Learning Action Cell (LAC) in Reading: Its Influence on Academic Performance of Grade 2 Pupils in Pagatpat Elementary School

Abstract

INTRODUCTION

This study aimed to assess the learning action cell in reading and its influence on grade 2 pupils' academic performance in Pagatpat Elementary School of West 2 District, Division of Cagayan de Oro City for the school year 2017-2018. Specifically, the study sought to answer the following questions: 1. What is the extent of implementation of the Learning Action Cell in reading as perceived by teachers along with the following components; content knowledge, pedagogical skills, assessment strategies? 2. What is the pupils' academic performance? 3. Is there a significant relationship between pupils' academic performance and the extent of implementation of Learning Action Cell in reading as perceived by teachers along with the following components: content knowledge, pedagogical skills, and assessment strategies?

METHODS

The study used the descriptive design to describe the existing probability of the variables. Data were obtained from 138 for Grade 2 pupils' academic performance in reading. The data for this study were gathered from a sample of two hundred thirty (230) grade 2 pupils and five (5) grade 2 class advisers in Pagatpat Elementary School.

RESULTS

The Learning Action Cell (LAC) session in reading in terms of content knowledge was always (Mean: 3.66) implemented, in terms of pedagogical skills was always (Mean: 3.72) implemented, and in terms of assessment strategies were always (Mean: 3.68) implemented as perceived by teacher-respondents. Among the two hundred thirty (230) pupil-respondents, a dominant number of 80 or 35% had Satisfactory academic performance in reading whose grades range from 80 to 84%, 60 or 26% had Very Satisfactory academic performance (85-89%), 47 or 20% were Fairly Satisfactory academic performance (75-79%) and only 43 or 19% had an Outstanding academic performance (90-100%).

DISCUSSIONS

The Implementation of Learning Action Cell (LAC) sessions as part of the continuing professional development (CPD) of teachers most particularly in teaching reading has enhanced teachers' teaching competencies in reading. The implementation of LAC sessions for teachers in teaching reading has significantly influenced grade 2 pupils' reading proficiency which is reflective of pupils' academic performance most particularly in reading. In terms of content knowledge and assessment strategies, it has significantly influenced Grade 2 pupils to achieve higher grades in reading.