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Dear Label_Name,

Greetings! I hope you are well.

I am writing on behalf of an international publishing house, Science and Education Publishing, USA (http://www.sciepub.com).

Science and Education Publishing (SciEP) is a multidisciplinary open access publisher of Journals covering the fields of Science, Technology and Medicine. All SciEP publications are subject to high-quality peer review, editorial and production processes and are freely available online.

Welcome to the April, 2013 edition of SciEP newsletter, providing monthly summaries of articles on science & education related topics of interest to scientist and professionals. The mission of our journals is to provide an open access forum for publishing new findings on issues pertinent to scientific and academic field. We also invite you to submit original research papers, review articles, short reports, or case studies are considered for publication in our Multidisciplinary Journals.

American Journal of Public Health Research
DOI: 10.12691/ajphr-1-1-3

The Implementation of a Tele-Homecare System with Service Oriented Architecture and HL7 Message Transmission Standard
Ching-Sung Wang

American Journal of Medical and Biological Research
DOI: 10.12691/ajmbr-1-1-2

The Influence of Ethanol on Pyruvate Kinases Activity in Vivo, in Vitro, in Silico
Lelevich Sergey Vladimirovich, Khrustalev Vladislav Victorovich, Barkovsky Eugene Victorovich, Shedogubova Tatyana Aleksandrovna

American Journal of Medical Sciences and Medicine
DOI: 10.12691/ajmsm-1-1-1

Clinical and Histological Features in Wegener Granulomatosis
Li Cavoli Gioacchino, Passantino Rita, Bono Luisa, Tortorici Calogera, Ferrantelli Angelo, Giammarresi Carlo, Rotolo Ugo

American Journal of Infectious Diseases and Microbiology
DOI: 10.12691/ajidm-1-1-2

The Curse of Lymphatic Filariasis: Would the Continual Use of Diethylcarbamazine Eliminate this Scourge in Papua New Guinea?
Anne Lanham, Lillian Mwanri

We have released issues of some journals on February 2013.
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American Journal of Medical Sciences and Medicine
American Journal of Medical and Biological Research
American Journal of Pharmacological Sciences
American Journal of Clinical Medicine Research
American Journal of Nursing Research
American Journal of Cancer Prevention
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American Journal of Infectious Diseases and Microbiology
American Journal of Cardiovascular Disease Research
American Journal of Biomedical Research
American Journal of Mechanical Engineering
American Journal of Microbiological Research
Journal of Preventive Medicine
American Journal of Food and Nutrition
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A Systematic Review on the Development and Validation of Instructional Materials Utilized in the Philippine Mathematics Classroom

Elnor Jones A. Niño*, Laila S. Lomibao

College of Science and Technology Education, University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines

Abstract: An adequate and appropriate utilization of instructional materials has always been an essential component in the learning process that influences learning outcomes. Despite the recognized potential of instructional materials and the encouragement of authorities among teachers to contextualize their own, there remains a lack of synthesized evidence on the effective design and implementation of mathematics instructional materials across various grade levels. This systematic review aimed to consolidate research on instructional materials in mathematics, particularly on their development and validation. The review included five (5) literature reviews that followed a designed inclusion criterion. Findings reveal that contextually relevant and rigorously validated materials significantly enhance learner engagement and comprehension. However, limited validation scope and incomplete topic coverage remain a challenge, particularly for higher-level mathematical concepts. Supplementary and inquiry-based materials show positive effects on student learning, though most studies lack long-term impact assessments. Teacher and student feedback highlight practical usability issues, underscoring the need for participatory validation and professional development. Additionally, embedding active learning strategies and ensuring regional and cultural relevance improve effectiveness but require better dissemination and scaling. Overall, developing instructional materials demands a comprehensive, iterative approach that balances content accuracy, pedagogical soundness, and contextual adaptation to support diverse learners effectively.

Keywords: instructional materials, development, validation, mathematics, calculus, senior high school

Received December 12, 2025; Revised January 14, 2026; Accepted January 21, 2026

Citation: Elnor Jones A. Niño, Laila S. Lomibao, A Systematic Review on the Development and Validation of Instructional Materials Utilized in the Philippine Mathematics Classroom. Journal of Innovations in Teaching and Learning, 6 (1). 1-8. January 2026. doi:10.12691/jitl-6-1-1

1. Introduction

An adequate and appropriate utilization of instructional materials has always been an essential component in the learning process that influences learning outcomes. It has been consistently revealed that the effective use of instructional materials like the use of manipulatives, visual aids, digital tools, and structured worksheets, among others, significantly improves students’ understanding, retention, and academic performance in Mathematics. [1,2,3]

In Philippine math classes, printed modules and worksheets are still widely used despite the advent of new learning technologies and online resources in the digital age. This is especially true in remote areas with limited internet access, where teachers frequently use exercises from printed textbooks to help students grasp concepts. This continued dependence on printed resources demonstrates their significance for learning, remediation, and evaluation in a range of educational contexts across the country [4,5]. In higher mathematics, editions of foreign-authored books, such as those by Stewart, Anton, and Leithold, are being utilized, which suggests a reliance on foreign-authored materials. This presents challenges in contextualizing topics among Filipino students. Moreover, issues such as difficulties in understanding lessons and the quality of learning modules were reported among the many challenges encountered with the implementation of modular learning during the onset of COVID-19 [6]. As a result, teachers were compelled to develop their learning modules, which is also encouraged by the Department of Education (DepEd) through policies that promote the development of contextualized materials that emphasize flexible learning and support the creation of self-learning modules tailored to learners’ needs [7]. These are supplementary resources envisioned to help students acquire the necessary mathematical skills and knowledge, ultimately preparing them for higher mathematics and improving their overall academic performance. [8]

However, despite the recognized potential of instructional materials and the encouragement of authority among teachers to contextualize their own, there remains a lack of synthesized evidence on their effective design and implementation, particularly for higher-level mathematics, where students often face challenges in developing mastery of abstract and complex concepts.

Hence, this systematic review aims to consolidate research on instructional materials in Mathematics, particularly on how these instructional materials were developed and validated. By bringing together existing findings, this review seeks to provide valuable insights to inform future instructional practices and contribute to improved learning outcomes in Mathematics. Ultimately, the goal is to support research, development, and validation of instructional materials that are both effective and contextually relevant.

2. Methodology

2.1. Research Method and Design

The study utilized a systematic review approach in identifying, selecting, and synthesizing research on instructional materials in the Philippine mathematics classroom. This literature review employed the eight-step guide introduced by Okoli [9] to ensure transparency and analytical rigor. Identifying the purpose, drafting a protocol, applying a practical screen, searching for literature, extracting data, appraising quality, synthesizing studies, and writing the review. This allowed the researcher to look for articles that would inform the development and validation of Instructional Materials. The search and filtering process is presented in Figure 1.

2.2. Inclusion and Exclusion Criteria

The inclusion criteria of the systematic review allow the researcher to stay within the sphere of focus, that is, to include articles that help in understanding and assessing the existing implementation of instructional materials in the context of mathematics education. Articles included in the review must be reviewed journal articles, meta-analyses, critical and/or systematic reviews that highlight both qualitative and quantitative interpretations. A time-based criterion was applied, limiting the search to publications from 2016 to 2025; this ensures recent searches unless a need to delve into historical constructs is deemed necessary. In terms of language, the ease of comprehension was taken into consideration; hence, articles must be written in English and should be available in full text. In the lens of geographic location, the review included studies conducted in the Philippines.

Exclusion criteria for this systematic review were established to keep with the focus and relevant scope. Articles were excluded if they did not directly address the implementation and/or assessment of instructional materials in Mathematics, or if they merely focused on instructional materials without relevance to Mathematics. Non-peer-reviewed publications, like opinion articles, editorials, book chapter reviews, and conference abstracts, were taken into account for omission in the review. Unless an article provides a very valuable insight, studies published before the time-based criterion (2016-2025) were not included. Moreover, articles not written in English and unavailable in full text were also disregarded in this systematic review. These sets of criteria ensure a comprehensive, systematic review.

Figure 1. Flow Diagram of the article selection process used in the systematic review

2.3. Literature Search

The primary source of literature for this study was Google Scholar and ERIC databases, which were strictly followed when defining the inclusion and exclusion criteria. After having a general search which includes the keywords like “basic calculus”, “mathematics”, “calculus” “instructional material development”, and “instructional material validation”, “worktext”, “worksheet”, “senior high school, “achievement”, “performance”, the researcher found 1,090 related articles. After limiting the search to publications within the time-based criterion, the number of articles was narrowed down to 312. After a preliminary review, this included omitting duplicates (n=6), book chapters/reviews (n=91), editorials (n=6), and articles not written in English or conducted outside the Philippines (n=29), the researcher was able to narrow the search into 180 related articles. After which, the researcher reviewed the titles and abstracts of the articles; one hundred and fifty-six (156) studies were excluded, resulting in twenty-four (24) studies. Next, seventeen (17) from twenty-four (24) were excluded due to unavailability of full text, narrowing it down to fifteen (7) articles. Finally, after consulting to full texts to identify the applicability of the articles to the systematic review, two (2) were found not fit for the systematic review as they failed to meet its relevance to mathematics in the context of Mathematics instructional materials development, these are articles that developed and validated IMs in Sciences. Finally, after careful review adhering to the set inclusion and exclusion criteria, three (5) papers published between 2016 and 2025 comprised the articles considered in the systematic review.

2.4. Data Analysis

The analysis revealed common patterns within instructional materials in Philippine mathematics classrooms. The researchers utilized a cross-study method to understand methodological similarities and differences between the included studies. All gathered data were clustered into thematic categories to create a unified story that shows how instructional materials were constructed, developed, implemented, and validated.

3. Results and Discussion

The study evaluated five (5) articles on instructional materials in mathematics. It followed the inclusion and exclusion criteria formulated in the study to select the articles. The study used the systematic review process to evaluate the five (5) articles.

3.1. Overview of the Articles

The researcher examined five Philippine-based studies on instructional materials in Mathematics. This systematic review revealed a strong emphasis on the development and validation of instructional materials in Mathematics. It specifically consolidated developed and validated instructional materials in Basic Calculus [8], Precalculus [10], Fundamentals of Mathematics [11], General Mathematics [12], and Mathematics in the Modern World [13]. Manaligod [13] and Nuñez et al [8] employed the ADDIE Model, Esquierdo & Ballado [10] and Nool [11] utilized a development and validation framework, while Lumabit & Sagge [12] used a modified Borg and Gall developmental model.

Manaligod [13] developed an instructional material through a mixed-method developmental research design. The study involved 12 teachers and 241 students from Isabela State University–Echague Campus, with inter-rater evaluation as the primary mode of validation. Moreover, Nuñez et al. [8] developed materials for Basic Calculus using a quasi-experimental (pretest-posttest) approach. Their study included 46 Grade 11 STEM students from Cabuyao, Laguna, validated through expert evaluation and classroom implementation. Nool [11], on the other hand, utilized a research and development (R&D) approach for validation, involving 5 mathematics instructors and 64 first-year students from Tarlac State University. Evaluation was carried out through both student and expert feedback, as well as classroom use. Lumabit and Sagge [12] proposed instructional materials through developmental research involving 141 Grade 11 students, 17 secondary mathematics teachers, and 4 senior high school mathematics teachers. However, the study did not mention its specific locale. Validation was conducted through evaluations by both students and teacher-experts. Lastly, Esquierdo and Ballado [10] focused on a descriptive-evaluative research design. The study engaged 22 students, 14 calculus experts, and 8 precalculus teachers from Northern Samar. Validation was facilitated using a Likert scale instrument.

Overall, these studies demonstrated a consistent methodological pattern in developing and validating mathematics instructional materials grounded on systematic development frameworks (primarily the ADDIE model), varied yet rigorous validation processes, and a combination of teacher and student perspectives to ensure pedagogical relevance and effectiveness.

Table 1. Descriptive Overview of the Articles Reviewed

3.2. Thematic Synthesis

Table 2. Consolidated Components of Effective Worktext in Mathematics

3.2.1. Validated Instructional Materials

The development of instructional materials that are rigorously validated is a foundational component found in the development and validation of instructional materials. These are tailored to local contexts, considering cultural, linguistic, and environmental factors which have significantly enhanced learner engagement and comprehension [10,11,12,13]. However, the limited scope of validation in many studies, often involving small samples or lacking diverse stakeholder involvement, which restricts the generalizability and practical applicability of the materials, has been found to be a notable gap in the review.

This gap is important topics requiring conceptual depth, where incomplete topic coverage, such as the least taught but essential concepts like infinite limits and limits involving transcendental functions, suggests the creation of comprehensive and validated materials that ensure all foundational topics are tackled. Validation processes involving experts and end-users are critical to ensure that these materials are pedagogically sound, accurate, and practically usable. The iterative feedback from teachers and students during validation not only improves content quality but also increases the likelihood of adoption in Philippine mathematics classrooms. For example, Lumabit & Sagge [12] emphasized the importance of this iterative process to align materials with curriculum standards and learner needs.

In addition, the development and validation of instructional materials are often resource and time-intensive, which limits scalability and the ability to frequently update content. Teacher capacity to develop and adapt instructional materials varies; this underscores the need for targeted professional development and capacity-building initiatives to support effective development and implementation. Without these, even well-validated materials may face challenges in widespread implementation.

To improve, future research should expand validation to include broader and more diverse participants and establish ongoing feedback mechanisms to continuously refine instructional materials, particularly aiming to comprehensively cover all necessary topics and be adaptable to learners’ varying needs.

Furthermore, collaborative frameworks among educators, experts, and institutions can facilitate the sharing of resources and best practices, enhancing the quality and relevance of instructional materials across different contexts.

3.2.2. Effectiveness and Impact on Student Learning

The effectiveness of instructional materials in enhancing student learning outcomes is a critical focus of these studies. Lumabit & Sagge, Nuñez, et.al, and Nool, N. [8,11,12] consistently reported that supplementary and inquiry-based instructional materials, when properly developed and validated, lead to measurable improvements in student performance, mastery of concepts, and engagement. However, the generalizability of these results is limited by the small sample sizes and short duration of interventions in the reviewed articles. This limitation is especially significant in higher mathematics, where foundational gaps in prerequisite skills such as algebra and trigonometry affect students’ ability to grasp advanced mathematical concepts fully. Most assessments focus on immediate post-intervention performance without examining long-term retention or transfer of skills. For instance, [11] highlighted the need for more rigorous experimental designs and follow-up assessments to confirm sustained learning gains.

Additionally, variability in teacher implementation fidelity can influence the effectiveness of instructional materials, suggesting that teacher training and ongoing support are essential components for maximizing impact. Potential biases arising from self-reported data and small sample sizes also limit the conclusiveness of some findings.

Future research should adopt larger-scale, longitudinal studies and incorporate affective measures such as motivation and anxiety to provide a more comprehensive evaluation of instructional materials’ impact. In the context of advanced mathematics, this means validating materials not only for immediate learning gains but also for their ability to support sustained conceptual understanding and learner confidence over time. Moreover, integrating mixed-methods approaches that combine quantitative performance data with qualitative feedback from students and teachers can yield richer insights into how and why materials affect learning outcomes.

3.2.3. Teacher and Student Experiences and Feedback

Teacher and student perspectives are integral to the development and validation of instructional materials. Collecting and analyzing user feedback uncovers practical challenges such as unclear instructions, insufficient scaffolding, and motivational barriers, which might not be apparent during initial development phases [12,13]. Many studies rely primarily on quantitative feedback tools, which may not capture the depth of user experiences or contextual challenges faced in classrooms. In advanced mathematical concepts instruction, where topics are conceptually demanding and often skipped or rushed, teacher and student feedback is vital to identify instructional gaps and usability issues in materials. The participatory approach to validation ensures that materials are user-friendly and responsive to classroom realities, increasing the likelihood of sustained use. Incorporating richer qualitative methods and professional development opportunities to support teachers in effectively utilizing new materials [12]. Establishing continuous feedback loops during and after implementation can further enhance material relevance and usability, particularly in addressing the unique challenges of teaching and learning higher mathematics.

Moreover, the review highlights that the quality and clarity of teacher feedback significantly influence student engagement, motivation, and emotional responses, which in turn affect learning outcomes. Students often benefit most from clear, specific, and actionable feedback that scaffolds their understanding and encourages active participation in the learning process. However, differences in how teachers and students perceive feedback can create barriers to effective communication, underscoring the need for professional learning interventions that foster shared understanding and trust.

Additionally, feedback practices that promote dialogue and collaboration between teachers and students have been shown to improve students’ self-perception as competent learners and increase their motivation. This is particularly important in higher mathematics, where emotional factors such as anxiety may impact student performance. Therefore, integrating structured feedback mechanisms alongside professional development can help teachers deliver feedback that is not only informative but also supportive and motivating.

3.2.4. Active and Inquiry-Based Learning Approaches

Embedding active and inquiry-based learning strategies within instructional materials is shown to promote deeper engagement, critical thinking, and conceptual understanding. Inquiry-based modules shift the educational focus from passive reception to active exploration, encouraging students to construct knowledge through problem-solving and investigation [8,12]. However, a limitation is that some materials lack comprehensive teacher guides or scaffolding to effectively facilitate inquiry activities, which may limit their practical effectiveness. This limitation is significant in advanced mathematical concepts, where students often struggle with abstract concepts and require guided inquiry to develop conceptual clarity. Validation efforts often focus on content accuracy but less on pedagogical effectiveness in fostering inquiry skills. Future development should include detailed facilitation guides and training for teachers, and validation should assess both content and pedagogical outcomes to ensure materials effectively promote higher-order thinking and support students in mastering challenging concepts.

Moreover, research indicates that without adequate scaffolding and teacher support, students may find inquiry-based tasks overwhelming, which can hinder their engagement and learning. Teachers need targeted professional development to shift from traditional lecture methods to facilitative roles that guide inquiry and foster student autonomy.

Additionally, integrating active learning strategies such as collaborative problem-solving, discussions, and real-world applications within inquiry modules has been shown to enhance conceptual understanding and motivation. However, these approaches require alignment with assessment practices and curriculum standards to be effective.

3.2.5. Contextual Relevance

The contextual relevance of instructional materials is particularly important in under-resourced or culturally distinct areas. Regionally developed materials fill critical gaps by incorporating local language, examples, and cultural references that resonate with learners [10,13]. Such contextualization enhances motivation, comprehension, and equity in education by making learning accessible and meaningful. However, dissemination beyond pilot settings remains a challenge, limiting the broader impact of these materials. This issue is especially relevant for higher mathematics, where regional disparities in educational resources and learner preparedness can exacerbate learning difficulties. Validation processes also sometimes inadequately address cultural sensitivity or inclusivity. To improve, future efforts should actively involve local educators and communities in development and validation, and include strategies for scaling and dissemination. Ensuring cultural sensitivity and inclusivity during validation will support the production of materials that are both standardized and contextually adapted to diverse learner needs, thereby improving accessibility and effectiveness of higher mathematics instruction across varied educational contexts.

Furthermore, capacity constraints in some regions limit the ability to develop, validate, and disseminate high-quality contextualized materials, underscoring the need for capacity-building initiatives and resource sharing among institutions.

Collaborative frameworks that connect local educators, curriculum experts, and policymakers can facilitate the adaptation and scaling of materials while maintaining quality and relevance.

Finally, systematic quality assurance mechanisms that incorporate cultural responsiveness and inclusivity criteria during validation can help ensure materials meet diverse learner needs without compromising academic rigor.

4. Summary and Conclusion

Five recent studies on the development and validation of instructional materials in mathematics education were systematically reviewed. Using thematic synthesis, the review identified key themes related to contextualization, effectiveness, user feedback, pedagogical approaches, and regional relevance.

Findings revealed that instructional materials tailored to local contexts significantly enhance learner engagement and comprehension. However, many studies showed limited validation scope, often involving small samples and lacking diverse stakeholder input, which restricts the generalizability and practical application of these materials. This is especially critical in complex mathematics, where incomplete topic coverage remains a persistent challenge.

The effectiveness of instructional materials in improving student learning outcomes was consistently reported, particularly for supplementary and inquiry-based modules. Nevertheless, most studies focused on short-term gains with limited longitudinal data, highlighting the need for more rigorous and sustained evaluations that include affective factors such as motivation and anxiety. Additionally, variability in teacher implementation and reliance on self-reported data pose challenges to conclusively determining long-term impact.

Teacher and student experiences provided valuable insights into practical challenges such as unclear instructions and insufficient scaffolding. The participatory validation approach was shown to increase material usability and adoption, but richer qualitative feedback and professional development support for teachers are needed to maximize effectiveness. Differences in teacher and student perceptions of feedback further underscore the importance of structured, systematic feedback mechanisms and professional learning interventions to foster shared understanding and enhance instructional practices.

Active and inquiry-based learning strategies embedded in instructional materials were found to promote deeper engagement and critical thinking. Yet, many materials lack comprehensive facilitation guides, limiting their practical impact. Validation should therefore assess both content accuracy and pedagogical effectiveness. Future development should therefore include detailed teacher guides and training, as well as validation criteria that evaluate both content and pedagogical outcomes to ensure materials effectively foster higher-order thinking and support mastery of challenging mathematical concepts.

Lastly, contextual relevance was emphasized as crucial for equitable education, particularly in under-resourced areas. Regionally developed materials that incorporate local language and cultural references improve motivation and comprehension, but challenges remain in scaling and ensuring cultural sensitivity during validation. Capacity constraints in some regions further limit the development and dissemination of high-quality contextualized materials. Collaborative frameworks involving local educators, curriculum experts, and policymakers, alongside systematic quality assurance mechanisms that embed cultural responsiveness, are necessary to ensure materials are both standardized and contextually adapted.

The review concludes that developing and validating instructional materials requires a comprehensive, iterative approach that balances contextual relevance, rigorous evaluation, and stakeholder engagement. Addressing these factors will enhance the quality, accessibility, and sustainability of instructional resources in mathematics education. Addressing resource constraints, expanding validation scope, supporting teacher capacity, and embedding pedagogically sound active learning strategies will enhance the quality, accessibility, and sustainability of instructional resources in Philippine mathematics classrooms.

5. Further Studies

Future research should focus on the development and validation of a comprehensive worktext in Mathematics that aligns closely with the course syllabus and curriculum standards. Such a worktext should integrate clear learning objectives, well-structured lessons, and varied exercises that promote both conceptual understanding and problem-solving skills. Emphasis should be placed on ensuring the content is accessible and engaging for students with diverse learning needs and backgrounds.

It is recommended that the development process involve iterative validation phases, including evaluations by mathematics experts and feedback from students currently enrolled in the course. This participatory approach will help refine the worktext’s content, presentation, and instructional strategies to maximize usability and effectiveness. Pilot testing in actual classroom settings is also essential to identify practical challenges and areas for improvement.

Additionally, future studies could explore the incorporation of problem-based learning and real-world applications within the worktext to enhance relevance and student motivation. The inclusion of formative assessments aligned with learning outcomes can further support student mastery and provide timely feedback.

Research should also investigate the long-term impact of using the developed worktext on student academic performance and retention of advanced mathematical concepts. This could be achieved through longitudinal studies with pre- and post-tests to measure learning gains. Finally, exploring scalable dissemination and teacher training programs will be crucial to ensure the effective implementation and sustainability of the worktext across diverse educational contexts. Longitudinal studies employing pre- and post-tests are recommended to measure sustained learning gains. Finally, exploring scalable dissemination strategies and teacher training programs will be crucial to ensure effective implementation and sustainability of the worktext across diverse educational contexts.

ACKNOWLEDGEMENT

The researcher extends his sincerest gratitude to Dr. Laila S. Lomibao for her valuable insights and guidance in refining this paper. Special thanks are also extended to the taxpayers of the Philippines and the DOST-STRAND for the financial support provided to the researcher.

References

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