Evaluating the Impact of K to 3 MATATAG Curriculum Implementation on Early Literacy Development

Abstract

This study assessed the implementation of the K to 3 MATATAG Curriculum and its perceived impact on early literacy development among learners in selected schools in Cebu City during the School Year 2024–2025. Employing a descriptive-correlational research design, the study involved 30 teacher respondents selected through purposive sampling. Data were gathered using an adapted survey questionnaire and analyzed using weighted mean and Pearson’s r correlation analysis. Findings revealed that the MATATAG Curriculum was frequently implemented, particularly in terms of aligning literacy competencies with learners’ developmental readiness, appropriateness of instructional materials, and integration of child-centered literacy instruction. The curriculum was likewise perceived to positively influence learners’ oral communication, writing, and reading skills, with stronger outcomes observed in foundational reading competencies. Despite these positive findings, teachers reported moderate challenges related to the adequacy of instructional resources, large class sizes, and addressing diverse learner readiness levels. Correlation analysis further revealed a statistically significant and strong positive relationship between the extent of curriculum implementation and early literacy outcomes, indicating that effective implementation contributes substantially to learners’ literacy development. The findings underscore the importance of sustained instructional support, developmentally appropriate literacy practices, and resource provision in strengthening early literacy instruction under the MATATAG Curriculum.