EVALUATION OF INSTRUCTIONALS MATERIALS

USED BY PRE-SERVICE ARALING

PANLIPUNAN TEACHERS

A Research

Presented to the

Faculty of School of Teacher Education

College of Sciences, Technology and Communications, Inc.

In Partial Fulfillment of the Requirements for the Degree of

Bachelor of Secondary Education

Major in Social Studies

Julyza F. Alpay

Lovely Mae R. Arpia

February 2025
 Chapter 1

The Problem and It’s Background

Introduction

Instructional materials play a crucial role in shaping the teaching competencies of

pre-service Araling Panlipunan teachers. These materials serve as fundamental tools in

equipping future educators with the necessary skills to deliver effective instruction.

However, there is an ongoing concern regarding the effectiveness, appropriateness, and

alignment of these materials with educational standards and the evolving needs of

students in the 21st century (Shulman, 2015). The increasing integration of technology in

education further highlights the need to evaluate whether instructional materials are up-

to-date and suitable for modern classroom settings (Mishra & Koehler, 2016).

According to Tomlinson (2015), well-designed instructional materials enhance

student engagement, comprehension, and overall learning outcomes. Effective

instructional materials cater to diverse learning needs, making lessons more accessible

and interactive for students. Similarly, Richards and Rodgers (2016) emphasize that the

quality of teaching materials significantly influences pedagogical effectiveness,

particularly in social studies education. They argue that using outdated or irrelevant

resources may hinder student learning and limit the ability of pre-service teachers to

develop essential teaching strategies. Studies further suggest that instructional materials

should be continuously assessed to ensure they meet curriculum standards and

accommodate diverse learning styles, as well as the cultural and historical relevance of

social studies education (Brown, 2021).

 Despite the recognized importance of instructional materials, there is a notable gap

in evaluating their efficacy for pre-service Araling Panlipunan teachers. The Department

of Education (DepEd) mandates the use of appropriate learning resources to improve

teaching quality (DepEd Order No. 13, 2018). However, recent data indicate that 40% of

pre-service teachers struggle with outdated or irrelevant materials, impacting their

preparedness for actual classroom instruction (CHED, 2022). Furthermore, studies by

Cruz and Javier (2020) reveal that many instructional materials lack inclusivity and fail to

address the diverse backgrounds and perspectives of students, which is critical in

teaching social studies. This raises concerns about the adequacy of current instructional

resources in developing essential teaching competencies and their ability to foster

critical thinking and civic engagement among students (Freire, 2018).

This research will provide valuable insights into the effectiveness of current

instructional materials for pre-service Araling Panlipunan teachers. The improved

teacher training resulting from this study will directly benefit students by creating a more

engaging and effective learning environment. A thorough evaluation of these materials is

crucial for ensuring high educational standards are met and that future educators are

well-prepared. This study's findings will help to create better policies and a more relevant

curriculum for the subject. Ultimately, this work aims to strengthen the quality of

education for all students by improving the preparation of their future teachers.

Background of the study

A consistent challenge in secondary Araling Panlipunan (Social Studies) education

is the difficulty in sparking genuine student interest and encouraging active learning.

Many students perceive the subject as dull, detached from their own experiences, and
ultimately irrelevant. This issue often stems from conventional teaching methods that

heavily rely on passive learning, such as rote memorization and teacher-centered

lectures (Astorga & Vertucio, 2016). Consequently, students struggle to connect

historical events and societal concepts to their own lives, resulting in decreased

motivation and a superficial understanding of the subject's significance. Moreover, the

use of instructional materials is frequently inconsistent and sometimes unsuitable, which

can impede effective teaching and fail to engage students (Rikichi & Anyanwu, 2021).

Delivering impactful and engaging Araling Panlipunan instruction is essential for

cultivating informed and active citizens. Astorga and Vertucio (2016) argue that learning

thrives when students are intrinsically motivated and actively involved in the process.

However, the traditional lecture format (Rikichi & Anyanwu, 2021) often falls short of

fostering this kind of dynamic learning environment. The selection and use of

instructional materials, a crucial component of effective teaching, is also frequently

problematic (Rikichi & Anyanwu, 2021). This disconnect between traditional teaching

practices and the recognized need for engaging instruction necessitates a thorough

examination of how instructional materials are currently used in Araling Panlipunan

classrooms. We need to better understand the challenges pre-service teachers face

when selecting and implementing these materials and identify ways to enhance their

training and the resources available to them.

This study evaluates the instructional materials used by pre-service Araling

Panlipunan teachers in secondary schools. The research aims to identify the types of

resources utilized by these teachers, assess their effectiveness in fostering student

engagement and learning, and explore their alignment with curriculum objectives.

Additionally, the study seeks to understand the challenges pre-service teachers face in
selecting and implementing these materials, with the goal of developing and

implementing more effective strategies for their use. By examining the current state of

instructional material use, this research hopes to provide valuable insights that

contribute to the improvement of Araling Panlipunan instruction. Ultimately, the study

aspires to equip future teachers with the tools and knowledge needed to create dynamic

and engaging learning experiences that foster critical thinking, collaboration, and a

deeper appreciation for the subject.

Statement of the Problem

The study aims to evaluate the effectiveness and relevance of instructional

materials used by pre-service Araling Panlipunan teachers in enhancing their teaching

practices and student learning outcomes.

This research address the following questions:

1. What is the most common instructional materials used by the pre-service teachers in:

1.1 Initiatory Phase;

1.2 Developmental Phase and;

1.3 Evaluation

2. What is the evaluation of the respondents on the instructional materials used

by the pre-service teachers in terms of:

2.1 Size and Style;

2.2 Portability and;

2.3 Relativity
 3. What materials can be developed to support the use of instructional materials

based on the research results?

Hypothesis

H0; There is no significant difference in the levels of student engagement when

evaluating instructional materials used by pre-service Araling Panlipunan teachers.

Conceptual Framework

Effective instructional materials are essential for pre-service Araling Panlipunan

teachers to develop strong pedagogical skills and positively impact student learning.

One of the characteristics is size and style. Instructional materials should be made in a

way that all students should be able to comprehend the ideas included in them. This

would require these materials to have an appropriate font size and font style. According

to Kitchel (2011), choosing an appropriate font is the first step, and the focus should be

on a clean, clear font with adequate spacing between letters. Although there is little

research to suggest that font style substantially impacts reading speed or

comprehension for most readers, readability formulas often

consider font size (Linderholm & Wheatley, 2016).

Considering the continuous improvement of technology, it is also important that

an instructional material needs to be portable. Materials need to be carried and handled

easily for more convenience when teaching from one place to another. This

characteristic benefits mostly the educators because having fewer struggles from
handling the materials would mean that teachers may allot more time to the topics to

teach. It is also important for teachers to become adaptive to changes. The improvement

in technology paved the way for gadgets to be used in teaching, such as laptops, so

creating instructional materials through this device becomes more convenient for them.

This adaptability also addresses the increasing prevalence of digital learning

environments (Means et al., 2010). Another characteristic is the relativity of the

instructional material to the lessons and topics at hand. The instructional material is

required to be related to the lesson you are into. These materials are used to ease the

burden of teaching so that students will understand the subject better. Therefore, it is

important for instructional materials to be unique and based on the diverse learning

capacities of students. This adaptability would be helpful in catering to each student's

needs in learning. Instructional materials that are aligned with learning objectives and

cater to diverse learning styles can significantly improve student engagement and

achievement (Mayer, 2014).

These variables (size and style, portability, adaptability/relevance) provide a

structured approach to evaluating instructional materials, addressing a key need in

research. Many studies emphasize content, but these practical aspects are equally vital

for usability and effectiveness. By examining these variables, the research can identify

potential shortcomings in materials used by pre-service Araling Panlipunan teachers,

such as readability issues, portability challenges, or misalignment with curriculum and

diverse learning needs. This analysis informs recommendations for improving materials

or developing new ones. These concepts directly support the study's title, "Evaluation of

instructional materials used by pre-service Araling Panlipunan teachers," providing a

framework for assessing quality and effectiveness. The study uses these concepts as

criteria, investigating if materials use appropriate font sizes and styles, if they are
portable, and if they align with the Araling Panlipunan curriculum and cater to diverse

learners. This evaluation offers valuable insights for improving pre-service teacher

training.

Research Paradigm

This study investigates the impact of instructional materials on pre-service Araling

Panlipunan (Social Studies) teachers' classroom practices and perceived student

learning outcomes using an Input-Process-Output (IPO) model (Hitchcock, 2004;

Stufflebeam & Shinkfield, 2007). The IPO model provides a structured framework for

understanding the relationships between inputs, processes, and outputs in a system.

Figure 1.

This IPO model illustrates the evaluation and utilization of instructional materials

and their effect on pre-service teacher practices.

INPUT PROCESS OUTPUT

What is the most

common instructional
materials used by the  Analyze of
pre-service teachers in: most
commonly  Effective used
 Initiatory Phase; used of instructional
 Developmental instructional materials.
Phase and; materials by
 Evaluation pre-service
Araling  Enhance
Panlipunan
What is the evaluation instructional
teachers.
of the respondents on materials
the instructional development.
materials used by the  Use survey
pre-service teachers in questionnaire
terms of: to gather data
on how this
materials are
 Size and Style; evaluate.
 Portability and:
 Relatively
 The IPO model used in this study examines the relationship between instructional

materials (Input), pre-service teacher utilization and evaluation of those materials

(Process), and the resulting enhanced teaching practices (Output). The "Input" stage

identifies the instructional materials and their characteristics, considering both their

intended use in different lesson phases and their physical and pedagogical attributes.

The "Process" stage focuses on how pre-service teachers interact with these materials,

not only by using them in their lessons but also by actively evaluating their effectiveness.

This evaluation is a key component of the process, informing how the materials are used

and contributing to the development of better teaching practices. The "Output" stage

represents the improvements in teaching skills that result from both the use and the

evaluation of instructional materials. This includes both the effective use of existing

materials and the improved ability to develop or adapt instructional materials based on

the evaluation feedback. Essentially, the IPO model helps to understand how the

evaluation of instructional materials by pre-service teachers leads to enhanced teaching

practices.

Significance of the Study

This research is expected to contribute significantly to Araling Panlipunan as a

whole as education, indeed, is a powerful tool in molding the next generations of society.

For pre-service teachers, this process is aided by the ways in which research provides

a lens through which to view ways of teaching in a given context, responding to the

strengths and needs of students in that context and the steps they need to take to help

students succeed in the classroom. Understanding the layers of knowledge necessary

can empower them to create relevant and exciting experiences for their students.
 Second, the students will also be benefited by teaching methods and curriculum

development modeled to be more engaging, interesting and more suitable to their

specific needs and learning styles, within the classroom. Consequently, this would

prepare them for higher academic outcomes and a deeper interest in Araling

Panlipunan.

School administrators will find the study valuable for its data-driven insights into

the effectiveness of current practices and potential areas for improvement within the

Araling Panlipunan curriculum. The research can inform decision-making regarding

resource allocation, professional development for teachers, and the implementation of

new strategies to enhance the overall learning experience, contributing to the

achievement of school-wide goals and the improvement of educational standards.

This study represents advancement for the researcher and a significant

contribution to the education sector. What research skills do they develop by conducting

the research, analyzing the data, and drawing conclusions? Data collection and analysis

can provide insight on issues and further highlight the gaps in the research that others

can investigate, informing the dissemination and allowance for the academic discourse

for future endeavors in Araling Panlipunan education.

Scope and Limitations

This particular study uses descriptive survey questions to assess instructional

materials. This will be handed by the pre-service Araling Panlipunan teachers at

Lutucan Integrated National High School as part of their Field Training Program to their

students. Purpose: To investigate the teaching resources used by these pre-service

teachers with respect to prototyping by stage through the initiation, development and

evaluative phases of the lesson. Evaluation Criteria The size, style, portability, and

relevance of the educational [Link] study aims to comprehend how these

resources affect learning within the particular setting of the participating classes at

Lutucan Integrated National High School by gathering students' [Link] study

aims to comprehend how these resources affect learning within the particular setting of

the participating classes at Lutucan Integrated National High School by gathering

students' perceptions.

The findings of this study are limited to the perceptions of the students who were

taught by the pre-service Araling Panlipunan teachers at Lutucan Integrated National

High School during one semester of their Practice Teaching . Therefore, the results may

not be generalizable to other student populations, schools, or educational settings. The

study's reliance on student perceptions gathered through survey questionnaires

introduces the potential for response bias, and the absence of direct classroom

observation limits the scope of evaluating the materials' effectiveness.

Definition of Terms

Instructional materials are crucial resources used by teachers to support and

enhance the teaching and learning process in the classroom.

Instructional Materials: These are resources used by teachers to support teaching and

learning. They can include textbooks, worksheets, multimedia presentations,

online resources, and other tools designed to facilitate the acquisition of

knowledge, skills, and understanding (Brown, 2021). Effective instructional

materials are aligned with learning objectives, cater to diverse learning styles, and
 promote student engagement. They are essential tools for pre-service teachers to

develop and refine their pedagogical skills.

Pre-service Araling Panlipunan Teachers: These are individuals currently enrolled in

a teacher education program specializing in Araling Panlipunan (Social Studies)

and are in the process of completing their training to become licensed teachers.

They are typically engaged in field training experiences, such as student teaching

or internships, in actual classroom settings. The quality of their training, including

access to and effective use of instructional materials, significantly impacts their

future teaching effectiveness.

Evaluation: In this context, evaluation refers to the systematic process of assessing the

quality, effectiveness, and appropriateness of instructional materials used by pre-

service Araling Panlipunan teachers. This involves examining various aspects of

the materials, such as their content, format, relevance, and alignment with

curriculum standards (Tomlinson, 2015). The goal of evaluation is to identify

strengths and weaknesses of the materials and provide recommendations for

improvement.

Araling Panlipunan: This is the Filipino term for Social Studies, a subject that focuses

on the study of history, geography, civics, culture, and society. It aims to develop

students' understanding of the world and their role as citizens. Effective Araling

Panlipunan instruction requires culturally relevant and engaging materials that

promote critical thinking and civic engagement (Freire, 2018).

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