Learning Action Cell (LAC): Mathematics Teachers’ Challenges, Opportunities, and Influence on Practice

This study aimed to determine the mathematics teachers’ challenges met, opportunities availed, influence on practice, their relationship, and what collaborative learning session enhancement program manual can be proposed. The data indicated that, on average, LAC math teachers faced "challenged" challenges. They specifically stated that they were "challenged" in needs assessment, agenda and topic prioritization, identifying the best intervention, meeting scheduling, resource setup, task assignment, and LAC implementation guidelines. The K–12 Basic Curriculum Program's content and pedagogy, assessment, and reporting, 21st century skills and ICT integration in instruction and assessment, learner diversity and student inclusion, curriculum contextualization, localization, and indigenization are just a few of the areas in which math teachers have regularly taken advantage of LAC opportunities. As facilitators of the learning process, math teachers acknowledged the impact of LAC on their methods. Furthermore, it was found out that there is a strong, positive, and significant relationship which existed between the mathematics teachers’ challenges and opportunities, so as with challenges and influence on practice, and opportunities and influence on practice. PAATHAG, a collaborative learning sessions enhancement manual was developed that could serve as LAC facilitator’s guide which covers specific topics on LAC Formation, the implementing guidelines, and different procedures in the conduct of LAC of mathematics teachers.

challenges, influence, Learning Action

1. Abdullah, S. H. (2012). The degree of using of computer based-technology by teachers within learning process: Field study in the public schools located in Damascus and AI Qunaitera governorates. Damascus University: Master Thesis. [Google Scholar] [Crossref]

2. Bredo, E. (2010). Reconstructing educational psychology: Situated cognition and Deweyian pragmatism. [Google Scholar] [Crossref]

3. Educational Psychologist, 29(1), 23-35. Retrieved from: https://www.tandfonline.com/doi/abs/10.1207/s15326985ep2901_3 [Google Scholar] [Crossref]

4. Bringas, H. A. (2014) Integrating 21st Century Skills into the Curriculum Bringing Schools into the 21st Century. Retrieved from https://www.slideshare.net/lenferndz/localization-contextualization [Google Scholar] [Crossref]

5. Bolden, Richard (2011). Distributed leadership in organizations: A review of theory and research. University of Exeter, UK. Retrieved from https://onlinelibrary.wiley.com/doi/full/10.1111/j.14682370.2011.00306.x [Google Scholar] [Crossref]

6. Carpenter, Mason A. (2011). Strategic management: A dynamic perspective. AbeBooks. Canada. Published by Pearson Education Canada (2011). ISBN 10: 013206862. Retrieved from https://www.abebooks.com/9780132068628/StrategicManagement-Dynamic-Perspective-Cases0132068621/plp [Google Scholar] [Crossref]

7. Catacutan, R. A. & de Guzman, M. F. D. (2017). The Project-Based Learning (PBL) approach in secondary social study instruction at Zone 2, Division of Zambales, Philippines. International journal of scientific engineering research, 8(11) November-2017. ISSN 2229-5518. Retrieved from https://www.ijser.org/researchpaper/The-Project-Based-Learning-PBL-Approach-in-Secondary-SocialStudies-Instruction-at-Zone-2-Division-of-Zambales-Philippines.pdf. [Google Scholar] [Crossref]

8. Catimon, E. L. (2017). Readiness of public elementary in implementing DepEd Order 35 s. 2013: basis for policy improvement. college of education, polytechnic university of the Philippines. Retrieved from https://www.jiarm.com/Jan19/paper32942.pdf [Google Scholar] [Crossref]

9. Chernus, K. & Fowler, D. (2015). Integrating curriculum: Lesson for Adult education from career and technical education. National institute for literacy. Washington, DC 20006. Retrieved from https://lincs.ed.gov/publications/pdf/Intergrating Curriculum2010.pdf [Google Scholar] [Crossref]

10. De Guzman, M. F. D. (2016). Sustaining the organizational culture in State University and Colleges (SUCs) in Region III. Unpublished dated June 2013. Retrieved from https://www.academia.edu/11259244/ [Google Scholar] [Crossref]

11. Delsa, D., Chalshisa, C. & Lemma, G. (2013). School-based continuous teacher professional development in Addis Ababa: An investigation of practices, opportunities, and challenges. CICE Hiroshima University, Journal of International Cooperation in Education, 15(3). 77-94. Retrieved from http://home.hiroshimau.ac.jp/cice/wp-content/upload/publication/15-3/15-3-15.pdf. [Google Scholar] [Crossref]

12. Do 35, S. (2016). The learning action cell as a K to 12 basic education program school-based continuing professional development strategy for the improvement of teaching and learning. Retrieved from https://www.deped.gov.ph/2016/06/07/do- 35-s-2016-the-learning-action-cell-asak-to-12-basiceducation-program-school-based-continuing-professionaldevelopment-strategy-for-the-improvement-ofteaching-and-learning/. [Google Scholar] [Crossref]

13. Early, P. & Bubb, S. (2017). Leading and managing continuing professional development: developing people, developing schools. Retrieved from https://sk.sagepub.com/books/leading-and-managingcontinuing-professional-development-2e [Google Scholar] [Crossref]

14. Easton, L. B. (2017). Professional learning communities by design: Putting the learning back into PLC’s. Texas, USA. Retrieved from https://us.corwin.com/en-us/nam/book/professional-learning-communitiesdesign [Google Scholar] [Crossref]

15. Filges, T. (2019). Effectiveness of continuing professional development training of welfare professionals on outcomes for children and young people: A systematic review. Retrieved from https://onlinelibrary.wiley.com/doi/full/10.1002/cl2.1060 [Google Scholar] [Crossref]

16. Garin, R., Reyes, R., Domantay, G. & Rosals J. (2016). Contextualized and Localized Teaching as a Technique in Teaching Basic Statistics. Asia Pacific Journal of Education, Arts and Sciences, 4(1). Retrieved from APJEAS-2017.4.1.2.08.pdf [Google Scholar] [Crossref]

17. Gholami, H. (2019). The Impact of Lesson Study on Achievement in Mathematical Problem Solving and Higher Order Thinking Skills (HOTS) among Foundation Level Students. International Journal of Innovation, Creativity and Change. www.ijicc.net 10(2). Retrieved from https://www.ijicc.net/images/vol10iss2/ 10202_ Gholami_2019_E_R.pdf [Google Scholar] [Crossref]

18. Graal, Noelle (2013). Continuing professional development in the lifelong sector. Retrieved from: https://www.tandfonline.com/doi/abs/10.1080/19415257.2011 .574510?journal Code=rjie20 [Google Scholar] [Crossref]

19. Gupta, K. (2014). A practical guide to needs assessment. Retrieved from https://onlinelibrary.wiley.com/doi/book/10.1002/9781118826164 [Google Scholar] [Crossref]

20. Lee, H. & Sakamoto, I. (2012). Contextualized pedagogy: new educational approach in the pot modern era. The journal of multiculturalism in education, 8. Retrieved from http://www.cord.org/contextuallearning-definition/. [Google Scholar] [Crossref]

21. Kajamaa, A. & Kumpulainen, K. & Olkinuora, H. (2019). Teacher interventions in students’ collaborative work in a technology‐rich educational makerspace. Retrieved from https://onlinelibrary.wiley.com/doi/full/10.1111/bjet.12837 [Google Scholar] [Crossref]

22. Kang, M., & Heo, H. (2015). Developing an Educational Performance Indicator for New Millennium Learners. Journal of Research on Technology in Education, 43(2), 157-170. Retrieved from https://files.eric.ed.gov/fulltext/EJ907024.pdf [Google Scholar] [Crossref]

23. Khader, F. R. (2013). Teachers’ pedagogical beliefs and actual classroom practices in social studies instruction. American international journal of contemporary research. 2 (1): 201273. Retrieved from https://www.uop.edu.jo/Download/ research/members/111_2027_fakh.pdf [Google Scholar] [Crossref]

24. Lewis, H. (2017). The professional development of teacher educators: The missing link? Wales Journal of Education. 18 Retrieved from https://www.researchgate.net/publication/316739263_Professional_Development_for_Teacher_Educator s_The_Missing_Link [Google Scholar] [Crossref]

25. Little, J. (2003). Professional community and the problem of high school reform. International Journal of Education Research 37 (8), 693-714. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S0883035503000661 [Google Scholar] [Crossref]

26. Lobo, D. (2016). 21st century competencies and ICT integration in the classroom: preparing students for careers in the current and future employment market. Master’s Thesis. Ontario Institute for studies in Education of the University of Toronto. Unpublished dated July 10, 2016. [Google Scholar] [Crossref]

27. Manchester, UK: Center for Education Research and Quality. Retrieved from https://www.seed.manchester.ac.uk/education/ [Google Scholar] [Crossref]

28. Mouraz, A., & Leite, C. (2013). Putting knowledge in context: Curriculum contextualization in history classes. Transformative Dialogues: Teaching & Learning Journal, 6(3), 1-11. Retrieved from https://www.kpu.ca/sites/default/files/Teaching%20and%20Learning/TD.6.3.12_Mouraz%26Leite Putting_knowledge_in_context.pdf [Google Scholar] [Crossref]

29. Murchan, D., Loxley, A., & Johnston, K. (2019). Teacher learning and policy intention: selected findings from an evaluation of a large-scale programme and professional development in the republic of Ireland. [Google Scholar] [Crossref]

30. European Journal of Teacher Education. Retrieved from https://www.researchgate.net/publication/232831310 [Google Scholar] [Crossref]

31. Ocampo, D. (2016). Using Learning Action Cells to Improve Science Teacher-Learning in the Philippines. Retrieved from https://headfoundation.org/school-learning-action-cells-to-improve-teacher-learninguniversity-of-the-philippines/ [Google Scholar] [Crossref]

32. Office of the Migrant Education: 2011 New Directors Orientation. Comprehensive Needs Assessment (Materials adapted from “Planning and Conducting Needs Assessments: A Practical Guide” (1995) [Google Scholar] [Crossref]

33. Ogden, Sherelyn (2015). Preservation Planning: Guidelines for writing a Long-Range Plan produced by NEDCC (Northeast Document Conservation Center). Retrieved from www.nedc.org [Google Scholar] [Crossref]

34. Pallant, J. (2007). SPSS survival manual-A step by step guide to data analysis using SPSS for windows (3rd ed.) Maidenhead: Open University Press [Google Scholar] [Crossref]

35. Perrotta, C., Featherstone, G., Aston, H. & Houghton, E. (2013). Game-based learning: Latest evidence and future directions. NFER Research Programme: Innovation in Education. Retrieved from https://www.nfer.ac.uk/publications/game01/game01. pdf [Google Scholar] [Crossref]

36. Reichenberg, V.A. Avissar, T., & Sagee (2015). Student-teachers competence and attitude toward information and communication technology: A case study in Nigerian University. Contemporary education, 2(1), 18-3. Retrieved from http://www.acarendix.com/dosyalar/makale/acarendix1423872618.pdf. [Google Scholar] [Crossref]

37. Reston, A. C. (2015). Introduction to primary research: Observations, Surveys, and interviews. ISBN 9781-60235-184-4. Retrieved from http://www.parlorpress.comm/pdf/reston--introduction-to-primaryresearch.pdf [Google Scholar] [Crossref]

38. Rogayan, D. & Villanueva, E. E. (2019). Implementation status of K to 12 Social studies programs in Philippine public schools. DOI: 10.20319/pijss.2019.53.23325. Retrieved from https://www.researchgate.net/publication/316698131 [Google Scholar] [Crossref]

39. Rotherham, A. J., & Willingham, D. T. (2014). 21st – century skills: Not new but a worthy change. American educators,34(1), 17-20. Retrieved from https://eric.ed.gov/?id=EJ889143 [Google Scholar] [Crossref]

40. Schon, Donald (2011). The reflective practitioner: how professionals think in action. The Journal of Continuing Higher Education, 34. Retrieved from https://www.researchgate.net/publication/242371022_The_Reflective_Practitioner_How_Professionals_ Think_In_Action [Google Scholar] [Crossref]

41. Sweller, J. (2016) Evolution of Human Cognitive architecture. In B. Ross (Ed.), The psychology of learning and motivation, 43, 215-266. San Diego: Academic Press. Retrieved from https://psycnet.apa.org/record/2004-12443-006 [Google Scholar] [Crossref]

42. Tomal, D., Schilling C. & Trybus, M. (2013). Leading school change, maximizing resources for school improvement. Rowman and Littlefield Publisher Inc. United Kingdom. Retrieved from https://books.google.com.ph/books/about/Leading_ [Google Scholar] [Crossref]

43. School_Change.html?id=wNg20p1oHYC&printsec=frontcover&source=kp_read_button&hl=en&redir_ esc=y#v=onepage&q&f=false [Google Scholar] [Crossref]

44. Silva, V. (2018). School learning action cell as a key for teachers professional development. Retrieved from https://www.researchgate.net/publication/334188976 [Google Scholar] [Crossref]

45. Singh, K., Bickley, P.G., Keith, T.Z., Trivette, P., & Anderson, E. (2019) The effects of four components of parental involvement on eighth grade student achievement: structural analysis of NELS-88 data. School Psychology Review, 24 (2), 299-317. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/02796015.1995. 12085769 [Google Scholar] [Crossref]

46. Stronge, James (2014). Qualities of effective teachers (2nd Ed.). Alexandria, VA: Association for supervision and curriculum development. Retrieved from https://eric.ed.gov/?id= ED509061 [Google Scholar] [Crossref]

47. Tuimur, H. & Chemwei, B. (2015). Availability and use of instructional materials in the teaching of conflict and conflict resolution in primary schools in Nandi North District, Kenya. Online Submission, International Journal of Education and Practice, 3, 224-234, 2015. Retrieved from https://files.eric.ed.gov/fulltext/ ED560670.pdf. [Google Scholar] [Crossref]

48. UNESCO (2014). EFA Global Monitoring Report Teaching and Learning: Achieving quality for all. Published in 2014 by the United Nations Educational, Scientific and Cultural Organization 7, Place de [Google Scholar] [Crossref]

49. Fontenoy, 75352 Paris 07 SP, France. Retrieved from [Google Scholar] [Crossref]

50. http://uis.unesco.org/sites/default/files/documents/teaching-and-learning-achieving-quality-for-all-gmr2013-2014-en.pdf [Google Scholar] [Crossref]

51. Vega, Mark Gil (2020). Investigating the Learning Action Cell (Lac) Experiences of Science Teachers in Secondary Schools: A Multiple Case Study. IOER Multidisciplinary Research Journal, 2(1). Retrieved from https://papers.ssrn.com/sol3/papers.cfm? abstract_id=3571935. [Google Scholar] [Crossref]

• Interplay of Students’ Emotional Intelligence and Attitude toward Mathematics on Performance in Grade 10 Algebra
• Numerical Simulation of Fitzhugh-Nagumo Dynamics Using a Finite Difference-Based Method of Lines
• Fixed Point Theorem in Controlled Metric Spaces
• Usage of Moving Average to Heart Rate, Blood Pressure and Blood Sugar
• Exploring Algebraic Topology and Homotopy Theory: Methods, Empirical Data, and Numerical Examples