Educational Transformation in the Highlands: A Study on Matatag Curriculum Implementation in Tinoc District

Ela Flor Peralta; Celso C Dumalig

doi:10.55927/fjmr.v5i5.69

Authors

Ela Flor Peralta Northeastern College
Celso C Dumalig Northeastern College

DOI:

https://doi.org/10.55927/fjmr.v5i5.69

Keywords:

MATATAG Curriculum, Curriculum Implementation, Educational Challenges

Abstract

This study examined the implementation of the MATATAG Curriculum in Tinoc District, Ifugao, focusing on the preparedness of teachers and school heads, classroom practices in literacy and numeracy, resource availability, school–community collaboration, and challenges encountered. Using a descriptive–evaluative mixed-methods design, data were gathered through survey questionnaires, interviews, and focus group discussions. Results showed high levels of preparedness and strong classroom practices; however, limitations in instructional resources, access to specialized training, and contextual challenges in geographically isolated areas affected implementation. School–community collaboration was evident but inconsistent. The findings indicate that curriculum implementation is shaped by both professional capacity and environmental constraints, leading to the development of a Curriculum Implementation Enhancement Plan (CIEP) to strengthen support systems and instructional practices.

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