Implementation of School-Based Learning Action Cell on Teaching and Learning Practices

This study explores the implementation of the School-Based Learning Action Cell (SLAC) in Munai and Bacolod Districts, Division of Lanao del Norte, during the School Year 2024-2025. The Learning Action Cell (LAC), a key component of the Department of Education’s (DepEd) professional development programs, was assessed based on needs assessment, topic prioritization, formation of LACs, interventions, meeting schedules, resource allocation, task assignments, budget preparation, LAC plans, and monitoring and evaluation. It also evaluated teaching and learning practices concerning content knowledge, pedagogy, ethics, learner inclusion, ICT integration, and contextualized instruction. Four hundred twenty-three (423) elementary and secondary teachers participated through universal sampling, ensuring the inclusion of those with direct LAC experience. A descriptive-correlational research design was employed, using mean, percentage, standard deviation, and Pearson r correlation to analyze data. The study utilized a modified DepEd Order No. 35, s. 2016 questionnaire and a researcher-made tool. Findings highlight the importance of addressing teachers’ needs, ICT integration, and robust monitoring frameworks. Learner inclusion and differentiated strategies were underscored as crucial areas for improvement. Effective LAC implementation requires ongoing support, adequate resources, and training to enhance teaching practices and meet diverse learner needs. Recommendations include developing culturally relevant teaching materials, allocating time for LAC sessions, promoting professional development, and incorporating student feedback to foster inclusivity. Situated Learning Theory, emphasizing active participation in real-world tasks, was applied, emphasizing the value of authentic, context-rich experiences in improving teaching and learning.