Mercedes, Philippines – Teachers’ perceptions and ability to adapt to the MATATAG Curriculum are closely associated with students’ academic performance in Mercedes District, Philippines. This finding comes from a study conducted by Lyrin A. Yape, Loreza C. Labutap, and Geselle R. Abulencia from Eastern Samar State University Guiuan Campus, published in 2026. The study involving 40 teachers from 11 elementary schools found a positive and significant relationship between curriculum implementation from the teachers’ perspective and learners’ academic performance. The findings highlight teacher readiness and adaptability as important elements in the success of curriculum reform.
The MATATAG Curriculum represents an important change in the Philippine basic education system. Introduced on August 10, 2023, the curriculum was designed to address concerns associated with the previous education framework, particularly an overloaded curriculum. MATATAG places greater emphasis on foundational skills such as literacy, numeracy, values education, and holistic learner development. By reducing the number of learning competencies, the reform seeks to make classroom instruction more focused and help students develop essential skills more effectively.
However, curriculum reform also creates new challenges for teachers. The introduction of new competency standards requires educators to adjust instructional strategies, prepare new learning materials, develop assessment methods, and incorporate appropriate technologies and resources into classroom activities. These challenges are particularly relevant in Mercedes District, where many schools have multigrade characteristics. Teachers therefore need to adapt their approaches to accommodate learners with different needs and levels of academic development.
To examine the implementation process, the researchers employed a quantitative correlational research design involving 40 teachers from 11 elementary schools in Mercedes District. Data were collected through a Likert-scale questionnaire, while respondents were selected using purposive sampling based on predetermined qualifications. The study examined teachers’ perceptions and adaptations toward the MATATAG Curriculum and their relationship with the perceived impact of the curriculum on teaching, learning, and student performance.
The results showed that teachers had a highly positive assessment of their ability to adapt to the MATATAG Curriculum. The overall score for teacher adaptation reached 4.50, categorized as Highly Admirable. Teachers reported modifying their instructional strategies, adjusting classroom management, developing new assessment approaches, and adopting more student-centered teaching practices in response to the curriculum changes.
Lesson planning was among the areas receiving the strongest assessment. Teachers rated their ability to adjust lesson plans according to the needs of learners at 4.65. The use of instructional materials and technology to support student engagement also received a score of 4.65, while the integration of approaches such as play-based and experiential learning recorded 4.55. These findings indicate that the curriculum reform encouraged teachers to move beyond simply following new competency standards and instead develop more flexible and relevant approaches to classroom instruction.
Teachers also reported positive perceptions regarding the impact of MATATAG on student learning. The overall score reached 4.15, categorized as Admirable. One of the highest-rated areas involved the use of fair and appropriate assessment methods, which received a score of 4.70. Teachers recognized that learners have different strengths, with some performing better in practical tasks while others demonstrate stronger abilities in written assessments. Using multiple assessment approaches was therefore viewed as an important way to evaluate student performance more fairly.
The MATATAG Curriculum was also perceived as encouraging more targeted intervention strategies for students experiencing academic difficulties. This indicator received a score of 4.35. Teachers further reported that the curriculum could make lessons more engaging and relevant, potentially strengthening student motivation, with a score of 4.10. The development of students’ independent learning skills was also viewed positively, receiving a score of 4.02.
The most significant finding emerged from the analysis of the relationship between curriculum implementation and learner performance. The study reported a correlation coefficient of 0.534 with a p-value of 0.000, indicating a positive and statistically significant relationship. The researchers classified the relationship as a moderate correlation. In practical terms, the findings indicate that more positive teacher perceptions and stronger adaptation to the MATATAG Curriculum are associated with better academic performance among learners in the study context.
The findings carry important implications for education policy and school management. Successful curriculum reform depends not only on the design of the curriculum but also on the teachers responsible for translating policy into everyday classroom practice. Continuous professional development, adequate instructional materials, technological resources, supportive supervision, and opportunities for teachers to participate in curriculum planning and evaluation can strengthen implementation. The researchers also recommend innovative and student-centered instructional strategies to improve learner engagement and academic performance.
According to Lyrin A. Yape, Loreza C. Labutap, and Geselle R. Abulencia, the findings can provide useful evidence for the Department of Education (DepEd) in identifying areas of the MATATAG Curriculum that still require improvement and additional support. Strengthening teacher competence and professional development is particularly important because the quality of curriculum implementation can directly shape students’ classroom experiences and academic outcomes.
Author Profile
Lyrin A. Yape, Loreza C. Labutap, and Geselle R. Abulencia — Eastern Samar State University Guiuan Campus, Philippines.
Research Source
Article Title: Teachers’ Perception on the Implementation of the MATATAG Curriculum and Its Influence on the Academic Performance of the Learners in Mercedes District
Journal: East Asian Journal of Multidisciplinary Research (EAJMR), Vol. 5, No. 8, 2026.
DOI: https://doi.org/10.55927/eajmr.v5i8.110
Journal Link: https://journaleajmr.my.id/index.php/eajmr
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