Holistic Development: A Study of the MATATAG Curriculum through the Lens of Experiential Learning Theory
Keywords:
MATATAG Curriculum, Experiential Learning Theory, holistic development, active engagement, critical thinking skillsAbstract
The MATATAG Curriculum represents a comprehensive approach to education, aligning closely with Experiential Learning Theory (ELT) principles. This study examines its effectiveness in promoting holistic student development, active engagement, critical thinking skills, and values education. Findings reveal that the curriculum emphasizes active engagement through project-based learning and inquiry-based activities, fostering deeper understanding and retention of subject matter. Additionally, it successfully cultivates critical thinking skills by challenging students to analyze complex issues and evaluate potential solutions. Furthermore, the integration of values education instills positive values, social responsibility, and citizenship among students. Overall, the MATATAG Curriculum equips students with the knowledge, skills, and attitudes necessary for success in the 21st century, positioning them as lifelong learners, critical thinkers, and responsible members of society. This study underscores the importance of curriculum alignment with ELT principles in promoting holistic student development and preparing students for the challenges of an ever-changing world.
References
Beard, C. & Wilson, J. P.(2013). Experiential learning: A handbook for education, training and coaching. Kogan Page Publishers.
Department of Education. (2024). MATATAG Curriculum. https://www.deped.gov.ph/matatag-curriculum/
Echavez Jr, A., Gonzaga, J., Magallanes, M. A., Aviles, R. A., Lacuña, E. A., & Kilag, O. K. (2024). Enhancing Literacy and Numeracy in the Philippines: Challenges, Interventions, and Community Engagement. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(2), 151-157.
Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight assessment, 1(1), 1-23.
Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring. American psychologist, 53(4), 449.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
Kilag, O. K., Andrin, G., Abellanosa, C., Villaver Jr, M., Uy, F., & Sasan, J. M. (2024). MATATAG Curriculum Rollout: Understanding Challenges for Effective Implementation. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(5), 172-177.
Kilag, O. K., Jesus, J., Uy, F., Sasan, J. M., Seblos, K., & Gier, R. A. (2024). Educational Transformation: Perspectives on the Implementation of the Matatag Curriculum in the Philippines. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(5), 306-311.
Kolb, A. Y., & Kolb, D. A. (2009). The learning way: Meta-cognitive aspects of experiential learning. Simulation & gaming, 40(3), 297-327.
Lovat, T. (2010). International research handbook on values education and student wellbeing (pp. 23-24). R. Toomey, & N. Clement (Eds.). Dordrecht: Springer.
Paul, R., & Elder, L. (2006). Critical thinking: The nature of critical and creative thought. Journal of developmental education, 30(2), 34.
Pink, D. H. (2011). Drive: The surprising truth about what motivates us. penguin.
Republic of the Philippines, Congress of the Philippines. Republic Act No. 11476. An Act Institutionalizing Good Manners And Right Conduct And Values Education In The K To 12 Curriculum, Appropriating Funds Therefor, And For Other Purposes. https://lawphil.net/statutes/repacts/ra2020/ra_11476_2020.html
Roberts, R., & Robinson, J. S. (2018). The motivational changes pre-service agricultural education teachers endure while facilitating quality supervised agricultural experiences: a six-week project-based learning experience. Journal of Agricultural Education, 59(1), 225-270.
Thomas, J. W. (2000). A review of research on project-based learning. San Rafael, CA: Autodesk.
