thesis about school learning action cell

Investigating the Learning Action Cell (Lac) Experiences of Science Teachers in Secondary Schools: A Multiple Case Study

IOER Multidisciplinary Research Journal, Volume 2, Issue 1, March 2020

8 Pages Posted: 5 May 2020

MARK GIL A. VEGA

Visayas State University, Leyte, Philippines

Date Written: 2020

The Department of Education (DepEd) has implemented a policy on the Learning Action Cell (LAC) as a Professional Development Strategy for teachers. This policy helps the teacher to collaborate and solve shared challenges in the school. The principal objectives of this study were to investigate the benefits, challenges, and means of implementation of Learning Action Cell of Science teachers in Secondary Schools of DepEd in the National Capital Region. The study used qualitative, multiple case study design employing survey questionnaires, individual interviews, focus group discussions and LAC observations There were five individual interviews, six focus groups, four actual LAC observations, with approximately 59 participants conducted in this case study. The findings revealed that the implementation of LAC concerning the scheduling of sessions is different and inconsistent with other schools. In addition, there is no tool for evaluating the LAC session, no success indicator applied in the school and no LAC model to follow in implementing LAC. There are four themes that emerged in the benefits experienced by science teachers, which include: Better Working Environment, Develop Good Relationship, Professional Growth, Content and Pedagogical Knowledge. The participants in this study identified a number of challenges. They were divided into six themes: Scheduling, Disruption of Classes, Teachers’ Availability, LAC Activities, LAC Framework, and Funding. Furthermore, the principal results of the study showed that the implementation of LAC has an impact on teaching science but still, the participants recommended strengthening the LAC through creating a LAC model and development of LAC evaluation to monitor the status of LAC in each school properly.

Keywords: Learning Action Cell, Science Teachers, Secondary Schools, Qualitative research, Multiple Case Study, Philippines

Suggested Citation: Suggested Citation

MARK GIL A. VEGA (Contact Author)

Visayas state university, leyte, philippines ( email ).

Baybay, Leyte Philippines Baybay, Leyte Philippines Philippines

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School Learning Action Cell: Examining Links of a Lesson Study with Work Performance of Teachers

• Herchel F Gumban Graduate School, Mindanao State University- General Santos City, Philippines
• Maria Theresa P Pelones Maria Theresa P. Pelones

Teacher quality can develop holistic learners who are value-driven, qualified with 21st century skills, and capable of driving the country toward the development and progress. The study aimed to find out how the activities of School Based Learning Action Cell (SLAC) as a lesson study program in the Philippines relates to Teacher’s Work Performance. The study applied quantitative and qualitative design and involved 11 selected public elementary schools located in the district of Norala in the province of South Cotabato. There were 129 randomly selected teachers and 6 key informants who participated in the study. Adapted questionnaires and group discussion guide questions were utilized for data gathering. Findings of the study showed that teachers were highly involved in SLAC activities to ensure professional growth, quality teaching, collaboration and problem-solving, and school development programs. The performance of teachers at work had also been found to be very satisfactory in all its indicators: content knowledge and pedagogy, learning environment and leaner diversity, curriculum and planning, and assessment and reporting. Based on simple linear regression, the data showed that when teachers participate in SLAC activities, their work performance increases. Implications for the professional development of teachers are given in the study.

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Level of Implementation of Learning Action Cell (LAC) in the Division of Quezon: Basis for a Proposed Enhancement Program

• Leizel R. Reazo

In line with the implementation of Republic Act No. 10533 or the Enhanced Basic Education Act of 2013, the Department of Education (DepEd) issues the enclosed policy on The Learning Action Cell (LAC) as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning. The School Learning Action Cell (SLAC) should be observed to evaluate individual teachers and their collective performance, as well as to conduct the In-service Training (INSET) activities in support of continuing professional development at the end of the second quarter midterm break, as per DepEd Order No.18, s.2014.

This study sought to identify the level of implementation of the learning action cells and the problems encountered in its implementation to develop an acceptable enhancement program for the conduct of the LAC in the Division of Quezon. The study used the quantitative descriptive method and probability sampling technique with the aid of the Cochran formula. The researcher used validated survey questionnaires to gather data and analyzed responses using percentages and weighted means. The respondents are females, married, Teacher I, and teaching for 4-6 years. The level of implementation of the learning actions cells is generally implemented as perceived by the respondents in terms of prioritization of topics, formation of LAC, scheduling of meetings, setting up of resources, LAC implementation norms, preparing the line-item budget, and writing of LAC plan. The problems encountered in the implementation of the LAC session deals with the difficulty in scheduling due to many school activities and that some teachers are not ICT knowledgeable. The Program for Learning Action Cell Enhancement in School (PLACES) was developed and deemed highly accepted. The study proposed the further improvement of the LAC session in every school to intensify the benefits brought about by the learning action cells on addressing school issues and activities.

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School Learning Action Cell (SLAC) Program: The Batuan District Experience

2022, Psychology and Education: A Multidisciplinary Journal

The descriptive mixed research was performed to evaluate the length of the School Learning Action Cell (SLAC) programme, the modes of implementation, faced problems / challenges, and the strategies used. This study used a floated survey-questionnaire checklist and included an interview with 120 teachers at the public elementary schools. This work uncovered credible knowledge about SLAC System implementation. Whereupon, according to 90% of the respondents, most schools administered SLAC system on a monthly basis. Consequently, the most widely used mode of implementation is lecture discussion with 72.50 % of total responses. Sharing of best practices with 70 % responses is also common in implementation. The least-used deployment style with responses of 24.17 % is project-based. The SLAC schedule of 68.33 % responses is the biggest challenge in implementation led by duplication of 45 % responses to events. Collaborative and cooperative learning is the best option, according to 45 % of respondents. Devices could be manufactured using SLAC based on the 44.17 % respondents. Teacher participants may also illustrate instructional techniques with 43.33 % responses as part of communicating best practices. For them, content training is the least-used intervention with only 18.33 % of responses. This study recommends monitoring of the period of the conduct, the mode of implementation of this program and proper assessment of identifying problems met as well as employing the right interventions.

Related Papers

Emiliana Roxas

This study focused on the sustainability of the teaching prowess and capability of the elementary teachers in Ibaan district. The training needs of the elementary teachers in Ibaan District were surveyed to gauge the teaching craft and prowess of the said teachers. Due to the implementation of the k to 12 curriculum, the continual deepening of knowledge, skills, application of the pedagogical approaches and strategies are integral factors need to be enhanced, hence in-service trainings and workshops are conducted every end of the month to our teachers through the School Learning Action Cell (SLAC) session. Using quantitative method of research, this study was conducted to 203 elementary teachers in the district. Total population was utilized in identifying the respondents. It was found out that Learning Action Cell (SLAC) has some challenges and issues raised particularly by small schools led by teacher-in-charge and head teachers. Since it is school-based, problems on the lack of resource speakers on topics and lack of funds has been a common challenge and issue among small schools. Therefore, it is necessary that teacher-in-charge and head teachers in small schools have to be capacitated or clustered to bigger schools headed by school principals for the conduct of Cluster-based Learning Action Cell (CLAC). Recommendations included capacitating school head of small school like teacher-in-charge/officer-in-charge and head teacher on the conduct of School Learning Action Cell (SLAC) session for the elementary teachers to thrive in their teaching capability to suit the needs of the 21st century learners.

IOER International Multidisciplinary Research Journal ( IIMRJ) , Mark Gil Vega

The Department of Education (DepEd) has implemented a policy on the Learning Action Cell (LAC) as a Professional Development Strategy for teachers. This policy helps the teacher to collaborate and solve shared challenges in the school. The principal objectives of this study were to investigate the benefits, challenges, and means of implementation of Learning Action Cell of Science teachers in Secondary Schools of DepEd in the National Capital Region. The study used qualitative, multiple case study design employing survey questionnaires, individual interviews, focus group discussions and LAC observations There were five individual interviews, six focus groups, four actual LAC observations, with approximately 59 participants conducted in this case study. The findings revealed that the implementation of LAC concerning the scheduling of sessions is different and inconsistent with other schools. In addition, there is no tool for evaluating the LAC session, no success indicator applied in the school and no LAC model to follow in implementing LAC. There are four themes that emerged in the benefits experienced by science teachers, which include: Better Working Environment, Develop Good Relationship, Professional Growth, Content and Pedagogical Knowledge. The participants in this study identified a number of challenges. They were divided into six themes: Scheduling, Disruption of Classes, Teachers' Availability, LAC Activities, LAC Framework, and Funding. Furthermore, the principal results of the study showed that the implementation of LAC has an impact on teaching science but still, the participants recommended strengthening the LAC through creating a LAC model and development of LAC evaluation to monitor the status of LAC in each school properly.

1st Regional Research Summit Handbook

Maria Shiela

The difficulties encountered by the Secondary Science Teachers in implementing spiral approach in teaching science propelled the researcher to conduct a quasi-experimental research. One sample t-test was employed in treating the gathered data. Moreover, purposive sampling was utilized for the 135 Science teachers in the division. As revealed in the study, the teaching ability of the teachers has improved after the conduct of CLAC in terms of content and strategy in Science and it was validated during the observation of classes before and after the conduct of CLAC. There was a significant difference on the teaching ability of the teachers before and after the conduct of CLAC. On the achievement level of the students, the results revealed that the division average mean of 8.86 is higher than the standard test value for the gain in score which is 7.375 and thus, significant. Though the result is significant, it does not give a higher mean gain compared to the test value. The result can be attributed to different factors like specialization of the teachers, time schedule of the subjects, as well approaches used in the teaching which are not controlled by the researcher. The results proved the effectiveness of the conduct of CLAC in Science on improving teaching-learning process. The results suggested that the continuous conduct of CLAC in Science be done to enhance more the teaching-learning process.

International Journal of Educational Management and Innovation

Jayson Troy Bajar

Out-of-field teaching continues to be a persisting problem in the Philippine educational system – similarly evident in the rural school where this study was conducted. As an intervention, the researchers organized a professional learning community in the form of a school learning action cell (SLAC) to provide assistance to the teachers. They were then interviewed to determine the perceived effects of the intervention. Results of the study revealed that SLAC sessions contribute to the general well-being of the teachers in their view of the profession as it ‘reduced their tasks’ and ‘promoted workplace collaboration.’ On the other hand, it also impacted their pedagogy, which was found to have contributed to their ‘instructional mastery’ and ‘teacher efficacy.’ The researchers, however, caution that, though the intervention was found to be successful, it should be taken in its suggestive nature when out-of-field teaching is unavoidable. When feasible, the idyllic educational landscape ...

Dalaguete PH

GEORGE LUMAYAG

Abstract With the new trend of teaching instructions and increasing use of websites in relation to educational systems, pedagogical information seeking and virtual educational environments not limited to web usability practices grow in importance. This action research assessed the implementation of Learning Action Cell (LAC) especially to the problems, issues and challenges met by teachers in the conduct of LAC sessions in their respective schools. And respondents claimed that they preferred trainings in relation to online application features and ICT utilization. The proposed trainings would help the public schools in the conduct of the LAC sessions using the website. And this training program shall become a better benchmark to other national high schools in the Philippines so that elementary, junior and senior high school teachers become competitive enough in the utilization of ICT in their teaching instructions and ready for the ASEAN Integration. The objective of this paper is to develop the school websites using Google Sites for DepEd Learning Action Cell (LAC) sessions in the public schools of Dalaguete Districts 1 and 2. This action research is provided under Republic Act No. 10533 states that the State shall establish, maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people, the country and society-at-large. And it is under the directive of DepEd Order No. 16, s. 2017 in which said action research is precisely in relation to the Research Agenda Category: Teaching and Learning. Keywords: Information and Communications Technology (ICT); DepEd Dalaguete Districts’ School Websites using Google Sites for Learning Action Cell (LAC); Descriptive Research; Dalaguete, Cebu, Philippines

Lilibeth Biscayda

Jurnal Pengabdian Masyarakat Sains Indonesia

Psychology and Education: A Multidisciplinary Journal

Psychology and Education

This study determined the impacts of action research in the different key areas of school operations. It also revealed the research problems encountered in conducting, disseminating, and utilizing action research. This study aimed to establish the research culture and skills of the teachers that will help them address issues regarding school operations. Seventy-five (75) respondents were randomly chosen. This study was limited to the principal author or proponent of action research. These respondents were from different elementary and secondary schools in the third congressional district of Quezon, composed of 12 municipalities. The importance of the study was determined using a descriptive research approach. A self-made questionnaire with a Cronbach alpha of 0.976 was formulated. The data revealed that action research significantly impacts the curriculum aspect of school operation, where most of the themes of their action research focus on teaching-learning. As researchers, teachers play a vital role in curriculum planning. To sum up, it is better to strengthen the methodologies and programs that promote school action research.

Dick Lapitan

The purpose of the study was to help teacher-participants of Kakiduguen National High School in enhancing their research skills in the preparation of action research proposal through the conduct of learning action cell sessions and peer teaching activities. The modified research questionnaire was used to gather data on the self-assessed performance levels of the teacher-participants before and after the study. Sets of rubric were developed to assess and evaluate the teacher-participants’ outputs. The teacher-participants assessed themselves as proficient in all the essential components of action research prior and after the study. On the other hand, teacher-participants’ performance level based on their outputs before the study shows that they are on average or beginners in preparing action research proposal. While the teacher-participants’ outputs overall performance after the study shows that they greatly improved with a performance level of highly proficient on articulating research titles and formulating research questions. The activities, that enhanced the teacher-participants’ research skills and performance in formulating a research question and articulating a research title, were the conducted learning action cell sessions, numerous peer teaching, the inclusion of open forum in the learning action cell session, entertaining and answering queries or questions about the rudiments of research as well the regular follow-up, extending technical assistance, motivation, and giving of feedback on their outputs on the part of the school head-researcher. Institutionalized learning action cell and peer teaching; keep honing and equipping oneself on the rudiments of research including the school head; provide samples of action researches/studies from the different learning areas; craft a reference guide on the five most important parts of action research; and conduct learning action cell on time management to help teachers managing their time in conducting research. Keywords: self-assessment, written outputs, performance level, technical assistance

Elva Yohana

contoh tugas analisis skripsi yang diberikan oleh dosen metodologi penelitian, bisa dilihat di sini

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Breaking News

LAUSD approves cellphone ban as Newsom calls for statewide action

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The Los Angeles school board Tuesday set in motion a plan to ban cellphones all day on campus, saying the devices distract students from learning, lead to anxiety and allow cyberbullying.

The ban would take effect in January after details are approved in a future meeting by the Board of Education, with the goal of enforcing it across a student’s entire time at school, including lunch and other breaks.

“Our students are glued to their cellphones, not unlike adults,” said board member Nick Melvoin, who spearheaded the resolution. “They’re surreptitiously scrolling in school, in class time, or have their head in their hands, walking down the hallways. They’re not talking to each other or playing at lunch or recess because they have their AirPods in.”

The board action adds momentum to growing campaigns in California to restrict or eliminate cellphone use at schools amid reports about how the devices, coupled with the use of social media, coincide with skyrocketing anxiety and other harms to children.

State leaders are moving in the same direction as L.A. Unified.

California Assembly Bill 3216 , introduced in February, would require school districts to adopt a policy to limit or prohibit student use of smartphones while at school or under the supervision of a school employee. The law would go into effect July 1, 2026.

The measure has the support of Gov. Gavin Newsom.

On Monday, U.S. Surgeon General Vivek Murthy asserted that social media use has become so prevalent and potentially damaging among young people that Congress should require warning labels on the online platforms, similar to those found on cigarette boxes.

“As the Surgeon General affirmed, social media is harming the mental health of our youth,” Newsom said in a statement to The Times. “I look forward to working with the Legislature to restrict the use of smartphones during the school day. When children and teens are in school, they should be focused on their studies — not their screens.”

The Los Angeles Board of Education, at the suggestion of Supt. Alberto Carvalho, agreed to expand the resolution in an additional direction by targeting social media companies for potential litigation.

“I believe now’s the time for Los Angeles Unified to take a legal position,” Carvalho said, “that may include litigation against these powerful giant social media entities, who, for profit, are engaging in predatory behaviors and actions to capture the attention that will eventually victimize kids through a well-documented decaying of their mental health.”

The board resolution passed by a 5-2 vote.

All the board members expressed concerns over the harms of cellphone use and social media on students — as well as concerns that any ban should be carried out with full consideration of student and family needs.

Board President Jackie Goldberg, who co-sponsored the resolution, recounted a recent visit to a high school where she sat down with students sitting together at a table during lunch.

“I thought we could have a chance just to informally talk,” Goldberg recounted. “All of them took out their cellphones.”

That was only the first surprise.

“I thought they were contacting other people,” Goldberg said. “They were talking to each other on their cellphones, rather than with their voices and their mouths. ... This is an addiction that is serious.”

Another board co-sponsor, Tanya Ortiz Franklin, said her student advisory council has raised valid concerns.

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“We’ve seen in classrooms sometimes kids will forget their Chromebook, and they’ll hop on their iPhone instead,” Franklin said. “So we need to make sure we’ve got plenty of Chromebooks so that students are not relying on their personal iPhones to access school materials.

“The other thing I thought was interesting from [student] leaders is that they use text messaging to communicate about clubs and teams and events they’re planning and things that need to change last minute,” Franklin said. “It made me wonder if there were an app that could be on their Chromebooks — where they could be texting and communicating” with appropriate supervision.

Board member George McKenna voted no over concerns about the totality of the ban, although he said he was open to ongoing discussion of the matter.

He said it was important to respect student ownership over something that was important to them, especially for students from low-income families. He recalled that years ago, when he was a principal, students would be devastated at the thought of parting with the boomboxes they carried around.

He also wondered if a civil rights lawsuit would be launched over the matter.

Board member Rocio Rivas voted yes, but also was concerned that a cellphone ban be carried out equitably, respecting the different life situations of families.

Melvoin said the conversation has evolved from making sure that all have access to technology to making sure that students are protected from it.

“Some of the most expensive schools in the city and in this country have [had] phone-free policies in place for years because they’ve seen those effects,” Melvoin said.

Board member Scott Schmerelson voted no because he said it was important to make a distinction between instructional time and noninstructional time.

Elements to be worked out include different approaches for various age groups and a range of technologies, such as smartwatches.

Board member Kelly Gonez, who voted yes, noted that recent immigrants use smartphones for translation. Such allowances would need to be considered, she said.

Options to carry out the ban under consideration include providing cellphone lockers or pouches that keep devices locked up and inaccessible until they’re tapped against a magnetic device when exiting campus. Technology also could be used to block access to social media platforms.

Opinion: Why LAUSD should ban smartphones in schools

L.A.’s principals and teachers need a policy aligned with current research, which shows that curbing phone use in schools leads to better academic performance and less cyberbullying.

June 14, 2024

Some parents, however, want their children to have cellphones for safety and communication, and school administrators say the ban could be difficult to enforce.

Supporters who spoke Tuesday included a district middle school principal who said such a ban has improved the learning environment at his campus.

Also endorsing the resolution was Venice High math teacher Jessica Quindel, who likened the struggle to manage cellphone use to a draining, nonstop marathon.

She joined Venice High School’s Phone Free-er Focus Group , a group of 10 teachers who successfully pushed the school staff toward setting up the campus as a largely phone-free zone.

“Enforcement is the hardest thing because there is not enough staff to constantly take away phones and call home,” she said. A clear districtwide policy would help, she added.

Student objections to a ban are anticipated.

“Very furious,” is how Helen Ho, 16, a rising junior at Narbonne High in Harbor City, described her reaction. Students need phones for emergency situations and to maintain access to family, she said.

A ban, she added, also would infringe students’ rights to self expression: “Students are already so restricted in school settings.”

At school, she said, she uses her phone for educational purposes, such as applying to programs or accessing information from fliers that often provide only QR codes, for which “you can’t use your laptop.”

For her, a phone is a source of connection and stability.

Rising Reseda High senior Neel Thakkar, 16, is receptive to the ban.

He recalled struggling to focus on studying for Advanced Placement exams because he was “addicted to Instagram” and couldn’t “stop picking up [his] phone ... even for two seconds.”

He deleted the app from his phone because he “had to get off of it.”

“It was very hard at first,” he said.

In comments to the Board of Education, he suggested the district create a platform in which students can voice their concerns and opinions about this policy.

Teens know how social media affects mental health. So they created resources to help

Adolescents who have dealt with cyberbullying and body dysmorphia due to their time spent online offer tips for their peers on how to navigate these spaces.

Sept. 11, 2023

The teachers union — United Teachers Los Angeles — took a wait-and-see approach.

“UTLA looks forward to understanding how the proposed cellphone policy will differ from the current one,” said union Vice President Alex Orozco. “More importantly, we want to know how all stakeholders will be included in the decision-making.”

The board resolution cited research in line with the policy, including a national survey on drug use and health by the Substance Abuse and Mental Health Services Administration that found that among those born after 1995, anxiety increased 139% from 2010 to 2020, coinciding with the rise in smartphones and social media.

In addition to his support for warning labels, Surgeon General Murthy wrote in a 2023 advisory that social media may be linked to a growing mental health crisis among teens.

The language added to the resolution builds on such concerns:

“The District shall also evaluate the impact of social media use by young people, including on their mental health, to formulate a strategy that contemplates — but is not restricted to — litigation against social media entities that operate platforms that use algorithms that appeal to students who develop addiction to such platforms with well documented mental and physical deleterious consequences to youth.”

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The district resolution also cites a 2016 Common Sense Media survey that found half of teens feel “addicted” to their phones. A 2023 study of 200 students by the same group found that 97% of 11- to 17-year-olds used their phones during the school day.

The resolution states too that there is evidence that “limiting cellphone usage and social media access during the school day increases academic performance and has positive effects on student mental health.”

L.A. Unified already has a social media policy in place that embodies many elements of what Melvoin is pushing for. This policy sets out that “approved social media is to be used at school for educational purposes only and under the direction of a teacher or school leader. Home use of social media on district or personal electronic devices is limited to only sites approved by the district’s web filtering system.”

District policies in this area have not been fully updated since 2011 and enforcement has been sporadic as smartphones have become commonplace.

More to Read

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June 19, 2024

Abcarian: Los Angeles public schools will ban cellphones. What’s not to like?

June 18, 2024

LAUSD, fed up with kids distracted by social media, to consider cellphone ban

June 17, 2024

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