2026 IJRSE – Volume 15 Issue 1
Available Online: 10 January 2026
Author/s:
Gumla, Crishiela L.
Zamboanga Peninsula Polytechnic State University, Philippines (sheysheygumla@gmail.com)
Abstract:
This study investigates the challenges encountered by teachers in the implementation of the MATATAG Curriculum in multi-grade classrooms and examines how these challenges correlate with students’ academic performance. The MATATAG Curriculum, a reform initiative by the Philippine Department of Education (DepEd), aims to strengthen foundational skills and develop lifelong learners. However, its application in multi-grade settings, where one teacher simultaneously manages two or more grade levels, which presents a unique set of complications. Using a descriptive-correlational design, the study collected qualitative and quantitative data from four multi-grade teachers and fifty (50) student academic records in Early Childhood Prep Learning Center (ECPLC) Inc. Data were gathered through a validated semi-structured interview guide and analyzed using descriptive mean and Pearson r correlation. Findings reveal that curriculum implementation is severely affected by a scarcity of instructional materials and technology, compounded by persistent time management difficulties and curriculum overload. Teachers resorted to coping methods such as combining learning goals across levels, which compromised curricular fidelity. Statistical analysis confirmed a significant negative relationship between the severity of teacher challenges, particularly workload and resource shortages and student academic performance. The study concludes that the MATATAG Curriculum roll-out lacks specialized training, technical assistance, and contextualized resources for multi-grade classrooms. Immediate interventions are recommended, including provision of adequate instructional resources, curriculum decongestion, and specialized professional development in multi-grade pedagogy. These reforms are crucial to ensure equitable learning outcomes aligned with the goals of the MATATAG Curriculum.
Keywords: MATATAG Curriculum, multi-grade classrooms, curriculum implementation, instructional support, teacher workload, academic performance, Philippines
DOI: https://doi.org/10.5861/ijrse.2025.25340
Cite this article:
Gumla, C. L. (2026). Teacher’s challenges in the implementation of the MATATAG Curriculum in multi-grade classrooms and students’ performance. International Journal of Research Studies in Education, 15(1), 75-83. https://doi.org/10.5861/ijrse.2025.25340