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Laguna State Polytechnic University

San Pablo City Campus

C OLLEGE OF TEACHER
Center of Teacher
Development
EDUCATION

Graduate Studies and Applied Research

CONCEPT PAPER
Researcher: B7- JODELYN D. BALMES

DIFFICULTIES ENCOUNTERED BY CANDELARIA WEST

DISTRICT TEACHERS ON THE IMPLEMENTATION
OF MATATAG CURRICULUM

A CONCEPT PAPER
Submitted to
The Graduate Studies and Applied Research
Laguna State Polytechnic University
San Pablo City

In Partial Fulfillment
of the Requirements for the Course
Educ. 201 Advanced Methods of Research
Major in Educational Management
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DIFFICULTIES ENCOUNTERED BY CANDELARIA WEST

DISTRICT TEACHERS ON THE IMPLEMENTATION

OF MATATAG CURRICULUM

JODELYN DALISAY BALMES

RATIONALE

The education system in the Philippines has undergone significant changes in

recent years, aimed at improving both quality and accessibility. One of the most

notable reforms is the implementation of the K-12 curriculum in 2013, which

extended basic education from 10 to 12 years, aligning the country with international

standards. This change, along with other evidence-based reforms, seeks to create a

more effective and equitable education system that better serves learners and

contributes to the nation's overall development. These reforms are part of a broader

effort to address challenges and enhance the educational experience for students

across the Philippines. Now, our education system continuing to its changes, the

implementation of its Matatag Curriculum. The Matatag Curriculum is a

transformative educational framework introduced by the Department of Education

(DepEd) in the Philippines, aimed at fostering resilience and strength among

students, teachers, and educational institutions. It emphasizes creating an inclusive,

equitable, and learner-centered educational environment, equipping students with

the knowledge, skills, and values needed to navigate life's challenges and contribute

to a resilient community.
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In line with this, a descriptive research study will be carried out that

aims to accurately and systematically describe the difficulties encountered by the

Candelaria West District teachers on the implementation of Matatag Curriculum to

improves its implementation, support teachers, enhance students outcomes, informs

policy and create resilience.

LITERATURE REVIEW

The literature on Philippine educational reform offers insightful information

about the opportunities and difficulties related to curricula, modifications, like the

implementation of the MATATAG Curriculum. The purpose of this survey of the

literature is to summarize the body of knowledge regarding curriculum reform.

endeavors, academic results, and the elements affecting the effective adoption of

new curricula.

The ongoing difficulties of the Philippine educational system have been

emphasized in a number of studies. Abalde and Oco (2023) stress the necessity of

help address students' performance issues, especially in subjects like reading and

math. These difficulties are made worse by such as teacher shortages, crowded

classrooms, and a lack of resources (Guiaselon et al., 2022). Additionally, curriculum

overload has historically plagued the Philippine educational system, with teachers

under tremendous pressure to cover a wide range of competences within

limited periods of time (Pillay & Panth, 2022).

Curriculum reform initiatives, like the MATATAG Curriculum, are motivated by

the goal of enhancing educational results and attend to the various demands of
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students. According to Gouëdard et al. (2020), curriculum revisions ought to give

critical thinking instruction top priority, abilities, the capacity to solve problems, and

socioemotional skills. The MATATAG Curriculum seeks to equip students with the

skills they need to succeed in a world that is becoming more complex and

competitive by simplifying the curriculum and emphasizing fundamental abilities

(Abragan et al., 2022).

The MATATAG Curriculum aims to address differences in learning outcomes

among diverse student populations and advance inclusive education. Nonetheless,

there are still issues with inclusive education, such as insufficient government

regulations, a lack of funding, and restrictions on infrastructure (DepEd

Memorandum 54, s. 2023). Policymakers must give underprivileged and

marginalized populations' demands top priority and carry out focused interventions

to remove structural obstacles in order to guarantee equitable access to high-quality

education.

In order to improve teachers' preparedness and effectiveness in implementing

curricula, professional development is essential. The results of the study by Germuth

(2018) highlight how beneficial focused professional development programs are at

giving teachers the abilities and know-how they need to successfully implement

curriculum changes. By offering continual guidance and assistance, educators can

improve their teaching methods, adjust to changes in the curriculum, and

successfully meet the various demands of students.

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In order to ensure that curriculum improvements are implemented

successfully, teacher preparedness is crucial. Buabeng-Andoh's (2012) research

highlights that

Teachers who have received proper training are better able to accept and

incorporate innovative teaching strategies into their lesson plans. Nonetheless,

research indicates widespread apprehensions about Filipino teachers' preparedness

to execute curriculum modifications, with numerous issues with limited access to

instructional materials, insufficient training, and gaps in pedagogical understanding

(Abragan et al., 2022).

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CONCEPTUAL/THEORETICAL FRAMEWORK

MATATAG seeks to accelerate basic education services, foster inclusivity and

learner well-being, make the curriculum relevant for employment, and create

responsible, engaged citizens. It also seeks to help educators. The Enhanced Basic

Education Act, also known as Republic Act No. 10533, expanded the number of

years of basic education and instituted senior high school (grades 11–12) in 2012–

2013. Citing the revision's conformity to international norms and the Philippines' prior

standing as one of the few countries that did not adhere to a 12-year basic education

cycle, critics questioned the revision's fairness. (Escuadro, 2023). The endorsement

highlights the educational community's commitment to political goals while

demonstrating a willingness to expedite implementation and guarantee learners'

adaptability to this revolutionary path.

RESEARCH PARADIGM

INPUT PROCESS OUTPUT

 Collection of  Profile of
 Profile of the Data Teachers
teachers (Questionnaire,  Level of
a. age survey, Difficulties
b. sex statistical encountered on
c. civil status the
treatment)
d. highest educational Implementation
 Analysis and
attainment of Matatag
Interpretation of
e. seminars/trainings Curriculum
Data
attended
f. teaching experiences  Presentation of
Findings/ results
 Difficulties
encountered on the
Implementation of
Matatag Curriculum
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Figure 1. The Research Paradigm

STATEMENT OF THE PROBLEM/ OBJECTIVE OF THE PAPER

This study attempts to determine the level of difficulties encountered by the

Candelaria West District Teachers on the implementation of Matatag Curriculum in

the year 2024-2025.

Specifically, it aims to answer the following questions:

1. How does the profile of the teacher-respondents at Candelaria West District be

described in terms of:

2.1 age;

2.2 sex;

2.3 civil status;

2.4 highest educational attainment

2.5 seminars/trainings attended

2.6 teaching experiences

2. What is the level of description of teachers’ difficulties encountered on the

implementation of Matatag Curriculum?

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HYPOTHESIS/ ASSUMPTIONS

1. There is a difficulties encountered by Candelaria West District Teachers on the

implementation of Matatag Curriculum.

RESEARCH DESIGN

An exploratory integrative literature review was conducted to delve into the

complexity of curriculum reform challenges and anticipate potential obstacles

associated with the MATATAG Curriculum in the Philippines. Using a variety of

statistical measures and methods, the study's descriptive research approach seeks

to explain or interpret current events or circumstances. Examining how teachers

view their difficulties encountered on the implementation of Matatag Curriculum.

Teachers are the participants in this study. Google Forms was used to distribute the

structured questionnaire to teachers at random.

The study's population consisted of (50) fifty public elementary teachers from

Candelaria West District. This study will employ a simple random sampling approach

and data will be collected in the school year 2024-2025.

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REFERENCES

Kilag, O. K., Andrin, G., Abellanosa, C., Villaver Jr, M., Uy, F., & Sasan, J. M.
(2024). MATATAG Curriculum Rollout: Understanding Challenges for Effective
Implementation. International Multidisciplinary Journal of Research for Innovation,
Sustainability, and Excellence (IMJRISE), 1(5), 172-177.
https://www.researchgate.net/profile/Marlon-Villaver-2/publication/
381801014_MATATAG_Curriculum_Rollout_Understanding_Challenges_for_Effecti
ve_Implementation/links/667f0c9df3b61c4e2c9965c5/MATATAG-Curriculum-
Rollout-Understanding-Challenges-for-Effective-Implementation.pdf

Estrellado, C. J. P. (2023). MATATAG Curriculum: Why Curriculum [must] Change?.

https://www.researchgate.net/profile/Carie-Justine-Estrellado/publication/
376410536_MATATAG_Curriculum_Why_Curriculum_must_Change/links/
657918f4ea5f7f020565f305/MATATAG-Curriculum-Why-Curriculum-must-
Change.pdf