Developing An Evaluation Scale For Assessing The Effective Implementation of Matatag Curriculum in Philippine Public Schools Exploratory Sequ
Developing An Evaluation Scale For Assessing The Effective Implementation of Matatag Curriculum in Philippine Public Schools Exploratory Sequ
Recommended citation:
Aquino, E. (2024). Developing an evaluation scale for assessing the effective implementation of Matatag
Curriculum in Philippine public schools: exploratory sequential design. Journal of Interdisciplinary Perspectives,
Vol. 2, Number 5, pp. 167-184. https://doi.org/10.5281/zenodo.10959702
Keywords: Matatag curriculum; Philippine public schools; Curriculum implementation; Evaluation scale;
Holistic education.
1.0 Introduction
Recently, there has been growing interest in implementing the Matatag curriculum in Philippine public schools.
This program has aimed to undertake numerous initiatives and reforms to enhance educational quality and
increase literacy rates (Cabaltea et al., 2023). However, the main challenge with the curriculum changes is the
drastic cut in the range of topics covered in the K to 12 programs. The Matatag curriculum decreases the amount
of material by 70%. This big cut might cause struggles about whether education will still be well-rounded, as it
narrows down the focus to key subjects, potentially missing out on providing a broader learning experience
(Estrellado, 2023).
Meanwhile, implementing new curricula presents both complex challenges and promising opportunities.
Education systems must balance alignment with global standards while respecting local contexts (Caballero,
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0).
2023). This groundbreaking study by Hachero (2023) explores how innovative curricula are being implemented
in diverse educational settings. It emphasizes the importance of flexibility, cultural sensitivity, and active
stakeholder involvement (Hachero, 2023). This study demonstrates that successful curriculum implementation
requires strategic planning, professional development for teachers, and continuous evaluation mechanisms to
ensure relevance and effectiveness. This work contributes valuable insights into the global dialogue on
educational reform, offering a roadmap for navigating the intricacies of curriculum change (Singh & Lee, 2021).
Similarly, the Matatag curriculum represents a bold step towards educational reform. Preliminary evaluations of
this study indicate that while the reduction aims to declutter and focus the curriculum, it may inadvertently
marginalize critical areas of learning. The study emphasizes the importance of maintaining a diverse educational
framework that supports holistic development, pointing to a potential oversight in the curriculum's design that
could impact the future workforce's versatility and adaptability (Escuadro, 2023).
However, developing a validation scale for the Matatag curriculum in Philippine schools has received little
attention. Despite the lack of empirical studies assessing its impact on various stakeholders, including students,
teachers, and communities (De La Fuente, 2022). While the curriculum aims to streamline educational content
and focus on essential competencies, there is minimal evidence on how these changes affect student learning
outcomes, teacher preparedness, and overall educational quality (Alvarado, 2023). Furthermore, the
curriculum's responsiveness to the diverse cultural and socio-economic contexts across the Philippines remains
underexplored. This gap highlights the need for detailed, longitudinal research to evaluate the curriculum's
effectiveness in achieving its educational objectives and preparing students for the challenges of the 21st century
(Pamintuan, 2023).
Furthermore, focusing on the Philippine public schools the detailed study conducted by Dela Cruz et al. (2024)
explores the localized impact of the Matatag curriculum. This research highlights the varying degrees of
acceptance and effectiveness of the curriculum, influenced by regional educational needs and socio-economic
factors. The results show that the Matatag curriculum's one-size-fits-all approach may fail to appropriately meet
the Philippines' different educational environments, necessitating a more specialized implementation plan.
Thus, the study aimed to create a detailed evaluation framework to systematically measure the Matatag
curriculum's success in enhancing educational outcomes across Philippine schools, ensuring it meets its
intended goals of streamlining and improving learning.
2.0 Methodology
2.1 Research Design
This study employed a mixed methods approach, specifically an exploratory sequential design. Mixed methods
research is referred to as the ‘third methodological orientation’, drawing on the strengths of both qualitative and
quantitative research (Teddlie and Tashakkori, 2008). It is believed that the use of quantitative and qualitative
approaches in combination provides a better understanding of research problems than either approach alone.
This design starts with the research phase of qualitative research to gather deeper, more insights into the
research topic. The goal of this first phase is to identify key themes, variables, and hypotheses that may not be
obvious from a purely quantitative perspective. Then comes the next phase of the design, where the qualitative
findings guide the development of the quantitative phase of the research. The purpose of this next phase is to
test hypotheses and seek changes qualitative research findings in general, to enable the generalizability of
findings to larger populations (Creswell & Clark, 2007). In this study, mixed methods research (MMR),
specifically exploratory sequential design, was selected to broadly explore, understand, describe, and analyse
the validation scale for assessing the effective implementation of the Matatag curriculum in Philippine public
schools.
In this exploratory sequential design, qualitative data were first collected and analysed, and themes were used
to develop a quantitative instrument to further explore the research problem (Creswell & Plano Clark, 2011;
Teddlie & Tashakkori, 2008; Onwuegbuzie, Bustamante, & Nelson, 2010). As a result of this design, theme
analysis was conducted after the primary qualitative phase, after the secondary quantitative phase, and during
168
the integration phase that connects the two strands of data and extends the initial qualitative exploratory
findings (Creswell & Plano Clark, 2011).
For the quantitative component, 400 respondents were selected using random sampling, where each sample had
an equal chance of being chosen. This sampling technique aimed to provide an unbiased representation of the
total population. Specifically, 200 teachers were asked to complete a checklist for Exploratory Factor Analysis,
while another set of 200 teachers responded to a researcher-made survey questionnaire for Confirmatory Factor
Analysis. Additionally, 30 to 50 respondents were included to test the questionnaire's reliability for the final
development of the measurement tool.
For the quantitative aspect, a checklist was administered to 400 teachers, derived from themes in IDIs, FGDs,
and related research. This checklist informed the development of a survey questionnaire on teachers' views
regarding the Matatag curriculum implementation. The questionnaire's reliability was tested by 30-50 teachers.
Both the interview guide questions, checklist, and survey questionnaires underwent validation by experts,
enhancing their validity, credibility, and reliability.
169
underlying factor structures within the administered checklist. EFA helps in understanding the relationships
between observed variables and uncovering the factors influencing them, without imposing a preconceived
structure on the outcome.
Confirmatory factor analysis (CFA) was then used to verify the factor structure identified in the EFA and test the
hypothesis that a relationship exists between observed variables and their underlying latent constructs. This
technique was crucial in identifying the final dimensions and items for the survey questionnaire aimed at
developing a validation scale for assessing the effective implementation of the Matatag curriculum. Finally,
Cronbach's alpha, a measure of reliability or internal consistency, was employed to assess the accuracy of the
researcher-made survey questionnaire in measuring the variable of interest. This technique served as the last
phase of tool development, ensuring the questionnaire's reliability in assessing the implementation of the
Matatag curriculum.
The social value of the study was established by identifying a validation scale for assessing the effective
implementation of the Matatag curriculum, benefiting current and aspiring teachers. Participants were informed
about the study's purpose and procedures, with emphasis on the potential benefits to them. Informed consent
forms were obtained from participants, ensuring their voluntary participation and right to withdraw at any
time. Regarding vulnerability, adult participants were considered capable of decision-making, and measures
were taken to protect their identities and ensure confidentiality. Risks were minimized through private and safe
interview settings, and participants were treated with sensitivity and respect.
Participants were compensated for their involvement, and their privacy and confidentiality were maintained
through data coding and secure data handling procedures. Justice was ensured by accurately representing
participant responses and sharing findings with participants. Transparency was upheld through clear
communication with participants about study objectives and results. The researcher's qualifications were
considered, and adequate facilities were provided for data collection. The study was completed successfully
with support from the school and the Commission on Higher Education. Community involvement was
emphasized through public forums, and the anticipated outcomes of the study include contributing to a deeper
understanding of curriculum implementation and informing future planning and policy decisions, aligning with
the goals of gender equality and sustainable development in the Philippines.
170
environment by promoting interactive, hands-on activities, increasing collaborative projects, and encouraging
self-directed learning, making education more relevant and engaging. This consensus suggests a shift toward a
more participatory and student-centered approach to teaching.
Moreover, the implication of the study is supported by Freeman et al. (2014), which discusses the impact of
active learning on student performance in science, engineering, and mathematics. The findings revealed that
active learning strategies significantly improve students' performance on exams and conceptual understanding
compared to traditional lecturing. The study emphasizes the importance of interactive engagement in enhancing
critical thinking, collaboration, and practical application of knowledge, aligning with the principles of the
Matatag Curriculum. The findings advocate for a shift towards more participatory and student-centered
educational approaches.
Table 1. Teachers' views on the effective implementation of matatag curriculum in philippine public schools
Issues Probed Sample Statements Codes/Category Essential Themes
Perception on • I believe the Matatag Curriculum will foster a more Interactive Interactive Learning
implementing Matatag interactive and engaging learning environment, potentially Learning Engagement
Curriculum in increasing students’ interest in core subjects through Experiences
Philippine public hands-on and experiential learning activities (1.1) (IDI_P1).
schools • I expect an increase in collaborative learning opportunities,
which can enhance students' engagement by working
together on projects and discussions (1.1) (IDI_P3).
• The curriculum's emphasis on critical thinking and Thinking Skill Critical Thinking
problem-solving skills might significantly improve Development Enhancement
students' comprehension, as it encourages them to apply
what they learn in real-world contexts (1.1) (IDI_P2).
• Enhanced critical thinking and problem-solving skills
taught through the curriculum could result in students
achieving better outcomes in standardized tests and
assessments (1.2) (IDI_P3).
• The integration of technology and innovative teaching Educational Technology
methods within the Matatag Curriculum could provide a Technology Integration
more diverse range of learning experiences, catering to Integration
different learning styles (1.1) (IDI_P4).
• Adapting to the increased use of technology and digital
tools in teaching may be difficult for some teachers,
necessitating ongoing professional development (2.1)
(IDI_P3).
• The curriculum's design to be culturally relevant and Cultural Cultural
contextually appropriate for the Philippine setting might Relevance Curriculum
resonate well with students, making learning more Relatedness
relatable and impactful (1.1) (IDI_P6).
• Differentiated instruction will be key, providing tailored
learning experiences for students based on their individual
strengths, needs, and interests (2.2) (IDI_P2).
• By focusing on holistic development, the curriculum could Diversified Collaborative
improve students' emotional and social skills, leading to Learning Learning
better engagement in the classroom (1.1) (IDI_P7). Approach
• We collectively foresee a need for more collaborative
teaching approaches, emphasizing teamwork and
communication among students (1.3) (FGD1).
• One major obstacle could be the resistance to change Professional Teacher
among teachers who are accustomed to traditional Growth Development
teaching methods, requiring significant effort to shift
mindsets (2.1) (IDI_P1).
171
• The group emphasized the need for initial intensive
training sessions followed by regular, ongoing professional
development to support the curriculum's implementation
(3.1) (FGD1).
• To address diverse learning needs, I plan to incorporate a Inclusive Diverse Learning
variety of teaching methods, including visual, auditory, Learning Support
and kinesthetic activities, ensuring all students can engage
with the material (2.2) (IDI_P1).
• We discussed the importance of creating flexible learning
environments that allow students to learn in ways that best
suit their preferences and abilities (2.2) (FGD2).
• I know the curriculum's integrated approach might spark a Learning Experiential
renewed interest in learning, as students see the relevance Methods Learning
of their education to their lives and future careers (1.2) Application
(IDI_P2).
• We agreed that materials should facilitate active learning,
including problem-based learning scenarios and case
studies relevant to students' lives and communities (3.2)
(FGD6).
• I expect to adopt more student-centered teaching Student Student Autonomy
strategies, moving away from traditional lecture-based Empowerment
methods to more interactive and participatory approaches
(1.3) (IDI_P1).
• We highlighted the potential difficulty in shifting from
teacher-centered to student-centered classrooms, requiring
new pedagogical strategies and classroom management
skills (2.1) (FGD2).
• Creating an inclusive classroom environment that values Inclusive Inclusive Education
diversity and promotes equity will be essential in Practices
addressing the varied needs of students (2.2) (IDI_P4).
• The group agreed that the Matatag Curriculum could lead
to a more equitable and accessible education system,
reducing disparities and promoting inclusion (2.3) (FGD7).
• Engaging parents and caregivers in the educational External Community
process is crucial, providing them with the tools and Collaboration Engagement
knowledge to support their children's learning at home
(3.3) (IDI_P2).
• Engaging alumni and local experts as guest speakers or
mentors were seen as a valuable way to enrich the
curriculum and provide role models for students (3.3)
(FGD3).
• Anticipated challenges include initially high levels of Quality Feedback and
student resistance due to changes in teaching styles and Assurance Improvement
assessment methods, which could temporarily affect
engagement (1.1) (IDI_P9).
• We agreed that fostering a supportive school culture that
embraces change and innovation would be crucial in
overcoming obstacles to adapting teaching methods (2.1)
(FGD7).
Furthermore, the implication of the statements is supported by Zoller (2023) conducted research demonstrating
that higher-order cognitive skills (HOCS)-centered teaching significantly impacts students' abilities to think
critically and solve problems effectively. This approach, which emphasizes real-world applications and
experiential learning, not only improves comprehension and academic performance but also reduces students'
anxiety towards challenging subjects. This study supports the idea that curricula focusing on developing these
skills can lead to better outcomes in standardized assessments and foster a more engaging and responsive
learning environment through continuous feedback.
172
challenges include teachers adapting to new digital tools, necessitating ongoing professional development to
enhance digital literacy and engage students effectively.
Anent to this, the implication of the statements is supported by Ertmer and Ottenbreit-Leftwich, (2020) who
conducted a study that highlights the critical role of teacher beliefs and attitudes in the successful integration of
technology in the classroom. They argue that while technology can significantly enhance the learning
experience, its effectiveness is largely dependent on teachers' willingness and ability to incorporate it into their
teaching practices. The study emphasizes the necessity of ongoing professional development to equip teachers
with the skills needed for effective technology integration. This professional development should not only focus
on the technical aspects but also on pedagogical strategies that leverage technology to enhance learning
outcomes. The findings underscore the potential of technology to cater to diverse learning styles and improve
student engagement, aligning with the perspectives shared by participants regarding the Matatag Curriculum.
To support the statements on the importance of cultural relevance, one can refer to the work of Geneva Gay
(2020). The study emphasizes culturally responsive teaching as a pedagogical approach that uses the cultural
knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to
make learning more appropriate and effective for them. This approach aligns with the principles of the Matatag
Curriculum, highlighting the significance of integrating cultural relevance into educational practices to improve
engagement, motivation, and academic achievement. The study supports the notion that education that respects
and incorporates students' cultural backgrounds and personalizes learning experiences can lead to more
meaningful and impactful outcomes, fostering well-rounded individuals equipped with both academic
knowledge and life skills.
The implication of the statement is supported by Adamson and Yin (2018). Their study demonstrates that
cooperative learning, a structured form of collaborative learning, significantly enhances student engagement,
academic achievement, and the development of social and communication skills. By working in groups,
students not only acquire knowledge more effectively but also develop a deeper understanding of content
through interaction and mutual support. This body of work supports the idea that collaborative learning
approaches, as anticipated by participants, are fundamental for holistic development and preparing students for
diverse challenges.
173
teaching methods to new educational paradigms, enhance digital literacy, and support collaborative and
culturally responsive pedagogies. Most participants believe that effective implementation of the Matatag
Curriculum necessitates robust teacher development programs. These programs should address resistance to
change, enhance pedagogical skills, and improve digital competencies through comprehensive and continuous
professional development, ensuring teachers are fully equipped to deliver the curriculum successfully.
The implication of the statements is supported by Douglas, (2017). The study focuses on the critical importance
of professional development in effecting change in teaching practices, attitudes, and teachers' acceptance of new
curricula. He argues that effective professional development must be continuous and aligned with the specific
needs of teachers as they adapt to new educational paradigms, including the use of technology and the adoption
of collaborative and culturally responsive teaching methods. The study findings suggest that professional
development is instrumental in overcoming resistance to change, enhancing pedagogical skills, and ensuring the
successful implementation of innovative curricula.
To support the statements on the importance of diverse learning support within the Matatag Curriculum,
Lumadi (2017) works on differentiated instruction providing a solid theoretical foundation. The study outlines
how tailored teaching strategies can address the wide range of learners' needs in a classroom. This approach
emphasizes the significance of modifying content, processes, products, and learning environments to ensure all
students can access and engage with the curriculum effectively. By advocating for the recognition and
accommodation of students' varied learning preferences, backgrounds, and abilities, the study underscores the
necessity of creating flexible and inclusive educational environments that promote equity and excellence for all
students.
Furthermore, to support the emphasis on experiential learning and its application within the Matatag
Curriculum, the work of Hill and MacDonald (2016) on experiential learning theory provides a foundational
basis. Kolb's theory posits that learning is a process whereby knowledge is created through the transformation
of experience. This approach stresses the importance of hands-on activities, real-world problem solving, and
reflection as central to the learning process. By engaging students in experiences directly relevant to their lives
and future careers, experiential learning fosters deeper understanding, improves retention, and enhances
students' ability to apply knowledge in practical situations. This study supports the idea that experiential
learning strategies, as anticipated by participants, are crucial for making education more engaging, relevant, and
effective.
174
responsibility, decision-making skills, and personalized learning paths, thus preparing them for lifelong
learning and adaptability. Most participants believed that the shift towards a student-centered Matatag
Curriculum would require teachers to embrace roles as learning facilitators, promoting interdisciplinary
teaching and active student participation. This transition challenges traditional educational paradigms,
necessitating innovative pedagogical strategies and a reevaluation of classroom dynamics.
Moreover, the implication of the study is supported by Sommarstrom et al., (2021) which states that the study
suggests that school and teacher autonomy significantly enhances the implementation of entrepreneurship
education, acting as a catalyst for innovative educational practices. However, variations in the adoption of
curriculum messages highlight the need for a balanced approach to autonomy and adherence to core curricula.
It calls for further research on teachers' perceptions regarding curriculum expectations and the practical
execution of entrepreneurship education.
Moreover, the implication of the study is supported by Cabañero, (2023) which states that implementing
Inclusive Education within the Matatag Curriculum requires overcoming challenges such as infrastructural
limitations, varying attitudes, and uneven resource distribution. It necessitates enhancing teacher training to
cater to diverse learning needs and creating a supportive educational environment. By addressing these barriers,
the curriculum can ensure equitable learning opportunities for all students, including those with disabilities,
fostering an inclusive, engaging, and adaptable educational landscape for every child to succeed and thrive.
Furthermore, the implication of the study is supported by Spector and Leard, (2020). The study presents a model
for enhancing higher education through community engagement and participatory involvement in curriculum
development, as shown in the Informal Science Institutions Environmental Education Graduate Certificate
Program at the University of South Florida. This approach underscores the inclusion of stakeholders and the
target audience in designing, assessing, and revising educational programs, ensuring they meet participants'
needs while leveraging community resources to boost enrollment. Such active collaboration enhances the
relevance and accessibility of new curricula, fosters a shared sense of commitment, and yields benefits for
learners, communities, and institutions alike.
175
programs. These practices are essential for overcoming resistance to change and ensuring the curriculum's
relevance and effectiveness.
Moreover, the implication of the study is supported by Gouedard et al., (2020). The study suggests a shift from
traditional "top-down" curriculum reforms to a "bottom-up" approach, emphasizing the importance of teacher
autonomy and agency in curriculum implementation. This perspective acknowledges teachers as active
participants in the reform process, capable of adapting and refining curricular content to align with overarching
goals and principles. Aligning this with feedback and improvement strategies, it advocates for involving
teachers and other stakeholders in the ongoing evaluation and adaptation of the curriculum, ensuring it remains
relevant and effective in addressing 21st-century challenges.
The items reflect the fundamental topics, fundamental ideas/ assertions, issues demonstrated, and implications.
There are 50 items on the survey questionnaires. This instrument is thoughtfully constructed to yield a
comprehensive understanding of the multifaceted dimensions inherent in the development of an evaluation
scale for assessing the effective implementation of the Matatag curriculum in the selected public schools in the
division of Pasig City.
176
37 The curriculum has provided evidence of improved student behavior and attitudes toward learning.
38 The curriculum has led to students exhibiting a greater awareness and understanding of environmental issues.
39 The curriculum has increased students' preparedness for future educational and career paths.
40 The curriculum has contributed to students demonstrating increased cultural awareness and appreciation of
diversity.
41 The curriculum employs a systematic approach to evaluating its effectiveness.
42 The curriculum regularly seeks and utilizes student feedback to improve its implementation.
43 The curriculum recognizes teacher feedback as crucial for its continuous improvement.
44 The curriculum's impact on student outcomes is regularly assessed and reported.
45 The curriculum is adjusted based on empirical evidence and feedback.
46 The school administration is committed to the ongoing improvement of the curriculum.
47 The effectiveness of professional development programs related to the curriculum is evaluated.
48 The curriculum encourages community and parental involvement in the evaluation process.
49 The curriculum's implementation is reviewed to ensure alignment with educational trends and needs.
50 The curriculum establishes clear benchmarks and indicators for success in its implementation.
177
18. The curriculum promotes a positive and supportive classroom environment. 0.596
19. @19
20. The curriculum provides clear guidelines for integrating technology into classroom instruction. 0.449
21. @21
22. @22
23. The curriculum includes ongoing support for teachers to address challenges in implementing it. 0.568
24. The school infrastructure supports the effective delivery of the Matatag curriculum. 0.740
25. The curriculum ensures that professional development opportunities related to it are readily available. 0.589
26. @26
27. The curriculum fosters collaboration among teachers to enhance its implementation. 0.458
28. The Matatag curriculum comprised the real-life lessons. 0.720
29. The curriculum is supported by adequate financial resources for all its aspects. 0.557
30. The curriculum ensures that technology resources are sufficient and accessible for both teachers and 0.790
students.
31. The implementation of the Matatag curriculum has led to an improvement in students' academic 0.478
performance.
32. The curriculum has positively impacted students' emotional and social well-being. 0.810
33. The curriculum has resulted in students showing increased resilience and adaptability. 0.555
34. The curriculum enhances students' motivation and engagement in learning. 0.800
35. The curriculum has fostered the development of stronger critical thinking and problem-solving skills in 0.830
students.
36. @36
37. The curriculum has provided evidence of improved student behavior and attitudes towards learning. 0.449
38. The curriculum has led to students exhibiting a greater awareness and understanding of environmental 0.551
issues.
39. @39
40. The curriculum has contributed to students demonstrating increased cultural awareness and appreciation 0.592
of diversity.
41. The curriculum employs a systematic approach to evaluating its effectiveness. 0.780
42. The curriculum regularly seeks and utilizes student feedback to improve its implementation. 0.449
43. The curriculum recognizes teacher feedback as crucial for its continuous improvement. 0.568
44. The curriculum's impact on student outcomes is regularly assessed and reported. 0.526
45. The curriculum is adjusted based on empirical evidence and feedback. 0.512
46. The school administration is committed to the ongoing improvement of the curriculum. 0.542
47. The effectiveness of professional development programs related to the curriculum is evaluated. 0.587
48. The curriculum encourages community and parental involvement in the evaluation process. 0.523
49. The curriculum's implementation is reviewed to ensure alignment with educational trends and needs. 0.578
50. The curriculum establishes clear benchmarks and indicators for success in its implementation. 0.564
In Table 5, by using the EFA, the three-factor model of evaluation scale in assessing the implementation of the
Matatag curriculum in Philippine public schools with 38 items was developed, namely: Curriculum Design and
Content, Teaching and Learning Enhancement, and Implementation and Support. The derivation of factor structure
was determined through a priori results of qualitative data analysis wherein there recognized dimensions in
developing an evaluation scale in assessing the implementation of the Matatag curriculum in Philippine public
schools.
179
Figure 1. Hypothesized model of the evaluation scale
The correlation between variables that indicate positive relationships means that the two variables tend to
increase or decrease together. However, a negative-positive relationship means that when one variable
increases, the other decreases. Variables have a significant relationship if their p-value is less than 0.05 and no
significant relationship if their p-value is above 0.05.
The derived three-factor model of the evaluation scale in assessing the implementation of the Matatag
curriculum in Philippine public schools scale was also evaluated to determine whether it exhibits a
parsimonious fit. The CMIN/DF is 1.178 which is lesser than 3.0, and the p-value is .188 which is greater than
.05. Meanwhile the TLI is .981, CFI is .949, and GFI is .955 which is greater than .90. The RMSEA is .039 which is
lesser than .08 and the PCLOSE is .875 which is greater than .05.
Further, as can be seen in Table 7, all model fit values have successfully met the criteria set by each index
(CMIN/DF < 3.0), (TLI, CFI, and GFI > .90), and RMSEA < 0.08 with a PCLOSE > 0.05. This means that the
model fits well with the data and therefore asserts as the best-fit model of evaluation scale in assessing the
implementation of the Matatag curriculum in Philippine public schools. The results simply mean that the
identified model projects as the best-fit model for it.
180
Table 6. Goodness of fit of the conceptual model
Index value Criterion Model fit value
Chi-Square/ Degrees of Freedom <3 1.178
p-value >.05 .188
Normal Fit Index GFI >.90 .950
Tucker-Lewis Index >.90 .981
Comparative Fit Index >.90 .949
Goodness of Fit Index >.90 .955
Root Mean Square of Error Approximation <.08 .039
PCLOSE >.05 .875
However, the final version of the instrument displayed in Table 7 which is the output of the study consists of 13
items. The 5-point Likert scale is used which ranges from 5-strongly agree to 1- strongly disagree. This final
version of the instrument has been validated by expert evaluators for improvement. It has gained a rating of 4.6
which is considered a very good instrument.
Table 7. Final measurement tool assessing the implementation of the Matatag curriculum in the Philippines
Statements 1 2 3 4 5
Curriculum Design and Content
1. The Matatag curriculum aligns with the national educational standards.
2. The learning objectives of the Matatag curriculum are clear and attainable.
3. The curriculum promotes critical thinking and problem-solving skills.
4. The curriculum integrates academic, social, and emotional learning in a balanced manner.
Teaching and Learning Enhancement
1. The teaching methods prescribed by the Matatag curriculum enhance student engagement.
2. The collaborative learning is effectively facilitated through the curriculum.
3. The curriculum provides ample opportunities for experiential learning.
4. The curriculum allows for flexibility in teaching approaches to cater to different learning styles.
5. The curriculum employs a systematic approach to evaluating its effectiveness
Implementation and Support
1. The curriculum has contributed to students demonstrating increased cultural awareness and appreciation
of diversity.
2. The curriculum employs a systematic approach to evaluating its effectiveness.
3. The curriculum regularly seeks and utilizes student feedback to improve its implementation.
4. The curriculum recognizes teacher feedback as crucial for its continuous improvement.
181
that it strengthens the claims of either quantitative or qualitative data findings since it employs both a
qualitative and quantitative methodology.
On Factor The following themes remained: Dimensions that remain after Equivalence between themes and
Structure CFA: scales is strengthened by the CFA
statistical rigors as explained by Hair
• Curriculum Design and Curriculum Design and Connecting- et al (1998)
Content Content testing and
validating
Item 1: 0.820
Item 2: 0.730
Item 3: 0.800
Item 4: 0.880
The factor structure of development of an evaluation scale in assessing the implementation of the Matatag
curriculum in Philippine public schools revealed the results that the underlying dimensions of Curriculum
Design and Content, Teaching and Learning Enhancement, and Implementation and Support are confirmed in
the quantitative data as reflected in Figure 1 which shows latent factor loadings of Curriculum Design and
Content ranging from .73-.88; latent factor 2 which is the Teaching and Learning Enhancement has factor
loadings ranging from .68-.78; and latent factor 3 which is Implementation and Support has factor loadings
ranging from .79-.83. This presents the connecting nature of data integration which functions as testing and
validating. Hence, it signifies that quantitative data confirms qualitative data. However, there are some
emerging themes in the qualitative that have not been confirmed by the quantitative phase.
182
4.0 Conclusion
In the light of the findings derived from this study, the following conclusions were formulated:
a. The emergence of twelve essential themes from teachers’ views highlights the multifaceted nature of
effective curriculum implementation. It underscores the importance of integrating interactive learning,
critical thinking, technology, cultural relevance, and collaborative strategies to enhance student engagement
and learning outcomes. This indicates that the curriculum developers and educators suggest that a broad,
holistic approach to curriculum design that includes these elements can foster a more engaging and effective
learning environment. The detailed implications of the emergence of twelve essential themes from teachers’
views on curriculum implementation emphasize the need for a comprehensive, inclusive, and dynamic
approach to education. By integrating these themes into curriculum design and teaching practices, educators
can create a more engaging, relevant, and effective learning environment that meets the needs of all
students.
b. The identification of three underlying dimensions (Curriculum Design and Content, Teaching and Learning
Enhancement, and Implementation and Support) through Exploratory Factor Analysis (EFA) and
Confirmatory Factor Analysis (CFA) provides a clear framework for evaluating curriculum implementation.
This signifies the need for educational stakeholders to consider these dimensions in curriculum evaluation
to ensure a comprehensive assessment of its effectiveness. For policymakers and school administrators, this
implies adopting a structured approach to curriculum evaluation that aligns with these dimensions.
c. The refinement process leading to thirteen suitable items for the evaluation scale illustrates the critical role
of thorough analysis in developing effective measurement tools. This has implications for both research and
practice, highlighting the necessity of rigorous item analysis to ensure that evaluation tools are both efficient
and comprehensive in capturing the essence of curriculum implementation.
d. The validation of the three dimensions through Structural Equation Modeling (SEM) confirms their
relevance and fit in developing an evaluation scale for the Matatag curriculum. This outcome has profound
implications for future research and practice in educational evaluation, suggesting that focusing on these
dimensions can lead to more accurate and meaningful assessments of curriculum implementation
effectiveness.
e. The high-reliability score (Cronbach’s alpha of 0.896) of the final tool signifies a robust instrument capable of
accurately measuring the effectiveness of the Matatag curriculum’s implementation. This underscores the
importance of achieving high reliability in evaluation tools for educational stakeholders to make informed
decisions based on reliable data. For practitioners, this means using well-validated tools can provide
confidence in the assessment outcomes, guiding improvements, and interventions.
f. The quantitative data confirming the qualitative results emphasizes the strength of integrating diverse data
sources for a comprehensive understanding. This finding has significant implications for research
methodology in education, advocating for the use of mixed methods to capture the complexity of
educational phenomena. The findings from the evaluation of the Matatag curriculum offer valuable insights
into effective curriculum implementation and evaluation. The identified themes, dimensions, and the
development of a reliable evaluation tool provide a solid foundation for enhancing curriculum design,
teaching practices, and overall educational outcomes in Philippine public schools. These insights have
broader implications, suggesting that similar approaches could be beneficial in other educational contexts
aiming to improve curriculum effectiveness and student learning experiences.
6.0 Funding
This work received no specific grant from any funding agency.
183
8.0 Acknowledgment
The author wishes to express profound gratitude towards Sheryll T. Gayola CESO V, the school's division superintendent, for her invaluable
support in granting the necessary research permit. Special appreciation is also extended to Marife V. Villadiego, his princip al, whose
unwavering support has been a cornerstone of this journey. Profound thanks are directed towards his mother, Florentina S. Aquino, for her
boundless love and moral support, which have been fundamental pillars of strength throughout this study. The author is deeply grateful to
his family church, led by Renato and Annie Patalay, for their prayers and encouragement, which have offered solace and inspiration. Above
all, the author is eternally thankful to Almighty God, whose protection and wisdom have been the guiding forces towards the s uccessful
completion of this study.
9.0 References
Adamson, B., & Yin, A. (2018). Leadership and Collaboration in Implementing Curriculum Change in Hong Kong Secondary Schools. Asia
Pacific Education Review. Vol. 9, No.2, 180-189.
Alvarado, C. C. P. (2023). Communicative Competence in Spiral Progression Curriculum: A Study Reinforcing the Implementation of
MATATAG Curriculum in the Philippines. International Journal of Humanities and Education Development (IJHED), 5(6), 11 –29.
https://doi.org/10.22161/jhed.5.6.3
Caballero, B. A. (2023, Oct. 11). Improve learning and empower the future: Impact of DepEd's MATATAG Program on Learners.
https://www.depedbinan.com/improve-learning-and-empower-future-impact-depeds-matatag-program-learners/
Cabaltea, S. M., Dela Cruz, M., Deliva, R. M., Demesa, M. J., Marfil, J. M., Noga, A. R., Prado, S. (2023). MATATAG Curriculum as a
Decongested Pillar of Philippine Education: Tweak or Weak? https://www.studocu.com/ph/document/ateneo-de-naga-
university/
Cabañero, J. (2023). A Policy Study on The Implementation of Inclusive Education Program in The Philippines.
DOI:10.13140/RG.2.2.11224.88325
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
Creswell, J. W., & Clark, V. L. P. (2007). Designing and conducting mixed methods research. Sage Publications.
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Sage Publications.
Dela Cruz, R. et al. (2024). The Matatag Curriculum in Urban Philippine Schools: A Case Study. Manila Journal of Educational Studies, 12,
134-165.
De La Fuente, J. K. (2022, August 9). Addressing gaps in DePEd-developed learning resources. TeacherPH.
https://www.teacherph.com/addressing-gaps-deped-developed-learning-resources/
Douglas, (2017). The critical importance of professional development in effecting change in teaching practices. Journal of Education and
Training, 4(2), 127-134.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2020). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect.
Journal of Research on Technology in Education, 42(3), 255-284.
Estrellado, P. (2023). MATATAG Curriculum: Why Curriculum [must] Change? Journal of Interdisciplinary Perspectives, 2(1), Page 6–10.
https://doi.org/10.5281/zenodo.10336930
Escuadro, R. (2023, November 7). Transformational journey of learners through MATATAG curriculum. Philippine Information Agency.
https://pia.gov.ph/features/2023/11/07/transformational-journey-of-learners-throughmatatag-curriculum
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases
student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410 -
8415.
Gamboa, A. G. (2023, February 3). PressReader.com — digital newspaper & magazine subscriptions. PressReader.
https://www.pressreader.com/philippines/sunstar-pampanga/20230203/281616719515223
Gay, G. (2020). Culturally Responsive Teaching: Theory, Research, and Practice. Multicultural Education Series. New York, NY: Teachers
College Press.
Hachero, A. (2023, Sept. 20) Teachers’ skills key to success of MATATAG curriculum: DepEd. Retrieved from
https://malaya.com.ph/news_news/teachers-skills-key-to-success-of-matatag-curriculum-deped/
Hill, C. M. & MacDonald, M. M. (2016). Implementation and impact of experiential learning in a graduate level teacher education program:
An example from a Canadian university. Global Education Review, 3 (4). 54-69
Lumadi, M. W. (2017). Implementing a Responsive Curriculum to Diverse Learners. College of Education, Department of Curriculum and
Instructional Studies. J Soc Sci, 35(2): 111-123 (2013). DOI: 10.31901/24566756.2013/35.02.05
Mack, N., Woodsong, C., MacQueen, K. M., & Namey, E. (2011). Qualitative research methods: A data collector’s field guide. Fa mily Health
International.
Onwuegbuzie, A. J., Bustamante, R. M., & Nelson, J. A. (2010). Mixed research as a tool for developing quantitative instruments. Journal of
Mixed Methods Research, 4(1), 56-78.
Pamintuan, R. (2023). MATATAG curriculum: Building strong foundations for lifelong learning. Sunstar Pampanga.
https://www.pressreader.com/philippines/sunstar-pampanga/20231010/281586655248002
Piaget, J. (1960). The psychology of intelligence. Routledge & Kegan Paul.
Schubert, W. H. (1986). Curriculum: Perspective, paradigm, and possibility. Macmillan.
Singh, A., & Lee, M. (2021). Navigating curriculum implementation in a global context. International Journal of Educational D evelopment,
82, 102-111. https://doi.org/10.1016/j.ijedudev.2021.102289
Spector, B. S., & Leard, C. S. (2020). Emergent model for community engagement: Developing courses and programs. Journal of Global
Education and Research, 4(1), 80-95. https://www.doi.org/10.5038/ 2577-509X.4.1.1055
Teddlie, C., & Tashakkori, A. (2008). Foundations of mixed methods research: Integrating quantitative and qualitative approac hes in the
social and behavioral sciences. Sage Publications, Inc.
Zoller, U. (2023). Are lecture and learning compatible? Maybe for LOCS: Unlikely for HOCS. Journal of Chemical Education, 70(3), 195-197.
184