Perception of Mathematics Teachers on RBEC and K-12 Curriculum in Teaching Mathematics

This descriptive-correlational study looked into the level of perception of mathematics teachers on RBEC and K-12 Curriculum in teaching mathematics in Culasi, Tibiao and Barbaza Districts. The respondents of the study were 32 secondary mathematics teachers who have taught on both RBEC and K-12 Curriculum. The variables used in the study were sex, year level taught and length of service. The Special Package for Social Sciences (SPSS) was used to run the data analysis. The results of the study showed that the level of perception of mathematics teachers towards RBEC in teaching mathematics was ?considerably evident? and that in K-12 Curriculum was ?exemplarily evident?. No significant difference was noted in the level of perception of mathematics teachers towards RBEC in teaching mathematics. It further revealed that there were no significant differences in the level of perception of mathematics teachers towards K-12 Curriculum in teaching mathematics when grouped as to sex and year level taught but in terms of length of service it was found that 15 years and below and 16 years up differed in relation to their level of perception. Results further revealed that a small positive correlation existed in the level of perception of mathematics teachers between RBEC and K-12 Curriculum in teaching mathematics when taken as a whole.