A Proposed Matatag-Aligned Learning Activity Sheet for English Asynchronous Learning Modality

Incorporating curriculum-relevant materials into asynchronous learning settings is key to
enhancing grammar instruction, especially in the case of the MATATAG curriculum. This study
examined the effectiveness of MATATAG-Aligned Learning Activity Sheets (LAS) in improving
grammar competence among Grade 4 students of Santa Rosa Elementary School Central II. A quasi
experimental design was implemented, with one group utilizing improved MATATAG-Aligned
Learning Activity Sheets (LAS) as the experimental group and another group utilizing conventional
approaches as the control group. Grammar subject areas such as verbs, verb tenses, verb voices,
adjectives, and complex sentences were emphasized. The post-test and pre-test scores were also
compared, and Key Informant Interviews (KII) were conducted with English teachers. The results
showed remarkable improvements in four grammar areas for students using the MATATAG
aligned Learning Activity Sheets (LAS). At the same time, both groups had a general decrease in
scores during the post-test. Complex sentences were still the most challenging area, and there was
no improvement. Teachers indicated more content, interactive teaching, and more formal teaching
of complex concepts. The research finds that although MATATAG-aligned Learning Activity Sheets
(LAS) can support learning grammar, their full potential is reached with instruction support, better
design, and the use of technology. LAS can complement asynchronous English teaching and
learning through better teacher training and resource creation.