Content Characteristic: Objectives, Clarity, Relevance

Instructional Characteristic: Design, Suitability, Testing Method

Evaluation Tool: Acceptability
https://www.ijsr.net/archive/v6i10/ART20177303.pdf

Dio, Ryan. (2017). Number theory worktext for teacher education

program. The Normal Lights. 11. 143-179.

https://www.ijriar.com/docs/volume2/issue6/IJRIAR-02.pdf
Volume-2, Issue-6, October-2018: 8-14
International Journal of Recent Innovations in Academic Research
ISSN: 2635-3040
Brucal, John Wilson A., Quilaton, Ann Krissabelle T., Jamaica R.
Tampucao and Ernesto C. Mandigma Jr. 2018. Instructional
Materials in Teaching Literature in the Unified Schools of the
Archdiocese of Lipa. International Journal of Recent Innovations
in Academic Research, 2(6): 8-14.
According to Caringal et al., (2014), English instruction in the
Philippines is not an easy task, but it should not be a
frightening experience. In any teaching and learning situation,
there is a need to provide and improvise instructional materials
in order for the instruction to be effective which can help the
students to gain grammatical competence. It can simply be said
that instructional materials are materials which the teacher can
use to facilitate and assist the students in the learning
process.
Every educational institution should aim for quality education as
it is the main goal of present educational system in the country.
Batas Pambansa Blg 232 also known as “An Act Providing for the
Establishment and Maintenance of an Integrated System of
Education” Chapter 2, Section 9 states that:
“The student shall enjoy the right to receive, primarily through
competent instruction, relevant quality education in line with
national goals and conducive to their full development as person
with human dignity.”
This coincides with the idea that having good instructional
materials is one of the bases to promote quality instruction.
Mandigma (2014) pointed out in his study that the instructional
material is an example of redefined product of the insights of
some undertakings. There are things that should adapt with the
globalization most especially in giving different insights
usually considered as information superhighway. To be competitive
and to survive the needs and qualities of creativity,
innovativeness and integrity, instructional materials must answer
the limitations of teaching such as balance among cognitive,
affective and psychomotor learning. The instructional materials
should emphasize analysis and application of concepts and laws.

Samuel, Amadioha. (2009). THE IMPORTANCE OF INSTRUCTIONAL

MATERIALS IN OUR SCHOOLS AN OVERVIEW. New Era Research Journal of
Human, Educational and Sustainable Development,. 2. 61-63.

REWORD THIS
Instructional materials are essential tools in learning every
subject in the school curriculum. They allow the students to
interact with words, symbols and ideas in ways that develop their
abilities in reading, listening, solving, viewing, thinking,
speaking, writing, using media and technology.
According to Faize and Dahan (2011) instructional materials are
print and non-print items that are designed to impact information
to students in the educational process. Instructional materials
include items such as prints, textbooks, magazines, newspapers,
slides, pictures, workbooks, electronic media, among others.

Onche, A., 2014. Meeting the challenge of accessibility and

utilization of modern instructional materials in rural secondary
schools in Nigeria. International Journal of Multidisciplinary
Studies, 1(2), pp.39–47. DOI: http://doi.org/10.4038/ijms.v1i2.50

Tety, John Lawrence, 2016. Role of instructional materials in

academic performance in community secondary schools in Rombo
district. Open University of Tanzania.
As stated in the study conducted by Tety (2016), instructional
material theories assume that there is a direct link between the
materials that the teachers use, and the students’ learning
outcomes. These outcomes include higher abilities to learn,
quality strategies to learn and perform classroom activities and
positive attitude towards learning. Further, these theories
assume that instructional materials have the capacity to develop
into students the highest order of intellectual skills as they
illustrate clearly, step by step how to follow the
rules/principles and elaborate on the concepts, all of which have
positive impact on solving new problems by analyzing the
situation and formulating a plan (Gagné et al.2005). According to
Gagne et al, instructional material can be used to develop higher
learning abilities to the learners through self-teaching or
guided learning. This implies that the instructional materials
mainly comprise “eliciting performance” and “providing feedback
on performance correctness,” in addition to “providing learning
guidance” for guided discovery learning.

Reword: http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.685.3063&rep=rep1&type=pdf
Instructional materials are undoubtedly important resource
materials that teachers can use when planning and carrying out
instruction. However, it is incumbent upon the instructors to
assess the status and needs of their students, the curriculum
requirements, the sequential demands of the subject matter, and
the fund available, in the end, the decision about what to
emphasize rests with the individual classroom teacher, who knows
her pupils better than anyone else. He/she is in the best
position to plan and carry out instructional that is suited to
their needs. English teachers must be trained in
preparing/constructing and using instructional materials
especially now that the domain of English for scientific and
technical purposes becomes an integral component of the
communication arts program.
Ikerionwu (2000) noted that instructional materials are objects
or devices which help the teacher to make learning meaningful to
learners. This view has been corroborated by Bolick (2006), et
al., Killen (2003), and Jimoh (2009) who claim that instructional
materials can enhance teaching-learning process.
The use of adequate instructional materials to provide varied
learning activities for practice and drill need realistic
guidelines for their application for classroom setting. Students
will learn more easily and remember longer if they practice
individually what they understand or have learned through prior
classroom experiences. It is important for the teacher to provide
a variety of interesting drill items and situations in which
students can use the skill or knowledge in other phases of
learning. For this reason, instructional materials should be
adequate and relevant to enhance teaching and learning.
Journal: Foreign lit.
Siagian, Meryance & Saragih, Sahat & Sinaga, Bornok. (2019).
Development of Learning Materials Oriented on Problem-Based
Learning Model to Improve Students’ Mathematical Problem-Solving
Ability and Metacognition Ability. International Electronic
Journal of Mathematics Education. 14. 331-340.
10.29333/iejme/5717.
According to the study of Siagian et.al (2019), it was mentioned
that learning materials are things that must be prepared by the
teacher before implementing learning. The teacher is expected to
be able to design learning in order to achieve the stated
educational goals (Sapta, Hamid, & Syahputra, 2018). Learning
materials are materials that are needed and used in managing the
teaching and learning process or a very important tool for
teachers to conduct learning efficiently and to improve student
learning achievement (Trianto, 2011; Olayinka, 2016). Development
of learning materials that provide results of improving students’
metacognition ability is also, in accordance with the results
obtained by Aliyu et al. (2016).

Based from the related foreign literature gathered, an essential

facet of effective and efficient teaching is the selection of
instructional materials that meet the needs of students and fit
he constraints of the teaching and learning environment.
One important teaching assistant is an effective instructional
material that will answer the challenge of the changing times.
This serves as carrier of knowledge and cultivator of skills in a
student. It needs to be responsive to the needs of a curriculum
implemented in a school.

Abdu-Raheem, B. O. (2014). Improvisation of instructional

materials for teaching and learning in secondary schools as
predictor of high academic standard. Nigerian Journal of Social
Studies, 17(1), 131-143.
Hence, Bawa, N (2016) define Instructional materials refer to
anything a teacher uses in teaching and learning situation from
small stones, pieces of papers, small sticks, a sample of a leaf,
chalkboard, maps, charts, radio, television, computers.
Meanwhile, According to Olayinka, (2016), the importance of
instructional materials in the development of learners’
intellectual abilities and attainment of teaching/learning
objectives cannot be overemphasized. The students taught with
instructional materials have excellent achievement scores
compared with those taught without any material.
According to Abdu-Raheem and Oluwagbohunmi (2015), improvisation
of locally made and unsophisticated instructional materials by
instructors, including pre-service teachers will go a long way to
standardizing teaching/learning, promote students’ performance
and improve the quality of education generally.

In the study conducted by Sayaboc (2015), the study focused on

the acceptability of K-12 Social Studies worktext for Grade 9.
Estimated of the study the acceptance of experts and which uses
supplementary equipment, based on purpose, content, activities,
appropriateness and acceptance of said equipment. Take the study
that is important having such supplementary equipment for in the
teaching of Social Studies. The worktext also shows cultivating
the stated skills and competencies in the Department of Social
Studies curriculum of Education. The study also mentioned that
good teaching integration applied. The current The researcher's
study is both focused on assessment of instructional materials of
subjects affiliated with K-12. There was only a difference in
focus of forecasting equipment without paying attention to skills
to cultivate for 21st century skills but Sayaboc's study only
focused on the content of curriculum guide of the Department of
Education.

With the issues on the paucity of teaching and learning

materials, teachers are challenged to design and develop
pertinent instructional material such as workbooks, modules, and
worktext that may enrich learners’ learning. This worktext is
hoped to respond to the pressing need of basic education in the
Philippines.

In the field of language teaching, it is important be its

component the four Cs cultivating the 21st century skills:
Communication, Collaboration, Critical thinking Thinking) and
Creativity. Communication and collaboration are often intertwined
because of this skill cultivated the students communicate clearly
with each other. It also values not only cooperation and talking
to teammates as well as duty each will play a role to complete a
task (task) with proper process and discussion with both
classmates. In solving the problem provided by teachers to
students, expected to be able to use the system of thought,
problem-solving, sound judgment, makes decisions and makes
excuses effectively based on what a student knows. From the
mentioned practice will make it possible to the students will
create a creative output and be able to implement innovation that
is beneficial in society or him as an individual using
information, technology and media. The success of cultivating the
21st century skills require knowing how learn, think critically
and socialize with others in order to have students interact with
the world he oversees the preparation of each student in the
profession he will pursue one day.

Local Studies
Zamora, Nina. (2016). Pagtataya sa Modularisasyon ng K-12 sa
Asignaturang Filipino: Tungo sa Pagbuo ng Modelo ng Ebalwasyon
para Kagamitang Panturo na Tutugon sa Ika-21 Siglong Kasanayan.
10. 207-236.

Retrieved:

https://www.academia.edu/38954290/THESIS_FINAL_EFFECTIVENESS_OF_W

ORKTEXT_IN_TEACHING_MATH7_MAREDY_C_MELO
Melo, Maredy C. (2018). Effectiveness of worktext in teaching

math 7.

Kelly (2014),as cited in the study of Melo (2018), the most

prevalent factors that facilitate heighten classroom interaction
is the material availability and adequacy of educational
materials, which would be effective, suitable and adaptable to
the nature or the kind of students the teacher handles without
prejudice. Mixed ability classes hamper when these materials are
inadequate and scarce, impediments to classroom interaction among
students result and learning process. The literature is related
to the present study for it uses customized worktext suited for
different levels of high school students in Grade Eight
Mathematics. Providing the students adequate educational material
is also the ultimate goal of this study.
Article
çakır, Ismail. (2015). Instructional materials commonly employed
by foreign language teachers at elementary schools. International
Electronic Journal of Elementary Education. 8. 537-550.
As cited in the study of Çakır (2015), changes in learning styles
of students and types of instructional materials available have
put a great amount of pressure on the teachers, who inevitably
need to keep up with the innovative techniques in technology and
teaching methods. It is a fact that teaching, which is admittedly
a long and hard process, is primarily composed of five
components: students, teachers, instructional materials, teaching
methods, and evaluation (Kitao & Kitao, 1997). Of these
components, instructional materials in foreign language teaching
can refer to a variety of things. They can be defined as any tool
that teachers use to assist their students in adequately learning
the target language; means used to increase students’ access to
that language; every instrument that contributes greatly to
students’ progress; anything which is used by teachers and
learners to facilitate the learning; and the keys to have
influence on what goes on in the classroom, just to list a few
(Brown, 1995; Crawford, 2002; Jones, 2009; Littlejohn, 2012;
McDonough, Shaw & Mashura, 2013; Richards, 2010;Tomlinson,2008).
As regards the use of instructional materials to foster foreign
language learning, foreign language teachers tend to employ them
at the right time and in the right proportion. Offering a myriad
of benefits to both teachers and learners in teaching and
learning English as a foreign language (EFL) context, a variety
of instructional materials need to be included in the agendas of
teachers. Research proves that instructional materials highly
facilitate learning and greatly draw learners’ attention to the
target language (Littlejohn, 2012; McDonough, Shaw & Mashura,
2013; Solak & Çakır, 2015; Tomlinson, 2012). Simply put, they
have a considerable influence on foreign language learners and
they play an extremely influential role in the EFL classes. To
support this view, Richards (2001) asserts that instructional
materials generally serve as the basis of much of the language
input that learners receive and the language practice that occurs
in the classroom. Thus, it is suggested that instructional
materials need to be motivating and interesting
https://www.academia.edu/43331824/Development_and_Validation_of_a
_Worktext_in_Fundamentals_of_Mathematics_2018_
Nool, Nelvin R. (2018).
Development and Validation of a Worktext in Fundamentals of
Mathematics. Presented at the In-House Review of Completed
Researches, Tarlac State University, Tarlac City
In the study of Nool (2018), the results in his study indicate
that the developed worktext in Fundamentals of Mathematics was
able to provide opportunities to the students to develop critical
thinking skills through the challenging tasks and exercises. This
provides evidence to claim that the worktext is a suitable
learning material in developing and improving the mastery of
fundamental concepts in Mathematics among teacher education
students. Hence, students enrolled in Fundamentals of Mathematics
as well as those who lack mastery of essential skills on
Mathematics are encouraged to use the worktext so that they would
be given more learning opportunities to attain solid
understanding of basic concepts in Mathematics.

Local Lit
https://www.dlsu.edu.ph/wp-
content/uploads/pdf/conferences/research-congress-
proceedings/2016/LLI/LLI-II-05.pdf

The purpose of the current study is to determine the perspective

of teachers on producing and consuming their own educational
materials. Based from the responses from 30 teachers, being
producers and consumers of educational materials bring more
positive than negative implications in their classroom pedagogy
as well as their performance towards other educators. It greatly
helps them to personalize their teaching strategies because they
know the various learning speed and capacity of their students
despite the challenges in developing their own or looking for
relevant materials that suit the needs of their learners.

Foreign Literature
https://www.researchgate.net/publication/283165910_The_Use_of_Sup
plementary_Materials_in_English_Foreign_Language_Classes_in_Ecuad
orian_Secondary_Schools/link/586eaaab08aebf17d3a85ddc/download
Dodd, A. R. (2015). The use of supplementary materials in English
foreign language classes in Ecuadorian secondary schools. English
Language Teaching , 8 (9),
Dodd, Alexander & Camacho, Gina & Morocho, Elsa & Paredes, Fabian
& Zuñiga, Alexandra & Pinza, Eliana & Toro, Lisset & Vargas
Saritama, Alba & Benitez, Carmen & Rogers, Sylvia. (2015). The
Use of Supplementary Materials in English Foreign Language
Classes in Ecuadorian Secondary Schools. English Language
Teaching. 8. 10.5539/elt.v8n9p187.
Irrefutably, English is today´s world language; it is the
language of business and commerce, trade and travel and has been
a key factor in the speed at which globalization has been able to
spread throughout the 20th and 21st centuries. On a macro-level,
having a good knowledge of English helps to enhance the economic
competitiveness of a country, permits engagement in international
trade and contributes to international diplomacy.
On a more micro, individual level, people who speak English at C2
level (following the European common framework, which would
correspond to a TOEFL iBT score of 95+ or IELTS score of 7+) are
able to advance faster in their careers and obtain higher sought
after job opportunities not only by having a competitive
advantage over their rivals by being able to work in English but
also because they have managed to demonstrate their ability to
acquire greater cognitive development, creativity, and success in
problem solving.
As a result, the learning of English has become mandatory in many
countries from a very early age including the push for bilingual
education in primary and secondary schools. In South Korea for
example, the demand for a high level of English is reflected in
the sacrifices schools, parents, and teachers make in order to
achieve as close to native-level fluency as they can. This can be
demonstrated in their recruitment of native speaking English
teachers in their primary and secondary schools, normally paying
the teacher not only a higher than average teacher wage but also
paying for travel from their home country as well as
accommodation during their stay.

As English teachers, we need to always have an aim to be

successful
teachers in our discipline. It is possible if we plan to use
enough materials to support the teaching items. The rapid
expansion of publishing platforms on the internet has led to an
explosion of sources for instructional materials (Marple, Bugler,
Chen-Gaddini, Burr, & Finkelstein, 2017) which can be used as
supplementary materials. The range of these sources is enormous
which can be comprehensive materials developed by education
professionals, educational companies and any other concerned
authorities.
The supplementary materials could help a language teacher when
encountered with insufficient techniques, methods and materials
while teaching English language in classrooms. Each supplementary
material should be different from the other. These materials
could be applicable to all levels of students. The language
teachers should tactfully select and use the appropriate
supplementary materials according to the age, level, interest and
the topic of the lessons to be presented. A teacher should always
be creative and innovative in selecting and using supplementary
materials while teaching English but not just depend completely
on textbooks for solutions.
Similarly, the government should create the environment by
providing and facilitating different types of training including
ICT and other professional development training which help the
teacher to develop and implement the appropriate supplementary
teaching materials in language classrooms.

Local Literature
https://www.researchgate.net/publication/331869400_Improving_engi
neering_students'_achievement_in_solid_mensuration_by_using_an_ob
edized_work_text
Tindowen, Darin Jan & Agustin, Teresita. (2019). Improving
engineering students’ achievement in solid mensuration by using
an obedized work text. Global Journal of Engineering Education.
21. 75-79.
The application of the obedized work text in teaching solid
mensuration is effective in improving engineering students’
achievement in solid mensuration. It is recommended that
mathematics instructors teaching engineering are encouraged to
develop their own instructional materials to facilitate better
teaching and learning.

Al Azri and Al-Rashdi (2014) mention that textbooks do not

provide
the learners with real life language because they are designed
for teaching rather than learning. Al-Rashdi (2014) state that
using authentic materials in EFL classrooms helps the learners to
learn English and use the language in a comprehensible way

Policarpio, Princess. (2018). Teaching Grammar Using Localized

Instructional Materials among Multilingual Learners.
https://www.researchgate.net/publication/344164100_Teaching_Gramm
ar_Using_Localized_Instructional_Materials_among_Multilingual_Lea
rners
According to Sharma (2014), as cited in the study of Policarpio
(2018), learning becomes meaningful when it is transferred from
one context to another. Learners’ knowledge should be connected
with the phenomena of where and how they are living. To make
learning effective, knowledge must be contextualized with the
prior understanding of the learners. Teachers as the facilitator
can play the role of a catalyst to evoke the past memories of the
learners and help to connect the present in their practical
skills. Such types of previous knowledge now have to link with
the real world.

Furthermore, in the contextual curriculum, learners are

encouraged to learn within the compatible environment for
learning. This compatible environment for learning is mainly
associated with community centered, learner centered and
knowledge centered learning (Sharma, 2014). In this sense,
contextual curriculum enhances the social and/or public pedagogy
(Giroux, 2004 as cited in Sharma, 2014) and personal pedagogy
(Crick, 2009 as cited in Sharma, 2014) for the contextual
learners. Contextual learners set the environment of learning
where knowledge is connected with the context. Sharma (2014)
explained, “Our conceptual and analytic tools must acknowledge
the importance of the local. This is a call for a multiplicity of
critical cases, and teacher practitioners study across nation,
race, region, class, gender, and local circumstances that
highlight the contexts, conditions, and processes of teaching and
learn from them.”
Because of these claims, the Department of Education now gives
greater emphasis to the use of localized instructional materials
in teaching subject matter. Also, this has been used and applied
in some science-related subjects that produced promising and
positive results. In line with these developments, the researcher
attempted to investigate if using localized instructional
materials would also produce significant difference on students’
academic performance in English subjects, specifically grammar.

M. Kamidate-Yamaguchi and K. Kubota, "A Comparative Analysis of

Using Local Teaching Material and ICT: Focus on Primary School
among Bangladesh and the Philippines," in 2017 International
Symposium on Educational Technology (ISET), Hong Kong, 2017 pp.
67-70.
doi: 10.1109/ISET.2017.23
keywords: {motion
pictures;media;training;government;mathematics;tools}
url: https://doi.ieeecomputersociety.org/10.1109/ISET.2017.23

Thakur, Vijay. (2015). Using Supplementary Materials in the

Teaching of English: Pedagogic Scope and Applications. English
Language Teaching. 8. 1. 10.5539/elt.v8n12p1.
Vijay 2015 stated s language teachers, we often feel that the
prescribed textbooks are not sufficient to achieve a variety of
purposes involved in language teaching. We often find them
inadequate to deal with some or the other area(s) of
communicative needs of the learners. The needs, abilities, and
learning environments of the students vary from place to place,
and even class to class. Thus, it is not always possible for a
textbook writer to produce an ideal text book, which may cater to
the needs of all the students, domestic or international. This is
one reason why there are innumerable textbooks available for
language teaching but each one is insufficient, to some extent,
for the purpose. Reality calls for the necessity to bridge the
gap using interesting supplementary materials in the classrooms.
This will help our students to perform and produce their best
work in English.
supplementary materials can help a language teacher when
encountered with insufficient techniques and methods while
teaching English in a classroom
foreign studies
https://www.atlantis-press.com/proceedings/icesre-18/55912173
Materials are anything which can be used to facilitate the
learning of a language. They can be linguistic, visual, auditory
or kinesthetic, and they can be presented in print, through live
performance or display, or on cassette, CDROM, DVD or the
internet [1].
English teaching materials for teacher or lecturer give some
advantages. First, by using teaching materials it can be
responsive to the heterogeneity inherent in the classroom. A
teacher can develop materials that incorporate elements of the
learners’ first language and culture, or at least provide
opportunities for acknowledgement and use alongside. Second, in
designing their own materials teachers can also make decisions
about the most appropriate organizing principle or focus for the
materials and the activities. One of courses which is essential
to be designed the teaching materials is language assessment
course.
According to Paul and Elder, language assessment in modern
assessment offers the students critical thinking skills to
stimulate and raise questions with problems and explain
appropriately [2]. Therefore, in learning language, students’
activeness needs to be increased to think critically in
evaluating education problems. Language assessment course in
English Department uses to give the teachers with some practical
overview for evaluating and designing innovative assessment.
Ideally, the implementation of assessment in language learning
should be comprehensive. An English teacher should design the
assessment which includes four skills of English learning. They
are Listening, Speaking, Reading, and Writing. The English
learning assessment desperately needs an appraisal that is in
line with reality rather than using only conventional
assessments, assessments that measure only cognitive levels. This
assessment incorporates several assessments that can be used in
English learning, namely life skill based authentic assessment,
alternative assessment and assessment for learning. But in
reality, some of English teachers get obstacles in carrying out
language assessment. Therefore, the teachers should use an
innovative strategy to develop students’ critical thinking named
problem based learning
Arranz, Antonette, English Proficiency of Learners Taught Using
Standard English and Philippine English (June 1, 2019). Available
at SSRN: https://ssrn.com/abstract=3446567 or
http://dx.doi.org/10.2139/ssrn.3446567

Local studies
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3446567
Arranz, Antonette S. 2019. English proficiency of learners taught
in standard english and philippine English
Cabigon (2015) stressed that the Philippines is known globally as
one of the biggest English-speaking people having at least some
degree of fluency in the English language. He also said that
competency in the language is also one of the Philippines‟ strong
points, which has helped maneuver the economy and even made it
the call centers destination in the world, surpassing India in
2012. The influx of foreign learners of English also elevated due
to the relatively cheaper but quality English as Second Language
(ESL) programs being offered here and abroad. He noted that even
if the country were just fine in terms of English proficiency,
the country needs to level up its efforts in enhancing the
teaching and learning of English, developing it as a prime skill
of the workforce. This is a bold move that can potentially
strengthen the Philippines‟ position particularly with the
upcoming Asean economic integration. Moreover, Dean Rosario
Alonzo of the University of the Philippines College of Education
ensures this by stressing to learners that English is a skill to
be utilized for communication. Education students center on
learnercentered teaching, and are taught to guide learners to
realize worthwhile tasks using English. In the same way, the
Department of Education caters on the needs of learners and
ensures that they master the English language holistically, as
mandated under the K to 12 basic education framework.

On the other hand, Domingo (2018) found that the English level of
Filipino college seniors is equal with the level of high school
learners in Vietnam and Thailand. A sample of 10,000 Filipino
graduating college students took the Test of English for
International Communication or TOEIC and received an average
score of B1 which is equivalent to the standard for high school
learners in Vietnam and Thailand. It was also the fourth top
possible score. The TOEIC is not required in the country, unlike
in its two Asian neighbors Vietnam and Thailand. This alarming
result prompted Commission on Higher Education officerin-charge
Prospero De Vera to consider some revisions in the curriculum for
college students to elevate the quality of Filipino degree
holders. Hopkins International, the sole institution authorized
to conduct the TOEIC in the Philippines, is also urging the
government to adopt a national standard for English language
competency by 2020. In this program, participants must have to
pass the TOEIC before they can move from elementary or high
school. The English proficiency test will also be a requirement
for employment. Teachers and tertiary graduates must achieve the
B2 level while English teachers must achieve the C1 level or one
step below the highest possible score. Hopkins International
Partners President Monette Hamlin expressed that they have to
start with the teachers because if they transfer learning well,
then the students will learn well too.
In a report by Leonen (2018), Senator Grace Poe has filed a
resolution calling for an inquiry into the “decline” in English
proficiency of Filipino Electronic copy available at:
https://ssrn.com/abstract=3446567 9 students. In Senate
Resolution No. 622, Poe called for an re-evaluation of the
education program of elementary and secondary levels in light of
“reports of narrowing advantage of Filipino graduates in the
global language.” The resolution noted that the average was
“lower than the competency requirement for taxi drivers in Dubai,
United Arab Emirates.” The same report showed that the Filipino
university graduates‟ median score was just equal with the level
of 5th and 6th grade learners in native English speaking
countries such as the US and the United Kingdom. The senator also
said the academe should assess the current educational setup “to
improve teaching and learning of English.”

According to Kochhar (2012) teaching tools are an

important tool in teaching and learning. He also
emphasized that the teacher needs to find instructional
materials to supplement or supplement the used books to
expand the concepts and arouse the student's interest
in a subject.
Retusto (2016) emphasizes that a teacher excels when
using appropriate teaching aids when he teaches a
lesson.
The importance of instructional materials is to ensure
their effectiveness in the teaching and learning
process. According to Eze (2010), if teaching materials
are used properly, it will help teachers to make their
teaching more effective and students can quickly follow
the lesson and impress on their minds.

https://ejournals.ph/article.php?id=9077
Based on the findings, the following conclusions were
arrived at: While there is an abundance of commercially
produced textbooks in English today, most of them are
conventional or grammatical in approach. They do not
address the needs of the students for communicative
competencies in the use of the English Language.
Therefore, the preparation of source book, which was
responsive to the language needs in a particular social
milieu is still encouraged. Also, the Source Book is a
good model for a one-hour class only. It could be used
for the development of the communicative, contextual
and integrative approaches in language teaching, being
in the form of a simple workbook. The guidelines on the
preparation of the source book are well defined, hence
easy to follow especially by amateurs in the production
of self-prepared instructional materials. The practical
approaches bring paramount improvement in the teaching
competencies of teachers in developing the global
language skills, social skills and values of students.
Inasmuch as the teachers are educationally qualified to
teach English, they have potential skills in producing
teacher-made instructional materials for language
teaching.

Reword
English is the language of government, education,
commerce andindustry of most countries of the world
including the Philippines. Ithas been noticeable that
the acceptable uency in English language byFilipinos
is one big factor for the booming call center industry
in our
country. However, Filipinos who can speak read and
write excellent
English are exceptions. Studies have shown that the
Filipinos’ grasp ofthe English Language is slipping and
other Asians are fast catching up

Aguirre, Jr., Dominador, Instructional Materials Development Manual (January 6, 2015). Available at
SSRN: https://ssrn.com/abstract=2703250 or http://dx.doi.org/10.2139/ssrn.2703250
Teaching is the systematic presentation of facts, ideas, skills, and techniques to students. Although
human beings have survived and evolved as a species because of their capacity to share knowledge,
teaching as a profession did not emerge until relatively recently. The societies of the ancient world that
made substantial advances in knowledge and government, however, were the ones in which specially
designated people assumed responsibility for the education of the young. The success of these tasks,
therefore, depends largely on the utilization of appropriate instructional materials: objects that serve as
instruments in education and containing information which present systematically a programmed
sequence of instruction to students. However, the application of these teaching aids entails some
inherent limitations such as their availability to the educational institution and the ability to use by both
teachers and students, among others. With this consideration, the typical instructional material like
books is still very much employed in teaching here in the Philippines. Though, there is now a growing
trend in the use of modules as substitute to the traditional textbooks. Thus, it is just imperative that the
contents of textbooks and modules, from which students derived their bulk of knowledge, must be of
high quality and provide satisfactory remedies to the queries of learners. An understanding of the
instructional designs could shed light on how to determine the appropriate content and correct
approach in the development of a textbook or module.
Students must have access to appropriate textbooks and instructional materials for use both in school
and at home in all subjects. This requirement will be satisfied by developing references and instructional
materials which are of quality and enlightening. Careful selection and management of the school’s
collection of instructional materials are critical responsibilities of teachers, administrators, and students.

Igiri, C. E., & Effiong, O. E. (2015). Impact of instructional materials in teaching and learning of biology in
senior secondary schools in Yakurr LG A. International Letters of Social and Humanistic Sciences, 62, 27-
33.
The nature of the learning and the wide range of student’s abilities in the average classroom necessitate
a high degree of teachers and experience in the method of presenting the subject matter. This has been
truncated with the unavailability of instructional materials in schools. However, a common goal a
teacher carries wherever he is, is to make lesson presentation vitally fresh, stimulating and testing for
their students. This will help the teacher to individualize the learning method as well as the content and
also working according to the student’s need. This goal can be reached most effectively through the use
of instructional materials The need to emphasis on the use and importance of instructional materials in
any learning and teaching environment cannot be underestimated. For any learning to take place, the
teacher has to make use of these materials that would enable him to teach effectively. Equipment and
other instructional materials to the some extent determine the method the teacher uses in teaching
biology. The method adopted could be demonstration, experimental, discussion etc. It is generally
agreed by both teachers and school administrator that apart from the chalkboard and textbooks which
are often available for the teacher to use, there are other materials that aid or are capable of
complementing the teacher’s effort in teaching/learning process. Those materials are commonly called
“instructional materials”. One of the reasons why students in our secondary schools sometime find it
difficult to comprehend immediately what is being taught by the teacher is the non availability of
instructional materials that can easily convey the message of the lesson to the learners.