Implementing Curriculum Reform in Philippine Social Studies: Teachers’ Experiences With Matatag Araling Panlipunan 7

Abstract

This study explored teachers’ experiences in implementing the MATATAG Araling Panlipunan 7 curriculum in Philippine Social Studies, focusing on curriculum goals and objectives, content and structure, instructional coherence, assessment alignment, responsiveness to learners, and the opportunities and challenges encountered during implementation. A qualitative descriptive research design was employed because it enabled an in-depth examination of teachers’ experiences and perspectives within actual school contexts without making causal claims about curriculum effectiveness. The study was conducted during School Year 2024–2026 in ten selected public secondary schools under the Schools Division Office of Ilocos Sur, Philippines, comprising six Mega Schools and four Large Schools. Purposive sampling was used to select 26 Araling Panlipunan 7 teachers with direct experience implementing the MATATAG Curriculum. Three teachers were selected from each Mega School and two from each Large School. Data were gathered through researcher-made semi-structured interviews covering participants’ profiles, perceptions, challenges, and coping mechanisms related to curriculum implementation. Interviews were conducted face-to-face or through Zoom following informed consent, audiorecorded, transcribed, and anonymized. Thematic analysis involved repeated transcript review, initial coding, categorization, pattern identification, and theme development. Teachers generally experienced MATATAG Araling Panlipunan 7 as more focused, coherent, relevant, and manageable than the previous curriculum. They particularly valued its clear objectives, streamlined content, logical progression, and alignment between competencies and assessment. Teachers also reported that localized activities and connections to learners’ lived experiences supported academic, personal, cultural, social, and civic development. However, implementation challenges included limited learning resources and references, technological demands, competing school responsibilities, and the need for additional knowledge and professional support. MATATAG Araling Panlipunan 7 was generally experienced as a positive and meaningful curriculum reform that promotes focused, coherent, contextualized, and competency-oriented learning. However, teachers’ experiences indicate that curriculum clarity alone does not ensure confident and effective implementation; adequate resources, professional learning, technological assistance, and institutional support remain important conditions for translating curriculum intentions into classroom practice.