Vertical Articulation and Foundational Knowledge Retention in Mathematics (Algebra) of Grade 8 Learners under MATATAG Curriculum

Abstract

The alignment of competencies plays a vital role in ensuring continuity of learning and sustaining learners’ foundational knowledge across grade levels. The curriculum guides of DepEd establish vertical and horizontal articulation as the essential methods that schools must use to create learning pathways which help learners attain the academic objectives. This is a quantitative study that used a descriptive-inferential method with correlational analysis to determine the relationship between vertical articulation and foundational knowledge retention in Mathematics algebra of Grade 8 learners under MATATAG curriculum. The study used purposive sampling as its research method to select respondents. The study selected respondents through specific criteria which relate to the research objectives. The participants of this study were 109 Grade 8 learners at Divine Word College of Calapan, Inc. Basic Education Department who were enrolled in the school year 2025-2026. The researcher used Pearson’s r correlation and multiple regression analysis to determine whether independent variables had a significant effect on the dependent variables and to make predictions on the observed data patterns. With all the indicators tested it was found that all the results was not significant and there were only weak correlation and negligible results. Notably, learners may be encourage to actively participate in classroom discussions, participate in problem solving tasks, peer collaboration and review of previously learned concepts and apply into real life situations to easily remember and understand lessons.  The findings of the study emphasized the need to strengthen the vertical articulation of Mathematics 8 learning competencies to improve mastery, retention, understanding and develop problem solving ability, higher order and critical thinking skills of the learners.