Abstract: In response to the need for strengthened mathematics instruction under recent curriculum reforms, this study examined how the National Mathematics Program (NMP) supports the effective implementation of the Matatag Curriculum in public secondary schools. Employing a mixed-method explanatory sequential design, the research involved 388 Grade 7 students from 103 secondary schools in Capiz during SY 2024–2025, supplemented by Focus Group Discussions. Results showed that the overall and top five areas of NMP implementation, barriers, impacts, and achievement were perceived at a moderate level. Significant differences in achievement were found across varying levels of program implementation, barriers, and impacts. Moreover, implementation, barriers, and impacts were significantly interrelated and demonstrated meaningful relationships with student achievement. Regression analysis identified implementation quality, prevailing barriers, and program impact as significant predictors of achievement. Based on these findings, an Enhanced Teacher Training Program was developed to strengthen pedagogical competence, contextualized instruction, assessment strategies, and instructional resource utilization, thereby reducing barriers and improving mathematics achievement under the Matatag Curriculum.

Downloads: | DOI: 10.17148/IARJSET.2026.13384