Learning Action Cell Modalities and Collaborative Practices: Effects to Professional Learning Outcomes of Teachers and Academic Performance Of Key Stage 2 Learners

AUTHOR(S)

EUTIQUIO A. VALMORIA REMCIL B. NERI

ABSTRACT

—— This study examined the effects of Learning Action Cell (LAC) modalities and collaborative practices on the professional learning outcomes of public elementary school teachers and the academic performance of Key Stage 2 learners in Ubay District, Bohol, during the School Year 2025–2026. Employing a quantitative research design with a descriptive-correlational approach, the study involved 400 teacher-respondents selected through purposive sampling. Data were gathered using a structured questionnaire measuring the extent of LAC implementation, demonstration of collaborative practices, and perceived professional learning outcomes, while learners’ academic performance was assessed using first and second quarter average grades. Results revealed that teachers perceived a high extent of implementation across face-to-face, online, and blended LAC modalities, with blended sessions showing the strongest engagement. Collaborative practices, including peer dialogue and knowledge sharing, problem-solving and mentoring, and reflective practice and teacher engagement, were also rated high, indicating active professional interactions that foster continuous development. Further analysis revealed a significant positive relationship between LAC modalities, collaborative practices, and teachers’ professional learning outcomes. Moreover, higher levels of teacher competence, curriculum management, classroom management, and student discipline were associated with improved learner academic performance. We ethically addressed challenges such as time constraints, limited technological resources, and varying teacher readiness through voluntary participation and confidentiality measures. The findings underscore the importance of structured LAC activities and collaborative engagement in enhancing teacher professional growth and learner outcomes. Based on these results, a professional development program was proposed, emphasizing flexible LAC modalities, mentoring, reflective practice, and capacity-building initiatives to sustain teacher improvement and academic excellence. Keywords — Learning Action Cell, Collaborative Practices, Teacher Professional Learning, Key Stage 2 Learners, Academic Performance