Evaluating The Implementation and Impact of the Matatag Curriculum in Early Childhood Education Programs

Abstract

This study examined the implementation of the MATATAGS curriculum in basic education, focusing on its perceived benefits, impact on student learning and development, and the challenges faced by teacher-respondents. A descriptive- correlational research design was employed to gather both quantitative data and determine relationships between variables. The study involved 45 teacher- respondents selected through total population sampling. Descriptive statistics such as frequency, percentage, mean, and standard deviation were used to summarize the responses. Data were collected using a validated researcher-made survey questionnaire, which covered demographic profiles, perceptions on curriculum implementation, perceived benefits, encountered challenges, and the learning process and development of students. Findings revealed that most respondents were female, aged 30–39, with varied years of teaching experience, and the majority were pursuing graduate education. Teachers generally agreed that the curriculum is well-implemented, especially in areas like technology integration, assessment, and lesson clarity. However, challenges such as limited materials, large class sizes, and the need for additional training were identified. The curriculum was perceived to significantly contribute to students’ academic and socio-emotional development. Statistical results showed a strong positive relationship between curriculum implementation and both perceived benefits and learning process and development. These findings highlight the importance of effective curriculum implementation and suggest the need for targeted improvements in teacher support, resource provision, and stakeholder involvement to enhance educational outcomes under the MATATAG curriculum.