The implementation of the MATATAG Curriculum created great impact in the Philippine education, it
aims to create a learning environments that centers inclusivity, holistic development of the learners, and
improve the quality the quality of learning that aligns with the global standards.
Historically, the Philippine education system has faced significant challenges, including high dropout
rates, low student achievement levels, and inadequate educational resources (Uy, et al., 2024). The
introduction of the K to 12 program in 2013 was a monumental step in addressing these issues. This
reform extended basic education from 10 to 12 years, aiming to provide students with a more robust
and comprehensive educational experience (Orleans, 2018).
The New MATATAG Curriculum is guided by Republic Act No. 10533, emphasizing learner-centeredness,
inclusivity, and the promotion of various pedagogical approaches (DepEd, 2013). According to Tan
(2018), a learner-centered curriculum empowers students to actively engage in their learning process,
fostering deeper understanding and critical thinking skills.
Recommendations for improving the Matatag Curriculum involve enhancements
through targeted interventions, including further professional development for
teachers, adequate support materials, and relevant instrument for ongoing
monitoring and evaluation. By addressing these challenges, policymakers can
create a more equitable, inclusive, and responsive education system in the
Philippines.
The MATATAG Curriculum seeks to promote inclusive education and address
disparities in learning outcomes among diverse student populations. However,
challenges related to inclusive education persist, including inadequate
government policies, lack of resources, and infrastructural limitations (DepEd
Memorandum 54, s. 2023). This study have provided different challenges in the
implementation of MATATAG curriculum. Policymakers, educators, and
stakeholders must work collaboratively to overcome those challenges and
increase the potential of the MATATAG Curriculum to improve educational
outcomes for all learners. This impose investing in comprehensive teacher
training programs, enhancing support systems for educators, addressingthe lack
of infrastructure, and promoting inclusive practices that cater to the diverse
needs of learners. By continuously assessing the effectiveness of the MATATAG
Curriculum and adapting strategies based on empirical evidence, education
authorities can ensure that educational reforms remain responsive to the
evolving needs of learners and educators.
The MATATAG Curriculum, a subject of public interest and debate (Garcia &
Martinez, 2024), aims to address key concerns in Philippine education. By
tackling curriculum overload, integrating values education, and emphasizing
social studies, the Department of Education hopes to develop a more effective
and relevant learning experience for Filipino learners. The MATATAG Curriculum
is designed to bridge the gap between basic education and global standards,
ensuring students are prepared for the future while maintaining their cultural
and national identity (Department of Education, 2023a). This comprehensive
framework focuses on elevating teaching practices and student success. The
MATATAG Curriculum emphasizes critical thinking, problem-solving, and holistic
development for students. However, its effectiveness hinges on proper
implementation, including comprehensive teacher training, adequate resources,
and ongoing support systems. The MATATAG Curriculum's potential is limited by
resource disparities between urban and rural schools. Learning from both
international and local experiences, policymakers and educators can address
these challenges and harness the curriculum's opportunities to prepare students
for the 21st century. Continuous monitoring and evaluation of the curriculum's
long-term impact will provide data-driven insights for ongoing improvements
and policy adjustments.
Review of Related Literature
This chapter discusses the review of Related Literature and other studies
significant to the present research conducted on assessing the effectiveness on
the implementation of the MATATAG Curriculum and the academic achievement
of the Kindergarten pupils. The MATATAG Curriculum, a subject of public interest
and debate (Garcia & Martinez, 2024), aims to address key concerns in
Philippine education. The implementation of the MATATAG Curriculum created great impact in the
Philippine education, it aims to generate a learning environments that centers inclusivity, holistic
development of the learners, and improve the quality of learning that aligns with the global standards.
Challenges related to inclusive education persist, including inadequate
government policies, lack of resources, and infrastructural limitations (DepEd
Memorandum 54, s. 2023). The MATATAG Curriculum is designed to bridge the
gap between basic education and global standards, ensuring students are
prepared for the future while maintaining their cultural and national identity
(Department of Education, 2023a). This comprehensive framework focuses on
elevating teaching practices and student success.
Historically, the Philippine education system has faced significant challenges, including high dropout
rates, low student achievement levels, and inadequate educational resources (Uy, et al., 2024). The
introduction of the K to 12 program in 2013 was a monumental step in addressing these issues. This
reform extended basic education from 10 to 12 years, aiming to provide students with a more robust
and comprehensive educational experience (Orleans, 2018).
The New MATATAG Curriculum is guided by Republic Act No. 10533, emphasizing learner-centeredness,
inclusivity, and the promotion of various pedagogical approaches (DepEd, 2013). According to Tan
(2018), a learner-centered curriculum empowers students to actively engage in their learning process,
fostering deeper understanding and critical thinking skills. Effective implementation of any curriculum
reform requires adequate teacher training and support. The DepEd's extensive training programs for
the MATATAG Curriculum, which have reached 267,900 teachers and personnel, are crucial for
ensuring that educators are well-equipped to deliver the new curriculum effectively (Department of
Education, 2024).
Recommendations for improving the Matatag Curriculum involve enhancements
through targeted interventions, including further professional development for
teachers, adequate support materials, and relevant instrument for ongoing
monitoring and evaluation. By addressing these challenges, policymakers can
create a more equitable, inclusive, and responsive education system in the
Philippines.
Kilag, O. K., Dayola, Y. M., Wagas, H., Uy, F., Elemino, Q. J., & Laude, R. A. (2024). Streamlining
Education: Assessing the MATATAG Curriculum’s Approach to Curriculum Decongestion and Essential
Competencies. International Multidisciplinary Journal of Research for Innovation, Sustainability, and
Excellence (IMJRISE), 1(9), 80-89.
Uy, F., Kilag, O. K., Sasan, J. M., Cerna, Y. M. D., Doroy, E., & Gier, R. A.
(2024). Student-Centered Learning: Examining the New MATATAG
Curriculum. International Multidisciplinary Journal of Research for
Innovation, Sustainability, and Excellence (IMJRISE), 1(6), 967-973.
Saro, J. M., Montejo, C. B., Sucong, J. A., Bustamante, M. F. O., & Perez,
J. B. A Qualitative Exploration on the Perceived Impact of the MATATAG
Curriculum on Basic Education Teaching in the School Year 2024-2025.
Olipas, C. N. P. (2024). A Qualitative Exploration of the MATATAG
Curriculum's Perceived Impact on History and Geography Education in
the School Year 2024-2025. European Journal of Theoretical and Applied
Sciences, 2(1), 526-531.
Kilag, O. K., Andrin, G., Abellanosa, C., Villaver Jr, M., Uy, F., & Sasan, J.
M. (2024). MATATAG Curriculum Rollout: Understanding Challenges for
Effective Implementation. International Multidisciplinary Journal of
Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(5),
172-177.
Lagbao, J. C. U. (2024, July 6). INITIAL IMPLEMENTATION
OF THE MATATAG CURRICULUM: VIEWS OF THE TEACHERS
AND PRINCIPALS. EPRA Journals.
