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Keywords: Stakeholder Knowledge, Stakeholder Perception, Stakeholder Concern, Revised K-10 Curriculum, MATATAG Curriculum, Curriculum Revision
Introduction
Introduction
The education system of the Philippines kept improving to meet the changing needs of schools. One significant recent development was the introduction of the revised K–10 curriculum called the MATATAG curriculum. According to Fullan’s work (2007, as cited in Estrellado, 2023), curriculum changes were necessary to address current curricula' flaws and keep up with the evolving world. Napo G. (2023) supports this view, arguing that the upcoming change was a good sign for the future of our country since curriculum revision was crucial to maintaining our educational systems current, efficient, and in line with the changing demands of students, society, and the labor market. The curriculum should always stay up-to-date with the latest information and knowledge. Additionally, the latest news of another reform alarmed the people about the country's lack of resources and facilities and the high illiteracy rate. (Banzuelo, 2020, as cited in Guzman et. al., 2023). The study of Trudi, C. (2017) emphasizes that the successful implementation of the revised curriculum requires consistent support from management and a responsive educational environment that can accommodate evolving needs. Insights into the effectiveness of the curriculum and identify areas for improvement. However, there are concerns regarding the implementation of the MATATAG Curriculum. According to the JOVILAND RITA, GMA Integrated News (2023), there was insufficient consultation for the Matatag curriculum, where the Alliance of Concerned Teachers (ACT) Philippines criticizes the lack of broad and democratic stakeholder participation. They stress how important it is to consider the perspectives of students, parents, and teachers in curriculum development. The study of Trudi, C. (2017) emphasizes that the successful implementation of the revised curriculum requires consistent support from management and a responsive educational environment that can accommodate evolving needs. Additionally, Estrellado, C. (2023) further warns that an outdated curriculum risks leaving students unprepared for the dynamic needs of today's world. It hinders the capacity of learners to adjust, thrive, succeed, and contribute meaningfully to society. Therefore, educational systems must constantly change and adapt to prepare students for today's society.
The researchers utilized the Concerns-Based Adoption Model developed by a Research and Development Center for Teacher Education team at the University of Texas at Austin and Direct Perception Theory, also known as ecological theory made by James J. Gibson. The researchers used the Concerns-Based Adoption Model (CBAM) to evaluate how Filipino teachers, parents, and students view the newly implemented K–10 curriculum. CBAM, which examines how people respond to educational changes, guided the research by assessing three key dimensions, such as Innovation Configurations (what effective implementation appears like), Stages of Concern (how people feel about the change), and Levels of Use (how effectively the new system is implemented). The study also utilized Direct Perception Theory to analyze the perceptions of teachers, students, parents, and school administrators regarding the newly revised curriculum.
This study used the Input-Process-Output or the IPO model as its conceptual framework. The input needed to be applied to this research focused on the respondents’ knowledge of the updated curriculum, perceptions of its efficacy, concerns, and recommendations for curriculum reform. The process to accomplish this study included collecting data on the demographic profile of respondents, distribution of survey questionnaires, and analysis using statistical tools. The output of this research was an assessment of Filipino perceptions of the revised curriculum, including a detailed analysis of how teachers, parents, and students perceive the curriculum's effectiveness. The study also determines differences among these groups, provides insights into their levels of knowledge, and gathered recommendations for curriculum improvement. The primary goal of this research was to understand their perspectives and identify ideas for improvement.
Statement of the Problem
Statement of the Problem
This study aims to evaluate how teachers, parents, and students in schools in the City of San Jose del Monte, Bulacan perceive the revised K–10 Curriculum. The purpose of these revisions is to improve educational outcomes. It is important to understand how different groups view and assess these changes. This research aims to answer the following questions:
1.What is the demographic profile of the respondents, in terms of;
1.1 roles; and
1.2 socio-economic status?
2.How knowledgeable are key stakeholders such as school administrators, teachers, students, and parents regarding the revised K-10 Curriculum?
3.How do key stakeholders such as school administrators, teachers, students, and parents perceive the revised K-10 Curriculum?
4.What are the concerns that the key stakeholders such as school administrators, teachers, students, and parents have regarding the revised K-10 Curriculum?
5.What recommendations do key stakeholders such as school administrators, teachers, students, and parents have for the revised K-10 Curriculum?
6.Are there any significant difference on the stakeholders’ knowledge on the revised K- 10 Curriculum?
Methods
Methods
Research Design
This research study used a cross-sectional research design that seeks to understand the perceptions and assess the different views of stakeholders toward the newly implemented K–10 curriculum at a specific point in time. According to Wang & Cheng (2020), a cross-sectional study is an observational study that investigates data from a population at a single point in time, measuring prevalence, identify determinants, and providing primary evidences for future research. Additionally, a research survey design was used, which had the significant function of enhancing effective data collection by ensuring that the surveys conducted were systematically developed and implemented to collect accurate information. The study of Dr. Mills J. (2024), this research design collects structured data through surveys to be able to analyze thoughts, behaviors, or experiences on a specific topic.
Research Locale
This research study obtained insights from teachers, students, parents, and school administrators from four selected schools, including 2 public schools and 2 private schools in San Jose del Monte, Bulacan consisting of Graceville National High School and Elementary School, San Manuel High School and Elementary School, Siena College of San Jose Inc., and Community of Learners Academy of San Jose, along with Tungkong Mangga Elementary School to reach the certain number of respondents as the researchers' chosen schools where the surveys are conducted.
Data Analysis
The study used descriptive statistics and inferential statistics. Descriptive statistics summarized the perceptions of the curriculum among three stakeholder groups: students, parents, and teachers. The study of Kumar A. (2024), a descriptive statistic concludes data with the use of measures like mean, median, range, and graphical representations, without making generalizations. While, inferential statistics summarizes the collected data from a population through hypothesis testing, regression analysis, and confidence intervals. Frequency distribution and percentage scores were used to determine perceived patterns, while means were employed to analyze frequencies. Inferential statistics were applied in comparison of the perception scores of the three different stakeholder groups to come up with possible differences. Weighted Mean is used to measure the perceptions of stakeholders. For analyzing the mean on each questionnaire item, an analysis of variance was used, and to check the mean of two specific groups, a two-way ANOVA was used. The analysis was conducted using the software Statistical Package of the Social Sciences (SPSS). The findings were analyzed after the context of research goals and research objectives was stated and influenced by the concern-based adoption model. By using these statistical techniques, the study could provide reliable and accurate information on the perceptions of various stakeholders. The collected data was put through a number of statistical procedures and interpretation. The mean and frequency were used to calculate the collected data.
Weighted Mean Interpretation
1 Strongly Disagree 1.00-1.80
2 Disagree 1.81- 2.60
3 Neutral 2.61-3.40
4 Agree 3.41- 4.20
5 Strongly Agree 4.21-5.00
Results and Discussion
Results and Discussion
1. The Demographic Profile of the Students
1. The Demographic Profile of the Students
1.1 The Roles of the Respondents
The roles of the respondents are shown in a pie chart, illustrating the data collected by the researchers during their survey. Teachers, parents, and students each represent an equal share of 29.5% of the total responses, which amounts to 64 responses for each role (Teacher, Students, and Parents). However, school administrators make up 11.5% of the responses, totaling 25 respondents collected. This number does not meet the target of 64 respondents, as many schools only consider two to five people as part of the school administration. Therefore, the overall number of responses gathered is 217.
1.2 The Socioeconomic status of the Respondents
It indicates that 86.2% of the responses fall within the Middle Level of Socioeconomic status while the remaining are in High and Low level. This is significant to understand how the changes in the revised curriculum can financially impact the stakeholders.
2. The Knowledge of Stakeholders on the Revised K-10 Curriculum.
2. The Knowledge of Stakeholders on the Revised K-10 Curriculum.
School administrators had the highest familiarity, with an average weighted mean of 4.08, indicating general awareness but room for deeper comprehension. Teachers followed with a mean of 3.75, showing positive familiarity but highlighting a need for further understanding, especially regarding major changes. Parents had an average mean of 3.54, reflecting moderate awareness, with challenges in attending meetings, which hindered deeper understanding. Students showed the lowest understanding, with a mean of 3.22, suggesting limited knowledge about the curriculum, possibly due to low attendance at meetings.
The null hypothesis is rejected by the researchers and the revised K-10 Curriculum is found to have varying knowledge levels among all stakeholders. This means educator, parents and students have difference understanding of the revised K-10 curriculum which may be influenced by their relationship with applying, usage or work with the curriculum.
3. Stakeholders Perception About the Revised K-10 Curriculum
3. Stakeholders Perception About the Revised K-10 Curriculum
Various stakeholders generally view The MATATAG Curriculum positively, but concerns about its transition process persist. School administrators rate it positively with a weighted mean of 3.70, seeing it as a potential improvement for education and student skill development, though the transition remains a concern. Teachers also agree (mean of 3.75) that the curriculum could enhance education quality and student outcomes, but they emphasize the need to address transition challenges. Parents, with a mean of 3.57, believe it will benefit their children's learning and education quality but share concerns about the transition process. Students, however, have mixed views (mean of 3.14), indicating the need for better engagement and clearer guidance to reduce discomfort during the change.
The null hypothesis is rejected by the researchers as there were significant differences in how stakeholders perceive the revised K-10 Curriculum. Each group’s perception appears to be influenced by their specific roles or experiences within the educational system.
4. Concerns of Stakeholders on the Revised K-10 Curriculum
4. Concerns of Stakeholders on the Revised K-10 Curriculum
The survey results highlight varying concerns about the finances and implementation of the revised K-10 curriculum among stakeholders. School administrators, with an average weighted mean of 2.90 (Neutral), expressed uncertainty about its implementation but emphasized the need for clearer guidelines, resources, and support to address challenges effectively. Teachers, with a mean of 3.02 (Neutral), shared a cautious view, acknowledging concerns about financial strain and inadequate facilities while remaining optimistic about the curriculum’s potential. Parents, with a mean of 3.19 (Neutral), raised concerns about financial burdens, increased workloads, and doubts regarding effective implementation, reflecting the need for better support. Students, with a slightly more positive mean of 3.46 (Agree), noted issues like inadequate facilities and increased workload, suggesting the need for additional resources to help them adapt.
The null hypothesis is rejected by the researchers as stakeholders expressed differing concerns about the revised K-10 Curriculum, highlighting the varying impact of the changes on each group.
5. Recommendations of Stakeholders on the Revised K-10 Curriculum.
5. Recommendations of Stakeholders on the Revised K-10 Curriculum.
The perceptions of various stakeholders regarding the revised curriculum reveal broad support for its success and sustainability, though with some differences in emphasis. School administrators, with an average weighted mean of 3.96, strongly agree on the importance of strategic planning, resource security, and administrative transparency as essential for the curriculum’s success. Teachers, who scored an average of 3.90, also support these factors, emphasizing the need for strong administration, effective resource management, and planning, while showing moderate agreement with the idea of further reforms and the continuation of the K-12 curriculum. Parents, with an average of 3.62, generally agree that administrative honesty, careful planning, and resource security are key to success, but they are neutral regarding the continuation of the K-12 system and additional curriculum reforms. Students, scoring 3.83, generally agree with the importance of securing resources, careful planning, and administrative honesty, but are neutral about the need for further reforms and the continuation of the K-12 curriculum. Across all groups, there is a shared recognition of key success factors, with varying opinions on the necessity of additional changes to the curriculum.
However, the researchers failed to reject the null hypothesis, there were no significant differences observed in the recommendations provided by the stakeholders.
Conclusion
Conclusion
There is an equal representation of teachers, parents, and students in the respondents, with school administrators underrepresented due to their limited numbers. Most of the respondents (86.2%) came from the middle socio-economic class. There were clear differences in how well each group understood the revised K–10 Curriculum, showing that some stakeholders are more informed than others. This highlights the need for targeted efforts to ensure that everyone has a solid grasp of the changes.
Perceptions of the curriculum also varied, shaped by stakeholders’ different roles and experiences. This shows the importance of considering multiple perspectives when evaluating its effectiveness. Concerns about the curriculum differed as well, meaning its impact is being felt in different ways across groups. Addressing these concerns will be key to improving how the curriculum is received and implemented. Despite these differences in knowledge, perceptions, and concerns, stakeholders shared similar recommendations, showing that there is common ground. This agreement provides a strong foundation for collaboration in refining and improving the revised K–10 Curriculum.
Recommendations
Recommendations
To ensure the successful implementation of the revised K–10 Curriculum, a comprehensive communication plan should be developed to keep all stakeholders informed about its goals, changes, and expectations. Clear guidelines, resources, and support must be provided, including well-defined implementation strategies, adequate teaching materials, and necessary facility upgrades. Financial considerations should also be addressed, with budget allocations for infrastructure improvements and potential subsidies for financially constrained schools.
Teachers need targeted professional development opportunities that are hands-on, continuous, and accessible to help them adapt to the curriculum changes. Parents should be actively engaged through regular meetings and provided with resources to support their children's learning. Additionally, students must receive adequate support, including tutoring, counseling, and improved learning resources, while ensuring their mental health and well-being remain a priority. A regular feedback mechanism, such as surveys and focus groups, should be established to monitor progress and identify areas for improvement. Lastly, future research should focus on increasing the representation of school administrators in studies on the revised curriculum, as their insights are crucial for a more comprehensive understanding of its implementation challenges and effectiveness.
Ethical Considerations
Ethical Considerations
Every participant in this research, including students and teachers, provides their informed permission. The goals of the study, the methods that were followed, and any possible dangers or benefits that may have been connected with the inquiry were all clearly explained by researchers before getting consent. There were no consequences for participants who chose to leave the research at any time or to freely participate in it. Respecting the rights, dignity, and well-being of every person involved, researchers carried out the study from the perspectives of parents, students, and teachers.
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