Assessing the Efficacy of MATATAG Curriculum Training: A Pretest-Posttest Analysis of Educators’ Knowledge and Skills
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Abstract
Background and Aim: The MATATAG Curriculum from the Philippine Department of Education (DepEd) exists to develop teaching competency because the country faces new educational requirements. The research aims to establish MATATAG training effects through evidence-based findings to guide future training initiatives that need strengthening. Ultimately, the study offers essential outcomes that educational leaders and policymakers should apply to enhance their professional development programs.
Methodology: A quasi-experimental research design, mainly using the one-group pretest-posttest approach, was utilized to determine the effectiveness of MATATAG training in the Pagadian City Division under DepEd Region IX. One hundred forty-seven (147) educators from the pool of Teachers, Master Teachers, Head Teachers, and School Principals joined the study. The training assessment delivered standardized tests at two points, measuring participant competence and understanding changes.
Results: Paired samples t-tests, specifically the Wilcoxon rank test, revealed that the training successfully increased scores in the posttest assessment compared to pretest scores (M = 18.272 vs. M = 15.612, p < .001) with a large effect, as shown by the rank biserial correlation of 0.827. The statistical result shows that the improvement in educators’ performance after the training was significant in magnitude.
Conclusion: Evidence derived from this investigation supports worldwide recommendations for competency-based professional development and confirms evidence-based approaches for teacher development reforms. The research findings support a scaled-up MATATAG training program by investing permanent funding and strengthening policies to support collaborative, well-governed professional enhancement. Professionally designed strategies should lead to sustained enhancement of educational quality, which will boost the transformative policy reforms conducted by the DepEd.
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