Teachers’ Positive Reinforcement Practices and Their Influence on Students’ Learning Outcomes in the Division of Cagayan

AUTHOR(S)

ROSE C. RICO

ABSTRACT

——This study examined teachers’ positive reinforcement practices and their influence on students’ learning outcomes in the Division of Cagayan. Using a descriptive–correlational research design, data were collected from 100 elementary teachers through a researcher-made questionnaire focusing on reinforcement strategies such as technical approaches, verbal praise, rewards and incentives, recognition, and feedback. Students’ learning outcomes were measured using their General Weighted Average (GWA). Results revealed that teachers highly practiced positive reinforcement overall, with verbal praise and feedback emerging as the most frequently used strategies, while technical strategies and rewards were moderately applied. Students demonstrated outstanding academic performance, with the majority achieving high GWA scores. Correlational analysis showed a significant positive relationship between verbal praise and feedback and students’ learning outcomes, indicating that these interpersonal reinforcement strategies effectively enhance student achievement. However, technical strategies and rewards showed no significant relationship with academic performance. The findings suggest that consistent use of meaningful and immediate reinforcement strategies contributes to improved student motivation, engagement, and academic success. The study underscores the importance of incorporating effective positive reinforcement practices in classroom instruction to foster better learning outcomes among students. Keywords: positive reinforcement, verbal praise, feedback, learning outcomes, academic performance, teacher practices