuring that

schools continue to deliver quality education regardless of staff and resource limitations. DepEd

Order No. 012 has given teachers three options for conducting classroom instruction. A flexible

schedule structure would allow schools to tailor theirs to meet particular needs and

circumstances. These will allow for flexibility in the provision of instructional time while

maintaining essential learning standards, taking into account challenges that may arise as a

consequence of limited staff and facility constraints. A fixed, uniform time allocation or a

schedule can benefit teaching and learning in diverse settings. While flexible time allocations are

new and may be directed at addressing low staffing and limited resources, a 45-minute

instruction period is not sufficient to encourage excellent learning. An extremely brief teaching

window can make it impossible for any student to achieve more than a superficial understanding

of the material, especially in subjects that require extensive explanation or active participation.

Teachers may find it challenging to cover all necessary content, assess student comprehension,

and facilitate meaningful interactions—all of which are essential for a high-quality learning

experience.

While the new time allocations of DepEd address concerns on staffing and resources,

interviews with science teachers in senior high schools reveal that the number of instructional

periods, especially in large schools, is still inadequate for effective teaching. The short time slots

do not allow completion of necessitated competencies, particularly in subjects that require hands-

on activities and explanation, which will affect the learning outcomes of students. One teacher
for instance noted that another challenge experienced was the lack of time for the competencies

to be fully implemented or completed due to the shorter period allotted per subject. They added,

“Our school is a mega school since we catered to more than 6,000 learners for this school year,

the senior high school department with more than 2000 learners opted to have a shifting schedule

that limits the number of hours/sessions”.

Given these issues, it is now becoming apparent that DepEd's approach, while trying to

be flexible, may unintentionally create new issues in the effective delivery of teaching and

learning. Not having enough time is a matter not only for management but one that directly

impacts the quality of education a student receives. In a world of evolution, schools must

reassess the interpretation of the proposed amount of instructional time, taking into consideration

both the teacher's and the learner's needs, specifically for subjects that require more in-depth

engagement. The balance between flexibility and meaningful, thorough education has to be

struck in every classroom.

Statement of the Problem

The primary aim of this research is to

Specifically, it sought to answer the following questions:

Significance of the Study

This study aims to assess the feasibility of achieving full competency implementation and

mastery of skills within the shorter time allotments under the Matatag Curriculum, which

introduces a 45-minute timeframe for each component per quarter. The findings of this study are

expected to benefit the following stakeholders:

Department of Education (DepEd). As the implementing body of the Matatag

Curriculum, the study’s results will provide valuable insights into the curriculum's effectiveness

in achieving its goals within the allotted time frame. It will serve as a basis for potential

curriculum adjustments, particularly on time allocations or instructional design.

Teachers. The findings will assist teachers in identifying strategies to effectively deliver

lessons and meet curriculum objectives despite time constraints. It will also shed light on the

challenges they face, which could guide professional development programs or support systems.

Students. By addressing the time-related issues in the Matatag Curriculum, this study

aims to enhance the quality of learning experiences for students, ensuring they achieve the

necessary competencies and skills for future success.

Curriculum Developers. The results will provide evidence-based recommendations that

curriculum developers can use to create more realistic and effective schedules, ensuring that the

curriculum’s ambitious goals align with the available instructional time.

Future Researchers. This study will serve as a reference for future investigations into

curriculum effectiveness, instructional time, and strategies for achieving mastery of

competencies under time-constrained educational frameworks.

 Moreover, with education being a cornerstone of national development, this research

contributes to ensuring that the Matatag Curriculum truly prepares Filipino learners for the

demands of the 21st century by balancing time efficiency and learning quality.

Scope and Limitation

Hypothesis

Definition of Terms

The following items are defined for smooth progress of understanding and clarity on the

major concepts used in this study. This defined theoretically and optionally.

Teaching Strategies. The methods, techniques, and procedures that teachers use to help

students learn.

Curriculum. A curriculum is the totality of student experiences that occur in an

educational process.

Constraints. A number of factors that limit what can be taught, how it can be taught, or

how students can learn.

Instructional Time. The hours during the School day designated by the School for class

instruction.

Implementation. Putting a plan into effect, including the process of monitoring progress,

making adjustments, and evaluating impact.

 MATATAG Curriculum. The MATATAG Curriculum is a program by the Department of

Education (DepEd) that aims to improve the education system in the Philippines

Medium. A tool or device, such as books, cinema, television, or computers, used for

delivering learning content and facilitating instruction to students.

Competencies. The knowledge, skills, and behaviors that students need to succeed in their

academic, professional, and personal lives.

Theoretical Framework

The present study is anchored on Jacob Kounin’s theory on classroom management.

Kounin’s theory, was developed in 1970s on the basis of her observations of Elementary school

classrooms, this gives great importance of having a proactive classroom approach. According to

the theory, classroom management is primarily the containment of student behavior and the

teacher approach that when properly applied, complement each other to shape student behavior

in ensuring order, reduce interferences and optimize instructional time (Oliver et al. 2007).

Kounin’s theory is very useful in practicing how to manage a classroom where there is

shortening of time allotment. This theory highlights the importance of maximizing time through

avoiding interruptions and maintain interest. As what Lohmann et al. (2021) stated Proper lesson

implementation means paying careful attention to the management of the classroom,

environment that foster learning and engaging interaction, all of which is vital in limited periods

of time on task.
 A mixed-methods research approach, employing both quantitative and qualitative

research techniques would be suitable for investigating the application and proving the

effectiveness of Kounin’s theory of classroom management in a condensed curriculum

classroom. Qualitative data could be gathered through a classroom observation form which is

developed from Kounin’s six behaviours of good classroom practices. Researchers can conduct

interviews and focus group with teachers in order to btain the desire results. To collect

quantitatve data may include the frequency of teacher behaviors aligned with Kounin's key

concepts, rates of student engagement, time-on-task measures, and the number of disruptions or

inconviences. Such data, the researcher acquire a clue on the correlation between the

implementation of Kounin’s principles, students’ behavior, classroom management and learning

achievement. This theory was use by Marzano et al.’s (2003) on meta-analysis of 101 studies of

classroom management, which was participated by students in regular and special education and

various aspects of classroom management.

Despite the usefulness of Kounnins theory particularly in class management, the theory

encountered some challenges. A criticism is that it assesses mainly the teacher actions and does

not take into account various interactions that define the context in which teaching and learning

processes occur. For example, group size, students with disabilities, and available resources may

affect the ability of a teacher to apply Kounin’s principles at their school. Buttner et al. (2009)

who mentioned that it lacks clear direction on how to deal with the multiple learning needs of

students and or learning disabled or those with behavioral problems. Using specific case

approaches with individual children may require additional strategies, in addition to the

implementation of Kounin’s principles for differentiation of the classroom needs for all children.

Furthermore, the theory was focuses on the students in elementary classrooms and cannot be
generalized for higher grade levels or other settings. Children at different age have different

developmental requirements and therefore may need to be managed differently than other

children.

The theory underscores the idea of a proactive approach as essential when working with

students, as it enables the teacher to effectively manage time and make students participate in

learning. The ways that teachers can use the theory include; making and displaying of policies

and expectations, lesson planning, teaching management to accommodate the different learning

abilities, building a positive relationship with students, and developing ways of evaluating

students’ behavior and providing feedback. With the help of Kounin’s theory and principles, the

teachers will be able to establish an environment in a classroom that is free from constant

interferences resulting from misbehavior and thus the teacher will be able to deliver his or her

lessons making use of the most of available time effectively. Using the Kounin's theory with

other relevant theories, such as those focused on student motivation, differentiated instruction,

and culturally responsive teaching, can enhance its effectiveness in a diverse classroom.
 Chapter 2

Review of Related Literature

Every society relies heavily on education as one of its fundamental pillars. It is a

profitable investment for society and individuals alike due to the position of Education

determines every member of society and every country in the world (Fazilah, Zaharah, Azizah,

Saran & Noor, 2011). Thus, social and economic Every country's advancements impact her

educational progress. Schools are so constructed to educate people everywhere. Each society

relies heavily on education because that it is the miniature of civilization. It is a social center

designed to help citizens develop their character and individuality while also fostering their

innate strengths. It is also the hub for coordinating and utilizing educational resources to bring

about desired changes in the learners. It incorporates experiences that are closely related to real

life and help the individual lead a successful life in society, all of which contribute to the

sustainable growth and development of the immediate society and the world at large (Gu &

Johansson, 2013).

According to Kilag et al. study from 2024, the MATATAG curriculum is a cutting-edge

method for education in the Philippines, with the intention of empowering learners and boosting

their ability to compete globally. The curricula aim to decongest competencies, foster a

supportive learning environment, and enhance students' performance on international exams. The

MATATAG Curriculum seeks to narrow the achievement gaps across different learning
outcomes and improve inclusive education. groups of students. However, there are still issues

with inclusive education, such as insufficient government regulations, a lack of funding,

insufficient time allotment, and building constraints (DepEd, 2023). Uy et al. (2024) discuss how

the MATATAG curriculum's focus on learner-centeredness and flexibility aligns with

contemporary educational concepts by promoting student engagement, critical thinking, and

customized learning experiences that are tailored to different learner requirements. But there are

obstacles in the way of the MATATAG Curriculum's effective implementation. Early pilot

projects have identified a number of challenges, such as the requirement for suitable

implementation strategies, insufficient government regulations for inclusive education, and

implementation-related technical issues (Javier, 2023).

Furthermore, the successful implementation of the curriculum is severely hampered by

problems including teacher preparedness, limited access to information resources, and

infrastructure constraints (Macasero, 2023). Research has brought attention to the ongoing

difficulties the Philippine educational system faces. Abalde and Oco (2023) stress the need of

addressing students' performance deficiencies, especially in subjects like reading and math.

These difficulties are made worse by things like packed classrooms, a lack of resources, a lack of

teachers, and the short amount of time allotted for each topic (Guiaselon et al., 2022).

Additionally, curricular overload has long plagued the Philippine educational system, with

teachers under tremendous pressure to cover a wide range of abilities in a limited amount of time

(Pillay & Panth, 2022). In addition to addressing differences in learning outcomes among diverse

student populations, the MATATAG Curriculum aims to advance inclusive education.

Nonetheless, there are still issues with inclusive education, such as insufficient government

regulations, a lack of funding, changes to the amount of time allotted for each topic, and
infrastructure constraints. Section 2023 of DepEd Memorandum 54. Policymakers must give

underprivileged and marginalized populations' demands top priority and carry out focused

interventions to remove structural obstacles in order to guarantee equitable access to high-quality

education.

Chapter 3

Methodology

This chapter presents the methods and procedures that will be used in this study. The

chapter includes the method, the research design, the research locale, the sample or subject–

respondents, the variables, the research instrument, the data-gathering procedure, and the

administration of the instrument.

Data Gathering Procedure

The data-gathering procedure for this study will begin with the preparation of research

instruments, which is the questionnaire that would determine the classroom management

strategies used by science education teachers in senior high school. The researchers will use

purposive sampling to identify the respondents; after that researchers will ask consent from the

teachers involved. Data collection will then proceed by distributing the questionnaires to the

participants, and once the data is collected, it will be transcribed, reviewed, organized, and

prepared for analysis to ensure accuracy and completeness.

Research Design
 The data-gathering procedure for this study will begin with the preparation of research

instruments, which is the questionnaire that would determine the classroom management

strategies used by science education teachers in senior high school. The researchers will use

purposive sampling to identify the respondents; after that researchers will ask consent from the

teachers involved. Data collection will then proceed by distributing the questionnaires to the

participants, and once the data is collected, it will be transcribed, reviewed, organized, and

prepared for analysis to ensure accuracy and completeness.

Research Locale

This study will be conducted at Bukidnon National School of Home Industries, located in

Zone 2, North Poblacion in the Municipality of Maramag-the heart of Southern Bukidnon where

the larger portion of the population in the province is concentrated. This school secondary school

provides a variety of specialized courses to help enhance students' skills and knowledge in

agriculture, home industries, and other technical and academic fields. This was selected as the

research locale because of its accessibility and availability for the respondents, who are senior

high school teachers who are education graduates of Central Mindanao University and took

science as their specialization.

Research Instrument

Data Analysis
 This section presents a data analysis, interpretation, and discussion of the findings from

interviews with ten senior high school science teachers concerning the impact of the Matatag

Curriculum’s 45-minute class period on classroom management. The analysis focuses on the

challenges teachers face in implementing various classroom management strategies due to time

constraints. This data to be presented are based from the previous interview conducted among 10

teachers from the different schools. In investigating classroom management, they are employed

as a science teachers in senior high school. As resulted the common obstacle they faced in

implementing numerous classroom strategies is the short time allotment for their handled subject

under the Matatag Curriculum which consist of only 45 minutes. Thus, it least to insufficient for

the competencies to be fully implemented becoming the problem needed to be studied. The data

collected from the interview revealed a common problem that teacher faced which is the 45

minutes time allotment that becomes insufficient on effectively implementing such competencies

or the various classroom management strategies to achieve their intended learning outcomes. The

previous interview result highlights the specific challenges they encounter in implementing their

classroom management strategies.

The teachers perform numerous strategies to better enhance their classroom management but

majority of them faced the challenges on implementing and practicing their strategies due to the

shortened time allotment. This are the teaching strategies like; setting goals, positive

reinforcement, active monitoring, inquiry-base learning, hands-on activity, effective grouping

strategies, simulations, Socratic method, and more. This strategies performed in a maximum

amount of time that’s why teacher commonly faced the same problem.
• Limited time for achieving their plans and set goals: Among the 10 teachers majority of

them stated the difficulty of achieving what they already plan due to unexpected circumstances

particularly will cause to the wastage of time.

• Insufficient time for positive reinforcement: The teachers are struggling to provide

consistent reinforcement to the students which is supposedly intended for the prior improvement

of the learners comprehension for the lesson.

• Challenge in active monitoring and intervention: The teachers experience hardness on

addressing learners individuals needs and to effectively motor students due to time constraints.

• Constraints on conducting hands-on activities: Due to time limitation the hands-on

activities experience problems as this activity requires an approximate amount of time which is

necessary on the science education.

• Problem on implementing effective grouping activities: The teachers reported that in

implementing group activities which will supposedly enhance the learners socialization,

communication skills in a group work also for the collaborative learning which are being

affected by time limitation.

• Affects the application of differentiated instruction: The teachers commonly states the

importance of addressing the needs of diverse learners but due to shortened time which causes

hindrances ok addressing this needs of the students.

Interpretation

The data that comes from the responses of the 10 teachers coming from different schools

emphasize the common challenges they experience relates on time allotment. The collected data

strongly suggest that the allotted 45 minutes class period of the Matatag Curriculum is
inadequate for the science teachers in senior high school to effectively implement their

classroom management strategies. This leads to several problems to the classroom effective

management. These problems include reduced student engagement due to rushed lessons,

compromised learning outcomes from abbreviated activities, increased teacher workload leading

to potential burnout, and inequitable learning experiences due to limitations on differentiated

instruction. The insufficient time significantly impacts teachers’ ability to utilize effective

pedagogical strategies, such as inquiry-based learning, hands-on activities, and collaborative

learning, all of which require more than 45 minutes for proper implementation. The 45-minute

time constraint is therefore a significant obstacle to effective classroom management and the

achievement of desired learning outcomes in senior high school science. This challenge leads to

further negative effect such as the;

• Lessen the student engagement due to short period of time. In this kind of situation may

lead to less engaging teaching session which negatively reduce the learners motivation and

participation.

• The limited time hands-on activities, collaborative work, and inquiry-based learning may

lessen the learners understanding and comprehension as science topics are more complex and it

is required to fully understand the scientific concepts.

• This may cause the increased of teachers workload as they experience overload of things

to comply for the students learning improvements that will also lead them to experience rush

works, burnout and decreased job satisfaction.

• On addressing the diversity of students the time limitation may also lead to limitation on

differentiated instruction may lead to inequitable learning experiences for students with diverse

learning needs.
Discussion

The findings of the previous interview illustrate an important need of reassessment of the 45

minute class period allotted by the Matatag Curriculum for high school. The current allotted time

was insufficient to handle and support the teachers implementation of different classroom

management strategies in order to attain their desired learning outcomes for their students. There

are some potential solutions that could address this common problem. Curriculum adjustment are

necessary for to make it achievable in a specific time allotment which is the 45 minutes. Also

teachers stated that preparing the class objectives, goals and planning before entering the

classroom is a must to deliver the lesson in the given time. Thus this will improve the time

management of the classroom which is also required to be observe to develop a more flexible

and more time to implement the classroom strategies and to engage students in more in-depth

learning activities. Also the investment of time in professional development opportunities mainly

focused on managing classroom for gaining a more strategies and techniques to address this

challenge of constraint time frame. Also ensuring adequate resources can significantly alleviate

the teachers pressure. This intended solution can be addressed in further investigations and

studies to achieve effective results.

Further research is essential to investigate the long-term impact of the 45-minute time constraint

on student learning outcomes. This research should also explore the effectiveness of the

proposed interventions in mitigating the negative effects of the time constraint. The findings

underscore the critical importance of aligning curriculum design and time allocation to foster

effective teaching and learning in senior high school science.

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