Despite the widespread implementation of teacher professional development programs, empirical evidence examining the direct influence of school-based collaborative platforms on multifaceted teaching effectiveness remains limited within rural division contexts. To address this critical research gap, this study evaluated the extent of collaborative professional learning through Learning Action Cells (LAC) and its relationship to teaching effectiveness among school leaders and teachers in the Bohol Division during the School Year 2025–2026. Specifically, the investigation analyzed respondent profiles in terms of age, gender, civil status, highest educational attainment, years in service, performance rating, and relevant training sessions attended. Employing a quantitative descriptive–correlational research design, data were collected using a modified, validated questionnaire distributed to 55 respondents. Statistical analysis was conducted using frequency counts, percentage distributions, weighted means, standard deviations, chi-square tests of independence, and Pearson product-moment correlation coefficients. The findings indicated that collaborative professional learning through Learning Action Cells was highly evident across all dimensions, including collaborative lesson planning, sharing of instructional strategies, reflective teaching practices, peer coaching and mentoring, and collegial support. Furthermore, teaching effectiveness was consistently manifested in instructional preparation, classroom management, instruction delivery, assessment of learning, learner engagement, and differentiated instruction. Although respondent demographic profiles showed no statistically significant relationship with engagement in Learning Action Cells, a significant positive relationship was established between collaborative professional learning and teaching effectiveness. This highlights the practical significance of structured, peer-led learning initiatives in directly enhancing classroom pedagogical execution and instructional quality. The study concludes that institutionalizing continuous collegial collaboration elevates teaching performance and recommends implementing an Enhanced Learning Action Cell Implementation Framework to systematically support professional growth and instructional standards.
Joan R. Meraveles, Rufino T. Tudlasan· International Journal of Res...· 0 citations
This research focused on improving the reading fluency of Grade One learners through Guided Oral Reading practices. Reading fluency is the ability to read text accurately, at an appropriate speed, and with proper expression, enabling better understanding of what is read. Many young learners struggled to read smoothly and accurately, which often affected both their comprehension and their confidence when reading aloud. To address this concern, guided reading sessions were introduced where learners read aloud with close guidance and support from the teacher. During these sessions, the teacher modeled correct pronunciation, proper pacing, and appropriate expression, while learners were given regular opportunities to practice through repeated reading activities and guided feedback. The study involved Grade One–learners who had trouble in reading fluently, and over a certain period, they participated in regular guided reading sessions designed to gradually strengthen their reading skills and build their confidence in reading aloud. Their progress was carefully monitored through pre- and post-tests that measured their accuracy, speed, and reading expression. The results showed clear improvement in the learners’ reading fluency, as they became more confident when reading aloud, made fewer errors, and demonstrated better comprehension of the texts they read. The learners also showed greater participation during reading activities and displayed a more positive attitude toward reading. These findings suggested that Guided Oral Reading was an effective strategy for supporting early literacy development among young learners and highlighted the important role of teachers in providing consistent guidance, immediate feedback, and a supportive, encouraging reading environment. Overall, the study concluded that Guided Oral Reading practices significantly improved the reading fluency of Grade One learners and helped build a stronger foundation for their future reading development and academic success.
Editha B. Buslon, Rufino T. Tudlasan· International Journal of Res...· 0 citations
educational systems continue to adapt to evolving curricular standards and increasing literacy demands, students are expected to demonstrate higher levels of reading comprehension and critical engagement with texts. However, many learners struggle to adjust to these changing expectations, highlighting the need for effective instructional approaches. This study examined the relationship between teachers’ pedagogical strategies and the reading comprehension performance of Grade 7 students in a public secondary school in the Philippines during the School Year 2024–2025. Using a descriptive-correlational research design, data were collected from English teachers and students through a validated research instrument and analyzed using descriptive statistics and correlation analysis. Findings revealed that pedagogical strategies were frequently practiced, with interactive teaching and differentiated learner-centered approaches emerging as the most utilized instructional methods. Students demonstrated very satisfactory reading comprehension performance, particularly in applying reading strategies, although challenges remained in evidence-based interpretation and higher-order comprehension tasks. Results further revealed a significant positive relationship between the use of pedagogical strategies and reading comprehension performance (r = 0.692, p = 0.012), indicating that students exposed to diverse and engaging instructional practices tend to achieve stronger learning outcomes. The findings underscore the importance of responsive pedagogy in supporting literacy development, educational quality, and the advancement of Sustainable Development Goal 4.
Janette L. Hoyle, Rufino T. Tudlasan· International Journal of Res...· 0 citations
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