Revised Grade Four Curriculum Implementation: Benefits, Readiness, and Learners’ Performance

Abstract

This study assessed the level of implementation of the Revised Grade Four Curriculum in the First Congressional District, Division of Bohol for the school year 2025–2026, focusing on its benefits, teachers’ and administrators’ readiness, and learners’ performance. A descriptive-correlational research design was employed, utilizing a modified survey questionnaire administered to 164 Grade Four teachers and 123 administrators. Data were analyzed using weighted mean and Spearman correlation to identify relationships among variables. The findings revealed that the curriculum was highly implemented (M = 3.41) and yielded a very high level of benefits (M = 3.33). Both teachers (M = 3.44) and administrators (M = 3.43) demonstrated a very high level of readiness. However, learners’ performance in the National Achievement Test (NAT) showed that most students were only nearly proficient. Significant relationships were found between implementation and both benefits and readiness, while no significant relationship was observed between implementation and learners’ performance. The study concludes that effective curriculum implementation is significantly associated with the perceived benefits and readiness, but its impact on student performance may not be immediate. Recommendations were proposed to improve curriculum design, strengthen monitoring systems, and provide targeted learner interventions.