ASSESSING THE IMPACTS OF MATATAG CURRICULUM ACADEMIC DEMAND

ON THE LEARNING PERFORMANCE OF GRADE 7 STUDENTS

PRADO SIONGCO HIGH SCHOOL

Chapter 2

FRAMEWORK OF THE STUDY

This part contains the theoretical underpinnings, review of related studies and

literature, conceptual framework and paradigm, hypothesis, and the definition of the

important terms in this study.

Theoretical Underpinnings

Educational Productivity Theory

Walberg’s Theory of Educational Productivity, set by Herbert J. Walberg in 1981,

is based on the belief that achievement of students rests on a synergy of student traits,

quality of instruction, and school climate. Walberg’s Theory of Educational Productivity

focuses on nine variables that affect the achievement of learning, including student

aptitude, motivation, instruction quality, home and school climate, and instructional

alternatives availability. These interact to generate optimal or suppression of educational

productivity.

This theory is specifically applied to account for how academic requirements

under the MATATAG Curriculum affect the performance of Grade 7 students in learning.

With the emphasis on foundation skills and the application of cognitive overload, the

curriculum is used to apply Walberg’s idea that productive instruction and a positive

learning climate can improve productivity. For example, with the emphasis on core

competencies and the reduction in subjects, the MATATAG Curriculum is designed to

ASSESSING THE IMPACTS OF MATATAG CURRICULUM ACADEMIC DEMAND
ON THE LEARNING PERFORMANCE OF GRADE 7 STUDENTS

PRADO SIONGCO HIGH SCHOOL

provide a learning climate in which students can better manage academic stress, thus

improving their performance. Moreover, the theory is also aimed at motivation and

engagement—core factors that are relevant to Grade 7 students as they transition to more

formal learning environments.

Self-Efficacy Theory

Albert Bandura Albert Bandura’s Self-Efficacy Theory (1977) sets the degree of

people’s belief in being able to do something. Self-efficacy, according to Bandura,

decides the way learners face barriers, how they are going to cope with failures, and

performance as a whole. High self-efficacy learners will most likely be more

participatory in learning, set higher levels of goals, and be more resilient to setbacks.

Bandura’s theory is a significant contribution to the understanding of how Grade

7 students cope with the academic load using the MATATAG Curriculum. Through the

development of sustainable workload and open learning goals, this curriculum can

enhance the self-efficacy of students. For instance, with the success of core subjects due

to the more rational curriculum design, students become more confident in coping with

academic tasks. Trusting themselves, they become encouraged to solve more complicated

problems successfully. Self-efficacy also plays a significant role in helping students to

cope with academic pressure to become resilient and perform well even under stress.
ASSESSING THE IMPACTS OF MATATAG CURRICULUM ACADEMIC DEMAND
ON THE LEARNING PERFORMANCE OF GRADE 7 STUDENTS

PRADO SIONGCO HIGH SCHOOL

Review of Related Studies (Foreign)

According to Tan & Deveer (2018), curriculum emphasized general capabilities such

critical and creative thinking. Intercultural understanding, and ethical behavior. Despite

its comprehensive approach, the implementation, faced issues related to teacher

preparedness and resource availability. In Singapore curriculum reforms focused on

fostering critical thinking and problem-solving among students.

A study in South Africa revealed that teachers often struggle with curriculum changes

due to insufficient training and resources (Soudien, 2020) 1641, The study emphasized

the need for a comprehensive support system that includes professional development,

access to teaching materials, and mechanisms for addressing teachers' concerns. Such

support systems are crucial for the successful implementation of curriculum reforms.

Curriculum reforms are a common strategy employed by governments worldwide to

improve educational outcomes. In Finland, for instance, the national curriculum

underwent a major overhaul in 2016, emphasizing student-centered learning and

interdisciplinary teaching (Niemi, 2021).

In the study of Wang and Li (2022), curriculum reform was found to have a

significant impact on student learning outcomes, particularly in terms of critical thinking

and problem-solving skills. The authors highlighted the importance of aligning

curriculum reform with educational goals and outcomes.

ASSESSING THE IMPACTS OF MATATAG CURRICULUM ACADEMIC DEMAND
ON THE LEARNING PERFORMANCE OF GRADE 7 STUDENTS

PRADO SIONGCO HIGH SCHOOL

According to Erstad and Quale (2020), assessing 21st-century skills in the classroom

is essential for developing students' critical thinking, creativity, and collaboration skills.

The authors discussed the challenges of assessing these skills and provided

recommendations for teachers to integrate assessment into their teaching practices.

Review of Related Studies (Local)

In the study of Lopez and Santos (2022). implementation of the Matatag

curriculum was found to have a significant impact on the development of 21st-century

skills among Filipino students.

According to Reyes and Cruz (2020), the integration of curriculum innovation in

Philippine education was found to improve student learning outcomes and teacher

effectiveness.

In the study of De Guzman and Santos (2023), the perceived impact of the

Matatag Curriculum on teaching practices and student learning outcomes revealed that

teachers need ongoing support and professional development to effectively implement the

curriculum

According to Tan (2018). a learner-centered Curriculum empowers students

actively engage in their learning process, fostering deeper understanding and Critical
ASSESSING THE IMPACTS OF MATATAG CURRICULUM ACADEMIC DEMAND
ON THE LEARNING PERFORMANCE OF GRADE 7 STUDENTS

PRADO SIONGCO HIGH SCHOOL

thinking s skills. This approach aligns with the principles of constructivism and inquiry-

based learning (DepFd y.d).

The development of creation changes to curriculum is multifaceted and Tangled

with the desires and progressions of society. Education has a vital role in Determining the

skills and knowledge of generations (Estrellado 2023).

Review of Related Literature (Foreign)

In the study of Hargreaves and Shirley (2020), global trends in curriculum reform

emphasize the importance of developing 2 1s-century skills, such thinking, creativity, and

collaboration. The authors highlight the need for curriculum reform to focus on

developing students' skills in as critical problem-solving, communication, and teamwork.

They also emphasize the importance of teacher professional development in

implementing curriculum reform.

According to Binkley and Erstad (2020), assessing 21s-century skills in the

classroom is essential for developing students` critical thinking, creativity, and

collaboration skills. The authors discuss the challenges c of assessing these skills and

provide recommendations for teachers to integrate assessment into their teaching

practices.
ASSESSING THE IMPACTS OF MATATAG CURRICULUM ACADEMIC DEMAND
ON THE LEARNING PERFORMANCE OF GRADE 7 STUDENTS

PRADO SIONGCO HIGH SCHOOL

In the study of Kong and Song (2022), the effective integration of technology into

curriculum design was found to enhance student engagement, and learning outcomes. The

authors highlight the importance of considering the pedagogical, technological, and

content knowledge motivation, (TPACK) framework in designing technology-integrated

curricula.

According to Wang and Li (2022), curriculum reform has a significant impact on

student learning outcomes, particularly in terms of critical and problem-solving skills.

The authors discuss the importance of aligning curriculum reform with educational goals

and outcomes and provide recommendations for policymakers and educators.

In the study of Johnson and Johnson (2018), collaborative learning was found to

have a positive impact on student learning outcomes, particularly in terms of critical

thinking and problem-solving skills. The authors highlight the importance of promoting

positive interdependence, individual accountability, and social skills in collaborative

learning environments

Review of Related Literature (Local)

The report by the Department of Education (2023), it is emphasized that the

MATATAG Curriculum aims to decongest the existing curriculum by reducing the

number of competencies, allowing students to focus more on essential skills such as

ASSESSING THE IMPACTS OF MATATAG CURRICULUM ACADEMIC DEMAND
ON THE LEARNING PERFORMANCE OF GRADE 7 STUDENTS

PRADO SIONGCO HIGH SCHOOL

literacy and This shift is intended to numeracy. alleviate academic pressure on both

students and teachers. promoting a more effective learning environment

According to Qeto79, and Ealyvni (2022), the MATATAG Curriculum not only seeks

to improve academic performance but also addresses the holistic development of

students. By integrating values education and socio-emotional learning, the curriculum

fosters responsible citizenship alongside academic skills.

In a study by ¥ilag et al, (2024), it was noted that the introduction of the MATATAG

Curriculum comes in response to poor performance in international assessments like

PISA. The curriculum prioritizes foundational skills and aims to equip learners with

competencies necessary for success in a rapidly changing world.

The Philippine News Agency (2023) reported that DepEd officials clarified that

while improving performance in international assessments is a goal, the primary focus of

the MATATAG Curriculum is to enhance overall learner performance and well-being by

streamlining educational content.

Conceptual Framework

The figure shows that through I-P-O model, this study will be carried out. The
undertaking will start with the input which includes profile of the respondents the impacts
of the MATATAG Curriculum’s academic demands, and how students manage academic
challenges. Followed by identifying the data gathering tools such as survey
questionnaires and interviews, and the data analysis tools, including frequency count,
percentage, mean, and thematic analysis. Lastly, the output indicates the result of this
ASSESSING THE IMPACTS OF MATATAG CURRICULUM ACADEMIC DEMAND
ON THE LEARNING PERFORMANCE OF GRADE 7 STUDENTS

PRADO SIONGCO HIGH SCHOOL

study which is about the impacts of the MATATAG Curriculum’s academic demands on
learning performance, students' coping strategies, and recommendations for improving
support systems. It is important to note that the arrows show a single direction or
movement which means it is not cyclical but procedural where input is the initial phase
and output is the terminal phase.

Input
1. profile of the Grade 7
students:
1.1 Sex?
Output
1.2 Section? PROCESS ASSESSING THE
1.3 Interest? 1 Data Gathering IMPACTS OF
Tools MATATAG
1.4 Study Habits? CURRICULUM
1.1 Survey ACADEMIC
2. Impacts of the MATATAG
Questionnaire DEMANDS ON
Curriculum’s academic demands 1.2 Interviews THE LEARNING
PERFORMANCE
on the learning performance of 1.3 Focus Group Dia OF GRADE 7
STUDENTS
Grade 7

2.1 Cognitive development;

2.2 Study efficienc

2.3 Academic motivation?

2.4 Academic performance?

[Link] of the findings

regarding the effects of the

MATATAG Curriculum’s academic

demands on the learning

performance of Grade 7 students?

4. recommendations can be made

to help students cope with the

academic demands of the

ASSESSING THE IMPACTS OF MATATAG CURRICULUM ACADEMIC DEMAND
ON THE LEARNING PERFORMANCE OF GRADE 7 STUDENTS

PRADO SIONGCO HIGH SCHOOL

2.1 Cognitive development;

2.2 Study efficiency 2.2 Conducting

interviews
2.3 Academic motivation?
2.3 Organizing and
2.4 Academic performance? encoding responses
for analysis
[Link] are the implications of the
2.4 Mean and
findings regarding the effects of the Standard Deviation

MATATAG Curriculum’s academic 3.. Interpretation of

Findings
demands on the learning
4.. Formulation of
performance of Grade 7 students? Recommendations

4..Based on the results, what

recommendations can be made to

help students cope with the

academic demands of the

MATATAG Curriculum?

Figure 1. Paradigm of the Study using I-P-O Model

Hypothesis

This study will employ null hypothesis as indicated below:

H0 = There is no significant impact of the MATATAG curriculum's academic demands on the

learning performance of Grade 7 students.

Definition of Terms
ASSESSING THE IMPACTS OF MATATAG CURRICULUM ACADEMIC DEMAND
ON THE LEARNING PERFORMANCE OF GRADE 7 STUDENTS

PRADO SIONGCO HIGH SCHOOL

The research presents the set of important terms in this study and defines them

operationally and conceptually as follows:

The MATATAG Curriculum is an educational reform initiative by the

Philippine Department of Education (DepEd) aimed at streamlining competencies,

reducing the number of subjects, and focusing on foundational skills such as literacy and

numeracy. It seeks to alleviate academic pressure while fostering holistic student

development and improving learning outcomes (Philippine News Agency, 2023).

In this study, the MATATAG Curriculum refers to the revised educational

framework implemented for Grade 7 students, emphasizing essential skills and reducing

subject overload to enhance their learning performance.

Academic demands refer to the expectations placed on students to meet specific

educational standards, including coursework, assessments, and mastery of competencies.

Excessive academic demands are often linked to stress and reduced learning efficacy

(Hill & Wang, 2015).

In this context, academic demands pertain to the workload and performance

expectations experienced by Grade 7 students under the MATATAG Curriculum.

Learning performance refers to a student’s ability to demonstrate their

knowledge and skills through measurable outcomes such as assessments, participation,

and practical application. Modern approaches emphasize performance-based learning,

ASSESSING THE IMPACTS OF MATATAG CURRICULUM ACADEMIC DEMAND
ON THE LEARNING PERFORMANCE OF GRADE 7 STUDENTS

PRADO SIONGCO HIGH SCHOOL

where students apply knowledge in real-world contexts to achieve deeper understanding

and skill mastery (Hollandsworth & Trujillo-Jenks, n.d.; Reinholz et al., 2022).

For this study, learning performance refers to the academic progress and outcomes

demonstrated by Grade 7 students as they adapt to the MATATAG Curriculum’s

implementation.

Notes in Chapter 2

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ON THE LEARNING PERFORMANCE OF GRADE 7 STUDENTS

PRADO SIONGCO HIGH SCHOOL

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ON THE LEARNING PERFORMANCE OF GRADE 7 STUDENTS

PRADO SIONGCO HIGH SCHOOL

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ON THE LEARNING PERFORMANCE OF GRADE 7 STUDENTS

PRADO SIONGCO HIGH SCHOOL

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ON THE LEARNING PERFORMANCE OF GRADE 7 STUDENTS

PRADO SIONGCO HIGH SCHOOL

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ON THE LEARNING PERFORMANCE OF GRADE 7 STUDENTS

PRADO SIONGCO HIGH SCHOOL

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ASSESSING THE IMPACTS OF MATATAG CURRICULUM ACADEMIC DEMAND
ON THE LEARNING PERFORMANCE OF GRADE 7 STUDENTS

PRADO SIONGCO HIGH SCHOOL