UGC Approved Journal no 63975(19)

ISSN: 2349-5162 | ESTD Year : 2014
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Published in:

Volume 10 Issue 8
August-2023
eISSN: 2349-5162

UGC and ISSN approved 7.95 impact factor UGC Approved Journal no 63975

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Published Paper ID:
JETIRTHE2059


Registration ID:
523062

Page Number

d895-d933

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Title

LEARNING ACTION CELL INSTRUCTIONAL DESIGNS AND TEACHERS’ PERFORMANCE IN TALAKAG II DISTRICT

Abstract

This study focused on the Learning Action Cell Instructional designs and the Teachers’ Performance in Talakag II District in the Division of Bukidnon. Specifically, it sought to 1.) determine the level of implementation of the Learning Action Cell Instructional Designs; 2.) determine the Teachers’ Performance in Talakag II District; and 3.) determine the significant relationship between Learning Action Cell Instructional Designs and the Teachers’ Performance in Talakag II District. The respondents of the study were One hundred seventy-seven (177) public elementary and secondary teachers in Talakag II District, in Bukidnon. The survey questionnaire was the main instrument used to gather data, patterned from DepEd Order No. 35 s. 2016 and DepEd Order No. 42 s 2017, respectively. Purposive sampling was used in selecting the respondents for this study. The statistical tools used were descriptive Statistics such as percentage, frequency, mean, and standard deviation to describe the variables in the study. Pearson Product Moment Correlation (r) was employed to determine the significant relationship between the Learning Action Cell Instructional Designs and the Teachers’ Performance. Findings revealed that the Learning Action Cell Instructional Design was well implemented, particularly the indicator about Learner Diversity and Student Inclusion. The Teachers’ level of Performance showed an Outstanding learning environment, community linkages and professional engagement, personal growth and professional development, and Plus Factor. Content knowledge and Pedagogy and Diversity of Learners, Curriculum and Planning, Assessment and Reporting are only Satisfactory. There is a significant relationship between the level of Learning Action Cell Instructional designs and the Teachers’ Performance It is therefore recommended that Education Supervisors consistently prioritize the implementation of the Learning Action Cell (LAC) and may consider proposed activities to intensify the integration of 21st-century skills. Teachers must maximize the benefits of collaboration among educators through the implementation of the Learning Action Cell instructional designs.

Key Words

Learning Action Cell, Teachers; Performance

Cite This Article

"LEARNING ACTION CELL INSTRUCTIONAL DESIGNS AND TEACHERS’ PERFORMANCE IN TALAKAG II DISTRICT", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.10, Issue 8, page no.d895-d933, August-2023, Available :http://www.jetir.org/papers/JETIRTHE2059.pdf

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2349-5162 | Impact Factor 7.95 Calculate by Google Scholar

An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 7.95 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator

Cite This Article

"LEARNING ACTION CELL INSTRUCTIONAL DESIGNS AND TEACHERS’ PERFORMANCE IN TALAKAG II DISTRICT", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.10, Issue 8, page no. ppd895-d933, August-2023, Available at : http://www.jetir.org/papers/JETIRTHE2059.pdf

Publication Details

Published Paper ID: JETIRTHE2059
Registration ID: 523062
Published In: Volume 10 | Issue 8 | Year August-2023
DOI (Digital Object Identifier):
Page No: d895-d933
Country: Talakag, Bukidnon, Phillipines .
Area: Other
ISSN Number: 2349-5162
Publisher: IJ Publication


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