Conclusions

The research, initially starting as an instructional design project, sought to support COMCARE’s First Communion program by providing them learning materials that align with their goals. The researcher was assigned to create lesson presentations for the classes of Sister Todie and Sister Perry. While the execution diverged from the original plan due to time constraints, revisions and contextual challenges, the project evolved into an action research endeavor that offered both institutional and personal insights.

All research objectives were met. The study clarified COMCARE’s instructional design process, identified the best practices in catechesis, and revealed the learning preferences and prior knowledge of First Communicants. Learners gained most from a diversity of instructional materials, particularly quality visual aids and bilingual resources appropriated to the Philippine context. These outputs add to the editable and context-based resources available to religious educators, filling a genuine need in underserved communities.

The research also highlighted limitations. The scope was restricted by limited time, authority, and access to classes, particularly as Sister Todie’s sessions were only observed in the first two weeks. Revisions by the senior catechist and the realities of pedagogy, instruction and resources in religious education further constrained the use of designed materials. As such, interpretations remain context-specific and would benefit from more systematic and objective evaluation tools – including pre-tests of learners’ subject knowledge.

Simultaneously, the project achieved personal objectives. It strengthened the researcher’s skills as an instructional designer, honed her ability to adapt in professional contexts, and deepened her appreciation of the cultural and affective dimensions of catechesis. Producing the Assessment Toolkit was a key milestone; Sister Perry, expressed intent to use it despite organizational challenges, demonstrating both its potential and its limitations.

For the field of instructional design and religious education, this research underscores the magnitude of contextual adaptation and collaboration. Future directions may include exploring mobile learning (m-learning), integrating play-based and group activities, balancing learner needs with teacher capacity, and creating better tools for evaluation and analysis.

In summary, this research not only contributed concrete instructional materials but also offered broader insights into the realities of alternative education and technology integration in religious education in the Philippines. It demonstrated that while lack of resources heavily shapes implementation, innovation and collaboration can still open meaningful opportunities for learners. On both professional and personal levels, the project was transformative, ascertaining that instructional design is not only about producing tools but also about understanding people, contexts, and identities.