Teachers’ Perception on the Implementation of the MATATAG Curriculum and Its Influence on the Academic Performance of the Learners in Mercedes District

Abstract

The MATATAG Curriculum emphasizes literacy, numeracy, values education, and holistic learner development by addressing gaps in the previous curriculum through decongestion and competency-based learning. This study examined the relationship between teachers’ perceptions of the MATATAG Curriculum implementation and learners’ academic performance. A quantitative correlational research design was employed, involving 40 teachers from 11 elementary schools in the Mercedes District. Data were collected using a Likert-scale survey questionnaire, while purposive sampling was applied based on established respondent qualifications. The findings revealed a strong and positive correlation between teachers’ perceptions and learners’ academic performance. Teachers’ perceptions and adaptations toward the curriculum implementation were interpreted as highly admirable, while its perceived impact on learners’ academic performance was also rated admirable. Overall, the results indicate that more positive teacher perceptions and adaptations to the MATATAG Curriculum are associated with better academic performance among learners.