Early evidence from the pilot implementation of the Department of Education’s (DepEd) MATATAG K-to-10 Curriculum shows promising learning gains among Grade 2 students --- reinforcing the importance of decongesting the curriculum and prioritizing mastery of foundational skills.

In a statement issued on Monday, January 19, the Second Congressional Commission on Education (EDCOM 2) cited studies it commissioned showing strong gains among Grade 2 learners following recent Philippine education reforms.

The studies, EDCOM 2 said, provide an important evidence base for the ongoing MATATAG curriculum reforms, demonstrating that strategic decongestion and mastery-focused instruction in the early grades can yield measurable improvements in learning outcomes—if paired with strong teacher support.

EDCOM 2 noted that the Philippine Institute for Development Studies (PIDS) conducted a mixed-methods evaluation covering 70 public schools across seven regions.

The findings, published in PIDS Discussion Paper No. 2025-53, reveal statistically significant improvements in reading, mathematics, and values education among Grade 2 learners during the first year of the MATATAG pilot—a remarkable result for initial curriculum reform.

Selective gains were also observed in higher grades, particularly in Science, MAPEH (Music, Arts, Physical Education, Health), 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, highlighting the impact of decongestion at the foundational stage.

EDCOM 2 described this as a “notable finding,” given that international evidence suggests curriculum reforms typically take several years to translate into learning gains. That the MATATAG pilot produced statistically significant improvements—especially in the foundational years—marks a critical departure from this pattern, underscoring the value of decongesting content and prioritizing mastery over coverage.

While student outcomes are encouraging, EDCOM 2 noted other studies—also conducted by PIDS—that focused on teacher workload and classroom practice.

The studies revealed that while the decongested curriculum gave teachers more flexibility, much of the saved classroom time shifted to planning and assessment outside school hours. Time-use data showed that teachers under the decongested curriculum spent less time on direct instruction and assessment administration, creating space for more thoughtful lesson preparation and learner-focused activities.

However, much of this time shifted to lesson planning and assessment design outside regular school hours, reflecting persistent gaps in instructional support and learning resource availability.

Citing these results, EDCOM 2 noted, “Teachers reported improved flexibility in lesson delivery, but this was accompanied by increased time spent on lesson planning and preparation”—pointing to unresolved implementation constraints.

Another study found that teacher collaboration strongly influenced classroom effectiveness, reinforcing EDCOM 2’s recommendation to institutionalize professional learning communities as part of the curriculum reform process. The research also measured a direct, statistically meaningful improvement in student learning outcomes, equivalent to roughly 0.34 standard deviations.

Despite the positive learning outcomes, EDCOM 2 said the studies caution about sustainability.

Teacher physiological well-being declined significantly during the pilot year, attributed to extended planning hours, delayed learning materials, and uneven training for merged or restructured subjects.

EDCOM 2 Executive Director Dr. Karol Mark Yee said that the Commission has “long called for the decongestion of the curriculum, especially from Grades 1 to 3, to focus on foundational skills, particularly literacy, and we thank DepEd for fully implementing this curriculum for Key Stage 1.”

“These findings are most welcome, affirming that DepEd is moving in the right direction with its reforms,” Yee said. “Moving forward, we hope that curriculum review and refinement continue to ensure similar gains are observed among high school students,” he added.

Meanwhile, EDCOM 2 Co-Chairperson Rep. Roman Romulo noted that significant learning gains in Grade 2 students validate the Commission’s core advocacy: “By prioritizing foundational mastery, we give learners a real fighting chance.”

However, he added, “These results are also a wake-up call. For reforms to be sustainable, we must match curriculum changes with robust support for teachers, timely learning materials, and genuine concern for their wellbeing.”

These findings are part of the upcoming EDCOM 2 Final Report, set for release on January 26, and are drawn from three PIDS-authored studies on curriculum reform, teacher workload, and classroom practice.

EDCOM 2, created under RA 11899, is tasked with evaluating the national education system and recommending legislation to address the country’s education challenges.