Abstract
This study examines the level of implementation of the MATATAG Curriculum and its impact on the level of learner engagement among elementary students in the Division of Malaybalay City, District X. The MATATAG Curriculum was introduced to address challenges in learner participation and academic outcomes by emphasizing capacity-building initiatives, improved access to teaching and learning resources, and curricular adjustments. Conducted from November 2024 to March 2025, the study employed a descriptive-correlational research design to determine the level of curriculum implementation and its relationship with learner engagement across behavioral, cognitive, and emotional dimensions. Respondents included 40 elementary teachers from kindergarten, grade one, and grade four in the district's public schools, who were pioneers in the said curriculum. Data were gathered through validated survey instruments and analyzed using Pearson's r correlation. Findings revealed a very high level of MATATAG Curriculum implementation, particularly in areas such as institutional support, teacher professional development, and the availability of instructional materials. However, the limited supply of textbooks was noted as a recurring challenge. Learner engagement was also rated very high, particularly in terms of classroom participation, problem-solving, and critical thinking skills. A significant positive correlation of .730 at a p-value of .000 was identified between curriculum implementation and learner engagement. This implies that successful implementation leads to improved educational outcomes and increased student involvement. The study concludes that maintaining high levels of learner engagement requires constant curriculum improvement, adequate resource allocation, and teacher training. Additionally, it suggests conducting further longitudinal research to assess the long-term effects of the MATATAG Curriculum on academic performance. These findings offer valuable insights for educators and legislators seeking to create more adaptable, participatory, and learner-centered learning environments.
