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September 23, 2025Open Access

Implementation of the Learning Action Cell in the Teaching of Mathematics in Four Mega High School of Agusan Del Sur, Philippines

Key Points

A significant positive correlation exists between learning action cell implementation and teachers' instructional performance.
Findings highlight very high implementation in administrative support and teacher participation, with moderate resource provision.
A mixed-method approach combined quantitative data from 125 mathematics teachers with qualitative insights from interviews.
While learning action cells promote teacher professional growth, financial and time barriers present challenges to effective implementation.

Abstract

This study investigates the implementation of the Learning Action Cell (LAC) in Mathematics and its effect on teachers’ development in the Division of Agusan del Sur. Specifically, it examines the extent of LAC implementation in terms of administrative support, provision of facilities and financial resources, monitoring and evaluation, and quality of teacher participation. It also explores its effects on teachers’ instructional performance and sharing of expertise and resources. Employing a concurrent mixed-method approach, the study involved 125 Mathematics teachers from four mega-schools: Agusan del Sur National High School, Trento National High School, Prosperidad National High School, and Bayugan Comprehensive National High School. Quantitative data were collected through a validated questionnaire, while qualitative insights were obtained through interviews with LAC leaders. Findings revealed a very high extent of LAC implementation in administrative support, teacher participation, and monitoring, while provision of facilities and financial resources scored moderately. Teachers demonstrated remarkable development in instructional performance and collegial resource sharing. Spearman rho analysis confirmed a significant positive correlation between LAC implementation and teacher development. Notable strengths included competent human resources and a strong culture of collaboration. However, financial and time-related challenges emerged as key barriers to effective implementation. Based on these findings, the study concludes that while LAC is effectively fostering professional growth among Mathematics teachers, gaps in resource provision must be addressed. An intervention program is recommended to sustain and enhance LAC’s effectiveness. The study offers practical implications for DepEd policymakers, school leaders, teachers, and future researchers in promoting sustained professional development through LAC.

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