Teachers' and Learners' Perspectives on the Implementation of the Science 4 Matatag Curriculum in Marilog District Schools

This study explored the perspectives of teachers and learners on the implementation of the Grade 4 Science MATATAG Curriculum in selected schools in the Marilog District. Using a mixed-methods research design, the study employed survey questionnaires to collect quantitative data from 67 teacher and learner respondents and conducted qualitative interviews to capture participant standpoints. The results revealed that teachers rated the implementation as moderately extensive, particularly strong in instructional strategies but less so in resource support and training adequacy. Learners perceived the curriculum implementation as extensive, especially in terms of learning experiences, support, and feedback mechanisms. The overall implementation, based on both groups' perspectives, was interpreted as extensive. An independent samples t-test showed no statistically significant difference between the perceptions of teachers and learners (p = 0.268), indicating a shared understanding of the curriculum’s efficacy. Thematic analysis further highlighted minor experiential differences, especially in instructional expectations and comprehension challenges. The study concludes that while the curriculum is generally effective, enhancements in teacher training, material provision, and learner scaffolding are essential. Recommendations focused on professional development, instructional resource support, and collaborative implementation monitoring.