IMPLEMENTATION OF THE MATATAG CURRICULUM: BASIS FOR PROGRAM RECOMMENDATION

Abstract

This study examined the implementation of the MATATAG Curriculum in public elementary schools in the 1st congressional district of Capiz during the school year 2024–2025. It measured the level of implementation in areas such as teachers’ competence, learning delivery, classroom assessment, time allotment, and the medium of instruction, and compared the results based on teachers’ age, sex, educational attainment, years of teaching experience, current position, and type of school.
Using a descriptive research design, data were gathered from 310 MATATAG teachers selected through purposive and stratified sampling. Statistical tools such as the mean, standard deviation, t-test, and ANOVA were used to interpret the data.
Findings showed that the MATATAG Curriculum was generally “Fully Implemented” across all categories. However, significant differences were observed in classroom assessment based on age and years of teaching experience, and in time allotment based on current position and experience. More experienced teachers and those in higher positions demonstrated stronger performance in these areas.
Despite the overall positive results, teachers highlighted the need for more training and support, particularly in handling assessments and managing instructional time effectively. It can be concluded that teachers improved their classroom assessment and time management skills as they gained more teaching experience.
In response, the study recommended the development of an intervention program focused on improving classroom assessment practices and time management. It also offered suggestions for policymakers, school leaders, teachers, and future researchers to further strengthen curriculum implementation and ensure the continued success of education reforms under the MATATAG program