EVALUATING THE IMPACT OF THE MATATAG CURRICULUM ON STUDENT

ACADEMIC OUTCOMES: PERSPECTIVES FROM TEACHERS OF

LINGIG 1 DISTRICT

A Research Paper Presented to the Faculty of

Margarita K. Yusingco National. High School

In Partial Fulfillment of the Requirements in the Subject

Practical Research 2

Jaira J. Adolfo

Threshia Mae A. Dadong

Aimee Pilapil

Tyrone B. Cabrera

March 2025

1
 APPROVAL SHEET

This research entitled "Evaluating the Impact of the MATATAG

CURRICULUM on Student Academic Outcomes: Perspectives from Teachers of

Lingig 1 District.", submitted by Senior High students of Margarita K. Yusingco

National High School in partial fulfillment of the requirements in the subject Practical

Research 2 is recommended for acceptance and approval for oral examination.

Joanna Acila B. Vega, T-II

Adviser

Jerel B. Dapin, P-II Rubilyn A. Zanoria, T-III

Member Member

Mercilyn B. Sango, HT-I

Chairwoman

2
 ACKNOWLEDGEMENT

We would like to express our deep gratitude to everyone who has supported

us during the development of this research paper. Our sincere thanks go to Mrs.

Joanna Acila B. Vega, whose expertise and encouragement helped guide us as we

pursued our goals.

We also extend our appreciation to our teammates, who collaborated with us

on this research and made valuable contributions to its success. We are grateful to

our parents for providing the financial support and resources that were essential to

our research.

Finally, we would like to acknowledge the participants who generously gave

their time and energy to be part of this study. Without their participation, this research

would not have been possible.

We hope that our work will contribute to the advancement of "Evaluating the

Impact of the MATATAG CURRICULUM on Student Academic Outcomes:

Perspectives from Teachers of Lingig 1 District" and have a positive impact on

society.

Thank you once again to all who have supported us along the way.

3
 ABSTRACT

This study examines the perceived impact of the MATATAG Curriculum on

basic education teaching in the Philippines during the school year 2024–2025. It

focuses on teachers' instructional strategies, classroom management, and the

challenges encountered during implementation. Conducted at Margarita K. Yusingco

National High School, the research involved teachers undergoing MATATAG training,

utilizing a quantitative approach to analyze their experiences and insights.

Findings indicate that the MATATAG Curriculum moderately enhances

teaching practices by introducing innovative instructional strategies, promoting

student-centered learning, integrating technology, and encouraging interactive and

collaborative activities. However, challenges such as insufficient teacher training,

limited resources, resistance to change, and increased workload were identified as

key barriers to effective implementation. Despite these obstacles, teachers

acknowledged the curriculum’s potential to improve instructional methods and foster

a more engaging and inclusive classroom environment.

Overall, the study concludes that while the MATATAG Curriculum presents

moderate improvements in teaching strategies, its success depends on adequate

professional development, resource availability, and administrative support. Future

research should assess its long-term impact on student performance, teacher

effectiveness, and overall educational quality.

Keywords: MATATAG Curriculum, teaching practices, instructional strategies,

classroom management, curriculum implementation, teacher challenges

4
 TABLE OF CONTENTS

PAGE

NO.

TITLE PAGE----------------------------------------------------------------------------------------------1

APPROVAL SHEET------------------------------------------------------------------------------------2

ACKNOWLEDGEMENT-------------------------------------------------------------------------------3

ABSTRACT ----------------------------------------------------------------------------------------------4

TABLE OF CONTENTS—----------------------------------------------------------------------------5

CHAPTER 1 THE PROBLEM

Background of the Study------------------------------------------------------------------------------6

Statement of the Problem-----------------------------------------------------------------------------7

Conceptual Framework -------------------------------------------------------------------------------8

Scope and Delimitation of the Study---------------------------------------------------------------9

Significance of the Study------------------------------------------------------------------------------9

Definition of Terms------------------------------------------------------------------------------------11

CHAPTER 2 REVIEW OF RELATED LITERATURE

Related Literature--------------------------------------------------------------------------------------12

CHAPTER 3 RESEARCH METHODOLOGY

Research Design---------------------------------------------------------------------------------------

14

Research Locale---------------------------------------------------------------------------------------14

Population and the Respondents------------------------------------------------------------------15

Research Instrument----------------------------------------------------------------------------------15

Data Gathering Procedure--------------------------------------------------------------------------16

5
Scoring and Quantification--------------------------------------------------------------------------16

Statistical Treatment----------------------------------------------------------------------------------17

CHAPTER 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Presentation, Analysis, and Interpretation of Data--------------------------------------------18

CHAPTER 5 FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary-------------------------------------------------------------------------------------------------26

Findings--------------------------------------------------------------------------------------------------27

Conclusions---------------------------------------------------------------------------------------------27

Recommendations ------------------------------------------------------------------------------------28

Reference------------------------------------------------------------------------------------------------30

Appendix-------------------------------------------------------------------------------------------------31

Survey Questionnaire---------------------------------------------------------------------------------32

Curriculum Vitae---------------------------------------------------------------------------------------34

6
 CHAPTER 1

THE PROBLEM

Background of the Study

The MATATAG Curriculum is a comprehensive framework designed with

courses, activities, and experiences to engage learners throughout their education.

The exploration revealed that participants perceived the MATATAG Curriculum as

having the potential to significantly enhance students' critical thinking and problem-

solving skills. However, insufficient professional development and training were

identified as major obstacles, along with anticipated resistance to change and

adaptation issues. Participants highlighted that the effective implementation of the

MATATAG Curriculum depends on sufficient resources and institutional support.

Future studies could assess the long-term effectiveness of the MATATAG

Curriculum on student outcomes, teacher satisfaction, and overall educational

quality. According to Smith (2022), a curriculum includes all planned learning

experiences of a school or educational institution, encompassing what is intended for

students, what is actually delivered, and what students ultimately experience. The

curriculum is a central concern for all involved in the education process, as it often

becomes the focus of public interest and critique (Garcia & Martinez, 2024). As

society progresses, the curriculum serves as a crucial tool for bridging the gap

between educational content and practical application, helping students effectively

navigate complex future scenarios (Jones & Taylor, 2023). A curriculum's

effectiveness is measured not only by its ability to meet current educational

standards but also by its capacity to reflect and address the real-life contexts in which

learners will apply their knowledge (Brown, 2021).

The main objective of this study was to explore and understand the perceived

impact of the MATATAG Curriculum on basic education teaching for the school year

7
2024–2025, focusing on students', parents', and teachers' perspectives, challenges,

and the curriculum's effectiveness in enhancing educational outcomes.

Statement of the Problem

This study investigated the perceived impact of the MATATAG Curriculum on

basic education teaching in the Philippines, specifically focusing on how the

curriculum, which commenced in the school year 2024-2025, affected teachers’

practices, instructional strategies, and classroom management. The study also

identified potential challenges that teachers faced during its implementation.

Specifically, the research sought to answer the following questions:

1. What is the perceived potential impact of the MATATAG Curriculum on basic

education teaching in the Philippines, starting in the school year 2024-2025?

2. Does the MATATAG Curriculum represent an enhancement of current

teaching practices?

3. What challenges might teachers face while implementing the MATATAG

Curriculum?

4. How does the MATATAG Curriculum influence teachers' instructional

strategies and classroom management?

8
Conceptual Framework

INDEPENDENT VARIABLE MEDIATING VARIABLE

MATATAG Curriculum
Implementation
Teacher Perspectives and
Teaching Practices

DEPENDENT VARIABLE

Student Academic
Outcomes

Figure 1. Interplay of the Variables in the Study

9
Scope and Delimitation

This study conducted an in-depth evaluation of the impact of the MATATAG

Curriculum on student reactions and academic outcomes, based on the perspectives

of students, teachers, and parents at Margarita K. Yusingco National High School.

The study focused on key variables, including teachers' competence in terms of

teaching strategies, their commitment to the curriculum, and the overall impact of the

MATATAG Curriculum during the school year 2024–2025.

The study specifically involved teachers who handled Grade 7 subjects and

were also undergoing MATATAG training. Respondents were selected regardless of

gender to ensure diverse perspectives.

Significance of the Study

This study focused on evaluating the impact of the MATATAG Curriculum on

student academic outcomes: Perspectives from teachers of Lingig 1 District. This

research aimed to assess how the curriculum influenced students' learning

experiences, academic performance, and overall engagement in education. By

gathering insights from teachers, students, and parents, the study provided a

comprehensive understanding of the strengths and challenges associated with the

MATATAG Curriculum.

● Students: The results of the study encouraged students to strive harder, as

they were informed of the effort teachers extended to educate them.

Understanding the impact of the MATATAG Curriculum also helped students

become more aware of their learning progress and the importance of active

participation in their education.

10
● School Administration: The findings provided valuable insights to students,

teachers, and parents regarding the MATATAG Curriculum’s impact on

students’ reactions and academic outcomes. These insights helped school

administrators make informed decisions about curriculum implementation,

resource allocation, and teacher training programs to enhance educational

effectiveness.

● DepEd Teachers: This information served as a basis for understanding the

perspectives of students, teachers, and parents of Margarita K. Yusingco

National High School. It also provided guidance for laboratory instructors and

education professionals in designing teaching strategies that align with the

needs and expectations of both students and educators under the MATATAG

Curriculum.

● Researchers: The study contributed to the existing body of knowledge by

presenting perspectives from students, teachers, and parents on the

MATATAG Curriculum’s impact on students’ reactions and academic

outcomes. Future researchers may use this study as a reference for further

investigations into curriculum effectiveness, teaching methodologies, and

student learning experiences.

11
Definition of Terms

This section provides clear definitions of key terms used in the study to ensure a

better understanding of their context and relevance.

1. Evaluating: This refers to the systematic process of assessing the

significance, effectiveness, and value of the MATATAG Curriculum.

2. Impact: This denotes the influence or effect the curriculum has on various

aspects, including student responses, behaviors, and academic outcomes.

3. Lingig 1 District: This refers to the specific educational context where the

study is conducted, focusing on the views and experiences of teachers and

students within this district.

4. MATATAG Curriculum: This refers to a specific educational framework or

curriculum introduced in Philippine schools. The term Matatag, derived from

Filipino, means "strong" or "resilient," suggesting that the curriculum is

designed to be robust, supportive, and adaptable to diverse student needs.

5. Perspectives from Teachers: This refers to the insights and opinions

gathered from teachers, as key stakeholders, to provide a comprehensive

understanding of the curriculum's impact on teaching and learning practices.

6. Student Academic Outcomes: This focuses on measurable educational

results or achievements, such as grades, test scores, and improvements in

learning, as well as how students respond to and engage with the curriculum.

12
 CHAPTER 2

Review of Related Literature

The MATATAG Curriculum, introduced in the Philippines for the 2024-2025

school year, represents a significant shift in basic education. This literature review

explores the global and local contexts of curriculum implementation, with a particular

focus on teacher perceptions, educational outcomes, and policy implications, to

understand the potential impact of the MATATAG Curriculum.

Curriculum reforms are a common strategy employed by governments

worldwide to improve educational outcomes, often emphasizing student-centered

learning and interdisciplinary teaching (Niemi, 2021). These reforms aim to develop

students' competencies and lifelong learning skills, aligning with global trends in

education.

The Philippines has a history of implementing curriculum reforms aimed at

improving educational quality and accessibility. One such reform was the K-12

program, implemented in 2013, which extended basic education by two years (David

et al., 2019). The program aimed to align the Philippine education system with

international standards and improve students' readiness for higher education and

employment. Despite its intentions, the K-12 program faced numerous challenges,

including inadequate resources, teacher preparedness, and infrastructure constraints

(David et al., 2019). Teachers reported difficulties in adapting to the new curriculum

due to insufficient training and support. These challenges underscore the importance

of comprehensive implementation strategies that address both instructional and

logistical aspects.

13
 The introduction of the MATATAG Curriculum for the 2024-2025 school year

represents another significant shift in the Philippine education system. This

curriculum aims to enhance student learning outcomes by focusing on critical

thinking, problem-solving, and lifelong learning skills (Mendoza & Abad, 2022). The

MATATAG Curriculum aligns with global trends that emphasize holistic development

and competency-based learning. Initial reports suggest that the MATATAG

Curriculum has the potential to address some of the gaps identified in previous

curriculum reforms (Garcia & Santos, 2023). However, its success will depend on

effective implementation, including adequate teacher training, resource allocation,

and stakeholder engagement. Learning from the challenges faced during the K-12

program can provide valuable insights for the MATATAG Curriculum.

Filipino teachers' perceptions of the changes brought about by the curriculum

are mixed. A study by Mendoza and Abad (2022) revealed that while some teachers

appreciate the focus on critical thinking and student-centered learning, others feel

overwhelmed by the increased demands and lack of adequate training. These mixed

perceptions highlight the importance of providing comprehensive support systems for

teachers.

Early indicators suggest varied impacts on student outcomes under the

MATATAG Curriculum. Initial reports from urban schools show improvements in

student engagement and performance, while rural areas continue to struggle with

resource limitations (Garcia & Santos, 2023). This disparity underscores the need for

targeted interventions to ensure equitable educational opportunities across different

regions.

The MATATAG Curriculum presents a significant opportunity to enhance

basic education in the Philippines, aligning with global educational trends that

emphasize critical thinking, problem-solving, and holistic development. However, the

success of this curriculum will largely depend on effective implementation, which

14
includes comprehensive teacher training, adequate resource allocation, and

continuous support systems.

CHAPTER 3

METHODOLOGY

This chapter includes the research methodology, research locale, the

population and the respondents of the study, research instrument, data gathering,

sampling design, scoring and quantification and the statistical treatment.

Research Design

This study employed a descriptive-qualitative research design to gather in-

depth insights into teachers' perceptions and experiences regarding the MATATAG

Curriculum. Qualitative data were collected through an online survey discussion to

teachers who were familiar with or had implemented the MATATAG Curriculum.

Additionally, quantitative data were collected to supplement the findings, particularly

regarding the perceived effectiveness of the curriculum.

Research Locale

The study was conducted in three schools: Margarita K. Yusingco National

High School, Mandus Elementary School, and Pagtilaan Integrated School, located

in Brgy. Mandus and Pagtilaan, Lingig, Surigao del Sur.

15
 Figure 2. The Map of the Location of the Study

Population and the Respondents

The researchers selected teachers who had taught two or more subjects in

different schools within the Lingig 1 District. Specifically, an online survey instrument

was distributed to these teachers. The teachers selected were the respondents for

this study. The respondents consisted of 25 teachers who were teaching Grade 7

subjects under the MATATAG Curriculum. The table below shows the distribution of

the study:

Table 1. Distribution of the Respondents of the Study

Name of School Number of Teachers

Mandus Elementary School 8

Margarita K. Yusingco National High School 8

Pagtilaan Integrated School 9

Total 25

Research Instrument

This study used online survey questionnaires that underwent validity and

reliability tests through a series of consultations with experts in the field. The total

sample of 25 respondents was drawn from three schools: 8 teachers from Margarita

16
K. Yusingco National High School, 8 teachers from Mandus Elementary School, and

9 teachers from Pagtilaan Integrated School. The data collected were subjected to

reliability analysis. A reliability index was determined to ensure the instrument’s

validity and reliability for use in the study. Specifically, the reliability was assessed in

terms of the following factors: (A) teachers' level of competence, (B) teaching

efficiency in the implementation of the new MATATAG Curriculum, and (C) teachers'

proficiency with instructional materials, equipment, and other technologies.

Data Gathering Procedure

This study sought permission from the school head to access the records of

teachers from different schools, who taught various subjects and grade levels. The

researchers initially consulted the school registrars to identify the teacher population

from each school. After identifying the population, the researchers distributed

questionnaires/online surveys to a select group of teachers. Once the surveys were

completed, the questionnaires were collected, and the researchers tallied, recorded,

and analyzed the data. The data were then interpreted to obtain the results.

Scoring and Quantification

The following scoring and quantification scale was used in the study.

"Evaluating the Impact of the MATATAG CURRICULUM on Student Academic

Outcomes: Perspectives from Teachers of Lingig 1 District."

Code Range Verbal Description Verbal Interpretation

4 3.50-4.00 Strongly Agree Very Impactful

3 2.50-3.49. Agree Moderately Impactful

2 1.50-2.49 Disagree Less Impactful

1 1.00-1.49 Strongly Disagree Not Impactful

17
Statistical Treatment

This study utilized the following statistical tools for appropriate analysis and

interpretation.

Mean. This tool was used to determine the extent of the teachers’ level of

competence and the students’ science literacy.

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of the data gathered

from the study's tools. The topics are organized according to the sequence of the

research problems stated.

Table 2. Distribution of Respondents by Age

Age Frequency Percent

21-30 years old 6 24%

31-40 years old 10 40%

41-50 years old 6 24%

51-60 years old 3 12%

Total 25 100%

Table 1 reveals that 24 percent of the respondents are in the age bracket of

21- 30 years old compared to only 12 percent in ages 51-60 years old, and 24

percent in ages 41-50 and 40 percent belonged to the 31-40 age range. This age

profile is important as it also reflects the current age demographic. There is a much

18
younger age cohort of teachers entering the workforce. There is a much younger

cohort who has the capacity to purchase products and services

Table 3. Distribution of Respondents by Sex

Sex Frequency Percent

Male 5 20%

Female 20 80%

Total 25 100

Table 3 shows that 80 percent of the respondents are female, compared to

20 percent males. This is representative of the current gender distribution of the

population in the survey.

Table 4. Distribution of Respondents by Teaching Experiences

Teaching Experience Frequency Percent

11-15 years 7 28%

16+ 4 16%

0-5 years 9 36%

6-10 years 5 20%

Total 25 100%

19
 Table 4 shows that 28 percent of the respondents in the Teaching

Experiences bracket 11-15 years, 16 percent in 16+ Teaching Experiences, 36

percent in 0-5 years, and 20 percent in bracket 6-10 years. This is representative of

the current Teaching Experiences of the population in the survey.

Table 5. Distribution of Respondents by Grade Level Taught

Grade Level Taught Frequency Percent

Elementary 13 52%

Secondary 10 40%

Senior High 2 8%

Total 25 100%

Table 5 shows that 52 percent of the respondents in Grade Level Taught is

Elementary, 40 percent from Secondary, 8 percent from Senior High. This is

representative of the current Grade Level Taught of the population in the Survey.

Table 6. Distribution of Respondents by Subject Taught

Subject Taught Frequency Percent

Mathematics, Reading &

Literacy, Makabansa, 1 4%

Language

English 2 8%

20
 ESP 1 4%

Generalist 1 4%

Filipino 2 8%

Science 3 12%

Araling Panlipunan 1 4%

General Education 2 8%

Mathematics 3 12%

TLE 1 4%

All Subject 3 12%

English, Filipino 2 8%

General 2 8%

Social Science 1 4%

Total 25 100%

Table 6 shows that 4 percent of the respondents in Subject Taught is from

Mathematics, Reading & Literacy, Makabansa, Language, 8 percent from English, 4

percent from ESP, 4 percent from Generalist, 8 percent from Filipino, 12 percent from

Science, 4 percent from Araling Panlipunan, 8 percent General Education,12 percent

from Mathematics, 4 percent from TLE, 12 percent from All Subjects, 8 percent from

English& Filipino, 8 percent from General, and 4 percent from Social Science. This is

representative of the current Subject Taught of the population in the Survey.

21
Problem 1. What is the perceived potential impact of the MATATAG Curriculum

on basic education teaching in the Philippines, starting in the school year

2024-2025?

Table 7. Perceived Impact of the MATATAG Curriculum on Teaching

Vernal
Indicators Mean Interpretation
Description
1. The MATATAG 3.40 Agree Moderately
Curriculum will Impactful
improve student
engagement and
learning outcomes.

2.The MATATAG 3.12 Agree Moderately

Curriculum aligns Impactful
well with the needs
of the students in
my class.
3.I believe the 3.28 Agree Moderately
MATATAG Impactful
Curriculum will
enhance the overall
quality of education
in my school.
4.The new 3.28 Agree Moderately
curriculum will help Impactful
develop students'
critical thinking and
problem-solving
skills.
5.I feel that the 3.28 Agree Moderately
MATATAG Impactful
Curriculum will
make learning more
relevant to
students' real-life
situations.

22
 6.The MATATAG 3.32 Agree Moderately
Curriculum provides Impactful
more opportunities
for students to
explore their
interests.
7.I believe the 3.16 Agree Moderately
MATATAG Impactful
Curriculum will help
improve the
academic
performance of
students in my
class.
8.The 3.8 Agree Moderately
implementation of Impactful
the MATATAG
Curriculum will
make the teaching
process more
enjoyable and
rewarding for
teachers.
Overall Weighted 3.33 Agree Moderately
Mean Impactful

The overall mean of 3.33 for the perceived impact of the MATATAG

Curriculum in teaching indicates that respondents, on average, "agree" with its

impact. This suggests a moderate level of effectiveness in influencing teaching

practices.

Research consistently emphasizes that effective curricula should positively

impact student learning outcomes. Key factors influencing curriculum impact include:

Curriculum Quality: A well-designed curriculum with clear learning objectives,

engaging activities, and appropriate assessment strategies is crucial.Teacher

Implementation: The quality of teacher implementation, including pedagogical

approaches, classroom management, and student engagement, significantly

influences student learning. Student Characteristics: Student factors such as prior

knowledge, learning styles, and motivation also play a significant role in determining

the impact of a curriculum.

23
Problem 2. Does the MATATAG Curriculum represent an enhancement of

current teaching practices?

Table 8. Enhancement of Teaching Practices

Verbal
Indicators Mean Interpretation
Description
9.The MATATAG 3.4 Agree Moderately
Curriculum Impactful
introduces
innovative teaching
strategies that will
enhance my
instructional
practices.

10.The MATATAG 3.24 Agree Moderately

Curriculum Impactful
encourages a more
student-centered
approach to
teaching.
11.The new 3.4 Agree Moderately
curriculum Impactful
promotes the
integration of
technology in the
classroom.

12.The MATATAG 3.4 Agree Moderately

Curriculum allows Impactful
for more interactive
and collaborative
learning activities.

13.I believe the 3.36 Agree Moderately

MATATAG Impactful
Curriculum
enhances
teachers' ability to
differentiate
instruction based
on students'
learning needs.

14.The MATATAG 3 Agree Moderately

Curriculum Impactful

24
 improves the
integration of
critical life skills
(e.g., financial
literacy, social
skills) in teaching.

Overall Weighted 3.3 Agree Moderately

Mean Impactful

The overall mean of 3.3 for the perceived enhancement of teaching practices

due to the MATATAG Curriculum indicates that respondents, on average, "agree"

with its positive impact. This suggests a moderate level of effectiveness in improving

teaching methods.

Research consistently emphasizes that effective curricula should not only

positively impact student learning outcomes but also enhance teacher practice. Key

factors influencing this enhancement include: Curriculum Design: A well-structured

curriculum with clear learning objectives, diverse instructional strategies, and

opportunities for differentiated instruction can significantly enhance teacher practice.

Professional Development: Ongoing professional development aligned with the

curriculum can equip teachers with the necessary knowledge and skills to effectively

implement it and adapt their teaching methods. Collaborative Learning: Opportunities

for teachers to collaborate, share best practices, and learn from each other can foster

professional growth and enhance teaching practices.

Problem 3. What challenges might teachers face while implementing the

MATATAG Curriculum?

25
 Table 9. Challenges in Implementing the MATATAG Curriculum

Indicators Mean Verbal Interpretation

Description
15.Teachers will 3.48 Agree Moderately
face challenges in Impactful
adjusting to the
changes brought by
the MATATAG
Curriculum.

16.There is a lack 3.4 Agree Moderately

of sufficient training Impactful
and professional
development for
teachers to
implement the
MATATAG
Curriculum
effectively.

17.The current 3.44 Agree Moderately

availability of Impactful
resources (e.g.,
teaching materials,
digital tools) is
inadequate to fully
support the
MATATAG
Curriculum.

18.Teachers may 3.44 Agree Moderately

encounter Impactful
resistance from
students who are
used to the
previous
curriculum.

19.The 3.08 Agree Moderately

implementation of Impactful
the MATATAG
Curriculum may
cause additional
workload or stress
for teachers.

20.Teachers may 3.24 Agree Moderately

struggle with Impactful
integrating the new
curriculum with
existing school
structures and
schedules.

26
 Overall Weighted 3.35 Agree Moderately
Mean Impactful

The overall mean of 3.35 for perceived challenges in implementing the

MATATAG Curriculum suggests a moderate level of impact. This indicates that while

the curriculum faces obstacles, they are not considered severely disruptive to its

implementation.

Research consistently highlights that successful curriculum implementation

hinges on factors like: Teacher Training: Adequate training equips educators with the

knowledge and skills necessary to effectively deliver new curricula. Resource

Availability: Sufficient resources, including instructional materials and technology, are

crucial for effective teaching and learning. Administrative Support: Strong leadership

and consistent support from school administrators are essential for creating a

conducive environment for curriculum implementation. Challenges in these areas can

significantly hinder the effective delivery and outcomes of educational programs.

Problem 4. How does the MATATAG Curriculum influence teachers'

instructional strategies and classroom management?

Table 10. Influence on Instructional Strategies and Classroom Management

Indicators Mean Verbal Interpretation

Description
21The MATATAG 3.52 Strongly Agree Very Impactful
Curriculum
encourages me to

27
 use more
interactive teaching
methods.

22. 3.36 Agree Moderately

I will need to adapt Impactful
my classroom
management
strategies to better
support the new
curriculum's focus
on student-
centered learning.
23.The MATATAG 3.28 Agree Moderately
Curriculum Impactful
requires me to
integrate more
project-based
learning into my
lessons.
24.I believe the 3.4 Agree Moderately
new curriculum will Impactful
help foster a more
inclusive
classroom
environment.

25. 3.24 Agree Moderately

The MATATAG Impactful
Curriculum will
require me to use
more formative
assessments to
track student
progress.
26.The curriculum 3.28 Agree Moderately
will encourage me Impactful
to collaborate more
with my colleagues
to improve
teaching practices
across subjects.
Overall Weighted 3.35 Agree Moderately
Mean Impactful

The overall mean of 3.35 for perceived challenges in implementing the

MATATAG Curriculum suggests a moderate level of impact. This indicates that while

the curriculum faces obstacles, they are not considered severely disruptive to its

implementation.

28
 Research consistently highlights that successful curriculum implementation

hinges on factors like: Teacher Training: Adequate training equips educators with the

knowledge and skills necessary to effectively deliver new curricula. Resource

Availability: Sufficient resources, including instructional materials and technology, are

crucial for effective teaching and learning. Administrative Support: Strong leadership

and consistent support from school administrators are essential for creating a

conducive environment for curriculum implementation. Challenges in these areas can

significantly hinder the effective delivery and outcomes of educational programs.

Chapter 5

FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter contains the summary, conclusion and recommendations.

Findings

Based on the analysis, the following are the salient findings:

1. Positive Impact: Teachers generally perceived the MATATAG Curriculum to have

a positive impact on student engagement, learning outcomes, and teaching

practices. They believed it would enhance critical thinking skills, improve student

performance, and make learning more relevant.

29
2. Curriculum Enhancement: Teachers perceived the curriculum as introducing

innovative teaching strategies, encouraging a student-centered approach, and

promoting the integration of technology and collaborative learning.

3. Implementation Challenges: Teachers identified potential challenges, including

insufficient training, inadequate resources, and potential resistance from

students.

4. Influence on Teaching: The MATATAG Curriculum was perceived to influence

instructional strategies by encouraging interactive methods, project-based

learning, and more frequent use of formative assessments.

Overall, the findings suggest that the MATATAG Curriculum has the potential to

positively impact education in the Philippines. However, effective implementation will

require careful planning, adequate support, and ongoing evaluation.

Conclusions

The exploration of the MATATAG Curriculum revealed several anticipated

impacts and challenges associated with its implementation in Philippine basic

education. Participants perceived that the new curriculum had the potential to

significantly enhance students’ critical thinking and problem-solving skills, which was

expected to foster a more analytical and creative learning environment. The

curriculum’s emphasis on real-world problem-solving and interactive learning

approaches was thought to increase student engagement and motivation, aligning

with current educational trends that advocate for student-centered pedagogies.

Additionally, there was a consensus that the MATATAG Curriculum could shift

teaching practices towards more student-centered methods and emphasize the

integration of technology and competency-based education, as these elements are

recognized for improving educational outcomes.

However, this positive outlook was tempered by concerns regarding the need

for extensive professional development and adequate resources to support the

30
successful implementation of these new approaches. Participants identified

insufficient professional development and training as significant obstacles, noting that

adapting to new curricula can be challenging without adequate support. They also

anticipated resistance to change and adaptation issues, reflecting common

challenges in educational reforms where established practices and skepticism about

new methods can hinder progress. Lastly, the adequacy of resources and support

structures was highlighted as a crucial factor for overcoming these challenges,

emphasizing that effective curriculum implementation relies on sufficient material and

institutional support.

Overall, while the MATATAG Curriculum was expected to bring about

significant improvements in teaching and learning practices, the success of these

reforms depended on addressing the identified challenges and ensuring robust

support for teachers throughout the implementation process.

Recommendations

Based from the conclusion, the following enhancement programs were

forwarded:

1. Allocate resources for ongoing training to help teachers effectively implement the

MATATAG Curriculum and develop new teaching skills.

2. Create support teams or provide educational consultants to assist teachers with

curriculum challenges and provide necessary resources.

3. Promote professional learning communities for teachers to share best practices

and support each other in adapting to the new curriculum.

31
4. Engage teachers in curriculum development and communicate the benefits of the

MATATAG Curriculum to reduce resistance and encourage a positive attitude.

References

David, C. C., Albert, J. R. G., & Vizmanos, J. F. V. (2019). Education and access to

primary and secondary education. Philippine Institute for Development Studies.

https://doi.org/10.1080/02188791.2019.1663862

Garcia, P. R., & Santos, J. A. (2023). Assessing the early impacts of the MATATAG

curriculum on student performance. Philippine Journal of Education, 99(2), 321-345.

https://doi.org/10.2991/jefr.2023.10120

32
Mendoza, L. R., & Abad, M. C. (2022). Teacher perceptions of the MATATAG

curriculum: Challenges and opportunities. Cogent Education, 9(1), 2098754.

https://doi.org/10.1080/2331186

Niemi, H. (2021). Enhancing teacher professionalism through holistic teacher

education in Finland. Cogent Education, 8(1), 1899132.

https://doi.org/10.1080/2331186X.2021.1899132. Retrieved from

https://www.researchgate.net/publication/301225639_Teacher_Professional_Develo

pment_in_Finland_Towards_a_More_Holistic_Approach

Appendix A

February 12, 2025

Mercilyn B. Sango

School Head

Margarita K. Yusingco National High School

Purok 2 Mandus, Lingig, Surigao del Sur

Dear Ma'am,

33
We, the undersigned Grade 12 students of Margarita K. Yusingco National High

School, are currently proposing a study entitled "Evaluating the Impact of the

MATATAG CURRICULUM on Student Academic Outcomes: Perspectives from

Teachers of Lingig 1 District."

We would like to request permission from your esteemed office to administer our

research instrument (test questionnaire) to the enrolled students of this institution as

part of our data collection process.

We sincerely hope for your positive response to our request. Thank you very much

for your time and consideration.

Respectfully yours,

Jaira J. Adolfo

Threshia Mae A. Dodong

Aimee Pilapil

Tyrone Cabrera

Noted by: Approved By:

Joanna Acila B. Vega Mercilyn B. Sango, HT-I

Adviser School Head

SURVEY QUESTIONNAIRE

Evaluating the Impact of the MATATAG CURRICULUM on Student Academic

Outcomes: Perspectives from Teachers of Lingig 1 District

Direction: Read and understand the following statements carefully and decide how

they correspond on your views on "Evaluating the Impact of the MATATAG

CURRICULUM on Student Academic Outcomes: Perspectives from Teachers of

Lingig 1 District."

34
 Respondents Profile

Age Group: Gender: Teaching Grade Level Subject Taught

21-30 years Male Experienc Taught Mathematics,
old Female es Elementary Reading &
31-40 years 11-15 Secondary Literacy,Makaban
old years Senior High sa, Language
41-50 years 16+ years English
old 0-5 years ESP
51-60 years 6-10 years Generalist
old Filipino
Science
Araling
Panlipunan
General
Education
Mathematics
TLE
All Subjects
English, Filipino
General
Social Science

Scale: 4 STRONGLY AGREE (SA) 2 DISAGREE (D)

3 AGREE (A) 1 STRONGLY DISAGREE (SD)

QUESTIONS / STATEMENTS 4 SA 3A 2D 1 SD
A. Perceived Impact of the Matatag Curriculum on
Teaching
1. The MATATAG Curriculum will improve student
engagement and learning outcomes.
2.The MATATAG Curriculum aligns well with the needs
of the students in my class.
3.I believe the MATATAG Curriculum will enhance the
overall quality of education in my school.
4.The new curriculum will help develop students' critical
thinking and problem-solving skills.
5.I feel that the MATATAG Curriculum will make learning
more relevant to students' real-life situations.
6.The MATATAG Curriculum provides more
opportunities for students to explore their interests.
7.I believe the MATATAG Curriculum will help improve
the academic performance of students in my class.
8.The implementation of the MATATAG Curriculum will
make the teaching process more enjoyable and
rewarding for teachers.
B. Enhancement of Teaching Practices
9.The MATATAG Curriculum introduces innovative
teaching strategies that will enhance my instructional
practices.

35
10.The MATATAG Curriculum encourages a more
student-centered approach to teaching.
11.The new curriculum promotes the integration of
technology in the classroom.
12.The MATATAG Curriculum allows for more interactive
and collaborative learning activities.
13.I believe the MATATAG Curriculum enhances
teachers' ability to differentiate instruction based on
students' learning needs.
14.The MATATAG Curriculum improves the integration
of critical life skills (e.g., financial literacy, social skills) in
teaching.
C. Challenges in Implementing the MATATAG
Curriculum
15.Teachers will face challenges in adjusting to the
changes brought by the MATATAG Curriculum.
16.There is a lack of sufficient training and professional
development for teachers to implement the MATATAG
Curriculum effectively.
17.The current availability of resources (e.g., teaching
materials, digital tools) is inadequate to fully support the
MATATAG Curriculum.
18.Teachers may encounter resistance from students
who are used to the previous curriculum.
19.The implementation of the MATATAG Curriculum
may cause additional workload or stress for teachers.
20.Teachers may struggle with integrating the new
curriculum with existing school structures and schedules.
D.Influence on Instructional Strategies and
Classroom Management
21The MATATAG Curriculum encourages me to use
more interactive teaching methods.
22.I will need to adapt my classroom management
strategies to better support the new curriculum's focus
on student-centered learning.
23.The MATATAG Curriculum requires me to integrate
more project-based learning into my lessons.
24.I believe the new curriculum will help foster a more
inclusive classroom environment.
25.The MATATAG Curriculum will require me to use
more formative assessments to track student progress.
26.The curriculum will encourage me to collaborate more
with my colleagues to improve teaching practices across
subjects.

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 Curriculum Vitae

PERSONAL BACKGROUND

Name: Jaira J. Adolfo

Address: P-6 Pagtilaan, Lingig, Surigao del Sur

Date of Birth: January 18,2007

Status: Single

Phone Number: 09676320762

E-mail address: adolfojaira@gmail.com

EDUCATIONAL BACKGROUND

Senior High School Margarita K. Yusingco National High School

37
 Mandus, Lingig, Surigao del Sur

2025-Present

Junior High School Margarita K. Yusingco National High School

Mandus, Lingig, Surigao del Sur

2020-2023

Elementary: Pagtilaan Elementary School

Pagtilaan, Lingig, Surigao del Sur

2018-2019

Curriculum Vitae

PERSONAL BACKGROUND

Name: Tyrone B. Cabrera

Address: P-1 Mandus, Lingig, Surigao del Sur

Date of Birth: October 14,2006

Status: Single

Phone Number: 09064164207

E-mail address: cabreratyrone@gmail.com

38
EDUCATIONAL BACKGROUND

Senior High School Margarita K. Yusingco National High School

Mandus, Lingig, Surigao del Sur

2025-Present

Junior High School School Margarita K. Yusingco National High

Mandus, Lingig, Surigao del Sur

2020-2023

Elementary: Mandus Elementary School

Mandus, Lingig, Surigao del Sur

2018-2019

Curriculum Vitae

PERSONAL BACKGROUND

Name: Threshia Mae A. Dadong

Address: P- 4 Mandus Lingig, Surigao del Sur

Date of Birth: November 25,2006

Status: Single

Phone Number: 09362840455

E-mail address: threshiamaed@gmail.com

39
EDUCATIONAL BACKGROUND

Senior High School Margarita K. Yusingco National High School

Mandus, Lingig, Surigao del Sur

2025-Present

Junior High School School Margarita K. Yusingco National High

Mandus, Lingig, Surigao del Sur

2020-2023

Elementary: Mandus Elementary School

Mandus, Lingig, Surigao del Sur

2018-2019

Curriculum Vitae

PERSONAL BACKGROUND

Name: Aimee P. Pilapil

Address: P- 4 Mandus Lingig, Surigao del Sur

Date of Birth: March 27, 2006

Status: Single

Phone Number: 09959019133

E-mail address: aimeepilapil36@gmail.com

40
EDUCATIONAL BACKGROUND

Senior High School Margarita K. Yusingco National High School

Mandus, Lingig, Surigao del Sur

2024-Present

Junior High School: Asuncion National High school,

Asuncion Davao del norte

2020-2023

Elementary school: Pinanapatan Elementary school

2018-2019

41