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Research Article

Learning Action Cell Participation and Teaching Performance: A Mixed-Methods Analysis Using PMES Data in Barili District II

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Janeza Fabroa , Daisy Obiso , Jasper Pabroa
Psych Educ Multidisc J, 2026, 57 (2), 220-232, DOI: https://doi.org/10.70838/pemj.570208, ISSN 2822-4353
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Abstract

This study examined the influence of Learning Action Cell (LAC) sessions on teaching performance and professional growth among teachers in Barili District II. The study utilized a mixed-methods explanatory sequential design involving 162 teacher respondents. Quantitative findings revealed high levels of participation in LAC sessions and significant moderate positive correlations between LAC participation and teaching performance (rs = 0.517, p < .001) and between LAC implementation and teaching performance (rs = 0.562, p < .001). Qualitative findings identified challenges affecting the conduct of LAC sessions, including heavy workloads, scheduling constraints, and administrative demands. Despite these challenges, the results indicate that active participation and effective implementation of LAC sessions contribute to improved teaching performance and support teachers’ professional growth. The study highlights the importance of strengthening collaborative professional learning structures to enhance instructional practice and teacher development.
Keywords Teaching Performance explanatory sequential design LAC sessions PMES Barili District II
Authors 3
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The team behind this paper

3 authors, 3 institutions.

This paper Malolos Elementary School Department of Education — Philippines Malolos Elementary Scho… 1 author Cebu Technological University — Philippines Cebu Technological Univ… 1 author Bartolome and Manuela Pañares Memorial National High School Department of Education — Philippines Bartolome and Manuela P… 1 author Janeza Fabroa — corresponding author JF Janeza Fabroa ✉ Daisy Obiso DO Daisy Obiso Jasper Pabroa JP Jasper Pabroa

Readership

200 reads over 7 months.

May 2026 November 2026

Related work on SciMatic

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Daisy Obiso 0x727A21…b4C152 300,000 (30%)
Jasper Pabroa 0x68F9A8…128C5C 300,000 (30%)
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Bibliographic Information

Janeza Fabroa, Daisy Obiso, Jasper Pabroa, (2026). Learning Action Cell Participation and Teaching Performance: A Mixed-Methods Analysis Using PMES Data in Barili District II, Psychology and Education: A Multidisciplinary Journal, 57(2): 220-232
Bibtex Citation
@article{janeza_fabroa2026pemj,
author = {Janeza Fabroa and Daisy Obiso and Jasper Pabroa},
title = {Learning Action Cell Participation and Teaching Performance: A Mixed-Methods Analysis Using PMES Data in Barili District II},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2026},
volume = {57},
number = {2},
pages = {220-232},
doi = {10.70838/pemj.570208},
url = {https://scimatic.org/show_manuscript/7971}
}
APA Citation
Fabroa, J., Obiso, D., Pabroa, J., (2026). Learning Action Cell Participation and Teaching Performance: A Mixed-Methods Analysis Using PMES Data in Barili District II. Psychology and Education: A Multidisciplinary Journal, 57(2), 220-232. https://doi.org/10.70838/pemj.570208

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