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Published in
Academic Frontiers
School Readiness, Benefits, Gaps, and Prospects in the Implementation of Grade 7 English MATATAG Curriculum
Academic Frontiers, 2(6), 64-86, ISSN: 3082-4400, 2026.
Recommended Citation:
Gutierrez-Dagairag, B., & Coles, R. M. (2026). School Readiness, Benefits, Gaps, and Prospects in the Implementation of Grade 7 English MATATAG Curriculum. Academic Frontiers, 2(6), 64–86. https://doi.org/10.5281/zenodo.20657118
Author(s)
Gutierrez-Dagairag, Beverly, Coles, Remuel M.
Abstract
This study examined school readiness, benefits, gaps, and prospects in the implementation of the Grade 7 English MATATAG Curriculum in the Department of Education Surigao City Division. Using a quantitative descriptive-correlational design, data were collected from 67 respondents, including 25 school heads and 42 Grade 7 English teachers from public and private secondary schools. Data were gathered using a validated researcher-made questionnaire and analyzed through weighted mean, standard deviation, One-Way Analysis of Variance (One-Way ANOVA), Tukey Honestly Significant Difference (HSD) Post-hoc Test, and Spearman correlation. Findings revealed that the respondents agreed on the school's readiness, benefits, and prospects in the implementation of the Grade 7 English MATATAG Curriculum, while they moderately agreed on the identified gaps. There is a significant difference in the level of readiness, benefits, gaps, and prospects in the implementation of the Grade 7 English MATATAG Curriculum. Schools are grouped according to school size, while there is generally no significant difference when grouped according to type of school, financial autonomy, and school location. There is a significant relationship between the school size, particularly affecting the level of readiness of the school and identified prospects, with large schools showing lower implementation outcomes, while there is no significant relationship between the type of school, financial autonomy, and school location. Results indicate a generally positive experience with manageable challenges. Based on these findings, a proposed implementation program, BRIDGE (Building Readiness, Instructional Development, Gap-Closing, and Enhanced Implementation, was proposed and evaluated the level of acceptability as Highly Acceptable to strengthen readiness, address identified gaps, and enhance sustainable curriculum implementation.
Keywords
MATATAG Curriculum, Grade 7 English, school readiness, curriculum implementation, educational gaps, curriculum reform, BRIDGE Program, Surigao City Division
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