Abstract

The study primarily aimed at determining and utilizing extent of the Social Science instructors on instructional materials, and framing a capacity development framework to secure the quality of instructional delivery in the changing times. It employed the descriptive design undertaking the purposive sampling which resulted in obtaining 26 respondents from the total population, thus descriptive statistics had been used in analyzing and interpreting the collected data. The results reflected how social sciences are being taught by the 26 purposively sampled respondents and showed that the underlying instructional materials or the non-technological ones remained as top materials that are often and occasionally being utilized, collectively implying that regardless that these are categorized as traditional and commonly used, are still being perceived as efficient and effective, such that optimizing and redesigning them to adapt to the changing landscape of instruction is elucidated in this paper through a capacity development program paradigm, in which the implementation is urgently recommended.