04684nam a22001577a 4500003000400000005001700004008004100021040001400062100002200076245012500098260000900223300002700232500008100259504003200340520415400372OSt20211119141052.0211119b        |||||||| |||| 00| 0 eng d  aMMSUcULS  aViernes,James Y.   aUtilization of learning action cell (LAC) session contents among public elementary school teachers / cJames Y. Viernes   c2021  ax,100 leaves c28 cm.   aThesis (M.A.Ed. - Educational Management) - Mariano Marcos State University   aBibliography: leaves 81-88.  a		ABSTRACT VIERNES, JAMES YANOS. Mariano Marcos State University, May 2021 UTILIZATION OF LEARNING ACTION CELL (LAC) SESSION CONTENTS AMONG PUBLIC ELEMENTARY SCHOOL TEACHERS. Major Adviser: Elena Edna C. Nagtalon, Ed.D.  	Using the descriptive-correlational research design, the study described the level of utilization of LAC session contents among public elementary school teachers of Bacarra Districts I and II of the Schools Division of Ilocos Norte. It also determined the relationship between the socio - demographic characteristics (sex, age, civil status, position educational  attainment, number of years in service, number of trainings and seminars attended and number of LAC session attended) of the teachers and their level of utilization of LAC session contents as to Learners' Diversity and Student Inclusion,Content and Pedagogy of the K to 12 Basic Education Program; 21 Century Skills and ICT Integration in Instruction and Assessment, Assessment and Reporting in the K to 12 Basic Education Program, and Curriculum Contextualization, Localization, and Indigenization. One hundred sixty-seven (167) teachers from the public elementary schools in Bacarra Districts I and II in the Schools Division of Ilocos Norte were involved in the study.  	Their level of utilization was determined using a validated researcher- made survey questionnaire. Data were analyzed using frequency counts and percentages, mean, Pearson r and point - biserial correlation. In all tests of significance, the level of significance was set at 01 and .05 probability level. 	Findings revealed that the teachers are at their middle-aged stage. The teachers are mostly females and majority of them are married, predominantly BEEd graduates and have earned some master's units and have attended 9-10 LAC session in their respective schools. 	The findings likewise revealed that the teachers' level of utilization of LAC session contents as to Learners' Diversity and Student Inclusion, Content and Pedagogy of the K to 12 Basic Education Program; Assessment and Reporting in the K to 12 Basic Education Program; and Curriculum Contextualization, Localization, and Indigenization are all highly utilized. It is only along the 21" Century skills and ICT integration in Instruction and Assessment where their level of utilization is moderately utilized. The overall summary of their level of utilization is highly utilized. Furthermore, the teacher's socio-demographic characteristics such as age is significantly related to their utilization of LAC session contents as to 21" Century Skills and ICT Integration in Instruction and Assessment. It is also indicated that the sex of the teachers is significantly related to their utilization of LAC session contents as to Content and Pedagogy of the K to 12 Basic Education Program; 21" Century Skills and ICT Integration in Instruction and Assessment; and Assessment and Reporting in the K to 12 Basic Education Program. As regards to their civil status, it is significantly related to their utilization of LAC sessions contents as to Content and Pedagogy of the K to 12 Basic Education Program, Assessment and Reporting in the K to 12 Basic Education Program Meanwhile, their educational attainment is significantly related to 21" Century Skills and ICT Integration in Instruction and Assessment. With respect to the position of teachers, it is significantly related to their utilization of LAC session contents as to Learners' Diversity and Student Inclusion, Content and Pedagogy of the K to 12 Basic Education Program, and Assessment and Reporting in the K to 12 Basic Education Program Moreover, the number of LAC sessions attended by them is significantly related to their utilization of LAC session contents as to 21 Century Skills and ICT Integration in Instruction and Assessment. 	It is also revealed that the outcomes observed in the utilization of LAC session contents are the following: 1) enhanced knowledge in the implementation of the K to 12 Curriculum: 2) improved pedagogical and teaching skills; 3) improved use of assessment strategies, and 4) informed of the new trends and issues in education.