MANILA — Recent studies commissioned by the Second Congressional Commission on Education (EDCOM II) showed large learning gains among Grade 2 students following the pilot implementation of the Department of Education’s MATATAG K-to-10 Curriculum, reinforcing calls to decongest the curriculum and refocus instruction on foundational skills.

Findings from the Philippine Institute for Development Studies (PIDS) based on the first year of the MATATAG pilot indicated that curriculum reform, when properly designed, can lead to measurable improvements in student learning. However, the studies also reiterated EDCOM II’s long-standing position that successful reform depends on adequate support for teachers.

A mixed-methods evaluation covering 70 public schools across seven regions found statistically significant learning gains among Grade 2 students in all assessed subjects, including reading, mathematics, and values education, according to PIDS Discussion Paper No. 2025-53 released in December 2025. Selective learning gains were also observed in higher grade levels, particularly in Science, Mathematics, Music, Arts, Physical Education, and Health (MAPEH), and Technology and Livelihood Education (TLE).

“Grade 2 students in pilot schools demonstrated large, statistically significant learning gains across all assessed subjects—an uncommon result in the first year of curriculum reform,” the study noted.

The findings support EDCOM II’s earlier conclusion that reducing cognitive overload and allowing sufficient time for mastery are crucial in rebuilding learning foundations, especially in the early grades. The study noted that international evidence usually shows curriculum reforms taking several years before producing learning gains, making the MATATAG pilot’s first-year results a notable departure.

Two other PIDS studies focused on teacher workload and classroom practices under the decongested curriculum. Time-use data showed that teachers spent less time on direct instruction and assessment administration, allowing more time for lesson preparation and learner-focused activities. However, much of this additional work shifted outside regular school hours due to gaps in instructional support and learning resources.

“Teachers reported improved flexibility in lesson delivery,” the evaluation observed, “but this was accompanied by increased time spent on lesson planning and preparation.”

Another study found that while changes in observable classroom practice were modest, curriculum reform led to a statistically significant improvement in student learning outcomes equivalent to around 0.34 standard deviations. Teacher collaboration emerged as a strong predictor of effective teaching practice and teacher wellbeing.

Despite positive learning outcomes, the evaluation flagged sustainability risks. Teacher physiological wellbeing declined significantly during the pilot year, which the study linked to extended planning time, delayed learning materials, and uneven training, particularly for merged and restructured subjects.

“EDCOM has long called for the decongestion of the curriculum, especially from Grades 1 to 3, to focus on foundational skills especially literacy, and we thank DepEd for fully implementing this curriculum for Key Stage 1,” EDCOM II Executive Director Dr. Karol Mark Yee said. “These findings are most welcome, affirming that DepEd is in the right direction in its reforms. Moving forward, we hope that the curriculum review and refinement is sustained to ensure that similar gains are observed among our students in high school.”

“The significant learning gains we are seeing in Grade 2 students validate EDCOM II’s core advocacy: that by decongesting the curriculum and prioritizing foundational mastery, we give our learners a real fighting chance,” Rep. Roman Romulo said. “However, these results also serve as a wake-up call. We cannot expect our teachers to carry the weight of reform through sheer grit alone. For these gains to be sustainable and scalable, we must match curriculum changes with robust instructional support, timely learning materials, and genuine concern for teacher wellbeing,” he added.

The findings form part of the EDCOM II Final Report, which is scheduled for release on January 26, 2026.

The results are drawn from two PIDS-authored evaluations commissioned by EDCOM II, including Promise and Growing Pains in Curriculum Reform: A Mixed-Methods Evaluation of the MATATAG K-to-10 Curriculum’s First-Year Pilot Implementation and two companion studies examining teacher workload and teaching practices during curriculum transition.