slac proposal for action research

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School Learning Action Cell (SLAC) Plan

Detailed objectives of the specific topic on the development of learners, curriculum, learning environment and for teachers were indicated with the materials used during the SLAC session. Expected output will be generated for the school principal evaluation and further perusal.

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Psychology and Education: A Multidisciplinary Journal

Psychology and Education , CESAR JR D . ALMONICAR , Raiza M. Padasas

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.

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.

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.

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.

Deron Orbeta

DENNIS JADE NUMERON

J. Ian Singson

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

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School Learning Action Cell (Slac) Sessions and Teachers' Professional Development in Buhaynasapa National High School

• Jhimson V. Cabral
• Mariz R. Millando

INTRODUCTION

As stated in Department of Education Order No. 35, s. 2016, Learning Action Cell (LAC) is a session conducted by group of teachers who engage in collaborative learning sessions to solve shared challenges such as learners' diversity, content and pedagogy, assessment and reporting, and ICT integration. These LAC Sessions served as school-based continuing professional development strategy for the improvement of teaching and learning. As such, this study aimed to assess the perceptions of teachers about the conduct of LAC sessions, its effects on their professional development, and the problems encountered in participating to it.

The study used descriptive method with validated questionnaire as research instrument. The respondents were the 67 teachers of BNHS, School Year 2018-2019, obtained through purposive sampling. The researchers sought the approval of the authorities before personally administering the research instrument used.

As revealed in the study, 56.7% of the teachers' population are in age ranging from 22 to 34, 79.1% are female, and 53.7% are married. In addition, 47.8% are Teacher I, 49.3% are in the service for not more than 5 years, and 43.3% are with units leading to a Master's Degree. On the other hand, the respondents strongly agreed that LAC sessions in BNHS helped them in modifying and enhancing their teaching practices with a weighted mean of 3.64. However, they disagreed that these sessions were able to provide a clear statement on the positive impact to student learning. LAC sessions also contribute much in developing ethics and professionalism among teachers; however, research and innovation is the weakest area with 1.98 composite mean. In addition, the respondents strongly agreed that they always encounter problems in identifying the relevance of LAC sessions to their teaching profession. Using paired sample t-Test, this study revealed that there are significant differences on the effects of LAC sessions to teachers' professional development when group according their profile based on the obtained p-values lower than 0.05 level of significance.

DISCUSSIONS

Thefindings clearly indicated that the conducted LAC sessions contribute much to teachers' professional development. However, there is a need to provide clearer objectives about its intent and significance to teaching and learning. Sessions about research and innovation must also be strengthened. The diverse profile attribute of teachers must also be considered in designing sessions for professional development.

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