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Bella Cariaso - The Philippine Star
June 21, 2026 | 12:00am
Students attend their classes after their holiday break at Araullo High School in Manila on January 4, 2024.
STAR / Ernie Penaredondo
MANILA, Philippines — Students under the MATATAG curriculum performed better on assessments after a year of implementation, while teachers in participating schools reported stronger collaboration that may help improve classroom practices over time, a study conducted by the Philippine Institute for Development Studies (PIDS) found.
Titled “Teaching through Transition: What Influences Teachers’ Practices amidst Curriculum Reform,” the study evaluated the curriculum’s first year of implementation in selected public schools during School Year 2023-2024. It covered at least 15,000 students and provides early evidence on how the reform affected teaching and learning during its pilot phase.
The MATATAG curriculum, introduced by the Department of Education, is being implemented nationwide for SY 2026-2027 to address learning losses and long-standing concerns over the quality of education.
Researchers estimated that the revised curriculum led to a 0.34 standard deviation increase in student performance, with much of the improvement attributed directly to its streamlined design.
“This finding suggests that the curriculum design itself, perhaps through its rationalization of competencies and reduction of learning areas, makes learning and performance standards more digestible for students, directly impacting students’ performance in assessments,” the study said.
Beyond student outcomes, the study found that the reform encouraged teachers to work more closely together on lesson planning, instructional strategies and classroom concerns.
“While curriculum change influences teaching practices, it does so through professional collaborative culture rather than direct pedagogical shifts,” the authors said.
Meanwhile, teachers who collaborated more frequently with colleagues were also more likely to report stronger classroom practices, better assessment and feedback strategies and a greater emphasis on reading literacy.
