LEVEL OF READINESS OF ARALING PANLIPUNAN TEACHERS

SURVEY QUESTIONNAIRE FOR ASSESSING READINESS OF ARALING

PANLIPUNAN TEACHERS IN IMPLEMENTING THE MATATAG
CURRICULUM

Section A: Demographic Information

1. Name (optional):______________________________________________

2. Age:

[ ] 25-30

[ ] 31-35

[ ] 36-40

[ ] 41-45

[ ] 46-50

[ ] 51 and above

3. Gender:

[ ] Male

[ ] Female

[ ] Prefer not to say

4. Years of Teaching Experience:

[ ] 1-5 years

[ ] 6-10 years

[ ] 11-15 years

[ ] 16-20 years

[ ] 21 years and above

5. Highest Educational Attainment:

[ ] Bachelor’s Degree

[ ] Master’s Degree

[ ] Doctorate Degree

[ ] Others (please specify): __________

Section B: Familiarity with the MATATAG Curriculum

6. How familiar are you with the MATATAG curriculum?

[ ] Very familiar

[ ] Familiar

[ ] Somewhat familiar

[ ] Not familiar

7. Have you received any training related to the MATATAG curriculum?

[ ] Yes

[ ] No

Section C: Confidence in Implementing the MATATAG Curriculum

8. How confident are you in your ability to implement the MATATAG

curriculum?

[ ] Very confident

[ ] Confident

[ ] Somewhat confident

[ ] Not confident

9. To what extent do you feel prepared to teach the MATATAG curriculum?

[ ] Fully prepared

[ ] Mostly prepared

[ ] Somewhat prepared

[ ] Not prepared

Section D: Availability of Resources

10. Do you have access to the necessary resources (e.g., textbooks, teaching

materials) for implementing the MATATAG curriculum?

[ ] Yes

[ ] No
11. How would you rate the adequacy of the available resources?

[ ] Very adequate

[ ] Adequate

[ ] Somewhat adequate

[ ] Inadequate

Section E: Professional Development

12. Have you participated in any professional development programs related

to the MATATAG curriculum?

[ ] Yes

[ ] No

13. If yes, how effective were these programs in preparing you to implement

the curriculum?

[ ] Very effective

[ ] Effective

[ ] Somewhat effective

[ ] Not effective

Section F: Open-Ended Questions

14. What challenges do you face in implementing the MATATAG curriculum?

- _______________________________________________________

- _______________________________________________________

- _______________________________________________________

15. What additional support or resources do you need to effectively implement

the MATATAG curriculum?

- _______________________________________________________

- _______________________________________________________

- _______________________________________________________
16. Please provide any other comments or suggestions related to the

implementation of the MATATAG curriculum.

- _______________________________________________________

- _______________________________________________________

- _______________________________________________________

End of Survey

Thank you for your participation! Your responses are valuable in

helping us understand and improve the implementation of the MATATAG

curriculum.
 Knowledge Assessment Test for MATATAG Curriculum

Instructions: Please read each question carefully and choose the best

answer from the options provided. Circle the letter corresponding to your

chosen answer. There are 25 questions in total.

Section A: Curriculum Objectives

1. The primary goal of the MATATAG curriculum is to:

___a) Increase student enrollment rates

___b) Improve the quality of education

___c) Standardize teaching methods across schools

___d) Reduce the number of school dropouts

2. Which of the following is NOT a key objective of the MATATAG curriculum?

___a) Developing critical thinking skills

___b) Fostering moral and ethical values

___c) Emphasizing rote memorization

___d) Enhancing technological literacy

Section B: Teaching Strategies

3. The MATATAG curriculum encourages the use of which teaching strategy

to engage students?

___a) Lecture-based learning

___b) Interactive and participatory methods

___c) Sole reliance on textbooks

___d) Memorization and repetition

4. In the MATATAG curriculum, differentiated instruction is used to:

___a) Teach all students the same way

___b) Address the diverse learning needs of students

___c) Focus only on high-achieving students

___d) Simplify the teaching process

Section C: Assessment Methods

5. Formative assessments in the MATATAG curriculum are designed to:

___a) Assign final grades to students

___b) Monitor student progress and provide feedback

___c) Replace standardized tests

___d) Evaluate teachers’ performance

6. Which type of assessment is emphasized in the MATATAG curriculum for

continuous improvement?

___a) Summative assessment

___b) Formative assessment

___c) Diagnostic assessment

___d) Norm-referenced assessment

Section D: Content Areas

7. The Araling Panlipunan curriculum under MATATAG includes the study of:

___a) Literature and Arts

___b) Social studies, history, geography, and civics

___c) Natural sciences

___d) Physical education and health

8. Which of the following topics is NOT covered in the Araling Panlipunan

curriculum?

___a) Philippine history

___b) World geography

___c) Basic accounting principles

___d) Civic education

Section E: Curriculum Implementation

9. Effective implementation of the MATATAG curriculum requires:

___a) Availability of updated teaching materials

___b) Strict adherence to traditional methods

___c) Focus on teacher-centered learning

___d) Reduction in teacher training programs

10. Teachers implementing the MATATAG curriculum are encouraged to:

___a) Follow a fixed teaching script

___b) Adapt the curriculum to local contexts and student needs

___c) Avoid using technology in the classroom

___d) Limit student participation

Section F: Practical Application

11. A key feature of the MATATAG curriculum is its emphasis on:

___a) Theory over practice

___b) Practical application of knowledge

___c) Examination-focused learning

___d) Minimal interaction with the community

12. How does the MATATAG curriculum address technological advancements

in education?

___a) By ignoring them

___b) By incorporating ICT tools and resources into lessons

___c) By focusing solely on traditional methods

___d) By using them only in urban schools

Section G: Feedback and Improvement

13. Continuous feedback in the MATATAG curriculum is used to:

___a) Punish underperforming students

___b) Guide and improve both teaching and learning processes

___c) Justify final grades

___d) Replace formal assessments

14. The role of peer assessment in the MATATAG curriculum is to:

___a) Eliminate teacher evaluations

___b) Encourage collaborative learning and self-reflection

___c) Focus on individual achievement only

___d) Discourage student interaction

Section H: Challenges and Support

15. One of the challenges in implementing the MATATAG curriculum is:

___a) Lack of teacher autonomy

___b) Ensuring sufficient training and resources

___c) Over-reliance on technology

___d) Uniformity in student backgrounds

16. To address the challenge of resource availability, the MATATAG

curriculum suggests:

___a) Reducing the curriculum content

___b) Partnering with local and international organizations

___c) Limiting the use of supplementary materials

___d) Increasing the teacher-student ratio

Section I: Pedagogical Approaches

17. The pedagogical approach promoted by the MATATAG curriculum

focuses on:

___a) Teacher-centered instruction

___b) Student-centered learning

___c) Memorization and recall

___d) Lecture-based teaching

18. Collaborative learning in the MATATAG curriculum aims to:

___a) Foster competition among students

___b) Encourage teamwork and mutual support

___c) Isolate individual learners

___d) Reduce the need for teacher intervention

Section J: Inclusivity and Diversity

19. Inclusivity in the MATATAG curriculum means:

___a) Treating all students the same

___b) Addressing the unique needs of diverse learners

___c) Focusing only on the average student

___d) Ignoring differences in learning styles

20. The MATATAG curriculum promotes cultural awareness by:

___a) Ignoring local cultures

___b) Integrating local history and cultural studies

___c) Adopting a one-size-fits-all approach

___d) Focusing solely on global cultures

Section K: Professional Development

21. Ongoing professional development for teachers is critical in the MATATAG

curriculum because it:

___a) Is optional and non-essential

___b) Ensures teachers are up-to-date with the latest educational

strategies

___c) Focuses only on administrative skills

___d) Limits teacher creativity

22. Professional learning communities (PLCs) in the MATATAG curriculum

aim to:

___a) Isolate teachers in their classrooms

___b) Foster collaboration and shared best practices

___c) Emphasize competition among teachers

___d) Reduce the need for professional development

Section L: Curriculum Evaluation

23. The effectiveness of the MATATAG curriculum is evaluated through:

___a) Student test scores only

___b) Multiple measures including student performance, teacher feedback,

and curriculum outcomes

___c) Teacher evaluations alone

___d) Random selection of schools

24. Curriculum evaluation in the MATATAG curriculum includes:

___a) Ignoring student feedback

___b) Continuous review and improvement based on various data sources

___c) A fixed evaluation schedule regardless of context

___d) Focusing only on administrative input

25. The ultimate goal of evaluating the MATATAG curriculum is to:

___a) Maintain the status quo

___b) Ensure ongoing improvement and relevance

___c) Limit changes to the curriculum

___d) Focus on budget constraints

End of Test

Thank you for completing the Knowledge Assessment Test. Your

responses will help us understand your familiarity with and knowledge of the

MATATAG curriculum, and identify areas where further support may be

needed.
 LIKERT SCALE SURVEY

An online survey using Likert scale questions to measure the

confidence levels of the teachers in delivering the curriculum effectively. This

survey will include statements related to various aspects of teaching the

MATATAG curriculum, and teachers will indicate their level of agreement or

disagreement on a five-point scale ranging from "Strongly Disagree" to

"Strongly Agree." The results will provide quantitative data on teachers'

confidence levels, helping to identify areas where additional support or

professional development may be required. The survey will be administered

via Google Forms to ensure accessibility and ease of data collection.

Strongly Strongly
Statement Disagree Neutral Agree
Disagree Agree

I feel confident in my ability

to deliver the MATATAG [] [] [] [] []
curriculum effectively.

I understand the objectives

of the MATATAG curriculum
[] [] [] [] []
and can communicate them
clearly to my students.

I am confident in my ability
to engage students with the
[] [] [] [] []
content of the MATATAG
curriculum.

I can effectively use the

teaching strategies
[] [] [] [] []
recommended in the
MATATAG curriculum.

I feel prepared to assess

student learning according
[] [] [] [] []
to the MATATAG curriculum
standards.

I am confident in my ability
to adapt the MATATAG
[] [] [] [] []
curriculum to meet the
needs of diverse learners.
I have the necessary
resources to effectively
[] [] [] [] []
teach the MATATAG
curriculum.
I am comfortable
integrating technology into
my lessons as [] [] [] [] []
recommended by the
MATATAG curriculum.
I feel supported by my
school administration in
[] [] [] [] []
implementing the
MATATAG curriculum.

I am confident that I can

address any challenges that
[] [] [] [] []
arise while teaching the
MATATAG curriculum.
 CERTIFICATE OF VALIDITY AND RELIABILITY TEST

This is to certify that the survey instrument titled "Likert Scale Survey
for Assessing Confidence in Delivering the MATATAG Curriculum" has
undergone a thorough validity and reliability testing process. The content
validity of the survey was assessed by a panel of education experts who
reviewed the questions to ensure they adequately cover the aspects of
teacher confidence in delivering the MATATAG curriculum. Adjustments were
made based on their feedback to enhance clarity, relevance, and
comprehensiveness. Additionally, a pilot test was conducted with a small
group of Araling Panlipunan teachers, and their responses were analyzed to
ensure the questions were interpreted as intended and effectively measured
the intended constructs.
The reliability of the survey instrument was evaluated using Cronbach's
alpha to measure internal consistency. The pilot test results showed a
Cronbach's alpha value of 0.85, indicating a high level of reliability. This
coefficient suggests that the survey items have a strong internal correlation
and reliably measure the confidence levels of teachers. Therefore, the survey
instrument is deemed both valid and reliable for assessing the confidence of
Araling Panlipunan teachers in delivering the MATATAG curriculum
effectively.

ASIGNATORY

ASIGNATORY

ASIGNATORY