The study aimed to explore the instructional and assessment challenges experienced by social science teachers in higher education institutions in the new normal, particularly in the Cordillera Administrative Region (CAR) in the Philippines. The study used the research and development (R&D) methodology and underwent three stages, namely the planning, design, and analysis stages. The researcher utilized one research instrument in the form of a survey checklist as a tool for gathering data for the study. The majority of respondents were young, with one to five years of teaching experience, and the number of years in service was a determinant of having designations. Teachers experienced instructional challenges due to the pandemic, such as the delivery of content and the use of technology. To address these challenges, schools need to improve their learning management system (LMS) and assess performance tasks. Assessment challenges include preparing assessment tasks and identifying assessment criteria. It is in the implementation and authenticity of assessment results that teachers find it difficult to decide on the final grade. Age is negatively correlated with instructional challenges, while age is positively correlated with difficulty in time management and adjusting to the demands of students with special needs. The number of years in service and academic rank are linked to difficulty finding activities that fit the student's level, while academic rank is associated with faster assessment forms. This research shows how important it is to give teachers the right training and opportunities for professional growth, as well as the technical infrastructure and support they need to use technology effectively for instructional delivery and assessment purposes.

The study developed and validated an mobile based e-learning application in teaching the concepts under the subject Disciplines and Ideas in Social Sciences (DISS) for senior high school (SH). The material is inclined with the lessons based on the Most Essential Learning Competencies (MELCs) and was patterned with the sequence of the Alternative Delivery Modality (ADM) of the Department of Education. The following specific parts are provided in every lesson: (1) looking ahead; (2) essential questions; (3) concepts unlocked; (4) concept building; and (5) mind hop. The Research and Development (R & D) method, also known as research-based development methodology, was employed. The following steps were followed: 1) preliminary preparation; 2) detailed writing specifications; 3) designing and development of the e-learning resource; and (4) content and technical validations of the material to panel of experts; 6) revision of the material based from evaluators’ comments and suggestions; and 7) final production of the e-learning resource. This study used two data gathering instruments: 1) a survey questionnaire to assess the need-to-develop for a mobile application for the different concepts or competencies under Disciplines and Ideas in Social Sciences; and 2) a content validation rating scale to assess the content validity of the material together with an instrument for its technical qualities. The content and technical validity of the e-learning resource were determined using the weighted mean. Results revealed that the criteria under the content validation are all highly satisfactory. Also, based on the results, the components under the technical aspects of the material are all highly valid. Similar research is recommended to continue the development of an e-learning resource for the subject Disciplines and Ideas in Social Sciences and other major subjects offered in the strand Humanities and Social Sciences (HUMSS) that are ICT-based and thus goes with the present trend making it timely and relevant to the learners’ needs.

The study developed and validated Learning Activity Packets (LAPs) for Personal Development. The LAPs contain lessons based on the most essential learning competencies (MELCS). The following are provided for in every lesson: learning competencies and objectives, background information for learners, activities, rubric and guide questions (if needed), reflection, assessment, references and answer key. The Research and Development (R & D) method was employed. The following steps were followed: 1) preliminary preparation; 2) detailed writing specifications; 3) writing the LAPs; 4) preparation for the initial draft of the LAPs; 5) validation of the LAPs to panel of experts; 6) revision of the LAPs based from the evaluators’ comments and suggestions; and 7) final production of the LAPs. Data were gathered using two instruments namely: a) survey checklist on the least mastered competencies of Personal Development which served as the basis for the development of learning activity packets (LAPs) in Personal Development; and b) validation scale to determine the validity of the learning activity packets in terms of competencies, content, instructional qualities and assessment. The validity of the LAPs was determined using the weighted mean. The results revealed that the LAPs for teaching Personal Development in senior high school met the requirements for developing instructional materials as manifested by the overall mean of 3.70 with descriptive interpretation as highly valid. The Learning Activity Packets for Personal Development is recommended for use and to further validate and determine its effectiveness, and so that it can be further revised and refined. Similar research is recommended to continue the development of learning activity packets in other grade levels in the Araling Panlipunan curriculum and senior high school subjects.

Using the descriptive research design and the Research and Development methodology, the aim of this study was to develop a Constructivist Material in teaching The Contemporary World course. The study specifically sought to determine which lessons in The Contemporary World would be best taught using constructivist strategies, determining the features and parts of the constructivist materials to be developed and validate the material in terms of its learning outcomes, content, activities, assessment techniques and instructional qualities. The major steps in the Research and Development cycle followed by the researcher in preparing the resource materials were the bibliographic stage, developmental stage and the validation stage. Data were gathered using two instruments and the first one is a survey checklist to determine the lessons in The Contemporary World that can best be taught using constructivist strategies and the constructivist strategies that are most suited to teach each lesson and the other instrument is the content validation scale to determine the validity of the constructivist material for The Contemporary World course. The content validity of the constructivist materials was determined using the mean. The results revealed that the developed material in teaching The Contemporary World course met the standards in developing a constructivist learning material as manifested by the overall highly valid descriptive rating. The constructivist material in teaching The Contemporary World is recommended for use and to further validate and determine its effectiveness, a pilot testing can be administered for further enhancements and refinement. Similar research is recommended to continue the development of constructivist strategy-based resource materials in the other fields of the social sciences, particularly the new set of courses in the newly revised General Education curriculum.

The study developed and validated Strategic Intervention Materials (SIMs) in teaching Araling Panlipunan 5 particularly on Philippine History concepts. The SIMs contain lessons based on the most essential learning competencies (MELCs). The following are provided for in every lesson: objectives and instructional characteristics mainly guide card, activities card, assessment card, enrichment card, and reference card. The Research and Development (R & D) method, also known as research-based development methodology, was employed. The following steps were followed: 1) preliminary preparation; 2) detailed writing specifications; 3) writing the SIMs; 4) preparation for the initial draft of the SIMs; 5) content validation of the SIMs to panel of experts; 6) revision of the SIMs based from the evaluators’ comments and suggestions; and 7) final production of the SIMs. Data were gathered using two instruments namely: a) Survey Checklist on the Needs-based Assessment for the Development of Strategic Intervention Materials (SIMs) in Araling Panlipunan 5; and b) Content Validation scale to determine the validity of the Strategic Intervention Materials in teaching Araling Panlipunan 5, Philippine History concepts. The content validity of the SIMs was determined using the weighted mean. The results revealed that the SIMs in teaching Araling Panlipunan 5, Philippine History concepts, met the requirements for developing instructional materials as manifested by the overall mean of 3.993 with descriptive interpretation as highly valid. The Strategic Intervention Materials in Araling Panlipunan 5, Philippine History concepts is recommended for use and to further validate and determine its effectiveness, and so that it can be further revised and refined. Similar research is recommended to continue the development of Strategic Intervention Materials in other grade levels in the Araling Panlipunan Curriculum.