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Published in
Academic Frontiers
The Impact of Learning Action Cell (LAC) Sessions on Teacher Development and Student Achievement
ACADEMIC FRONTIERS Multidisciplinary e-Publication, 1(7), 54-68, ISSN: 3082-4400, 2025.
Recommended Citation:
Echavez, C. T. (2025). The Impact of Learning Action Cell (LAC) Sessions on Teacher Development and Student Achievement. ACADEMIC FRONTIERS Multidisciplinary e-Publication, 1(7), 54–68. https://doi.org/10.5281/zenodo.17782167
Author(s)
Echavez, Clarissa T.
Abstract
This research assessed the impact of Learning Action Cell (LAC) sessions on teacher’s professional development and the achievement of Grade 5 students in Jaclupan Elementary School, Jaclupan, Talisay City, Cebu during the S.Y. 2024-2025 as basis for collaborative- expertise oriented plan. Guided by the framework established in DepEd Order No. 35, s. 2016. Using a quantitative approach, data were collected from teachers and students of Jaclupan Elementary School in Talisay City, Cebu. The findings reveal that LAC sessions significantly enhance instructional practices, assessment strategies, and student learning outcomes. Statistical analysis (ANOVA) confirmed a strong correlation, with an F-value of 192.4 exceeding the critical value of 4.26 at a 0.05 significance level. Despite facing challenges such as time constraints and resource limitations, the study highlights the value of a Collaborative-Expertise Oriented Plan to further maximize the impact of LAC sessions. Strengthening administrative support, refining training programs, and addressing workload concerns are recommended to sustain teacher growth and improve student performance. Overall, this study emphasizes the critical role that collaborative professional learning plays in creating a more effective and student-centered educational environment.
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