Curriculum Support Research Articles

Does curriculum support and extra-curriculum support contribute to students’ entrepreneurial intentions?

ABSTRACT This study seeks to examine the impact of curriculum support (CS) and extracurricular support (ECS) on students’ entrepreneurial intentions (EI) along with the mediating impact of entrepreneurial attitude (EA) and entrepreneurial self-efficacy (ESE) on the relationship. An electronic questionnaire was used to collect data from 561 final year engineering students, and Partial Least Square-Structural equation modelling (PLS-SEM) was used to analyse the collected data. The findings revealed that CS has no direct influence on EI; however, it has an indirect influence through EA and ESE, whereas ECS has a stronger impact, i.e. both direct and indirect connections with EI. This study offers considerable insights to policymakers, entrepreneurship educators and actors regarding the architecture of EE frameworks that can build the inclusive entrepreneurial ecosystem within HEIs.

PERCEPTION OF PARENT-STAKEHOLDERS IN THE SCHOOLS' READINESS AND IMPLEMENTATION OF DISTANCE LEARNING MODALITIES AT EASTERN SAMAR NATIONAL COMPREHENSIVE HIGH SCHOOL

The prime purpose of the study is to highlight the relationship between perceived schools readiness for distance learning and the perceived effectiveness of schools implementation of distance learning modalities of parents in Eastern Samar National Comprehensive High School, Borongan City Division, province of Eastern Samar, among parents whose children are recipients of the Pantawid Pamilyang Pilipino Program (4Ps) and officially enrolled during the school year 2021-2022. As a result, the researcher decided to investigate how well-prepared and successful the schools were at integrating distance learning modes from the perspective of the parents of students enrolled in ESNCHS. The researcher investigated the correlational relationship between readiness and perceived effectiveness of the three primary distance learning modalities in terms of curriculum support, instructional support, and overall learning program among Pantawid Pamilyang Pilipino Program (4Ps) recipient parents of Eastern Samar National Comprehensive High School for the School Year 2020-2021. The results appear to make sense due to the ready and very effective perceptions of the respondents based on the previously presented results. The finding implies the need to continuously implement good practices in monitoring learners learning activities even if they are not in school; that the teacher-parent relationship be strengthened through focus group activities to identify their strengths and weaknesses in assisting their children; and to regularly review the preparation, distribution, and retrieval of learning modules mechanism to cater the learning needs of the students better. KEYWORDS: Distance learning, Readiness of implementation, parent-stakeholders, COVID-19 Pandemic

Malaysian Graduates Employability Challenges: A Critical Review

The COVID-19 pandemic has had far-reaching implications for individuals, societies, and economies, disrupting established patterns in education, employment, and career trajectories. This paper explores a narrative review of the literature that studied the graduates’ employability post pandemic. Narrative review is suitable to be applied in this study, as it tends to achieve exploratory research where a new or emerging field is explored, providing holistic perspective in which a wide range of studies is summarized, consequently synthesizing diverse evidence that highlight the trends across various studies. This review highlights the multifaceted challenges facing Malaysian graduates, emphasizing the far-reaching circumstance of the COVID-19 pandemic on graduates' employment dynamics. It underscores disparities in the quality of employment, wage gaps, and the vulnerability of workers in informal sectors. A range of factors impacting employability can be considered, including self-efficacy, curriculum support, employability skills development, and work placement learning. The study also explores the impact of postgraduate studies on employment prospects, gender disparities in employability skills, and the significance of soft skills and non-technical skills in aviation careers. Furthermore, it delves into how graduates' knowledge and soft skills development vary by education level and how emerging concepts like Industry 5.0 are reshaping the employment landscape. Confronting globalization and evolving labor market dynamics, graduates must embrace self-development and adaptability so forth meeting the changing needs of the job market.

Curriculum implementation: Challenges and the prospect of education resource centres to aid effective implementation

This paper delves into the challenges impeding effective curriculum implementation in Nigerian higher education institutions, ranging from inadequate funding to a brain-drain crisis. Recognizing the critical role of curriculum implementation in achieving national educational objectives, the study identifies these barriers highlighted concerning the misalignment between intended and implemented curricula, underscoring the need for strategic solutions. The paper then explores the prospects of Educational Resource Centres (ERCs) as catalysts for addressing these challenges. ERCs are portrayed as multifaceted entities capable of alleviating heavy academic loads, compensating for limited school facilities, and fostering inclusive education. The discussion emphasizes the alignment of ERCs with curriculum support, the provision of multimedia resources for diverse learning styles, and the pivotal role in dynamic instruction through advanced teaching aids. Furthermore, ERCs are seen as pivotal in providing educational support services, offering professional development opportunities for educators, and facilitating teachers' involvement in curriculum planning. It concludes by asserting the indispensable role ERCs play in reshaping the landscape of education, ensuring a future where curriculum implementation is not just a challenge but a collaborative journey that aids effective implementation which fosters achieving curriculum objectives that translate to attaining national developmental targets.

Strategi Penerapan Kurikulum Merdeka di SMAN 2 Ponorogo

Along with the times, especially in the education sector, innovation is needed according to relevant needs. In an effort to achieve this, the way that can be taken is by updating the relevant curriculum. With the curriculum transformation, it is hoped that it can improve the quality of education. One of the curricula recommended by the government is the Merdeka Curriculum. In achieving maximum results in its implementation, an effective strategy is needed. For this reason, this article aims to explore the strategy for implementing the Merdeka Curriculum carried out by SMAN 2 Ponorogo. In this study using descriptive qualitative methods with data collection techniques interviews and observations and data analysis using miles and Huberman and or other relevant methods. The results of this study in the implementation strategy of SMAN 2 Ponorogo carried out activities in the form of IHT (In House training) on the Independent Curriculum. In its implementation, there are still various obstacles ranging from the lack of teacher knowledge about the independent curriculum, lack of socialization and paradigm shifts. Based on the findings, it can be concluded that effective strategies have been implemented to overcome the challenges of implementing the independent curriculum at SMAN 2 Ponorogo. This article provides recommendations for other schools that will implement the independent curriculum to organize intensive training activities for teachers and the formation of a curriculum support team.

Expanding equipment lending: Addressing accessibility and curriculum gaps

Academic libraries are expanding their collections to meet the technological and leisure needs of their students, but support for accessibility and curriculum can often be overlooked. At the University of North Texas Libraries, the Access Services Department utilized an internal grant to address the accessibility and curriculum gaps in its collection by offering access to equipment such as C-Pen readers, electronic translators, and sensory items. This article describes the steps taken to create a new circulating collection of equipment items. Best practices for cataloging, circulation, item storage, and procedures, as well as strategies for promoting the collection are also discussed.

Modern high school handbook: analysis of sexism and gender stereotype

The article is focusing on one of the most important problems of gender studies — the creation of modern methodological and curricular support for the educational process in higher education. The author analyses the experience of teaching the elective course ‘Gender Studies’ for Bachelor’s students majoring in Primary Education at the Faculty of Pedagogical Education of Borys Grinchenko Kyiv Metropolitan University. This course is practice-based and aims to prepare pre-service teachers to address gender issues in the educational process. Teaching this course raised questions about the content of higher education textbooks and their analysis concerning sexism and gender stereotypes. The author recognizes that textbooks on gender issues are currently linked to certain courses: gender psychology, gender sociology, gender pedagogy, gender journalism, etc. However, according to the author, a modern textbook should be comprehensive and based on the latest scientific research, deep interdisciplinary connections, and contemporary practice. The article defines the main characteristics of a modern textbook in general and gender studies, in particular: it should be comprehensive in terms of analysis when it comes to sexism and gender stereotypes, regardless of the specialty; the content of any textbook should be based on scholarly research in the field of gender studies; the textbook should show deep interdisciplinary connections; the formation of critical thinking of students is the main goal of any modern textbook, regardless of the specialty it is written for; without the use of interactive teaching methods, it is impossible to create a modern textbook. The article also discusses approaches and methods for analyzing textbooks for sexism and gender stereotypes. The author pays special attention to hidden discrimination in the curricula on gender equality of students and schoolchildren

The implementation Project-Based Learning in lower secondary school: a critical review

The learning that is widely recommended to improve science skills is project-based learning. Several studies show that the application of project-based learning models or methods or learning strategies increases motivation, achievement, problem-solving abilities, and so on. However, in reality, in the field, teachers have difficulty adopting project-based learning in schools, because several supporting factors are inadequate. Supporting factors for the success of project-based learning include a comprehensive curriculum, learning environment, appropriate assessment, student self-efficacy and support from stakeholders, especially parents. This critical review study reviews how research on project-based learning produces learning outcomes according to Project-based learning standards. In the initial stage, the author looked for as many articles as possible regarding project-based learning, especially in the science field, provided the articles were reputable. Then, reputable articles are selected that are appropriate to the implementation of project-based learning. The results of the critical review study show three important points in implementing Project-based learning to be more successful, namely: comprehensive curriculum support; the approach widely used in Project-based learning is STEM; and the implementation of Project-based learning must be adapted to suit the characteristics of students.

New Technology for Teaching and Learning Science for Educators and Students as Support for the Independent Curriculum: Systematic Literature Review

This research aims to determine new technology used in science teaching and learning to support the implementation of the independent curriculum. The research method used is systematic literature review (SLR), namely researchers reviewing various journal articles that have been published from 2020-2023 via Google Scholar. From the research results, by following established research procedures, 7 journal articles were reviewed. From the results of the review, it was found that the technology that can be utilized in science teaching and learning is multimedia/video assisted learning; Learning with the help of digital games; Learning assisted by computer simulation; Comic-assisted learning; Learning using the Google Classroom platform; and Learning using Web 2.0. Meanwhile, the appropriate devices used in science teaching and learning to achieve predetermined learning objectives are Cell Phones/Android, PDAs, Tablets, Laptops, e-books, and iPods. To optimize the use of technology in science classes, teachers should use collaborative learning approaches, inquiry learning, project-based learning, problem-based learning, game-based learning, and flipped classroom learning. For game-assisted learning, teachers must create good learning scenarios and choose the right games according to learning objectives.

Virtual exchange for graduate and adult learners: A literature review

Little is known about characteristics and learning outcomes of virtual exchanges (VEs) designed for graduate and adult learners. VEs can offer novel experiences that disrupt, test, and refine learner understanding and practice of their profession (Kolb & Kolb, 2017). In contrast to younger students, adults typically hold more established understandings of their world and self, have focused learning goals, and often juggle multiple responsibilities that limit in-person international learning (e.g., Bergman, 2021; Jarvis, 2010; Merriam et al., 2007). Systematic literature procedures were used to examine four questions: What are the characteristics of VEs designed for graduate students? What are the learning goals, structures, and activities? What student outcomes are reported? And what insights about adult learner experiences in VE are identified? The review suggests there is a strong emphasis on professional preparation in graduate-level VE with particular attention to culture and collaboration. Limited information about students as adult learners was examined (e.g., their perspectives, preferences, and challenges). This article points to the need for more research, models, and instructional and curricular supports to realize the potential of VE for graduate and adult learners.

Entanglement of support and governance in digital curriculum instruments: The case of educational reform in Norway

Digital instruments developed to support education practices add new dimensions to education governance. Among such developments is the digitisation of the national curriculum through instruments that govern teachers’ planning practices. In this article, a semiotics of configurations approach is applied to analyse a digital instrument, the Curriculum Planning Tool (CPT), developed with a renewal of the Norwegian curriculum to close the gap between the national curriculum and local enactment. The findings demonstrate how the CPT produces a structured vision of the teaching planning process through a template-like arrangement of planning components. Simultaneously, through enabled forms of action, the instrument controls the teaching planning process while leaving a place for pedagogic autonomy to determine teaching and assessment forms within the limits of the national curriculum. Finally, the CPT operationalises the intentions of curriculum renewal by creating expectations for teacher collaboration which can also contribute to increased process control where teachers control each others’ practice. This article contributes to the understanding of the potential of digital curriculum support instruments to shape relations between hard and soft modes of governance.

The Significance of Primary Social Studies Content Organization in Fostering Knowledge, Skills, and Values for Cohesion and Integration in Kenya

The field of Social Studies (SS) plays a crucial role in nurturing students' knowledge, intellectual abilities, and democratic disposition, all of which are essential for active engagement in society. The SS curriculum is designed to address the demands, challenges, and aspirations of society, aiding students in developing appropriate and virtuous values. This study aimed to explore the structure of primary Social Studies content and assess its potential for cultivating the knowledge, skills, and values necessary to promote national cohesion and integration. It adopted a descriptive survey design, employing stratified and random sampling methods to select 1,195 participants, including 940 students, 188 social studies teachers, 47 head teachers from primary schools, and 12 Curriculum Support Officers from six sub-counties within Uasin Gishu County. Data collection involved the use of questionnaires for teachers and CSOs, observation guides for social studies teachers, interview schedules for head teachers and CSOs, and focus group discussion guides for pupils. The data was analyzed descriptively and presented in the form of tables, percentages, means, and figures. The study findings revealed that the primary school Social Studies curriculum is well-structured with a systematic breakdown into smaller units that promote social cohesion. Moreover, it aligns with eight national education goals, six of which are closely linked to interpersonal relationships. However, there is room for improvement, and the study recommends the inclusion of areas that have been omitted, particularly citizenship education, to enhance the curriculum's comprehensiveness in educating students about peaceful coexistence. In conclusion, the study emphasizes the necessity for a more holistic approach that encompasses all facets of citizenship education to better equip students for peaceful and harmonious coexistence in a diverse society.

Pedagogical Implications on Curriculum Support for Learner Progression

Part of enabling progressed learners’ successes is provision of adequate curriculum support to bridge content gap. Learner progression was introduced as an intervention for retention and to minimise school dropout. Dynamics around education policy implementation gaps seems to be obstacle between progression policy promises and outcomes. This is visible through the national grade 12 results which continue to decline amid learner progression. Within debates of progression policy derailing quality education, Covid19 disruptions unleashed inequalities in the education sector. For instance, learning losses and in turn pedagogical implications for progressed learners’ extended learning opportunities. This paper reports on curriculum support provided to progressed learners reflecting on Covid19 disruptions using Bandura’ Social Learning Theoretical lens. The study adopted a qualitative research approach placed within interpretivism paradigm and employed exploratory case study design. Six teachers were purposively selected from three secondary school in one district of the Limpopo Province, South Africa. Thus, two grade twelve teachers per school whose subjects were directly affected by progression policy because the study focuses on progression from grade eleven to twelve. Data were collected through document analysis and interviews. Thematic analysis was used for data analysis. Findings revealed limitations to reach out to progressed learners’ due catch-up plans because of lockdown and rotational models. This study concluded on a fair compliance on policy stipulations yet limited specific intervention strategies. The unique contribution of this study is the reflection on three implementation gaps which had implications for progression policy outcomes.

Enhancing National Cohesion through Primary Social Studies Learning Experiences in Kenya

The purpose of this study was to explore the effectiveness of educational experiences contained within the basic Social Studies curriculum that help foster the development of unity and harmony in Kenya. The study utilized a descriptive survey design for its format. The research focused on a sample population consisting of 467 primary schools in order to target the heads of those schools (467), as well as all social studies teachers (4,832) and students (98,600) from classes five, six, seven, and eight, as well as 40 Curriculum Support Officers. A technique known as proportionate stratified randomization was utilized to select 47 schools from six different sub-counties, along with four teachers and students from each of those schools. For the purpose of data collection, we made use of things like questionnaires, interview guides, observation schedules, conversations with focus groups, and document analysis. Approaches both qualitative and quantitative were utilized in the study of the data. According to the results of the research, the subject matter taught in Kenya's Social Studies classrooms plays a critical role in fostering the country's national cohesiveness and integration. It was also discovered that the curriculum for social studies provides students with the knowledge, skills, and values necessary for a harmonious life in society. This, in turn, fosters a sense of oneness and unity among the students who are enrolled in the program. As a result of these findings, it was proposed that the curriculum should be revised, that teachers should be taught, and that civic involvement should be promoted in order to increase the impact that social studies education has.

Effects of Monitoring of Teaching and Learning on the Implementation of Competency-Based Curriculum (CBC) in Early Childhood Development (Ecd) Centres in Meru Central Sub-County

The competency-based curriculum (CBC) is a set of courses or syllabi, which promote learning areas in which the learner is gifted and skilled. The curriculum was adopted in Kenya in January 2017, when such a change occurs in education various stakeholders and resources are needed to be considered for smooth implementation. However, in Kenya, various stakeholders have expressed concerns regarding implementation of CBC. The purpose of this study was to find out the effects of monitoring of teaching and learning on the implementation of competency- based curriculum (CBC) in early childhood development (ECD) centres In Meru Central Sub-County. Lewin’s Theory of Planned Change guided the research. With adoption of descriptive research design, the study targeted 84 head teachers, 256 ECDE teachers and one Sub-County Curriculum support officers (CSO) in Meru Central Sub County. The study used a sample size of 14 head teachers, 51 ECDE teachers and the CSO in charge of education in the sub county. A simple random sampling was adopted to select participating schools and stratified sampling to select the head teachers, purposive sampling was used to consider ECDE teachers as the respondents for the study and the CSO. The main data collection tools to be used in this study included; questionnaire for head teachers and the ECDE teachers, interview schedule for the CSO and the observation guide that also guided the researcher on the availability of the instructional resources. The study quantitative data was analyzed using descriptive statistics modeled in percentages, mean and standard deviation while inferential statistics was correlated using Pearson product moment correlation. Qualitative data was analyzed using themes and prose. Discussion of the data was made, conclusion drawn from the findings and the study made conclusions recommendations and suggestions based on the research findings. The study found that that head teacher frequently monitors lesson attendance for effective implementation of CBC and invites quality assurance officers in school. The study concluded that Teachers held positive perceptions towards implementation of CBC as the head teachers were constantly following the curriculum implementation process right from classroom activities. The study recommended that the government should purchase more computers in schools for successful integration of technology in CBC program due to increasing population in schools. The purchasing of teaching and learning resources should also be prioritized especially for practical work and preparation of teaching aids for teachers.

Effect of Instructional Supervision on Utilization of Teaching and Learning Resources for Implementation of CBC in Pre-Primary Classrooms in Webuye East Sub-County, Bungoma County, Kenya

The competency-based curriculum was first offered to Kenyan schools in 2017 as a pilot program, and it was adopted in January 2019. As a drastic departure from the 8-4-4 education system, a new 2-6-3-3-3 system was established in 2017. This new system would require two years in preprimary, six in primary, three in junior secondary, three in senior secondary, and three in university. In the majority of English-speaking countries, competency-based curriculum (CBC) as an approach has resulted in substantive improvements to curriculum in a particular sector of the educational system. This study therefore set out to establish the influence of instruction supervision (InS) and utilisation of teaching and learning resources on the implementation of CBC in preprimary schools in Webuye East Sub-county, Kenya. The study was anchored on the Systems Theory of Educational Management by Kaufaman. The population of this study consisted of 316 respondents from Ndivisi, Mihuu, and Maraka wards in Webuye East sub-county, sampled purposefully and stratified by random sampling. They include the 157 head teachers who are charged with the role of supervision, 1 curriculum support officer who coordinates pre-school programmes at ward level, 157 pre-primary teachers, 1 CSO, and 1 QASO officer. A descriptive survey research design was used in the study. Data collection was conducted through questionnaires and interview schedules as well as classroom observation. Pearson product moment correlation was used to determine reliability. The quantitative evidence was presented using descriptive statistics such as frequency distribution tables and pie chart figures that displayed the results of the analysis. The study revealed that the teaching and learning resources are adequate. An observation confirmed that some subjects had so many books as compared to others. This, therefore, meant the suppliers of the books relied on non-existing statistics to supply the books. This study recommends that suppliers of the books be in constant touch with the head teachers so that the right and adequate resources are supplied in schools.

Challenges and opportunities in the indigenisation of the Marautanga Hangarau (the Māori-medium technology curriculum): Indigenous knowledge and an emerging philosophy of Hangarau

This article examines the challenges and opportunities in the indigenisation of the technology curriculum to support Māori-medium schooling. Since the emergence of indigenous curriculum design in Aotearoa New Zealand (NZ) in the 1990s in response to the emerging Māori-medium schooling movement, English-medium education and its philosophies, beliefs, and needs have prevailed. These Eurocentric beliefs and ideologies are often opposed to the key goals of Māori-medium education, including the aim of self-determination through the revitalisation of Māori language and mātauranga Māori (Māori knowledge). Māori-medium is the collective term used by the New Zealand Ministry of Education to identify learning programmes where 51–100% of instruction is in Māori (Ministry of Education, 2022). These schools are officially required to implement the core national curriculum national framework for Māori-medium contexts including Hangarau (Technology). This article shares initial findings about the development of Hangarau curriculum to date by drawing on primary data from a series of semi-structured interviews conducted with three mātanga Hangarau (Hangarau curriculum developers). The mātanga were involved as curriculum designers, in the authoring of curriculum support materials, and design of professional learning for teachers. Beyond the Aotearoa-NZ context, this study has wider implications for the decolonisation of technology education in general, which involves balancing and negotiating the tensions between indigenous and western, commercial and environmental, and general and local indigenous knowledge. As the sociocultural political landscape changes, and spaces for indigenous knowledges are being claimed, we need to remember what is important to our communities. We want to be working at the micro level, that of whānau and hapū (wider family) daily practices, reclaiming and reframing place-based knowledge as we identify its significance for the Hangarau curriculum.

경기도 0세아전용 어린이집확대 및 활성화 방안

The purpose of this study is to study the direction of the development of daycare centers as a way to expand and revitalize the 0 to 1-year-old childcare center project, which is a specialized childcare project in Gyeonggi-do. The 0-year-old childcare center in Gyeonggi-do is the first childcare facility for 0 to 1-year-olds in the country in 2008 so that dual-income families can trust and entrust their children. In-depth interviews were conducted to study ways to expand and revitalize the specialized childcare projects in Gyeonggi-do, and the study participants consisted of four directors and three teachers working at a daycare center for 0 to 1-year-olds in Gyeonggi-do. In the process of searching for data, the ratio of teachers to children, the demand for specialized infant curriculum, the concerns over the integration of kindergartens and daycare centers, the director's concurrent position as teachers, and the demand for improvement of the childcare environment were found. Based on the demand for improvement, the policy proposals for the future development direction of daycare centers are as follows. First, support for the mandatory infant professional curriculum and in-depth curriculum for the professional reinforcement education of 0 to 1-year-old teachers was derived as an alternative. Second, the need for a review since 2015 was mentioned as a discussion on the director's concurrent position as a teacher, and the need to seriously consider whether the clarification of guidelines and supervision are well followed and effective was proposed. Third, we proposed to improve the environment for professional infant care by improving the childcare environment, secure the expertise of cooks, and devise measures to resolve the difficulty of preparing infant textbooks and parish play. Fourth, we proposed to provide services for customized care at the birth registration stage through active promotion of daycare centers for children aged 0 years. Based on this, we hope that the daycare center for children aged 0 to 1in Gyeonggi-do will be expanded and revitalized to start discussions to develop.

A Case Study of Organizational and Curricular Attributes for Interprofessional Education: A Model for Sustainable Curriculum Delivery

Background: In health and social care (HASC) professional education, interprofessional competencies are optimally developed by engaging in interprofessional education (IPE) activities that are delivered sustainably along a continuum. Ultimately, active engagement in IPE is meant to prepare future practitioners for interprofessional collaborative practice (IPCP), which leads to improved patient/client and community-oriented outcomes. Methods and Findings: This qualitative case study explores how four Canadian post-secondary institutions deliver IPE within their HASC professional education programmatic structures. Data were collected from institutional websites, publicly available IPE relevant records and documents, and interviews with coordinators and faculty/facilitators of IPE curriculum. Data were inductively analyzed to generate relevant themes, followed by a deductive analysis guided by the five accreditation standards domains identified in the Accreditation of Interprofessional Health Education (AIPHE) projects. Analyses of the data resulted in five attributes: 1) central administrative unit, 2) longitudinal and integrative program, 3) theoretically informed curriculum design, 4) student-centred pedagogy, and 5) patient/client-oriented approach. Conclusions: Using these attributes and guided by AIPHE’s accreditation standards domains, an organizational-curricular model for sustainable IPE is proposed, through which we assert that IPE reinforced through these organizational and curricular supports reflects successful programming, leading to patient/client-oriented outcomes.

CONTEXTUALIZED INTERACTIVE LEARNING MATERIALS (CILMs) FOR MATHEMATICS 1

The study was conducted to develop Contextualized Interactive Learning Materials (CILMs) for Mathematics 1 based on the results of the survey on the need to prepare CILMs and the problems encountered in the preparation and use of instructional materials in teaching Mathematics administered to 148 Grade 1 public elementary school teachers in the Schools Division of Ilocos Norte. Results were analyzed using the mean, frequency count, percentage, and rank.
 The findings showed that there is a need to prepare CILMs for all the learning competencies in Mathematics 1. Also, there were problems encountered by them in the preparation and use of instructional materials which could be addressed by the production of a curriculum support material. Hence, the CILMs were developed. Based on the results of the evaluation made by the content specialists, ICT experts, and Grade 1 teachers, the CILMs were found to be very highly valid and very highly acceptable as a curriculum support material for mathematics instruction.
 In the light of findings and conclusions, the researcher recommends that teachers be provided with means for internet connectivity and be given adequate professional development experiences in preparing contextualized interactive learning materials; copies of the CILMs may be provided to the school administrators, program heads, and teachers for the adoption of the materials to classroom instruction; monitoring and evaluation on the use of the CILMs be done; documentation on the initial adoption and implementation of the CILMs be done; and similar or related studies to be conducted in other grade levels for Mathematics.