2026 IJRSE – Volume 15 Issue 2
Available Online: 2 February 2026
Author/s:
Betchaida, John Argie G.
Division of Camarines Sur, Goa 2 District
Pinaglabanan National High School, Philippines (johnargie.betchaida@deped.gov.ph)
Abstract:
This study examined the extent of mathematics teachers’ inquiry-based teaching practices and their instructional confidence in implementing the MATATAG Curriculum in public secondary schools of Goa 2 District, Camarines Sur, Philippines. Using a descriptive–correlational design, data were collected from thirty (30) Grade 7 and Grade 8 mathematics teachers through a validated Likert-scale questionnaire. Results showed that teachers often employed inquiry-based strategies in mathematics instruction (M = 3.90), particularly in promoting collaboration, exploration, and real-world problem solving, while inquiry-oriented assessment practices were less frequently applied. Teachers demonstrated a high level of instructional confidence in implementing the MATATAG Curriculum (M = 3.98), especially in lesson design and curriculum alignment, though lower confidence was noted in ICT integration and inquiry-based assessment. Spearman’s rank correlation analysis revealed a weak and statistically non-significant relationship between inquiry-based practices and instructional confidence (ρ = 0.152, p = 0.682), indicating that these constructs may be influenced by different contextual factors. Major challenges were identified such as limited instructional time, students’ low readiness for inquiry, large class sizes, and inadequate resources. The findings suggest that while teachers are generally aligned with the inquiry-driven goals of the MATATAG Curriculum, sustained professional development and institutional support are necessary to ensure effective implementation.
Keywords: inquiry-based teaching practices, extent, instructional confidence, MATATAG curriculum, challenges
DOI: https://doi.org/10.5861/ijrse.2026.26017
Cite this article:
Betchaida, J. A. G. (2026). Inquiry-based teaching practices and mathematics teachers’ instructional confidence in the MATATAG curriculum. International Journal of Research Studies in Education, 15(2), 13-22. https://doi.org/10.5861/ijrse.2026.26017