International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue VII, July 2022 | ISSN 2454–6186
Daryl Niko Lofranco Cempron
Department of Professional Education, Central Mindanao University
University Town, Musuan, Maramag, 8714 Bukidnon, Philippines
Abstract: The study primarily aimed at determining and utilizing extent of the Social Science instructors on instructional materials, and framing a capacity development framework to secure the quality of instructional delivery in the changing times. It employed the descriptive design undertaking the purposive sampling which resulted in obtaining 26 respondents from the total population, thus descriptive statistics had been used in analyzing and interpreting the collected data. The results reflected how social sciences are being taught by the 26 purposively sampled respondents and showed that the underlying instructional materials or the non-technological ones remained as top materials that are often and occasionally being utilized, collectively implying that regardless that these are categorized as traditional and commonly used, are still being perceived as efficient and effective, such that optimizing and redesigning them to adapt to the changing landscape of instruction is elucidated in this paper through a capacity development program paradigm, in which the implementation is urgently recommended.
Keywords: Capacity development program; modern instructional materials; traditional instructional materials
I.INTRODUCTION
The use of instructional materials is integral in the instructional process of the social sciences, for its utilization assures the efficiency of the implementation and attainment of the learning objectives towards the contextual understanding and internalization of meaningful insights on social change and development. With its reputation for being richly factual and conceptual, the selection of its appropriate instructional materials is of absolute importance to account for. The wide occurrence of the so-called online classes in these changing times is guided by the promise of Education 4.0 which calls the teaching-learning process to blend with the learning preferences of Generation Z students to achieve the optimum thereby the incorporation and utilization of smart technology in the classroom, vis-à-vis the realization of the Sustainable Development Goal No. 4 to guarantee quality education to all had created a prompt in academia to inquire about the instructional materials that Social Science instructors utilize and thereby bore a baseline for optimization. Fourtanè (2021) [4] implied that so that the 21st-