V2I5P41

Antecedents of Matatag Curriculum Implementation in Region XII: Creating a Model for its Future Success

Aileen A. Jamero^1*, Mildred F. Accad²

Abstract

This study examined the implementation of the MATATAG Curriculum in the Philippines within the broader context of 21st-century education reforms across Asia. Countries like Singapore, China, Japan, South Korea, India, and Thailand have adopted diverse approaches to curriculum development, integrating critical thinking, creativity, technology, and holistic education. Similarly, the DepEd in the Philippines aims to equip Filipino learners with essential competencies through the MATATAG Curriculum, which aligns with international and local competency frameworks. This curriculum emphasized four key domains: Information, media, and technology skills; learning and innovation skills; communication skills; and life and career skills. However, resource availability, administrative support, and professional development hinder effective implementation. The study employed a quantitative research design, incorporating descriptive, correlational, and predictive approaches to evaluate the implementation of the MATATAG Curriculum in Region XII. Covering various schools across diverse geographic and socio-economic settings, the study utilized a complete enumeration of 942 respondents, including teachers, school governance council members, school heads, and administrative officers. A researcher-made survey assessed institutional factors, curriculum effectiveness, and teacher engagement. At the same time, secondary data, such as the Comprehensive Reading and Literacy Assessment (CRLA) and the Philippine Informal Reading Inventory (Phil IRI), will measure literacy, numeracy, and critical thinking skills. Descriptive statistics, t-tests, ANOVA, multiple regression, correlation analysis, and structural equation modeling (SEM) were used to analyze data and forecast the curriculum’s impact. Findings indicated that while the curriculum successfully enhances literacy, numeracy, and critical thinking, targeted writing, vocabulary, and mathematics improvements are necessary. Institutional factors such as infrastructure, digital access, and instructional leadership significantly impact implementation, emphasizing the need for sustained investments in teacher education and resource allocation. The study also proposes a forecasting model and the MATATAG Curriculum Enhancement Model (MCEM) as strategic tools for improving sustainability and effectiveness. Recommendations focus on refining professional development, strengthening leadership, enhancing digital infrastructure, and promoting inclusive and data-driven curriculum improvements. Future research is encouraged to explore demographic influences, technological integration, and long-term curriculum impacts to optimize student learning outcomes further.

Keywords:

MATATAG Curriculum, 21st-century education, Curriculum implementation, Structural equation modeling (SEM)