Mathematics education is a critical component of the K to 12 Curriculum implemented in the Philippines to improve the quality of education and produce holistically developed graduates equipped with the necessary skills and competencies to be productive and responsible citizens (Mamolo & Sugano, 2020). The K to-12 curriculum is designed to provide students with a comprehensive education that prepares them for the demands of the 21st-century workforce (Department of Education, 2010; National Academies of Sciences, Engineering, and Medicine, 2017; Barquilla & Cabili, 2021; Limon, 2021).

As a core subject, mathematics is essential in achieving these goals, and the quality of mathematics education is vital to the overall success of the K to 12 programs (Saxton, et al., 2014; Lo et al., 2017). However, recent studies have shown a significant gap in mathematics education in the Philippines, with many students failing to meet the minimum proficiency level (Lituanas et al., 2001; Sánchez-Cabrero et al., 2021; Haw et al., 2021).

Moreover, teachers face challenges in delivering quality mathematics instruction, such as inadequate subject knowledge, limited resources, and lack of support (Harris et al., 2011;
Bragg et al., 2021; Haw et al., 2021). Hence, it is a pressing need to address these challenges and improve the quality of mathematics instruction to achieve the K to 12 curricula goals. Providing mathematics teachers with ample opportunities to increase their knowledge and confidence in the subject is essential. Teachers’ professional development (PD) programs are critical in addressing mathematics challenges and improving the quality of mathematics instruction (Sancar et al., 2021; Chen & Chan, 2022).

This study aims to evaluate the effectiveness of the K to 12 curricula in improving the
quality of mathematics education in the Philippines by designing and implementing a professional development program for junior high school mathematics teachers. The study will analyze the achievement test results in Mathematics and identify the factors that affect the teachers’ ability to deliver quality mathematics instruction. The study will also identify the factors affecting the teachers’ ability to provide quality mathematics instruction and propose solutions to these challenges.

In conclusion, this study aims to evaluate the effectiveness of the K to 12 Curriculum in improving the quality of mathematics education in the Philippines. The study seeks to contribute to the improvement of Mathematics Education and help achieve the goals of the K to 12 Curriculum in preparing the youth for better work opportunities and uplifting the nation’s economy. By addressing the challenges mathematics teachers face, the study will help improve the quality of mathematics instruction and ultimately contribute to the overall success of the K to 12 programs.