Utilization of Learning Action Cell (LAC) Session Contents among Science Teachers in Vigan, Ilocos Sur

Abstract

The professional development of teachers is essential for effectively implementing the K to 12 Basic Education Program in the Philippines. Learning Action Cells (LACs) provide a collaborative platform for teachers to enhance competencies in addressing diverse learners' needs, integrating 21st-century skills, and contextualizing the curriculum. This study examined the utilization of LAC session contents by 42 Junior High School Science teachers in Vigan City and its impact on teaching practices. Using a mixedmethod design, data were collected through surveys and interviews. Quantitative data were analyzed statistically, while qualitative data underwent thematic analysis. The study focused on Learners' Diversity and Student Inclusion, Content and Pedagogy, 21st-century Skills and ICT Integration, Assessment, and Curriculum Contextualization. Findings revealed high utilization of LAC content across all areas, with Learners' Diversity being the most utilized. Teachers’ educational attainment and position significantly influenced their LAC content utilization, with correlations noted between these factors and session attendance. Key outcomes included enhanced subject matter knowledge, improved pedagogy, and refined assessment strategies. A proposed action plan emphasized inclusive teaching methods, curriculum localization, digital literacy, and contextual integration. Recommendations include encouraging postgraduate studies, active participation in LAC sessions, and ICT-related training for teachers. Administrators are advised to monitor LAC utilization, provide comprehensive guides, and support professional growth. Broader studies are recommended to validate these findings and further explore LAC's impact on educational practices. This study underscores the pivotal role of LACs in fostering professional development and improving teaching efficacy.