Comprehensive Analysis of MATATAG Curriculum: Leveraging the K-12 Geared Towards Quality Education

This study examined the MATATAG Curriculum and the K–12 Curriculum to determine their similarities and differences in terms of curriculum design, implementation strategies, pedagogical approaches, learning outcomes, and implementation challenges in the Socorro East and West Districts of the Siargao Division. An explanatory sequential mixed-methods design was employed, combining quantitative and qualitative approaches. Quantitative data were gathered from teachers and school administrators through a descriptive-comparative survey, while qualitative data were obtained through documentary analysis of curriculum guides, policy issuances, and implementation documents. Findings revealed that both curricula provide structured guidance for teaching and learning; however, the MATATAG Curriculum was perceived as more streamlined, manageable, and focused on foundational learning competencies. In terms of implementation, MATATAG emphasized mastery-based instruction, targeted teacher support, and closer monitoring of learner progress, while K–12 was viewed as broader but more content-heavy. Learning outcomes under the MATATAG Curriculum were rated positively, with readiness for further education or employment emerging as the highest-performing indicator, followed by creativity and innovation, communication skills, critical thinking and problem-solving, and academic performance in core subjects. The study concludes that the MATATAG Curriculum offers a more focused and responsive approach to curriculum delivery. A context-responsive curriculum implementation framework is proposed to strengthen instructional support, teacher preparedness, and learner achievement.

MATATAG Curriculum, K–12 Curriculum, curriculum reform

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