Int. j. adv. multidisc. res. stud.

2024; 4(4):952-966

Received: 28-06-2024
Accepted: 08-08-2024

A Qualitative Exploration on the Perceived Impact of the MATATAG

Curriculum on Basic Education Teaching in the School Year 2024-2025
1 Jeffry
M Saro, 2 Crisanta B Montejo, 3 Jessielyn A Sucong, 4 Maria Fe O Bustamante, 5 Junahlyn B Perez
1
Department of Education, Division of Agusan del Sur, Prosperidad National High School, Prosperidad District, Philippines
2
Department of Education, Division of Agusan del Sur. Esperanza National High School, Esperanza District, Philippines
3
Department of Education, Division of Agusan del Sur, Duangan National High School, Esperanza District, Philippines
4
Department of Education, Division of Agusan del Sur, Sibagat National High School - Home of Industry, Sibagat District,
Philippines
5
Department of Education, Division of Bayugan City, Wawa Elementary School, Philippines

Corresponding Author: Jeffry M Saro

Abstract
The MATATAG Curriculum is a comprehensive framework creative learning environment, aligning with contemporary
designed with courses, activities, and experiences to engage educational trends that support student-centered pedagogies.
learners throughout their education. The main objective of Participants also expected that the MATATAG Curriculum
this study was to explore and understand the perceived would shift teaching practices towards more student-
impact of the MATATAG Curriculum on basic education centered methods and emphasize the integration of
teaching for the school year 2024-2025, focusing on teacher technology and competency-based education, both of which
perspectives, challenges, and the curriculum’s effectiveness are recognized for improving educational outcomes.
in enhancing educational outcomes. A qualitative research However, participants also expressed concerns about the
methodology was employed, utilizing a Focus Group need for extensive professional development and adequate
Discussion (FGD) as the primary approach. A purposive resources to support the successful implementation of these
sampling method selected 30 teachers from different schools new approaches. They identified insufficient professional
in the Agusan del Sur division based on their availability to development and training as major obstacles, along with
participate. The data were rigorously coded and analyzed to anticipated resistance to change and adaptation issues. They
ensure that the themes accurately reflected the teachers’ highlighted that effective implementation of the
perspectives. The exploration revealed that participants MATATAG Curriculum depended on sufficient resources
perceived the MATATAG Curriculum as having the and institutional support. Future studies should assess the
potential to significantly enhance students’ critical thinking long-term effectiveness of the MATATAG Curriculum on
and problem-solving skills. They anticipated that the student outcomes, teacher satisfaction, and overall
curriculum’s emphasis on real-world problem-solving and educational quality.
interactive learning would foster a more analytical and

Keywords: MATATAG Curriculum, Basic Education, Teaching Practices, Instructional Strategies, Classroom Management

Introduction
The curriculum consists of carefully designed courses, activities, and experiences that learners engage in throughout their
education. It is a fundamental element of education systems, significantly shaping what learners’ study and how they acquire
knowledge. According to recent studies (Smith, 2022) [67], the 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. Far from being neutral, the curriculum is a conduit of selected knowledge tied to power dynamics, capable of
either standardizing or diversifying educational outcomes (Johnson, 2023) [33]. It is built upon a set of values and beliefs about
what students should learn and how they should learn it (Lee, 2021) [38]. The curriculum is a central concern for all involved in
the educational process, as it often becomes the focus of public interest and critique (Garcia & Martinez, 2024) [24].

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The significance of the curriculum in education extends issue of curriculum overcrowding. This reduction allows for
beyond merely providing academic content; it a more focused and effective teaching and learning
fundamentally aligns with the evolving needs and objectives experience, where educators can dedicate more time to
of society. A well-designed curriculum must adapt to the essential skills and knowledge. The streamlined
shifting demands of the modern world, preparing learners competencies aim to enhance the overall quality of
for future challenges and ensuring that educational education by providing a clearer and more manageable
experiences have real-world relevance (Smith, 2022) [67]. As structure for both teachers and students (Garcia, 2020 [22];
society progresses, the curriculum serves as a crucial tool Olipas, 2024).
for bridging the gap between educational content and In addition to reducing competencies, the MATATAG
practical application, helping students to effectively navigate curriculum has integrated and intensified Good Manners and
complex future scenarios (Jones & Taylor, 2023) [35]. This Right Conduct (GMRC) and Values Education, aligning
alignment with societal needs is not a static process but a with legal requirements. This integration aims to foster the
dynamic one, requiring continuous updates to stay relevant holistic development of students by instilling moral values
in an ever-changing environment. and proper conduct. The emphasis on GMRC and Values
A curriculum's effectiveness is measured not only by its Education prepares students to become responsible and
ability to meet current educational standards but also by its ethical members of society, ensuring that their education
capacity to reflect and address the real-life contexts in which encompasses both academic and character development
learners will apply their knowledge (Brown, 2021) [8]. A (Santos, 2021).
relevant curriculum ensures that what students learn in Another significant aspect of the MATATAG curriculum is
school can be effectively translated into practical skills and the heightened emphasis on social studies. This subject has
competencies for their future careers and personal lives. been given increased importance to cultivate a deep and
This approach acknowledges that education must be more passionate love for the country among Filipino students. By
than theoretical knowledge, it must also prepare students for focusing on social studies, the curriculum seeks to develop
the realities of the job market and broader societal roles students' understanding of their national identity, history,
(Green, 2020) [26]. By integrating real-world applications and cultural heritage, thereby nurturing a sense of patriotism
into the curriculum, educators can help students connect and civic responsibility (Reyes, 2022) [55]. Nevertheless, one
classroom learning with everyday experiences, making of the key goals of the MATATAG curriculum is to enhance
education more meaningful and impactful. basic education teaching by providing a more streamlined
Moreover, the curriculum plays a pivotal role in shaping and focused framework that allows educators to deliver
learners' futures by guiding their development of essential high-quality instruction effectively. This enhancement aims
values and skills. It functions as a foundational element in to improve the overall teaching experience, making it more
citizen training, fostering qualities such as critical thinking, manageable and impactful for both teachers and students.
empathy, and civic responsibility (White & Roberts, 2021) By reducing curriculum overcrowding and integrating
[73]
. The curriculum's role in nurturing these attributes is essential values education, the MATATAG curriculum
essential for preparing students to become informed and supports teachers in delivering comprehensive and balanced
engaged members of society. Without a thoughtful and education (Department of Education, 2023a [17]; Santos,
responsive curriculum, educational systems risk failing to 2021).
equip students with the values and skills necessary for The MATATAG curriculum represents a comprehensive
successful and responsible citizenship (Lee, 2023) [39]. approach to education reform in the Philippines. By
The need for curriculum reform is evident, as stagnation in addressing curriculum overcrowding, integrating values
curriculum development can undermine the democratic education, and emphasizing social studies, the Department
functions of public education systems. An outdated or of Education aims to create a more effective and relevant
irrelevant curriculum poses significant risks, potentially educational experience for Filipino learners. These changes
leading to gaps in students' education and missed are essential in preparing students to meet global standards
opportunities for societal advancement (Nguyen, 2022) [47]. while remaining rooted in their cultural and national identity
The failure to adapt curriculum frameworks to contemporary (Department of Education, 2023a) [17].
needs can have far-reaching consequences, affecting not The study explored the experiences and perceptions of
only educational outcomes but also the broader social fabric. educators regarding the newly implemented MATATAG
On the other hand, proactive curriculum reform is vital for Curriculum on basic education teaching in the school year
ensuring that educational practices remain effective and 2024-2025. The purpose of this research was to gain a
equitable in serving diverse and evolving societal needs deeper understanding of how this curriculum affected
(Johnson, 2024) [34]. teaching practices, teacher-student interactions, and overall
The Philippine education system is undergoing a educational outcomes within the basic education sector. By
transformative shift aimed at aligning its basic education exploring these perceptions, the study aimed to provide
standards with global benchmarks. This shift focuses on significant insights into the effectiveness and areas for
meticulous curriculum development to ensure its improvement of the MATATAG Curriculum, ultimately
appropriateness, responsiveness, and relevance to learners contributing to the enhancement of educational strategies
both nationally and globally (Department of Education, and policies for the future.
2019; Department of Education, 2023a) [16, 17]. A significant The MATATAG Curriculum, designed to improve the
part of this reform is the introduction of the MATATAG quality of basic education, is an extensive educational
curriculum, as detailed in the General Shaping Paper framework aimed at enhancing teaching practices and
published by the Department of Education (2023a) [17]. student outcomes. This study investigates its perceived
One of the notable changes in the MATATAG curriculum is impact on basic education teaching by gathering
the reduction in the number of competencies, addressing the perspectives from educators. The focus is on understanding
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how the curriculum influences pedagogical approaches, to implement the new curriculum effectively. This finding
classroom dynamics, and overall educational experiences. aligns with global research emphasizing the need for
By examining these factors, the study provides a clear continuous professional development.
assessment of the curriculum's effectiveness and practical In the United States, teachers' perceptions of the Common
implications, offering valuable feedback for further Core State Standards varied widely. Some educators
refinement and enhancement to better meet educational appreciated the clarity and rigor of the standards, while
goals and address the challenges faced by teachers. others felt overwhelmed by the increased expectations and
lack of support (Porter et al., 2018) [53]. These mixed
Literature Review responses highlight the importance of considering teacher
The MATATAG Curriculum, introduced in the Philippines feedback and providing adequate support during curriculum
for the school year 2024-2025, represents a significant shift transitions.
in basic education. This literature review explores the global A study in South Africa revealed that teachers often struggle
and local contexts of curriculum implementation, focusing with curriculum changes due to insufficient training and
on teacher perceptions, educational outcomes, and policy resources (Soudien, 2020) [64]. The study emphasized the
implications, to understand the potential impact of the need for a comprehensive support system that includes
MATATAG Curriculum. professional development, access to teaching materials, and
mechanisms for addressing teachers' concerns. Such support
Global Context of Curriculum Implementation systems are crucial for the successful implementation of
Curriculum reforms are a common strategy employed by curriculum reforms.
governments worldwide to improve educational outcomes.
In Finland, for instance, the national curriculum underwent a Impact on Educational Outcomes Globally
major overhaul in 2016, emphasizing student-centered Evaluating the impact of curriculum changes on student
learning and interdisciplinary teaching (Niemi, 2021) [45]. outcomes is complex. A study in Singapore showed positive
This reform aimed to develop students' competencies and results in student engagement and critical thinking skills
lifelong learning skills, aligning with global trends in following curriculum reforms (Tan & Deneen, 2018) [69].
education. The reforms, which emphasized holistic education and
In the United States, the implementation of the Common critical thinking, led to improved student performance and
Core State Standards (CCSS) was intended to provide a engagement in learning activities.
consistent and clear understanding of what students are Conversely, research from South Africa pointed out the
expected to learn (Porter et al., 2018) [53]. However, the persistence of educational inequalities despite curriculum
CCSS faced significant challenges, including resistance changes aimed at improving equity (Tannin et al., 2020).
from educators and variations in state adoption. This The study found that while the new curriculum intended to
highlights the complexities involved in nationwide address historical inequities, implementation challenges
curriculum changes. such as resource constraints and inadequate teacher training
Similarly, in Australia, the Australian Curriculum was limited its effectiveness. This highlights the need for
designed to provide a national framework for education, comprehensive strategies to ensure equitable educational
ensuring consistency across states and territories (Warren & outcomes.
Miller, 2020) [71]. The curriculum emphasized general In Finland, the new curriculum's focus on student-centered
capabilities such as critical and creative thinking, learning and interdisciplinary teaching resulted in improved
intercultural understanding, and ethical behavior. Despite its student engagement and motivation (Niemi, 2021) [45]. The
comprehensive approach, the implementation faced issues Finnish experience demonstrates the potential benefits of
related to teacher preparedness and resource availability. curriculum reforms that prioritize student agency and
In Singapore, curriculum reforms focused on fostering holistic development. However, it also underscores the
critical thinking and problem-solving skills among students importance of providing teachers with the necessary support
(Tan & Deneen, 2018) [69]. The country's approach included to implement such reforms effectively.
significant investment in teacher training and professional In the United States, studies on the Common Core State
development, recognizing the crucial role of educators in the Standards revealed mixed impacts on student performance
success of curriculum changes. Singapore's experience (Porter et al., 2018) [53]. While some states reported
emphasizes the importance of supporting teachers through improvements in standardized test scores, others saw no
systematic reforms. significant changes or even declines. These varied outcomes
suggest that the success of curriculum reforms depends on
Teacher Perceptions and Adaptations Globally factors such as implementation fidelity, teacher
Teachers play a crucial role in the successful preparedness, and contextual adaptations.
implementation of new curricula. Research from Australia
indicates that teacher buy-in is essential for the successful Policy Implications and Recommendations Globally
adoption of new educational standards (Warren & Miller, Policy recommendations often emerge from the lessons
2020) [71]. Teachers' attitudes towards the curriculum learned during curriculum implementation. In Canada,
significantly influence their willingness to adapt their policies promoting teacher collaboration and professional
teaching practices, which in turn affects student outcomes. development were found to enhance the effectiveness of
In the UK, a study found that professional development and new curricula (Campbell et al., 2018) [9]. The Canadian
ongoing support were critical in helping teachers adapt to experience underscores the importance of fostering a
curriculum changes (Hall & Wall, 2019) [27]. Teachers collaborative culture among educators to support curriculum
reported that regular training sessions, collaborative changes.
planning, and access to resources were vital in their ability
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International Journal of Advanced Multidisciplinary Research and Studies www.multiresearchjournal.com

In Japan, curriculum reforms led to policy changes that overwhelmed by the increased demands and lack of
emphasized holistic education and well-being (Takayama & adequate training. These mixed perceptions highlight the
Apple, 2019) [68]. The Japanese government introduced importance of providing comprehensive support systems for
policies that encouraged schools to focus not only on teachers.
academic achievement but also on students' social and Teachers reported that the new curriculum requires them to
emotional development. This holistic approach has been adopt new teaching methods and integrate various
associated with improved student well-being and competencies into their lessons (Mendoza & Abad, 2022)
[44]
educational outcomes. . While this approach aligns with global trends in
In Australia, policymakers recognized the need for ongoing education, it also presents challenges for teachers who are
support and professional development for teachers (Warren accustomed to traditional teaching methods. Professional
& Miller, 2020) [71]. The Australian government introduced development programs that focus on these new instructional
initiatives to provide teachers with access to resources, strategies are essential for successful implementation.
training programs, and collaborative platforms. These Comparative analysis with global teacher perceptions shows
policies aimed to address the challenges faced by teachers similar challenges and opportunities. In Singapore, for
and ensure the successful implementation of the Australian instance, teachers initially struggled with the increased
Curriculum. demands of the new curriculum but eventually adapted with
In the United States, the implementation of the Common the help of extensive professional development and support
Core State Standards highlighted the importance of state- systems (Tan & Deneen, 2018) [69]. This suggests that
level policy adaptations (Porter et al., 2018) [53]. States that providing ongoing support and resources can help Filipino
provided comprehensive support systems, including teachers adapt to the MATATAG Curriculum.
professional development and instructional resources, A study by Garcia and Santos (2023) [23] found that urban
reported more positive outcomes. This underscores the need schools in the Philippines reported more positive teacher
for policies that are responsive to the specific needs of perceptions compared to rural schools. This disparity is
educators and students in different contexts. attributed to differences in access to resources and training
opportunities. Addressing these inequalities is crucial to
Local Context: The Philippines ensure that all teachers, regardless of location, can
The Philippines has a history of curriculum reforms aimed at effectively implement the MATATAG Curriculum.
improving educational quality and accessibility. The K-12
program, implemented in 2013, was a major reform that Impact on Educational Outcomes in the Philippines
extended basic education by two years (David et al., 2019) Early indicators suggest varied impacts on student outcomes
[14]
. The program aimed to align the Philippine education under the MATATAG Curriculum. Initial reports from
system with international standards and improve students' urban schools show improvements in student engagement
readiness for higher education and employment. and performance, while rural areas continue to struggle with
Despite its intentions, the K-12 program faced numerous resource limitations (Garcia & Santos, 2023) [23]. This
challenges, including inadequate resources, teacher disparity underscores the need for targeted interventions to
preparedness, and infrastructure constraints (David et al., ensure equitable educational opportunities.
2019) [14]. Teachers reported difficulties in adapting to the A study by Luz and Gregorio (2024) [42] highlighted the
new curriculum due to insufficient training and support. importance of addressing the specific needs of different
These challenges highlight the need for comprehensive regions in the Philippines. The researchers found that
implementation strategies that address both instructional and schools with adequate resources and trained teachers
logistical aspects. reported better student outcomes. This finding aligns with
The introduction of the MATATAG Curriculum for the global research emphasizing the role of contextual factors in
school year 2024-2025 represents another significant shift in the success of curriculum reforms.
the Philippine education system. The curriculum aims to In urban areas, teachers reported that the curriculum's focus
enhance student learning outcomes by focusing on critical on critical thinking and problem-solving skills resonated
thinking, problem-solving, and lifelong learning skills well with students. However, these positive outcomes were
(Mendoza & Abad, 2022) [44]. The MATATAG Curriculum less pronounced in rural areas, where resource constraints
reflects global trends in education that emphasize holistic and lack of support hindered effective implementation.
development and competency-based learning. The MATATAG Curriculum represents a significant
Initial reports suggest that the MATATAG Curriculum has opportunity for enhancing basic education in the
the potential to address some of the gaps identified in the Philippines, aligning with global educational trends that
previous curriculum reforms (Garcia & Santos, 2023) [23]. emphasize critical thinking, problem-solving, and holistic
However, its success will depend on effective development. However, the success of this curriculum will
implementation, including adequate teacher training, largely depend on the effective implementation, which
resource allocation, and stakeholder engagement. Learning includes comprehensive teacher training, adequate resource
from the challenges faced during the K-12 program allocation, and continuous support systems. Insights from
implementation can provide valuable insights for the global contexts, such as Finland, Singapore, and Australia,
MATATAG Curriculum. underscore the importance of professional development and
collaborative practices in achieving successful curriculum
Teacher Perceptions and Adaptations in the Philippines reforms. Locally, addressing the disparities between urban
Filipino teachers' perceptions of the changes Curriculum are and rural schools and ensuring equitable access to resources
mixed. A study by Mendoza and Abad (2022) [44] revealed are crucial for realizing the full potential of the MATATAG
that while some teachers appreciate the focus on critical Curriculum. By learning from both international and local
thinking and student-centered learning, others feel experiences, policymakers and educators in the Philippines
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can navigate the challenges and capitalize on the Results and Discussions
opportunities presented by this new curriculum, ultimately Problem 1: What is the perceived potential impact of the
fostering an educational environment that prepares students MATATAG Curriculum on basic education teaching,
for the demands of the 21st century. Future research should commencing in the school year 2024-2025?
continue to monitor and evaluate the long-term impacts of Theme 1: Enhanced Critical Thinking and Problem-
the MATATAG Curriculum, providing data-driven insights Solving Skills
to guide ongoing improvements and policy adjustments. Participants consistently perceived that the MATATAG
Curriculum would significantly enhance students' critical
Research Questions thinking and problem-solving skills. The curriculum is
The main objective of the study was to explore and designed to foster higher-order thinking by incorporating
understand the perceived impact of the MATATAG complex, real-world problems into the learning process,
Curriculum on basic education teaching during the school encouraging students to think analytically and creatively.
year 2024-2025, focusing on teacher experiences, This aligns with global educational trends that emphasize
challenges, and the overall effectiveness of the curriculum in the importance of developing critical thinking and problem-
enhancing educational outcomes. solving abilities in students to prepare them for the demands
1. What is the perceived potential impact of the of the 21st century (Tan & Deneen, 2018; Niemi, 2021) [69,
45]
MATATAG Curriculum on basic education teaching, .
commencing in the school year 2024-2025?
2. Does the MATATAG Curriculum represent an Participants' Statements:
enhancement compared to the current curriculum in One participant suggested, "The MATATAG
terms of teaching practices? Curriculum might really focus on critical thinking.
3. What challenges might teachers face while Students could become more engaged in thinking
implementing the MATATAG Curriculum? deeply and solving problems on their own."
4. How does the MATATAG Curriculum influence
teachers' instructional strategies and classroom Another teacher anticipated, "With the new
management? curriculum, we might be guided to design activities
that challenge students to think critically and find
Research Methodology solutions, shifting away from rote learning."
This study employed a qualitative research methodology,
utilizing a Focus Group Discussion (FGD) as the primary This perception aligns with global findings that curriculum
approach. A purposive sampling method was used to select reforms focusing on critical thinking and problem-solving
participants currently teaching in the Agusan del Sur can enhance these skills among students (Tan & Deneen,
division. A diverse group of 30 teachers from different 2018; Niemi, 2021) [69, 45].
schools was chosen based on their availability to participate
in the study. Participants were informed that the aim of the Theme 2: Need for Professional Development and
study was to capture a wide range of perspectives and Support
insights regarding the MATATAG Curriculum. The need for continuous professional development and
Formal invitations were extended to these participants, support emerged as a critical theme. Participants
facilitating substantive discussions through the online emphasized that ongoing training and adequate resources are
platform Zoom. The discussions delved into the nuances of essential for teachers to effectively adapt to and implement
the MATATAG Curriculum, aiming to capture the MATATAG Curriculum. This highlights the importance
supplementary insights regarding the curriculum's potential of professional development in educational reforms, as
impact on basic education teaching, commencing in the supported by international literature which suggests that
school year 2024-2025. The discussions focused on teaching well-supported teachers are more likely to successfully
practices, challenges, and teachers' instructional strategies implement new curricula (Hall & Wall, 2019; Campbell et
and classroom management. al., 2018) [27, 9].
For the thematic analysis, the researchers utilized the
guidelines implemented by Braun and Clarke (2006) [7]. The Participants' Statements:
data were properly coded and analyzed based on the Professional development is crucial," stated one
participants' responses. This rigorous process ensured that participant. "We might need ongoing training to
the themes accurately reflected the teachers' perspectives. understand and implement the MATATAG Curriculum
Ethical considerations were meticulously observed properly."
throughout the study. Participants were provided with
detailed information about the study's purpose, procedures, Another teacher noted, "Without adequate support
and their rights as participants. Informed consent was and resources, it could be challenging to meet the
obtained from all participants, ensuring their voluntary curriculum's expectations."
participation. Confidentiality and anonymity were
maintained, with all data being securely stored and This finding is consistent with global literature that posits
accessible only to the research team. The study adhered to the importance of professional development and support for
ethical guidelines to respect and protect the participants' successful curriculum implementation (Hall & Wall, 2019;
privacy and well-being. Campbell et al., 2018) [27, 9].

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Theme 3: Improved Student Engagement and solving skills and critical thinking among students.
Motivation Internationally, Prince (2020) [54] confirmed that student-
Participants also perceived that the MATATAG Curriculum centered learning methods lead to better educational
could lead to improved student engagement and motivation. outcomes by focusing on students’ needs and interests.
The curriculum's focus on interactive and student-centered
learning approaches was seen as a positive change that could Participants' Statements:
make learning more enjoyable and relevant for students. One participant suggested, "The MATATAG
This is consistent with research indicating that such Curriculum might encourage us to adopt more
pedagogical strategies can significantly enhance student student-centered methods, which could lead to better
engagement and motivation (Tan & Deneen, 2018 [69]; student engagement and learning outcomes."
Niemi, 2021 [45]; Olipas, 2024).
Another teacher anticipated, "With this curriculum,
Participants' Statements: we might need to facilitate more group activities and
One participant observed, "Students might become discussions, allowing students to explore and learn
more engaged in lessons that are interactive and collaboratively."
centered on their interests."
Theme 2: Integration of Technology in Teaching
Another teacher commented, "The curriculum could the MATATAG Curriculum would encourage the
encourage activities that make learning fun and integration of technology into teaching practices. This
relevant to students, potentially boosting their curriculum is expected to promote the use of digital tools
motivation." and resources to enhance teaching and learning experiences.
The integration of technology is a global trend aimed at
Research indicates that student-centered and interactive modernizing education and making learning more
learning approaches can significantly enhance student interactive and accessible (Bond et al., 2021 [4]; OECD,
engagement and motivation (Tan & Deneen, 2018; Niemi, 2019).
2021) [69, 45]. Research supports the idea that technology integration can
The perceived potential impact of the MATATAG enhance both teaching and learning outcomes. Bond et al.
Curriculum on basic education teaching is multifaceted. (2021) [4] showed that digital tools can support diverse
Teachers anticipate enhanced critical thinking and problem- learning needs and create engaging learning environments.
solving skills among students and improved engagement and Del Rosario and Sarmiento (2021) [15] demonstrated that
motivation. However, they also express concerns about technology-enhanced teaching methods lead to improved
increased workload and stress, highlighting the need for student performance and engagement. Furthermore, Rhoads
substantial professional development and support. These and Pruitt (2018) [59] highlighted that integrating technology
findings align with global literature on curriculum reforms, into education facilitates innovative teaching practices and
suggesting that while the potential benefits are significant, better student outcomes. Similarly, Anderson and Hira
effective implementation requires addressing teachers' needs (2020) [2] found that technology integration in classrooms
and challenges. supports more effective and personalized learning
experiences.
Problem 2: Does the MATATAG Curriculum represent
an enhancement compared to the current curriculum in Participants' Statements:
terms of teaching practices? One participant mentioned, "The new curriculum
Theme 1: Emphasis on Student-Centered Learning could push us to integrate more technology in our
Participants perceived that the MATATAG Curriculum lessons, making learning more engaging for students."
would shift teaching practices towards more student-
centered learning approaches. This curriculum emphasizes Another teacher suggested, "We might use various
active learning, where students are encouraged to take an digital tools to support our teaching, which could help
active role in their learning process through collaborative in delivering lessons more effectively."
and inquiry-based activities. This approach aligns with
global educational trends that advocate for student-centered Theme 3: Focus on Competency-Based Education
learning to foster deeper understanding and retention of Participants believed that the MATATAG Curriculum
knowledge (Hoidn, 2017; Prince, 2020) [32, 54]. would emphasize a stronger focus on competency-based
Student-centered learning strategies have been shown to education (CBE), aiming for students to demonstrate
improve student engagement and academic achievement. mastery of specific skills and knowledge. CBE approaches
For instance, Hoidn (2017) [32] found that such methods are intended to ensure that students acquire essential
enhance students' motivation and active participation in their competencies for future academic and career success
own learning processes. In the Philippine context, several (Kennedy et al., 2020; Sullivan & Downey, 2017) [36, 65].
studies have supported the effectiveness of student-centered Competency-based education has been recognized for its
approaches in promoting student engagement and learning effectiveness in making learning relevant to real-world
outcomes. For example, Ramos and Hwang (2018) [56] found applications. Kennedy et al. (2020) [36] found that CBE
that student-centered teaching methods led to improved frameworks support student learning by focusing on skill
student engagement and performance in Philippine development and practical application. In the Philippine
classrooms. setting, Santos and Montalban (2019) [60] explored how CBE
Similarly, Al-Kadri et al. (2019) [1] reported that student- frameworks could improve student learning outcomes and
centered learning environments fostered better problem- align educational practices with industry needs.
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International Journal of Advanced Multidisciplinary Research and Studies www.multiresearchjournal.com

Ruiz et al. (2018) [58] demonstrated that CBE models in Cordova et al., 2020) [12, 10].
Philippine schools’ lead to improved student performance Research has shown that teachers’ preparedness is crucial
and skill acquisition. Internationally, Sullivan and Downey for the successful implementation of curriculum reforms.
(2017) [65] noted that CBE methodologies help prepare For instance, in the Philippine context, Cordova et al. (2020)
[10]
students for success in both higher education and the found that teachers struggled with curriculum changes
workforce. due to insufficient training and resources.
Participants' Statements: Darling-Hammond et al. (2017) [12] highlight that effective
One participant speculated, "The curriculum might professional development programs are necessary for
prioritize competency-based assessments, ensuring teachers to adapt to new curricula and improve their
students can apply what they learn in practical instructional practices.
situations."
Participants' Statements:
Another teacher anticipated, "We could see a shift One participant expressed, "If we do not receive
towards teaching methods that focus on developing adequate training for the MATATAG Curriculum, it
specific competencies, which could better prepare might be challenging to understand and apply the new
students for future challenges." teaching strategies effectively."

Theme 4: Enhanced Professional Development for Another teacher mentioned, "The lack of professional
Teachers development opportunities might hinder our ability to
Participants highlighted the potential for enhanced fully implement the MATATAG Curriculum and could
professional development opportunities under the lead to frustration."
MATATAG Curriculum. They anticipated that the
curriculum would require teachers to engage in continuous Theme 2: Resistance to Change and Adaptation
training to develop new skills and adapt to innovative Challenges
teaching methodologies. This reflects global trends where Resistance to change and challenges in adapting to new
effective professional development is crucial for the teaching practices were also identified as potential
successful implementation of new curricula (Darling- challenges. Teachers often exhibit resistance to curriculum
Hammond et al., 2017; Opfer & Pedder, 2019) [12, 48]. changes due to comfort with existing practices, skepticism
Effective professional development programs are essential about the effectiveness of new methods, and fear of the
for equipping teachers with the skills needed for successful unknown. International studies have shown that resistance to
curriculum implementation. Darling-Hammond et al. (2017) change is a common issue during educational reforms
[12]
emphasized that well-structured professional (Fullan, 2017; Robinson, 2018) [21, 57].
development improves teaching practices and student In the Philippine context, a study by Ordoñez et al. (2021)
[50]
learning outcomes. highlighted that teachers frequently resist changes due to
Fernandez and Rodelas (2022) found that targeted concerns about the efficacy of new curricula and the
professional development initiatives positively affected adequacy of support structures.
teachers’ teaching practices and student outcomes. Avalos Fullan (2017) [21] points out that successful curriculum
(2019) demonstrated that continuous professional learning implementation requires addressing teachers' resistance and
opportunities enhance teachers' abilities to meet new providing adequate support to help them transition to new
curriculum demands. Lastly, Opfer and Pedder (2019) [48] practices.
highlighted that ongoing professional development supports
teachers in adapting to changes in educational standards and Participants' Statements:
practices. One participant observed, "Some of us might resist the
MATATAG Curriculum because we are used to the
Participants' Statement: current methods and are unsure about the new
One participant noted, "We might need more approaches."
professional development programs to help us adapt
to the new curriculum and improve our teaching Another teacher expressed, "There might be
practices." challenges in adapting to the new curriculum, as some
teachers might be hesitant to change their established
Problem 3: What challenges might teachers face while teaching practices."
implementing the MATATAG Curriculum?
Theme 1: Insufficient Professional Development and Theme 3: Insufficient Resources and Support Structures
Training Insufficient resources and support structures were identified
One of the primary challenges identified was the as significant challenges. Teachers need adequate materials,
insufficiency of professional development and training for technological resources, and institutional support to
teachers. Effective implementation of new curricula often implement new curricula effectively. Studies from various
requires comprehensive and ongoing professional contexts have shown that a lack of resources can impede the
development to help teachers understand new teaching successful adoption of new educational reforms (Guskey,
methods, integrate new content, and adapt to changes. This 2019; Hargreaves & Fullan, 2019).
need for professional development has been emphasized in A study by Liao et al. (2022) found that inadequate
both international and Philippine contexts, where inadequate resources and lack of institutional support were major
training can lead to ineffective curriculum implementation barriers to effective curriculum implementation.
and increased teacher stress (Darling-Hammond et al., 2017;
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International Journal of Advanced Multidisciplinary Research and Studies www.multiresearchjournal.com

Guskey (2019) emphasizes that successful curriculum Participant Statements:

reforms require not only well-designed curricula but also “We might face challenges such as needing more
sufficient resources and support for teachers. resources and training to fully implement the new
teaching techniques proposed by the MATATAG
Participants' Statement: Curriculum.”
One participant said, "We might face challenges if
there are not enough resources or support from the “Adapting to new instructional methods could be
school administration for implementing the difficult without sufficient professional development
MATATAG Curriculum." and support from the school administration.”

Problem 4: How does the MATATAG Curriculum Theme 3: Enhanced Classroom Management Skills
influence teachers' instructional strategies and classroom The MATATAG Curriculum is expected to help teachers
management? develop enhanced classroom management skills. Effective
Theme 1: Adoption of Innovative Teaching Strategies classroom management is a key component of successful
The MATATAG Curriculum is anticipated to drive teachers teaching, involving strategies for creating a positive learning
towards adopting innovative teaching strategies that environment and managing student behavior (Emmer &
promote active learning, inquiry-based methods, and Evertson, 2017; Martin & Sass, 2019) [19, 43]. The
project-based learning. Innovative teaching strategies are curriculum’s focus on clear objectives, structured lesson
crucial for fostering student engagement and improving plans, and ongoing assessment provides frameworks that
learning outcomes (Schweisfurth, 2018) [66]. support better classroom management practices.
The curriculum's emphasis on modern pedagogical Research indicates that curricula that emphasize structured
techniques is in line with global educational reforms that planning and formative assessment can lead to improved
advocate for student-centered learning environments classroom management and student behavior (Pianta et al.,
(Becker & Park, 2019; Finkelstein et al., 2019) [3, 20]. 2019; Hattie, 2021) [51, 30]. These frameworks help teachers
Research indicates that innovative teaching strategies can maintain an organized classroom environment and address
lead to improved educational experiences by encouraging behavioral issues constructively.
students to take an active role in their learning process and
by fostering critical thinking and problem-solving skills Participant Statements:
(Hattie, 2018; Prince, 2020) [29, 54]. These strategies include “The MATATAG Curriculum might give us new tools
collaborative group work, real-world problem-solving tasks, and strategies for managing our classrooms more
and interactive learning activities designed to engage effectively.”
students more effectively.
“We might see improvements in classroom
Participant Statements: management practices as we implement the structured
“With the MATATAG Curriculum, we might explore lesson plans and assessment methods from the new
new teaching methods like project-based learning, curriculum.”
which could make lessons more engaging for
students.” Theme 4: Development of Formative Assessment
Practices
“The curriculum may require us to shift from Participants anticipated that the MATATAG Curriculum
traditional lectures to more interactive, student- would support the development of formative assessment
centered activities.” practices, which are essential for monitoring student
progress and adjusting instructional methods. Formative
Theme 2: Implementing New Instructional Techniques assessments provide ongoing feedback that helps teachers
Implementing new instructional techniques under the identify student needs and improve their teaching strategies
MATATAG Curriculum is anticipated to come with several (Black & Wiliam, 2018; Wiliam, 2021) [6, 72]. The
challenges, including the need for additional resources, curriculum’s emphasis on regular assessments and feedback
adequate training, and overcoming resistance to change. aligns with best practices in educational assessment
Studies show that these challenges are common in (Heritage, 2018; Loughran, 2019) [31, 41].
curriculum reforms and can significantly impact the Research demonstrates that formative assessments can lead
effectiveness of new teaching methods (Fullan, 2016; to better educational outcomes by allowing teachers to
Penuel et al., 2017 [52]). Teachers need effective professional adjust their instruction based on student performance and
development programs and ongoing support to address these understanding (Hattie & Timperley, 2007 [28]; Sadler, 2010).
challenges and successfully adopt new instructional
techniques (Darling-Hammond et al., 2017 [12]; Kennedy, Participant Statements:
2018). “The new curriculum may lead us to adopt more
Professional development is essential for helping teachers formative assessment techniques, such as quizzes and
navigate new curricula and integrate innovative practices peer reviews, to gauge student understanding
into their teaching (Opfer & Pedder, 2019) [48]. Successful throughout the year.”
curriculum reforms often depend on the availability of “We might find that formative assessments are useful
resources and support structures to facilitate teacher for providing regular feedback to students and
adaptation to new methods (Vescio et al., 2017). improving our teaching methods.”

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International Journal of Advanced Multidisciplinary Research and Studies www.multiresearchjournal.com

The MATATAG Curriculum is expected to influence 5. Perform future studies to assess the long-term
teachers’ instructional strategies and classroom management effectiveness of the MATATAG Curriculum on student
practices in several ways. It is likely to drive the adoption of outcomes, teacher satisfaction, and overall educational
innovative teaching strategies, though challenges related to quality.
resources and training may arise. The curriculum is also
anticipated to enhance teachers' classroom management Conflict of Interests
skills and support the development of effective formative The authors have no conflicts of interest to declare.
assessment practices. These insights are consistent with
existing research on educational reforms, which highlights References
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