Exploring The Relationships Between K To 3 Matatag Curriculum Delivery and Early Literacy Outcomes

Abstract

This research explores the relationships between the delivery of the K to 3 MATATAG Curriculum and early literacy outcomes among primary learners in Mohon Elementary School in Talisay City for the school year 2025 – 2026, as evidence for a literacy instructional enhancement plan recommendation for teachers enhancing curriculum delivery to improve literacy outcomes. This study utilized a descriptive correlational research design and adopted a survey questionnaire. It was conducted at Mohon Elementary School, located in Talisay City, with 30 Key Stage 1 Teachers as the respondents who explored the relationship between K to 3 MATATAG Curriculum Delivery and Early Literacy Outcomes with three core areas and several indicators used to gather data. The data gathered were statistically treated using frequency count, percentage, weighted mean, standard deviation, and Pearson Correlation Coefficient (r). Findings revealed that the MATATAG Curriculum is beginning to make a positive impact on early literacy. Learners are showing growth in oral communication, writing, and reading readiness, especially when teachers are engaging in child-centered strategies. However, challenges like large class sizes, limited materials or resources, and difficulty addressing diverse literacy levels still affect learning outcomes. Some learners can read but cannot understand or comprehend what they read. These findings underscore the importance of intentional curriculum delivery in fostering early literacy, offering implications for policy refinement, teacher training, and community engagement in the MATATAG framework.