Adaptation Strategies and Learning Outcomes Amidst Curriculum Changes in Maco North, Davao de Oro

This study explored the impact of adaptation strategies on learning outcomes amidst curriculum changes among kindergarten to Grade 3 teachers in Maco North District, Davao de Oro. Grounded in Roy’s Adaptation Model, the study employed a quantitative correlational research design to examine how learning action cell (LAC) sessions, instructional methods, and collaboration and support influence learning outcomes, particularly student engagement, behavioral modifications, and achievement of learning objectives. Using a validated survey instrument with a high internal consistency (Cronbach’s alpha = 0.883), responses were collected from 86 teacher-respondents selected using Slovin’s formula. Data were analyzed using descriptive statistics, Pearson correlation, and linear regression through JASP. Results showed that adaptation strategies were practiced to a very extensive degree, with LAC sessions receiving the highest mean scores. Likewise, learning outcomes were reported as very extensively manifested, particularly in areas of student engagement and behavioral adjustments. Statistical analysis revealed a significant positive relationship between adaptation strategies and learning outcomes. Among the domains, instructional methods and LAC sessions emerged as the most influential factors. The study highlights the importance of teacher collaboration, contextualized instruction, and institutional support in responding effectively to curriculum reforms. It recommends sustained professional development and structured collaboration to strengthen instructional adaptability and enhance learner achievement.