ABSTRACT
This qualitative-phenomenological study explored the experiences of science teachers in the implementation of the MATATAG Curriculum in an extra-large high school as basis for in-service training program. Using in-depth interviews, the study gathered data from eight (8) science teachers selected through purposive sampling. It was found that the experiences of science teachers in the implementation of the MATATAG Curriculum include increased classroom engagement, application of inquiry-based activities, science process skills development, learner-centered instructional delivery, and utilization of streamlined competencies. On the other hand, science teachers encountered challenges in the implementation of the MATATAG curriculum such as inadequate laboratory resources, time constraints and inconsistent interpretation of the curriculum, and large class size management. Moreover, science teachers cope with these challenges through proactive planning, pedagogical flexibility, resource optimization and material improvisation, technology integration, differentiated instruction, effective classroom management, peer collaboration, positive mindset, and professional development. Based on the results, the study proposes an in-service training program focusing on the implementation of the MATATAG curriculum.
Keywords: Science Teachers, Experiences, Implementation, MATATAG Curriculum, Extra-Large High School, In-Service Training Program
INTRODUCTION
In the rapidly evolving landscape of 21st-century education, curriculum reform has become a structural necessity to ensure that learners remain globally competitive. In the Philippines, the Department of Education (DepEd) responded to this imperative by launching the MATATAG Curriculum—a strategic recalibration of the K-12 program designed to decongest content, fortify foundational literacy and numeracy, and cultivate higher-order thinking skills.
This transition serves as a preemptive measure to address the chronic underperformance of Filipino learners in global benchmarks, most notably the Programme for International Student Assessment (PISA), where results have consistently signaled a need for urgent pedagogical intervention (DepEd, 2023; Lagbao, 2024).
However, as the implementation moves into its mid-cycle phases in 2024 and 2025, a significant "implementation gap" has emerged. While the curriculum is theoretically robust, current research identifies a pervasive "curriculum shock" among educators who grapple with unfamiliar competencies and a shortage of localized instructional materials (ResearchGate, 2024; Scribd, 2025). This friction is particularly acute in extra-large high schools. In these high-density environments, systemic pressures—characterized by class sizes often exceeding the 1:40 ratio recommended by DepEd—create a logistical barrier to the student-centered, inquiry-based approaches mandated by the new Science framework (Rappler, 2024; PIDS, 2025).
For Science educators, the transition is uniquely complex. The MATATAG Science curriculum demands a shift toward integrated, technology-driven, and hands-on methodologies (DepEd, 2024). Yet, current literature suggests that teachers in high-volume schools are frequently "overwhelmed" by the dual burden of heavy administrative duties and the technical rigors of new pedagogical strategies (UIJRT, 2025). By 2026, a consensus has formed within the academic community that standardized, "one-size-fits-all" national training modules are insufficient for addressing these localized struggles.
Consequently, there is an urgent need to evaluate and redesign professional development frameworks to better suit the specific realities of the classroom. To bridge the gap between policy intent and classroom reality, In-service Training (INSET) Programs must move beyond theoretical orientation and toward responsive, site-specific capacity building.
By addressing the unique logistical and pedagogical constraints inherent in high-volume school environments, the educational system can ensure that the MATATAG science curriculum does not remain a mere policy ideal, but becomes a functional catalyst for improved scientific literacy among Filipino learners.
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