ABSTRACT
This study aimed to determine the significant relationship between the extent of opportunities and challenges in the implementation of the MATATAG Curriculum and the academic performance of one Hundred (100) selected learners in San Ignacio Elementary School and Masarayao Elementary School, Kananga III District, Leyte Division. Utilizing a descriptive-correlational research design, the study involved eight (8) teachers and one hundred (100) learners during the School Year 2025–2026. Two survey instruments were used to assess the extent of opportunities and challenges based on key domains such as curriculum content and relevance, instructional opportunities, assessment and learning outcomes, professional growth and collaboration, support and system-level opportunities, and learner development and equity. The learners’ academic performance was measured using their Quarter 1 grades. Findings revealed that the extent of opportunities in the implementation of the MATATAG Curriculum was perceived to a very high extent (overall weighted mean = 4.77), while the challenges were rated at a high extent (overall weighted mean = 3.77). Learners’ academic performance in Quarter 1 was “Very Satisfactory” with a weighted mean of 87.3. Moreover, statistical analysis indicated a strong positive correlation between curriculum opportunities and academic performance (r = +0.85, p = 0.000), and a strong negative correlation between challenges and academic performance (r = –0.78, p = 0.000). These results imply that maximizing the curriculum’s opportunities while addressing its challenges significantly enhances learner outcomes. The study concludes that effective implementation of the MATATAG Curriculum—supported by continuous professional development, strong instructional supervision, and adequate system-level resources—plays a vital role in improving student achievement. Based on these findings, an instructional supervision plan was proposed to strengthen curriculum delivery, teacher capability, and overall learning performance.
Keywords: Opportunities, Challenges, Implementation, Revised K-10 Curriculum, Academic Performance, Learners
INTRODUCTION
As the educational terrain keeps evolving in the modern world, the Philippines has introduced the MATATAG Curriculum in response to the learning gaps which have hindered the performance of Filipino learners. The understanding and implementation of this new curriculum would be very important to the educational leaders, especially the school principals, to cultivate an innovative learning environment that strives for academic excellence.
The MATATAG Curriculum is designed under the K-12 Program Reform to highlight foundational learning by decongesting the curriculum and increasing competencies for lifelong learning (DepEd 2023). Principals are key persons who will ensure the actual delivery of this curriculum since it falls within their broadly defined role as educational leaders. They would help in creating an enabling academic environment through strategies in leadership which elicit effective teaching and learning processes, centered on learners’ development.
The implementation of the MATATAG Curriculum highlights the notable and valuable changes it brings to teaching and learning. Holistic development, critical thinking, collaboration, and creativity now overshadow rote memorization as major emphases. Teachers are moving toward more interactive, student-centered methods of teaching, and there has been an improvement in their subject matter understanding. What principals need to do much more of is invest in the continuous professional development of teachers and observe classroom practices to ensure that teaching strategies are aligned with curriculum goals.
This streamlined curriculum allows for greater flexibility in lesson planning and assessment, enabling educators to address the needs of students and to further advance quality instruction. Principals support teachers in adapting to the change by employing collaborative planning and mentoring processes to ensure that the practice is standardized.
The MATATAG Curriculum has some implications for educational management: school heads are now encouraged to take more instructional approach through direct engagement in managing the school curriculum, guiding teachers, and making relevant data-driven decisions. Thus, the principal engages regularly with teachers and students to identify challenges and promote positive practices that reflect the competency-based focus in the curriculum.
Moreover, school principals must be able to cultivate a continuous learning culture in schools. This involves professional learning communities that provide opportunities for teachers to discuss instructional techniques and share best practices. The shift toward more innovative teaching methods will also mean principals become change agents: they promote a growth mindset and ensure all stakeholders are prepared to meet the demands of the curriculum.
Despite the benefits of the MATATAG Curriculum, school principals face significant challenges. One of the biggest challenges is ensuring that all teachers are at par with the required standard for its implementation. In effect, this means that the school will have to embark on professional development programs which will require financial allocation.
But these challenges also present opportunities for growth. The curriculum encourages principals to revise their strategies in leadership by emphasizing adaptability and resilience. By directly, addressing these challenges, leaders can academic foundation and create a more inclusive learning environment in schools.
The implementation of the MATATAG Curriculum does not only infect challenges but opportunities in making the learners improved in their academic performance. Hence, this study was formulated to determine the significant relationship between the extent of opportunities and challenges in the implementation of MATATAG curriculum and the academic performance of grade 4 learners. A proposed instructional supervision plan will be formulated based on the findings of the study.
Thus, it is in harnessing a culture of collaboration, innovation, and continuous learning, educational leaders can ensure the MATATAG Curriculum realizes its promise of a holistic, competency-based education for all learners. As these changes are addressed, principals must remain committed to their role as instructional leaders, mentors, and change agents. Their ability to lead and guide the teachers and students through this transition in curriculum will define the future of education in the Philippines.
This study determines the significant relationship between the extent of opportunities and challenges in the implementation of revised K-10 curriculum and academic performance of learners in San Ignacio Elementary School and Masarayao Elementary School, Kananga III District, Leyte Division. The findings of the study were basis for the proposed instructional supervision plan.
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