Adequacy and Sustainability of Instructional Materials in Teaching Food Fish Processing

Abstract

This study determined the adequacy and sustainability of instructional materials in teaching Food Fish Processing among selected public secondary schools in the Municipalities of Binangonan and Cardona, Division of Rizal, during the School Year 2025–2026. Anchored on Connectivism Theory, the study emphasized the importance of interconnected learning resources, collaboration, and the effective utilization of instructional materials in facilitating teaching and learning. It employed the descriptive method of research, involving 50 selected Technology and Livelihood Education (TLE) teachers specializing in Food Fish Processing. Data were gathered using a researcher-made questionnaire validated by experts, focusing on the adequacy and sustainability of instructional materials in terms of content relevance, availability, appropriateness, accessibility, durability, reusability, and adaptability, as well as the problems encountered in their utilization. The findings revealed that instructional materials were generally perceived as adequate and sustainable, particularly in terms of curriculum alignment, durability, and reusability. However, limitations were identified in the availability of complete tools and equipment, access to updated references, and the adaptability of materials to various instructional requirements. The analysis further revealed that age was the only profile variable that significantly influenced teachers' perceptions of the quantity and accessibility of instructional materials, while other demographic characteristics did not significantly affect their assessments. Moreover, teachers encountered moderate problems in utilizing instructional materials, particularly those associated with limited resources, insufficient training, and the need for improved instructional support. The study concluded that although existing instructional materials generally supported the delivery of Food Fish Processing lessons, improvements in resource provision, professional development, and sustainable utilization practices remained necessary. Accordingly, the study recommended strengthening the procurement and maintenance of instructional materials, providing relevant seminars and training programs for teachers, promoting responsible and innovative resource utilization, and implementing a proposed action plan to address identified instructional challenges. Further research involving additional variables and a wider respondent population was also recommended to enhance the understanding of instructional material adequacy and sustainability