Challenges Faced by Mathematics Teachers under the MATATAG Curriculum and Their Impact on Teaching Performance and Student Academic Outcomes: A Systematic Literature Review

Abstract

This systematic review examined the challenges faced by Mathematics teachers under the MATATAG curriculum and the documented effects on teaching performance and student academic outcomes in Philippine basic education (2020–2025). Following PRISMA 2020 guidelines, we searched peer-reviewed journals and reputable sources (e.g., DepEd policy repositories, local academic outlets, and indexed databases) for empirical and policy-relevant studies on: (a) MATATAG implementation or closely aligned national mathematics reforms; (b) teacher-level constraints, including time and pacing, instructional resources, administrative workload, assessment practices, and professional development; and (c) outcomes, such as teaching performance indicators and student mathematics achievement.