The Impact of 'Matatag' Curriculum Implementation in the Foundation Stage of Education

Abstract

This research assessed the implementation of the “Matatag” curriculum by examining teachers’ perceptions on implementation, perceived benefits, challenges encountered and learning process development and the relationship between implementation levels and learning process and development. Data were collected from 43 teacher-respondents through structured questionnaires and analyzed using descriptive and inferential statistics. The results revealed that the curriculum is generally well-implemented, with teachers strongly agreeing that core components such as assessment practices, technology integration, and age-appropriate teaching strategies are effectively applied. Perceived benefits include improvements in students’ literacy, problem-solving, social interaction, emotional regulation, and respect for diversity, highlighting the curriculum’s support for holistic development. However, several challenges hinder full implementation, including overcrowded classrooms, lack of teaching materials, limited digital access, insufficient training, and low parental involvement. A significant positive relationship was found between the level of curriculum implementation and both perceived student benefits and learning development outcomes. These findings suggest that better implementation leads to stronger educational outcomes. Based on the results, an Enhanced Curriculum Implementation Support Plan was proposed to address the identified gaps, focusing on teacher training, improved resources, classroom management, community involvement, and sustained funding. This study underscores the need for continued support and systemic improvements to ensure the curriculum’s long-term effectiveness and equity. The results provide valuable insights for school administrators, policymakers, and stakeholders committed to improving the quality of education through curriculum reform.