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A Qualitative Exploration on the Per ceived Impact of the MATATAG

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 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

Philippines
2
Department of Education, Division of Agusandel Sur. Esperanza National High School, Esperanza District,
Philippines
3
Department of Education, Division of Agusandel Sur, Duangan National High School, Esperanza District,
Philippines
4
Department of Education, Division of Agusandel Sur, Sibagat National High School - Home of Industry, Sibagat
District,
Philippines
5
Department
Abstract of Education, Division of Bayugan City, Wawa Elementary School, Philippines
TheCorresponding
MATATAG Curriculum is a comprehensive
Author: Jeffry M Saro framework creative learning environment, aligning with contemporary
designed with courses, activities, and experiences to engage educational trends that support student-centered
learners throughout their education. The main objective pedagogies. Participants also expected that the MATATAG
of this study was to explore and understand the Curriculum would shift teaching practices towards
perceived impact of the MATATAG Curriculum on basic more student- centered methods and emphasize the
education teaching for the school year 2024-2025, focusing integration of technology and competency-based
on teacher perspectives, challenges, and the curriculum’s education, both of which are recognized for improving
effectiveness in enhancing educational outcomes. A educational outcomes. However, participants also
qualitative research methodology was employed, expressed concerns about the need for extensive
utilizing a Focus Group Discussion (FGD) as the professional development and adequate resources to
primary approach. A purposive sampling method selected support the successful implementation of these new
30 teachers from different schools in the Agusan del Sur approaches. They identified insufficient professional
division based on their availability to participate. The data development and training as major obstacles, along with
were rigorously coded and analyzed to ensure that the anticipated resistance to change and adaptation issues.
themes accurately reflected the teachers’ perspectives. They highlighted that effective implementation of
The exploration revealed that participants perceived the MATATAG Curriculum depended on sufficient
the MATATAG Curriculum as having the potential to resources and institutional support. Future studies should
significantly enhance students’ critical thinking and assess the long-term effectiveness of the MATATAG
problem-solving skills. They anticipated that the Curriculum on student outcomes, teacher satisfaction,
curriculum’s emphasis on real-world problem-solving and and overall 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]
.
952
International Journal of Advanced Multidisciplinary Research and Studies
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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; a more focused and effective teaching and
it fundamentally aligns with the evolving needs and learning experience, where educators can dedicate more
objectives of society. A well-designed curriculum must time to essential skills and knowledge. The
adapt to the shifting demands of the modern world, streamlined competencies aim to enhance the overall
preparing learners for future challenges and ensuring quality of education by providing a clearer and more
that educational experiences have real-world relevance manageable structure for both teachers and students
(Smith, 2022) [67] . As society progresses, the curriculum (Garcia, 2020 [22] ; Olipas, 2024).
serves as a crucial tool for bridging the gap between In addition to reducing competencies, the MATATAG
educational content and practical application, helping curriculum has integrated and intensified Good Manners and
students to effectively navigate complex future scenarios Right Conduct (GMRC) and Values Education,
(Jones & Taylor, 2023) [35] . This alignment with societal aligning with legal requirements. This integration aims to
needs is not a static process but a dynamic one, requiring foster the holistic development of students by instilling
continuous updates to stay relevant in an ever-changing moral values and proper conduct. The emphasis on
environment. GMRC and Values Education prepares students to
A curriculum's effectiveness is measured not only by its become responsible and ethical members of society,
ability to meet current educational standards but also by ensuring that their education encompasses both
its capacity to reflect and address the real-life contexts in academic and character development (Santos, 2021).
which learners will apply their knowledge (Brown, 2021) Another significant aspect of the MATATAG curriculum is
[8]
. A relevant curriculum ensures that what students the heightened emphasis on social studies. This subject has
learn in school can be effectively translated into practical been given increased importance to cultivate a deep
skills and competencies for their future careers and and passionate love for the country among Filipino
personal lives. This approach acknowledges that students. By focusing on social studies, the curriculum
education must be more than theoretical knowledge, it seeks to develop students' understanding of their national
must also prepare students for the realities of the job identity, history, and cultural heritage, thereby nurturing a
market and broader societal roles (Green, 2020) [26] . By sense of patriotism and civic responsibility (Reyes, 2022)
integrating real-world applications into the curriculum, [55]
. Nevertheless, one of the key goals of the MATATAG
educators can help students connect classroom learning curriculum is to enhance basic education teaching by
with everyday experiences, making education more providing a more streamlined and focused framework
meaningful and impactful. that allows educators to deliver high-quality instruction
Moreover, the curriculum plays a pivotal role in shaping effectively. This enhancement aims to improve the overall
learners' futures by guiding their development of teaching experience, making it more manageable and
essential values and skills. It functions as a foundational impactful for both teachers and students. By reducing
element in citizen training, fostering qualities such as curriculum overcrowding and integrating essential
critical thinking, empathy, and civic responsibility (White values education, the MATATAG curriculum supports
& Roberts, 2021) [73] . The curriculum's role in nurturing teachers in delivering comprehensive and balanced
these attributes is essential for preparing students to education (Department of Education, 2023a [17] ; Santos,
become informed and engaged members of society. 2021).
Without a thoughtful and responsive curriculum, The MATATAG curriculum represents a comprehensive
educational systems risk failing to equip students with approach to education reform in the Philippines. By
the values and skills necessary for successful and addressing curriculum overcrowding, integrating
responsible citizenship (Lee, 2023) [39] . values education, and emphasizing social studies, the
The need for curriculum reform is evident, as stagnation in Department of Education aims to create a more effective
curriculum development can undermine the and relevant educational experience for Filipino learners.
democratic functions of public education systems. An These changes are essential in preparing students to meet
outdated or irrelevant curriculum poses significant global standards while remaining rooted in their cultural
risks, potentially leading to gaps in students' and national identity (Department of Education, 2023a) [17] .
education and missed opportunities for societal The study explored the experiences and perceptions of
advancement (Nguyen, 2022) [47] . The failure to adapt educators regarding the newly implemented MATATAG
curriculum frameworks to contemporary needs can have Curriculum on basic education teaching in the school year
far-reaching consequences, affecting not only educational 2024-2025. The purpose of this research was to gain
outcomes but also the broader social fabric. On the other a deeper understanding of how this curriculum
hand, proactive curriculum reform is vital for ensuring affected teaching practices, teacher-student interactions,
that educational practices remain effective and equitable and overall educational outcomes within the basic
in serving diverse and evolving societal needs education sector. By exploring these perceptions, the
(Johnson, 2024) [3 4 ] . study aimed to provide significant insights into the
The Philippine education system is undergoing a effectiveness and areas for improvement of the
transformative shift aimed at aligning its basic MATATAG Curriculum, ultimately contributing to the
education standards with global benchmarks. This shift enhancement of educational strategies and policies for the
focuses on meticulous curriculum development to future.
ensure its appropriateness, responsiveness, and The MATATAG Curriculum, designed to improve the
relevance to learners both nationally and globally quality of basic education, is an extensive educational
(Department of Education, 2 0 1 9 ; Department of Education, framework aimed at enhancing teaching practices
2 0 2 3 a ) [ 1 6 , 1 7 ] . A significant part of this reform is the and student outcomes. This study investigates its
introduction of the MATATAG curriculum, as detailed perceived impact on basic education teaching by 953
in the General Shaping Paper published by the gathering perspectives from educators. The focus is on
Department of Education (2023a) [17] . understanding
One of the notable changes in the MATATAG curriculum is
International Journal of Advanced Multidisciplinary Research and Studies
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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
By examining these factors, the study provides a clear for 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 Core State Standards varied widely. Some
further refinement and enhancement to better meet educators appreciated the clarity and rigor of the
educational goals and address the challenges faced by standards, while others felt overwhelmed by the increased
teachers. expectations and lack of support (Porter et al., 2018)
[53]
. These mixed responses highlight the importance of
Literature Review considering teacher feedback and providing adequate
The MATATAG Curriculum, introduced in the Philippines support during curriculum transitions.
for the school year 2024-2025, represents a significant shift A study in South Africa revealed that teachers often struggle
in basic education. This literature review explores the global with curriculum changes due to insufficient training
and local contexts of curriculum implementation, focusing and resources (Soudien, 2020) [64] . The study emphasized
on teacher perceptions, educational outcomes, and the need for a comprehensive support system that
policy implications, to understand the potential impact includes professional development, access to teaching
of the MATATAG Curriculum. materials, and mechanisms for addressing teachers'
concerns. Such support systems are crucial for the
Global Context of Curriculum Implementation successful implementation of curriculum reforms.
Curriculum reforms are a common strategy employed by
governments worldwide to improve educational outcomes. Impact on Educational Outcomes Globally
In Finland, for instance, the national curriculum underwent Evaluating the impact of curriculum changes on student
a major overhaul in 2016, emphasizing student- outcomes is complex. A study in Singapore showed
centered learning and interdisciplinary teaching (Niemi, positive results in student engagement and critical
2021) [45] . This reform aimed to develop students' thinking skills following curriculum reforms (Tan &
competencies and lifelong learning skills, aligning with Deneen, 2018) [69] . The reforms, which emphasized
global trends in education. holistic education and critical thinking, led to improved
In the United States, the implementation of the Common student performance and engagement in learning activities.
Core State Standards (CCSS) was intended to provide a Conversely, research from South Africa pointed out the
consistent and clear understanding of what students are persistence of educational inequalities despite
expected to learn (Porter et al., 2018) [53] . However, curriculum changes aimed at improving equity (Tannin et
the CCSS faced significant challenges, including al., 2020). The study found that while the new curriculum
resistance from educators and variations in state intended to address historical inequities, implementation
adoption. This highlights the complexities involved challenges such as resource constraints and inadequate
in nationwide curriculum changes. teacher training limited its effectiveness. This
Similarly, in Australia, the Australian Curriculum was highlights the need for comprehensive strategies to
designed to provide a national framework for ensure equitable educational outcomes.
education, ensuring consistency across states and territories In Finland, the new curriculum's focus on student-centered
(Warren & Miller, 2020) [71] . The curriculum learning and interdisciplinary teaching resulted in
emphasized general capabilities such as critical and improved student engagement and motivation (Niemi,
creative thinking, intercultural understanding, and 2021) [45] . The Finnish experience demonstrates the
ethical behavior. Despite its comprehensive approach, the potential benefits of curriculum reforms that prioritize
implementation faced issues related to teacher student agency and holistic development. However, it
preparedness and resource availability. also underscores the importance of providing teachers
In Singapore, curriculum reforms focused on fostering with the necessary support to implement such reforms
critical thinking and problem-solving skills among effectively.
students (Tan & Deneen, 2018) [69] . The country's approach In the United States, studies on the Common Core State
included significant investment in teacher training and Standards revealed mixed impacts on student
professional development, recognizing the crucial role of performance (Porter et al., 2018) [53] . While some
educators in the success of curriculum changes. states reported improvements in standardized test scores,
Singapore's experience emphasizes the importance of others saw no significant changes or even declines. These
supporting teachers through systematic reforms. varied outcomes suggest that the success of curriculum
reforms depends on factors such as implementation
Teacher Perceptions and Adaptations Globally fidelity, teacher preparedness, and contextual
Teachers play a crucial role in the successful adaptations.
implementation of new curricula. Research from
Australia indicates that teacher buy-in is essential for the Policy Implications and Recommendations Globally
successful adoption of new educational standards (Warren Policy recommendations often emerge from the lessons
& Miller, 2020) [71] . Teachers' attitudes towards the learned during curriculum implementation. In
curriculum significantly influence their willingness to Canada, policies promoting teacher collaboration and
adapt their teaching practices, which in turn affects student professional development were found to enhance the
outcomes. effectiveness of new curricula (Campbell et al., 2018) [9]
In the UK, a study found that professional development and . The Canadian experience underscores the importance
ongoing support were critical in helping teachers adapt of fostering a collaborative culture among educators to
to curriculum changes (Hall & Wall, 2019) [27] . support curriculum changes.
954
Teachers reported that regular training sessions,
collaborative planning, and access to resources were vital
in their ability
International Journal of Advanced Multidisciplinary Research and Studies
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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 importance of providing comprehensive support systems
introduced policies that encouraged schools to focus for teachers.
not only on academic achievement but also on Teachers reported that the new curriculum requires them to
students' social and emotional development. This adopt new teaching methods and integrate various
holistic approach has been associated with improved competencies into their lessons (Mendoza & Abad,
student well-being and educational outcomes. 2022) [44] . While this approach aligns with global
In Australia, policymakers recognized the need for ongoing trends in education, it also presents challenges for
support and professional development for teachers (Warren teachers who are accustomed to traditional teaching
& Miller, 2020) [71] . The Australian government introduced methods. Professional development programs that focus on
initiatives to provide teachers with access to these new instructional
resources, training programs, and collaborative strategies are essential for successful implementation.
platforms. These policies aimed to address the challenges Comparative analysis with global teacher perceptions shows
faced by teachers and ensure the successful similar challenges and opportunities. In Singapore,
implementation of the Australian Curriculum. for instance, teachers initially struggled with the
In the United States, the implementation of the Common increased demands of the new curriculum but eventually
Core State Standards highlighted the importance of adapted with the help of extensive professional
state- level policy adaptations (Porter et al., 2018) [53] . development and support systems (Tan & Deneen,
States that provided comprehensive support systems, 2018) [69] . This suggests that providing ongoing support
including professional development and instructional and resources can help Filipino teachers adapt to the
resources, reported more positive outcomes. This MATATAG Curriculum.
underscores the need for policies that are responsive to A study by Garcia and Santos (2023) [23] found that urban
the specific needs of educators and students in different schools in the Philippines reported more positive
contexts. teacher perceptions compared to rural schools. This
disparity is attributed to differences in access to resources
Local Context: The Philippines and training opportunities. Addressing these inequalities
The Philippines has a history of curriculum reforms aimed at is crucial to ensure that all teachers, regardless of
improving educational quality and accessibility. The K- location, can effectively implement the MATATAG
12 program, implemented in 2013, was a major reform Curriculum.
that extended basic education by two years (David et al.,
2019) [14] . The program aimed to align the Philippine Impact on Educational Outcomes in the Philippines
education system with international standards and Early indicators suggest varied impacts on student outcomes
improve students' readiness for higher education and under the MATATAG Curriculum. Initial reports from
employment. urban schools show improvements in student
Despite its intentions, the K- 12 program faced numerous engagement and performance, while rural areas continue to
challenges, including inadequate resources, struggle with resource limitations (Garcia & Santos,
teacher preparedness, and infrastructure constraints 2023) [23] . This disparity underscores the need for
(David et al., 2019) [14] . Teachers reported difficulties in targeted interventions to ensure equitable educational
adapting to the new curriculum due to insufficient opportunities.
training and support. These challenges highlight the A study by Luz and Gregorio (2024) [42] highlighted the
need for comprehensive implementation strategies that importance of addressing the specific needs of
address both instructional and logistical aspects. different regions in the Philippines. The researchers
The introduction of the MATATAG Curriculum for the found that schools with adequate resources and
school year 2024-2025 represents another significant shift in trained teachers reported better student outcomes. This
the Philippine education system. The curriculum aims finding aligns with global research emphasizing the role of
to enhance student learning outcomes by focusing on contextual factors in the success of curriculum reforms.
critical thinking, problem-solving, and lifelong In urban areas, teachers reported that the curriculum's focus
learning skills (Mendoza & Abad, 2022) [44] . The on critical thinking and problem-solving skills
MATATAG Curriculum reflects global trends in education resonated well with students. However, these positive
that emphasize holistic development and competency- outcomes were less pronounced in rural areas, where
based learning. resource constraints and lack of support hindered effective
Initial reports suggest that the MATATAG Curriculum has implementation.
the potential to address some of the gaps identified in the The MATATAG Curriculum represents a significant
previous curriculum reforms (Garcia & Santos, 2023) opportunity for enhancing basic education in the
[23]
. However, its success will depend on Philippines, aligning with global educational trends
effective implementation, including adequate teacher that emphasize critical thinking, problem-solving, and
training, resource allocation, and stakeholder engagement. holistic development. However, the success of this
Learning from the challenges faced during the K- 12 curriculum will largely depend on the effective
program implementation can provide valuable implementation, which includes comprehensive teacher
insights for the MATATAG Curriculum. training, adequate resource allocation, and continuous
support systems. Insights from global contexts, such as
Teacher Perceptions and Adaptations in the Philippines Finland, Singapore, and Australia, underscore the
Filipino teachers' perceptions of the changes Curriculum are importance of professional development and collaborative
mixed. A study by Mendoza and Abad (2022) [44] revealed practices in achieving successful curriculum reforms.
955
that while some teachers appreciate the focus on Locally, addressing the disparities between urban and
critical thinking and student-centered learning, rural schools and ensuring equitable access to resources are
others feel crucial for realizing the full potential of the MATATAG
International Journal of Advanced Multidisciplinary Research and Studies
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can navigate the challenges and capitalize on the Results and Discussions
opportunities presented by this new curriculum, Problem 1: What is the perceived potential impact of the
ultimately fostering an educational environment that MATATAG Curriculum on basic education teaching,
prepares students for the demands of the 21st century. commencing in the school year 2024-2025?
Future research should continue to monitor and evaluate Theme 1: Enhanced Critical Thinking and Problem-
the long-term impacts of the MATATAG Curriculum, Solving Skills
providing data-driven insights to guide ongoing Participants consistently perceived that the MATATAG
improvements and policy adjustments. Curriculum would significantly enhance students' critical
thinking and problem-solving skills. The curriculum
Research Questions is designed to foster higher-order thinking by
The main objective of the study was to explore and incorporating complex, real-world problems into the
understand the perceived impact of the MATATAG learning process, encouraging students to think
Curriculum on basic education teaching during the school analytically and creatively. This aligns with global
year 2024-2025, focusing on teacher educational trends that emphasize the importance of
experiences, challenges, and the overall effectiveness of the developing critical thinking and problem- solving abilities
curriculum in enhancing educational outcomes. in students to prepare them for the demands of the 2 1 st
1. What is the perceived potential impact of the century ( Tan & Deneen, 2 0 1 8 ; Niemi, 2 0 2 1 ) [69,
45]
.
MATATAG Curriculum on basic education teaching,
commencing in the school year 2024-2025?
Participants' Statements:
2. Does the MATATAG Curriculum represent an
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 This perception aligns with global findings that curriculum
reforms focusing on critical thinking and problem-
primary approach. A purposive sampling method was used
solving can enhance these skills among students (Tan &
to select participants currently teaching in the Agusan
del Sur division. A diverse group of 30 teachers from Deneen, 2018; Niemi, 2021) [69, 45] .
different schools was chosen based on their availability to
participate in the study. Participants were informed that the Theme 2: Need for Professional Development and
aim of the study was to capture a wide range of Support
perspectives and insights regarding the MATATAG The need for continuous professional development and
Curriculum. support emerged as a critical theme.
Formal invitations were extended to these participants, Participants emphasized that ongoing training and adequate
facilitating substantive discussions through the resources are essential for teachers to effectively adapt to
online platform Zoom. The discussions delved into the and implement the MATATAG Curriculum. This highlights
nuances of the MATATAG Curriculum, aiming the importance of professional development in
to capture supplementary insights regarding the educational reforms, as supported by international
curriculum's potential impact on basic education literature which suggests that well-supported teachers
teaching, commencing in the school year 2024-2025. The are more likely to successfully implement new curricula
discussions focused on teaching practices, challenges, and
teachers' instructional strategies and classroom (Hall & Wall, 2019; Campbell et al., 2018) [27, 9] .
management.
For the thematic analysis, the researchers utilized the Participants' Statements:
guidelines implemented by Braun and Clarke (2006) [7] . Professional development is crucial," stated one
The data were properly coded and analyzed based on participant. "We might need ongoing training to
the participants' responses. This rigorous process understand and implement the MATATAG Curriculum
ensured that the themes accurately reflected the teachers' properly. "
perspectives.
Ethical considerations were meticulously observed Another teacher noted, "Without adequate support
throughout the study. Participants were provided and resources, it could be challenging to meet the
with detailed information about the study's purpose, curriculum's expectations. "
procedures, and their rights as participants. Informed
consent was obtained from all participants, ensuring This finding is consistent with global literature that posits
their voluntary participation. Confidentiality and the importance of professional development and support
anonymity were maintained, with all data being for successful curriculum implementation (Hall & Wall,
securely stored and accessible only to the research team. 2019; Campbell et al., 2018) [ 2 7 , 9 ] .
The study adhered to ethical guidelines to respect and
protect the participants' privacy and well-being.
956
International Journal of Advanced Multidisciplinary Research and Studies
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Theme 3: Improved Student Engagement and solving skills and critical thinking among
Motivation students. Internationally, Prince (2020) [54] confirmed
Participants also perceived that the MATATAG Curriculum that student- centered learning methods lead to
could lead to improved student engagement and motivation. better educational outcomes by focusing on students’
The curriculum's focus on interactive and student- needs and interests.
centered learning approaches was seen as a positive change
that could make learning more enjoyable and relevant Participants' Statements:
for students. This is consistent with research One participant suggested, "The MATATAG
indicating that such pedagogical strategies can Curriculum might encourage us to adopt more
significantly enhance student engagement and student-centered methods, which could lead to better
motivation (Tan & Deneen, 2018 [69] ; Niemi, 2021 [ 4 5 ] ; student engagement and learning outcomes. "
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
motivation. " tools and resources to enhance teaching and learning
experiences. The integration of technology is a global
Research indicates that student-centered and interactive trend aimed at modernizing education and making
learning approaches can significantly enhance learning more interactive and accessible (Bond et al.,
student engagement and motivation (Tan & Deneen, 2021 [4] ; OECD, 2019).
2018; Niemi, 2021) [69, 45] . Research supports the idea that technology integration can
enhance both teaching and learning outcomes. Bond et
The perceived potential impact of the MATATAG
al. (2021) [4] showed that digital tools can support
Curriculum on basic education teaching is multifaceted.
diverse learning needs and create engaging learning
Teachers anticipate enhanced critical thinking and
environments. Del Rosario and Sarmiento (2021) [15]
problem- solving skills among students and improved
demonstrated that technology-enhanced teaching methods
engagement and motivation. However, they also express
lead to improved student performance and engagement.
concerns about increased workload and stress,
Furthermore, Rhoads and Pruitt (2018) [59] highlighted that
highlighting the need for substantial professional
integrating technology into education facilitates innovative
development and support. These findings align with
teaching practices and better student outcomes.
global literature on curriculum reforms, suggesting that
Similarly, Anderson and Hira (2020) [2] found that
while the potential benefits are significant, effective
technology integration in classrooms supports more
implementation requires addressing teachers' needs and
effective and personalized learning experiences.
challenges.
Participants' Statements:
Problem 2: Does the MATATAG Curriculum represent
One participant mentioned, "The new curriculum
an enhancement compared to the current curriculum in
could push us to integrate more technology in our
terms of teaching practices?
lessons, making learning more engaging for students. "
Theme 1: Emphasis on Student-Centered Learning
Participants perceived that the MATATAG Curriculum Another teacher suggested, "We might use various
would shift teaching practices towards more student- digital tools to support our teaching, which could help
centered learning approaches. This curriculum in delivering lessons more effectively. "
emphasizes active learning, where students are
encouraged to take an active role in their learning Theme 3: Focus on Competency-Based Education
process through collaborative and inquiry-based
Participants believed that the MATATAG Curriculum
activities. This approach aligns with global educational
would emphasize a stronger focus on competency-based
trends that advocate for student-centered learning to
education (CBE), aiming for students to demonstrate
foster deeper understanding and retention of knowledge
mastery of specific skills and knowledge. CBE
(Hoidn, 2017; Prince, 2020) [ 3 2 , 5 4 ] .
approaches are intended to ensure that students
Student-centered learning strategies have been shown to acquire essential competencies for future academic
improve student engagement and academic and career success (Kennedy et al., 2020; Sullivan &
achievement. For instance, Hoidn (2017) [32] found that Downey, 2017) [ 3 6 , 6 5 ] .
such methods enhance students' motivation and active
Competency-based education has been recognized for its
participation in their own learning processes. In the
effectiveness in making learning relevant to real-
Philippine context, several studies have supported the
world applications. Kennedy et al. (2020) [36] found that
effectiveness of student-centered approaches in promoting
CBE frameworks support student learning by focusing
student engagement and learning outcomes. For example,
on skill development and practical application. In the
Ramos and Hwang (2018) [56] found that student-centered Philippine setting, Santos and Montalban (2019) [60]
teaching methods led to improved student engagement explored how CBE frameworks could improve student
and performance in Philippine classrooms. 957
learning outcomes and align educational practices with
Similarly, Al-Kadri et al. (2019) [1] reported that student- industry needs.
centered learning environments fostered better
problem-
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Ruiz et al. (2018) [58] demonstrated that CBE models in Cordova et al., 2020) [12, 10] .
Philippine schools’ lead to improved student
Research has shown that teachers’ preparedness is crucial
performance and skill acquisition. Internationally, Sullivan
for the successful implementation of curriculum reforms.
and Downey (2017) [65] noted that CBE methodologies
For instance, in the Philippine context, Cordova et al.
help prepare students for success in both higher (2020) [10] found that teachers struggled with curriculum
education and the workforce. changes 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
prioritize competency-based assessments, ensuring for teachers to adapt to new curricula and improve
students can apply what they learn in practical their 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
Teachers Another teacher mentioned, "The lack of professional
development opportunities might hinder our ability to
Participants highlighted the potential for enhanced fully implement the MATATAG Curriculum and could
professional development opportunities under lead to frustration. "
the MATATAG Curriculum. They anticipated that
the curriculum would require teachers to engage in Theme 2: Resistance to Change and
continuous training to develop new skills and adapt Adaptation
to innovative teaching methodologies. This reflects Challenges
global trends where effective professional development
Resistance to change and challenges in adapting to new
is crucial for the successful implementation of new
teaching practices were also identified as
curricula (Darling-
potential challenges. Teachers often exhibit resistance to
Hammond et al., 2017; Opfer & Pedder, 2019) [ 1 2 , 4 8 ] .
curriculum changes due to comfort with existing practices,
Effective professional development programs are essential skepticism about the effectiveness of new methods, and
for equipping teachers with the skills needed for fear of the unknown. International studies have shown that
successful curriculum implementation. Darling-Hammond resistance to change is a common issue during
et al. (2017) [12] emphasized that well-structured educational reforms (Fullan, 2017; Robinson, 2018) [2 1 , 5 7 ] .
professional development improves teaching practices
In the Philippine context, a study by Ordoñez et al.
and student learning outcomes. (2021) [50] highlighted that teachers frequently resist changes
Fernandez and Rodelas (2022) found that targeted due to concerns about the efficacy of new curricula
professional development initiatives positively and the adequacy of support structures.
affected teachers’ teaching practices and student Fullan (2017) [21] points out that successful curriculum
outcomes. Avalos (2019) demonstrated that continuous implementation requires addressing teachers' resistance
professional learning opportunities enhance teachers' and providing adequate support to help them transition to
abilities to meet new curriculum demands. Lastly, new practices.
Opfer and Pedder (2019) [48] highlighted that ongoing
professional development supports teachers in adapting to Participants' Statements:
changes in educational standards and 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 teaching practices. "
while implementing the MATATAG Curriculum?
Theme 1: Insufficient Professional Development Theme 3: Insufficient Resources and Support Structures
and Training
Insufficient resources and support structures were identified
One of the primary challenges identified was the as significant challenges. Teachers need adequate
insufficiency of professional development and training materials, technological resources, and institutional
for teachers. Effective implementation of new curricula support to implement new curricula effectively. Studies
often requires comprehensive and ongoing from various contexts have shown that a lack of resources
professional development to help teachers understand can impede the successful adoption of new educational
new teaching methods, integrate new content, and adapt reforms (Guskey, 2 0 1 9 ; Hargreaves & Fullan, 2 0 1 9 ) .
to changes. This need for professional development has A study by Liao et al. (2022) found that
been emphasized in both international and Philippine inadequate resources and lack of institutional support
contexts, where inadequate training can lead to ineffective were major barriers to effective curriculum implementation.
curriculum implementation and increased teacher stress 958
(Darling-Hammond et al., 2017;
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 “We might face challenges such as needing more
also 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
The MATATAG Curriculum is anticipated to drive teachers successful teaching, involving strategies for creating a
towards adopting innovative teaching strategies that positive learning environment and managing student
promote active learning, inquiry-based methods, behavior (Emmer & Evertson, 2017; Martin & Sass,
and project-based learning. Innovative teaching strategies 2019) [ 1 9 , 4 3 ] . The curriculum’s focus on clear
are crucial for fostering student engagement and objectives, structured lesson plans, and ongoing
improving assessment provides frameworks that support better
learning outcomes (Schweisfurth, 2018) [66] . 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 planning and formative assessment can lead to
that advocate for student-centered learning improved classroom management and student behavior
environments (Becker & Park, 2019; Finkelstein et al., 2019) (Pianta et al., 2 0 1 9 ; Hattie, 2 0 2 1 ) [ 5 1 , 3 0 ] . These
[3, 20]
. frameworks help teachers maintain an organized classroom
Research indicates that innovative teaching strategies can environment and address behavioral issues constructively.
lead to improved educational experiences by
encouraging students to take an active role in their Participant Statements:
learning process and by fostering critical thinking and “The MATATAG Curriculum might give us new tools
problem-solving skills (Hattie, 2018; Prince, 2020) [ 2 9 , and strategies for managing our classrooms more
54]
. These strategies include collaborative group work, real- effectively. ”
world problem-solving tasks, and interactive learning
activities designed to engage students more effectively. “We might see improvements in classroom
management practices as we implement the structured
Participant Statements: lesson plans and assessment methods from the new
“With the MATATAG Curriculum, we might explore curriculum. ”
new teaching methods like project-based learning,
which could make lessons more engaging for Theme 4: Development of Formative
students. ” 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.
Theme 2: Implementing New Instructional Techniques Formative assessments provide ongoing feedback that
Implementing new instructional techniques under the helps teachers identify student needs and improve their
MATATAG Curriculum is anticipated to come with several teaching strategies (Black & Wiliam, 2018; Wiliam,
challenges, including the need for additional resources, 2021) [ 6 , 7 2 ] . The curriculum’s emphasis on regular
adequate training, and overcoming resistance to assessments and feedback aligns with best practices
change. Studies show that these challenges are in educational assessment (Heritage, 2018; Loughran,
common in curriculum reforms and can significantly 2019) [ 3 1 , 4 1 ] .
impact the effectiveness of new teaching methods Research demonstrates that formative assessments can lead
(Fullan, 2016; Penuel et al., 2017 [52] ). Teachers need to better educational outcomes by allowing teachers
effective professional development programs and ongoing to adjust their instruction based on student performance
support to address these challenges and successfully and understanding ( Hattie & Timperley, 2 0 0 7 [ 2 8 ] ; Sadler,
adopt new instructional techniques (Darling-Hammond 2010).
et al., 2017 [12]; Kennedy, 2018).
Professional development is essential for helping teachers Participant Statements:
navigate new curricula and integrate innovative “The new curriculum may lead us to adopt more
practices into their teaching (Opfer & Pedder, 2019) [48] . formative assessment techniques, such as quizzes and
Successful curriculum reforms often depend on the peer reviews, to gauge student understanding
availability of resources and support structures to throughout the year. ”
facilitate teacher adaptation to new methods (Vescio et al., “We might find that formative assessments are useful
2017). for providing regular feedback to students and
improving our teaching methods. ” 959
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 outcomes, teacher satisfaction, and overall educational
of innovative teaching strategies, though challenges related quality.
to resources and training may arise. The curriculum is
also anticipated to enhance teachers' classroom Conflict of Interests
management skills and support the development of The authors have no conflicts of interest to declare.
effective formative assessment practices. These insights
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