Grade 2 pupils learn more after lessons trimmed — EDCOM II

Grade 2 pupils in public schools showed big improvements in learning after the government reduced the number of lessons under the new MATATAG K-to-10 Curriculum, according to studies commissioned by the Second Congressional Commission on Education (EDCOM II).

The study, conducted by the Philippine Institute for Development Studies (PIDS), covered 70 public schools across seven regions.

It found that trimming overloaded lessons and focusing on basic skills—such as reading and numeracy—helped children learn better and faster.

After just one year of the pilot program, Grade 2 students in selected schools scored much higher across all subjects, including reading, mathematics, and values education.

“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 PIDS study said.

The results support the Department of Education’s move to simplify lessons in the early grades, giving pupils more time to understand and practice core skills.

Smaller learning gains were also seen in higher grade levels, particularly in Science, Mathematics, Music, Arts, Physical Education and Health (MAPEH), and Technology and Livelihood Education.

Researchers noted that curriculum reforms usually take years to produce clear results, making the quick gains among Grade 2 pupils especially notable.

The studies also examined how the changes affected teachers. Teachers spent less time lecturing and administering tests, and more time preparing lessons and carrying out learner-focused activities.

However, much of this preparation work was done outside regular school hours, adding to teachers’ workload.

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

While classroom teaching methods did not change dramatically, students still showed clear improvements in learning. Researchers said strong teamwork among teachers helped improve both teaching and teacher well-being.

The studies warned, however, that the gains may be difficult to sustain without stronger support for teachers. Many teachers reported feeling more tired and stressed during the pilot year due to longer planning hours, delayed learning materials, and uneven training for new subjects.

EDCOM II Executive Director Karol Mark Yee said the results confirm the long-standing call to reduce lesson overload in the early grades and focus on basic skills, especially reading.

He added that similar reforms would be needed at the high school level to achieve the same results.

House Basic Education and Culture Committee Chair Roman Romulo said the findings show the reform is on the right track but stressed the need for stronger support systems.

“We cannot expect teachers to carry the burden of reform on their own,” Romulo said, calling for better training, timely delivery of learning materials, and greater attention to teachers’ well-being.

The findings form part of EDCOM II’s final report, scheduled for release on January 26, 2026. — MCG, GMA Integrated News