IMCC Journal of Science

Abstract: 

This qualitative study explores how participation in Learning Action Cells (LACs) influences teacher proficiency and learner performance in science education at Munai National High School. Drawing from interviews and focused group discussions, the findings reveal that LACs promote reflective teaching, strengthen peer collaboration, and encourage the integration of evidence-based instructional strategies. Teachers reported enhanced pedagogical competence, increased confidence in addressing classroom challenges, and improved alignment of lessons with learner needs. Learners, in turn, demonstrated better academic performance and heightened critical thinking abilities. Despite these gains, the study also notes constraints such as limited time for collaboration, varying levels of teacher engagement, and insufficient access to updated teaching resources. These insights highlight the value of sustained, school-based professional development while emphasizing the need for institutional support to optimize its impact. The findings contribute to ongoing efforts to strengthen science instruction through collaborative frameworks like LACs.

Keywords: collaboration, instructional strategies, Learning Action Cells, teacher proficiency