Author

Jancy M. Camarenes
Bankal Elementary School
Bankal, Lapu-Lapu City, Cebu, Philippines
Email: jancycamarenes07@gmail.com

Abstract

This study investigated the implementation and outcomes of the MATATAG Curriculum in early childhood education. It focused on its influence on teaching practices and student development in selected schools in Lapu-Lapu City during the school year 2024–2025. The MATATAG Curriculum aimed to strengthen foundational skills in literacy, numeracy, and values formation among young learners. Employing a quantitative-descriptive correlational research design, the study involved 41 participants, comprising kindergarten and Grade 1 teachers. Data were gathered using validated structured questionnaires that assessed curriculum implementation, perceived student progress, and implementation challenges. Statistical tools such as frequency, percentage, mean, and standard deviation were used for data analysis. Results revealed that teachers perceived the curriculum as generally well-implemented, with strengths including clear learning objectives, play-based learning strategies, and regular monitoring of student progress. Improvements were observed in students’ literacy, numeracy, and socio-emotional development. However, challenges were identified, such as the lack of teaching materials, large class sizes, and the need for further professional development. A significant positive correlation was found between the level of implementation and both perceived benefits and learning outcomes. This study underscored the importance of adequate support for teachers and continuous curriculum monitoring. An Enhanced Curriculum Implementation Support Plan was proposed to address gaps and improve the delivery and effectiveness of the MATATAG Curriculum in early childhood education.

Keywords: early childhood education, MATATAG Curriculum, quantitative-descriptive correlational design, foundational skills, curriculum support plan, Lapu-Lapu City, Cebu

DOI: http://doi.org/10.69651/PIJHSS0404649

Recommended citation:

Camarenes, J. M. (2025). Assessing the implementation and outcomes of the ‘MATATAG’ Curriculum in early childhood education. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 7090-7100. http://doi.org/10.69651/PIJHSS0404649

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