Learning Action Cells (LAC) Sessions

Abstract

INTRODUCTION

Education in the country is research-based and while there are so many seminars about action research with different speakers and different levels there is still only a few who had the capacity to make a worthwhile action research. Some had done this just to comply and others use it just for promotion. Not really realizing the importance of this in the teaching-learning process, for the professional development and teaching strategies of teachers, and holistic development of students especially those who are at risk and for improving the much desired high MPS and of education as a whole.

METHODS

The descriptive type of research was utilized to determine the level of knowledge and skills of the 28 teachers of Gumaca Integrated School inInaclagan, Gumaca, Quezon in making action researches. The researcher-made survey questionnaire which utilized the 4-point Likert scale for the responses was the main tool used in this study. It is a structured type of questionnaire in which teachers check the columns which correspond to their responses. The mean is computed based on the answers of the respondents in the questionnaire.

RESULTS

Based on the findings, the following conclusions are arrived at: 1. The teachers of the Gumaca Integrated School are: a. aware of the meaning and importance of Action Research b. slightly aware in most parts of itc. novice and advanced beginner in making itThey consider time as very much a problem and financial aspect as a problem in making it. They didn't find support from the superior as a problem and the cooperation of respondents is not so much a problem. The researcher then, recommended the following: Provide training with an emphasis on the following: 1) meaning and importance of action research 2) how to write each part of action research

Provide time, during Learning Action Cells (LAC) Sessions, where teachers can concentrate on making it. Use the Maintenance and Other Operating Expenses (MOOE) to support the needs of teachers in making the actions research.

DISCUSSIONS

The results demonstrate the need to look deeper into the situation of teachers why they wouldn't have data-driven research that would precisely and accurately give the appropriate intervention and innovations in able to increase the MPS and lessen the perennial problems of students. As of January 2019, two teachers were able to finish their action research and 21 teachers are presently in the process of doing their research papers.