IMJRISE V1 (6) 86 Student

INTERNATIONAL MULTIDISCIPLINARY JOURNAL OF RESEARCH
FOR INNOVATION, SUSTAINABILITY, AND EXCELLENCE (IMJRISE)

https://risejournals.org/index.php/imjrise 1 ㅤ
Volume 1, Issue no. 6 (2024)
ISSN: 3028-032X (online) | ISSN: 3028-0370 (print)
Student-Centered Learning: Examining the New MATATAG

Curriculum
DOI: https://doi.org/10.5281/zenodo.12492522
Francisca T. Uy, EdD

ECT Excellencia Global Academy Foundation, Inc., Buanoy, Balamban, Cebu, Philippines
https://orcid.org/0000-0002-2180-5874
Osias Kit T. Kilag

PAU Excellencia Global Academy Foundation, Inc., Mercado St., Poblacion, Toledo City, Cebu, Philippines
https://orcid.org/0000-0003-0845-3373
John Michael V. Sasan

https://orcid.org/0000-0001-5987-6937
Yola Marie T. Dela Cerna

ECT Excellencia Global Academy Foundation, Inc., Buanoy, Balamban, Cebu, Philippines
https://orcid.org/0009-0007-7854-2829
Estrella G. Doroy
https://orcid.org/0009-0001-3929-8612
Rose Anne Gier

PAU Excellencia Global Academy Foundation, Inc. Mercado St., Poblacion, Toledo City, Philippines
https://orcid.org/0009-0006-1712-1089
Abstract:
This research paper explores the New MATATAG Curriculum, a learner-centered instructional framework for
Kindergarten to Grade 10 education in the Philippines. Drawing upon literature and research findings, the study
examines key aspects of the curriculum, including its emphasis on learner-centeredness, flexibility, effective
instructional principles, instructional design, and assessment practices. The New MATATAG Curriculum prioritizes
learner engagement, critical thinking, and personalized learning experiences tailored to diverse student needs. It
incorporates instructional principles such as inclusivity, ideation, integration, and innovation to foster holistic
development and prepare students for the challenges of the future. Key aspects of instructional design, including
context, connection, collaboration, and creativity, are central to the curriculum, aiming to enhance student
motivation, understanding, and collaboration skills. Assessment practices aligned with the curriculum focus on
formative assessment, feedback, and reflection, supporting student learning and growth effectively. This paper
concludes that the New MATATAG Curriculum represents a significant shift towards student-centered, holistic
education, emphasizing the importance of continuous improvement and adaptation to meet the needs of 21st-
century learners. Effective implementation of the curriculum requires ongoing support and collaboration among
stakeholders to ensure its successful integration into classrooms nationwide.
Keywords: New MATATAG Curriculum, learner-centered approach, flexibility, instructional design
Introduction:
In the landscape of educational reform, the development and implementation of a robust curriculum play a pivotal
role in shaping the learning experiences of students. The Philippines, in its pursuit of educational excellence and
equity, introduced the Enhanced Basic Education Act of 2013 (Republic Act 10533), which heralded significant
changes in the country's educational system. Central to this reform is the New MATATAG Curriculum, designed for
Kindergarten to Grade 10, aimed at creating learner-centered, inclusive, and holistic learning environments.
RA 10533 emphasizes a curriculum that is learner-centered, developmentally appropriate, and inclusive,

advocating for pedagogical approaches such as constructivism, inquiry-based learning, and collaboration (DepEd,
2013). This legislation provides the foundation for the development of the K to 10 Instructional Design Framework,
which guides curriculum development and instructional practices across all educational stages.
The New MATATAG Curriculum embodies key features aimed at fostering meaningful learning experiences. It
prioritizes the learners' active involvement in decision-making processes, promotes flexibility, and encourages
collaboration among stakeholders (DepEd, 2019). Moreover, it emphasizes four instructional principles (4Is) -
inclusive, ideational, integrative, and innovative - to promote holistic learning and equip learners with essential
skills for the 21st century (DepEd, 2019.).
Within this framework, instructional design focuses on four key aspects: context, connection, collaboration, and
creativity (DepEd, 2019.). These aspects guide educators in planning, delivering, and assessing instruction,
ensuring relevance, engagement, and effectiveness.
Furthermore, the curriculum emphasizes the four essential facets of learning (4Es) - engage, explore, experience,
and empathize - to create dynamic and comprehensive learning experiences that cater to diverse learner needs
(DepEd, 2019
Assessment, feedback, and reflection are integral components of the New MATATAG Curriculum, aligning with the
principles of formative assessment and promoting learner-centered evaluation practices (DepEd, 2019; DepEd,
2015).
This research aims to provide an in-depth exploration of the New MATATAG Curriculum, examining its instructional
design framework, principles, key aspects, and implications for teaching and learning. By analyzing available
literature and educational research, this study seeks to shed light on the implementation and potential impact of
the curriculum reform on Philippine education.
Literature Review:
The implementation of the New MATATAG Curriculum marks a significant shift in the Philippine educational
landscape, aiming to create learner-centered, inclusive, and holistic learning environments. In this literature
review, we explore key concepts, research findings, and scholarly discussions related to curriculum design,
instructional principles, assessment practices, and their impact on teaching and learning.
The New MATATAG Curriculum is guided by Republic Act No. 10533, emphasizing learner-centeredness, inclusivity,
and the promotion of various pedagogical approaches (DepEd, 2013). According to Tan (2018), a learner-centered
curriculum empowers students to actively engage in their learning process, fostering deeper understanding and
critical thinking skills. This approach aligns with the principles of constructivism and inquiry-based learning (DepEd,
n.d.).
The framework emphasizes flexibility and collaboration among stakeholders (DepEd, n.d.). As discussed by Fullan
and Langworthy (2014), flexible curriculum frameworks allow for personalized learning experiences tailored to
diverse learner needs, promoting student engagement and achievement. Collaboration among educators,
administrators, and students fosters a shared understanding of learning objectives and enhances instructional
practices (Hargreaves & O'Connor, 2018).
Instructional Principles: 4Is

The four instructional principles (4Is) - inclusive, ideational, integrative, and innovative - underscore the holistic
approach of the New MATATAG Curriculum (DepEd, n.d.). Inclusive practices ensure equitable access to learning
for all students (Sharma, et al., 2013). Research by Slee (2018) emphasizes the importance of inclusive education
in creating supportive learning environments for students with diverse abilities and backgrounds.
Ideational principles focus on fostering creativity and critical thinking (DepEd, n.d.). According to Craft (2018),
fostering creativity in education promotes innovation and prepares students for the challenges of the future
workforce. Integrative practices encourage connecting different concepts and real-life situations, promoting deeper
understanding (Hämäläinen et al., 2021).
Innovative approaches in teaching and learning involve the use of emerging technologies and varied instructional
methods (DepEd, n.d.). Zhao (2018) argues that innovation in education is essential for preparing students for a
rapidly changing world and fostering lifelong learning skills.
The New MATATAG Curriculum emphasizes four key aspects of instructional design: context, connection,
collaboration, and creativity (DepEd, n.d.). Contextualizing learning experiences enhances student motivation and
engagement (So & Brush, 2018). By connecting learning to real-life situations, students can better understand and
apply knowledge (Ravitz et al., 2019).
Collaborative learning promotes peer interaction and shared learning experiences (Duchesne, S., & McMaugh,
2018). Research by Johnson et al. (2020) highlights the benefits of collaboration, including improved problem-
solving skills and higher academic achievement. Encouraging creativity in learning fosters innovation and critical
thinking skills (Sawyer, 2019).
Essential Facets of Learning: 4Es

The 4Es - engage, explore, experience, and empathize - are crucial for creating effective learning experiences
(DepEd, n.d.). Engaging students captures their interest and motivation (Fredricks et al., 2018). Exploration allows
students to actively discover new concepts and ideas, promoting deeper understanding (Hmelo-Silver et al., 2017).
Experiential learning enables students to apply knowledge in real-world contexts (Kolb, 2014). By empathizing with
others and connecting with the material, students develop social-emotional skills and deeper connections to their
learning (Gueldner, et al., 2020).
Assessment practices in the New MATATAG Curriculum align with formative assessment principles, providing
ongoing feedback for learning adjustment (DepEd, 2015). Formative assessment enhances student learning
outcomes and promotes metacognitive skills (Black & Wiliam, 2018). Additionally, involving students in self-
assessment and peer feedback processes improves learning effectiveness (Topping, 2017).
Reflection is integral to the assessment process, promoting deeper understanding and higher-order thinking skills
(Boud et al., 2013). Through reflection, students identify areas for improvement and track their learning progress
(Hatton & Smith, 2018).
The literature review highlights the importance of the New MATATAG Curriculum in promoting learner-centered,
inclusive, and holistic education. Drawing on principles of curriculum design, instructional strategies, and
assessment practices, the curriculum aims to prepare students for the challenges of the 21st century.
Methodology:
This study employed a qualitative research approach to analyze existing literature and research findings related to
the New MATATAG Curriculum. The methodology involved a thorough review and analysis of scholarly articles,
reports, and official documents available on platforms such as Google Scholar, academic databases, and official
government websites.
A comprehensive search was conducted using keywords such as "New MATATAG Curriculum," "Philippine K-12
education reform," "curriculum design," "instructional principles," "assessment practices," and related terms.
Relevant articles, research papers, government documents, and reports were identified and selected based on their
relevance to the study objectives.
Literature related to the principles and framework of the New MATATAG Curriculum was analyzed to understand its
foundational concepts, including learner-centeredness, inclusivity, and pedagogical approaches. Key features of the
curriculum, as outlined in official documents such as Republic Act No. 10533 and DepEd guidelines, were identified
and analyzed.
Scholarly works discussing the four instructional principles (4Is) - inclusive, ideational, integrative, and innovative -
were reviewed to understand their significance in curriculum implementation. The literature related to the four key
aspects of instructional design (4Cs) - context, connection, collaboration, and creativity - was analyzed to explore
their impact on teaching and learning. Research studies on the four essential facets of learning (4Es) - engage,
explore, experience, and empathize - were examined to understand their role in effective learning experiences. The
literature was reviewed to identify how these facets are integrated into teaching practices and their implications for
student learning outcomes.
Studies on assessment practices aligned with the New MATATAG Curriculum were analyzed, focusing on formative
assessment, feedback mechanisms, and the role of reflection in student learning. Research findings related to the
effectiveness of assessment practices and their impact on student achievement were explored.
The findings from the literature review were synthesized to provide an overview of the New MATATAG Curriculum,
its key principles, instructional design framework, and assessment practices. Common themes, trends, and insights
were identified across the reviewed literature.
Literature findings were integrated to provide a comprehensive understanding of how the New MATATAG
Curriculum is designed and implemented, as well as its potential impact on teaching and learning in Philippine
education.
Findings and Discussion:
Learner-Centered Approach and Flexibility:

The New MATATAG Curriculum underscores learner-centeredness and flexibility, in accordance with Republic Act
No. 10533, aiming to enhance student engagement, critical thinking, and deeper learning.
Learner-centered education empowers students to take an active role in their learning process, fostering
engagement and deeper understanding of concepts (Tan, 2018). Tan's study emphasizes that when students are
actively involved in their learning, they develop critical thinking skills and retain information more effectively.
Additionally, Sharma, et al. (2018) highlight that learner-centered practices contribute to inclusive learning
environments where all students feel valued and supported.
Flexibility in curriculum design allows educators to adapt teaching methods and content to meet the diverse needs
of learners (Fullan & Langworthy, 2014). According to Fullan and Langworthy, flexible curriculum frameworks
enable personalized learning experiences, which can lead to higher levels of student engagement and achievement.
Moreover, Hargreaves and O'Connor (2018) argue that flexible curriculum designs promote collaboration among
educators, students, and other stakeholders, fostering ownership of learning and adapting to individual learning
styles. The emphasis on learner-centeredness and flexibility in the New MATATAG Curriculum reflects a
commitment to creating inclusive and adaptable learning environments.
Effective Instructional Principles:

The New MATATAG Curriculum emphasizes four instructional principles (4Is) - inclusive, ideational, integrative, and
innovative - which are fundamental in guiding teaching practices and promoting effective learning experiences.
Inclusive education creates supportive learning environments where all students, regardless of background or
ability, can thrive. Slee (2018) emphasizes that inclusive practices foster a sense of belonging and positively
impact students' academic and social development. Inclusive classrooms promote diversity, equity, and
acceptance, contributing to improved learning outcomes for all students.
Ideational and integrative approaches aim to foster creativity, critical thinking, and deeper understanding among
students. Craft (2018) argues that nurturing creativity in education prepares students to tackle complex problems
and encourages innovation. These approaches expose students to diverse perspectives and encourage them to
explore connections between different concepts, leading to deeper learning (Hämäläinen et al., 2021). Integrative
learning experiences across disciplines enhance relevance and engagement, preparing students for real-world
challenges.
Innovative teaching practices prepare students for the demands of a rapidly changing world. Zhao (2018) suggests
that innovation in education is essential for equipping students with the skills and competencies needed in the
future workforce. Innovative practices include the use of emerging technologies, project-based learning, and real-
world problem-solving tasks, which engage students and foster creativity, collaboration, and adaptability.
The integration of these instructional principles in the New MATATAG Curriculum aims to create dynamic learning
environments that promote student engagement, critical thinking, and holistic development.
Key Aspects of Instructional Design:

The New MATATAG Curriculum emphasizes four key aspects of instructional design - context, connection,
collaboration, and creativity - which are essential for creating effective learning experiences and promoting student
engagement and achievement.
Contextualizing learning experiences enhances student motivation and relevance. So and Brush (2018) argue that
relating learning to real-world contexts improves student understanding and engagement. When students see the
relevance of what they are learning to their lives or future careers, they are more motivated to actively participate
and learn.
For example, integrating local examples or real-life scenarios into lessons can make abstract concepts more
concrete and understandable. This approach has been shown to increase student interest and deepen
understanding (So & Brush, 2018).
Fostering connections between concepts and ideas promotes deeper understanding and transferable knowledge.
Johnson et al. (2020) suggest that collaboration among students enhances problem-solving skills and academic
achievement. Collaborative learning environments allow students to learn from each other, share perspectives, and
develop critical thinking skills (Kilag, et al., 2024).
Moreover, integrating learning experiences across disciplines enhances relevance and engagement (Hämäläinen et
al., 2021). When students can see connections between different subjects or topics, they are better able to
understand complex ideas and apply their knowledge in various contexts.
Collaboration is a key aspect of instructional design that promotes cooperative learning and shared knowledge
construction. Research by Duchesne and McMaugh, (2018) indicates that collaborative learning environments
support the development of problem-solving skills, communication skills, and positive interdependence among
students.
In collaborative settings, students learn to work together towards common goals, share ideas, and provide support
to their peers. This not only improves academic outcomes but also prepares students for teamwork and
collaboration in future endeavors.
Encouraging creativity fosters innovation and critical thinking skills. Sawyer (2019) argues that providing
opportunities for creative expression allows students to explore ideas, think divergently, and develop innovative
solutions to problems.
When students are encouraged to think creatively, they are more likely to engage deeply with the material and
develop a deeper understanding of concepts. Creativity also encourages students to take risks, think outside the
box, and approach problems from multiple perspectives. The integration of these key aspects of instructional
design in the New MATATAG Curriculum aims to create dynamic and engaging learning experiences that promote
student success.
Assessment Practices and Feedback:

Assessment practices aligned with the New MATATAG Curriculum focus on formative assessment, feedback, and
reflection, aiming to support student learning and growth effectively. Formative assessment is an integral part of
the instructional process in the New MATATAG Curriculum. Research by Black and Wiliam (2018) indicates that
formative assessment, which involves providing feedback during the learning process, enhances student learning
outcomes and metacognitive skills. Formative assessment allows teachers to monitor student progress, identify
areas for improvement, and adjust instruction accordingly (Kilag, et al., 2024).
In the New MATATAG Curriculum, formative assessment techniques such as quizzes, peer assessments, and
classroom discussions are used to gauge student understanding and provide timely feedback for learning
adjustments. These practices help students track their progress, understand their strengths and weaknesses, and
take ownership of their learning journey.
Providing effective feedback is crucial for supporting student growth and improvement. Topping (2017) suggests
that timely and constructive feedback enhances student performance and motivation. Feedback should be specific,
actionable, and focused on learning objectives to be most effective.
In the New MATATAG Curriculum, teachers provide feedback to students on their work, highlighting areas of
strength and areas for improvement (Kilag, et al., 2024). Feedback can take various forms, including written
comments, verbal discussions, and peer feedback. By providing feedback, teachers help students understand
where they stand in relation to learning goals and how they can improve.
Reflection is another important component of assessment aligned with the New MATATAG Curriculum. Boud et al.
(2013) argue that reflection promotes deeper understanding and higher-order thinking skills. Through reflection,
students make connections between theory and practice, identify areas for growth, and set goals for improvement.
In the New MATATAG Curriculum, students are encouraged to reflect on their learning experiences regularly. This
can involve journaling, group discussions, or self-assessment activities. Reflection helps students develop
metacognitive skills, become more self-aware learners, and take responsibility for their learning.
Another aspect of assessment aligned with the New MATATAG Curriculum is involving students in the assessment
process. Research suggests that involving students in self-assessment and peer assessment promotes deeper
learning and self-regulation (Nicol & Macfarlane-Dick, 2006).
In the New MATATAG Curriculum, students are encouraged to participate in self-assessment activities where they
reflect on their own learning progress and set goals for improvement (Kilag, et al., 2024). Peer assessment allows
students to provide feedback to their peers and learn from each other's strengths and weaknesses.
While formative assessment is emphasized, summative assessment is also conducted to measure student
achievement at the end of a learning period. Summative assessments in the New MATATAG Curriculum aim to
evaluate student learning against set standards and communicate learning achievements to various stakeholders
(DepEd, n.d.).
Conclusion:
The New MATATAG Curriculum presents a comprehensive instructional design framework for Kindergarten to Grade
10 education in the Philippines, emphasizing learner-centeredness, flexibility, effective instructional principles, key
aspects of instructional design, and assessment practices aligned with 21st-century educational goals.
Throughout this study, we have explored the various components of the New MATATAG Curriculum and their
implications for teaching and learning. The curriculum's focus on learner-centeredness and flexibility aligns with
contemporary educational principles, promoting student engagement, critical thinking, and personalized learning
experiences tailored to diverse learner needs. The incorporation of inclusive, ideational, integrative, and innovative
instructional principles supports holistic learning, fosters creativity, and prepares students for future challenges.
The emphasis on context, connection, collaboration, and creativity enriches instructional practices, enhancing
student motivation, understanding, and collaboration skills. The emphasis on formative assessment, feedback,
reflection, and student involvement in assessment fosters a culture of continuous improvement, supporting student
learning and growth effectively.
The New MATATAG Curriculum reflects a shift towards more student-centered, holistic, and future-ready education.
By incorporating contemporary educational principles and research-backed practices, it aims to prepare students
not only academically but also socially, emotionally, and professionally for the challenges of the 21st century.
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INTERNATIONAL MULTIDISCIPLINARY JOURNAL OF RESEARCH

FOR INNOVATION, SUSTAINABILITY, AND EXCELLENCE (IMJRISE)

Student-Centered Learning: Examining the New MATATAG

Francisca T. Uy, EdD

Osias Kit T. Kilag

John Michael V. Sasan

Yola Marie T. Dela Cerna

Rose Anne Gier

Keywords: New MATATAG Curriculum, learner-centered approach, flexibility, instructional design

RA 10533 emphasizes a curriculum that is learner-centered, developmentally appropriate, and inclusive,

Instructional Principles: 4Is

Essential Facets of Learning: 4Es

Findings and Discussion:

Learner-Centered Approach and Flexibility:

Effective Instructional Principles:

Key Aspects of Instructional Design:

Assessment Practices and Feedback:

Department of Education (2019). Policy Guidelines on the K to 12 Basic Education Program

Slee, R. (2018). Defining the scope of inclusive education.

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