THE EFFECTS OF POSITIVE REINFORCEMENT IN THE ACADEMIC

ENGAGEMENT OF GRADE 8 STUDENTS FROM ST. ROSE CATHOLIC SCHOOL,

INC.

A research paper
Presented to
The faculty of
St. Rose Catholic School, Inc.

In Fulfillment on

The Subject

Practical Research 1

Discion, Ramon Emmanuel, N.

March 2020

i
 St. Rose Catholic School, Inc.

Paniqui, Tarlac

APPROVAL SHEET

This research entitled “The effects of positive reinforcement in the academic engagement

of grade 8 students from St. Rose Catholic School, Inc.” which was prepared and submitted by

Ramon Emmanuel N. Discion for the fulfilment of the requirements for the Practical Research 1

Research Project is hereby accepted.

RESEARCH COMMITTEE

Sr. Grace F. Tagnipez, Op

Head, Research Committee
Principal

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 ABSTRACT

Engaging the students inside the class has a great impact on their performance. But these

days’ students are losing their enthusiasm inside the class because of certain factors like the

teacher ways of teaching, the subject itself, etc. Through positive reinforcement, teachers can

used this to effectively get their students' attention and bring back the enthusiasm that is lost

inside the class. The sole purpose of this research is to determine the effects of positive

reinforcement on the academic engagement of grade 8 students of St Rose Catholic School Inc.

The study used a descriptive method employed with a mixed-method, in the quantitative part the

researcher created a self-made survey guide questionnaire, while in the qualitative part the

researcher made a written interview. This study employed simple random sampling to determine

the exact sample population of the respondents. The research respondents are the grade 8

students of St Rose Catholic School Inc. with an overall population of 233 students distributed

into 5 sections named St. Agatha, St. Scholastica, St. Maria Goretti, St. Clare and St. Agnes. The

researcher chooses grade 8 as respondents for this research because students at this level can

easily be motivated based on the teacher's way of teaching and approach. The result of this study

showed that positive reinforcement has an effect on their academic engagement inside the class

some of the students are been positively reinforced using motivation, rewards, etc. through this

reinforcements, the students manifest good behavior in class they are more active, and willingly

participate in-class activities. It also enhances their academic performances as well, they can

easily understand the topic, and they feel challenged and excited when the class starts. Not only

in the academic aspect but also their behavior as well some students are manifesting intrinsically

motivated by becoming a role model to their peers and the students admire and respect their

teachers because of the positive reinforcement that the teacher use inside the class.

Keywords: Positive reinforcement, Engagement, Reinforcers, Reinforcement, Behavior

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 TABLE OF CONTENTS
Title Page……………………………………………………………………………………………i

Approval Sheet…………………………………………………………………………...................ii

Abstract…………………………………………………………………………………...................iii

Table of Contents……………………………………………………………………………………iv

List of Table/Figures………………………………………………………………………………...v

List of Appendices………………………………………………………………………..................v

Acknowledgement………………………………………………………………….……………….1

Introduction………………………………………………………………………………………….2

Review of Related Literature……………………………………………………………………......3

Conceptual Framework……………………………………………………………………13
Statement of the Problem...………………………………………………………………..15
Significance of the Study…………………………………………………...……………..15

Methodology………………………………………………………………………………………...16

Research Design…………………………………………………………….........................16
Research Respondents…………………………………………………………....................17
Research Instruments………………………………………………………….…………….19
Data Collection Procedure…………………………………………………………………..20
Ethical Consideration………………………………………………………………………..21
Data Analysis Procedure……………………………………………………….....................21

Results………………………………………………………………………………….....................22

Discussion…………………………………………………………………………………………...27

Positive Reinforcement mostly used inside the class ………………..…….…………….27

Techniques that teachers’ should use for their students to participate in the class.......28
The effects of positive reinforcement on their academic performance…………………29

Conclusion………………………………………………………………………………………......30

Recommendations..............................................................................................................................31

References………………………………………………………………………………………......32

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 LIST OF TABLES

Table 1: Table 1. Table of respondents..............................................................................................18

Table 2: Number of respondents per section......................................................................................18
Table 3: Participant Per Age…..........................................................................................................18
Table 4: Participants per Gender…...................................................................................................19
Table 5: Distribution of items vis-à-vis- the two factors………………………....................................20
Table 6: Reliability Analysis...............................................................................................................20
Table 7: positive reinforcers used by teacher in terms of motivation …………........................................22
Table 8: Positive reinforcers used by teacher in terms of reward ….........................................................24
Table 9: Summary of mean per factor……………………………....................................................24
Table 10: The positive reinforcers used by their teacher…...............................................................25
Table 11: The techniques that teachers need to use inside the class…….. .......................................26
Table 12: The effects of positive reinforcement on their performance in class…..............................26

LIST OF FIGURES

Figure1: Conceptual Framework……………………………………………………………………14

LIST OF APPENDICES

Appendix A: Letter to the School Principal …………………..…………………………….………35

Appendix B: Letter for Class Advisers ……………………………………………………………..36

Appendix C: Letter to Float Survey Questionnaire…………………………..……………………...37

Appendix D: Survey Questionnaire ……………………………………………………………...…38

Appendix E: Interview Guide Questionnaire …………………………………………………….…40

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 ACKNOWLEDGEMENT

This study might not be feasible without the steerage of the Almighty God who has been

there to maintain me strong, he becomes the source of my strength and courage in completing

this study. I would really like to thank our school principal, Sister Grace F. Tagnipez, O.P., for

helping and allowing this research to be made and be contributed to our school. I might also like

to explicit my gratitude to our beloved research teacher, Mr. Miguel F. Baluyut Jr., for

generously sharing his understanding and patiently guiding us throughout this research. I could

also like to thank our adviser, Ma’am Lovelyn G. Agustin for the non-stop help in engaging in

this research. Also, I would really like to express my gratitude to the St. Rose Catholic, Inc., an

institution full of cooperation, help, and guidance in getting the data essential to this research. I

additionally hereby thank my fellow researchers/classmates for the non-stop aid in giving their

understanding, supports, efforts, and encouragement in making this feasible. Lastly, I would love

to express my gratitude to my mother and father for the unlimited support and motivation in

finishing this research.

1
THE EFFECTS OF POSITIVE REINFORCEMENT IN THE ACADEMIC
ENGAGEMENT OF THE STUDENTS FROM ST. ROSE CATHOLIC SCHOOL, INC.

Engaging academically is a sturdy aspect that affects academic productivity. The more

frequent students are engaging in class, the further they achieve success. It is a well proven fact

that academic engagement is correlated to better learning skills, academic productivity, and

essential in a productive classroom (Otero 2015 p. 91). According to Otero the best way to

ensure the best learning environment result is to encourage students through positive

reinforcement (Otero 2015 p. 91). Positive reinforcement is a tool that is used to positively

reinforce someone by giving reward. Teachers who uses this strategy in class are more likely to

make their students’ willing to learn, but also it can modify their negative behavior as well.

According to other studies when a kind of conduct is accompanied with the aid of reinforcement

there will be an expanded future outcome of that kind of behavior. This potentially means that if

you manifest a positive behaviour, and this conduct gets you something that you pleased for,

then you are more probably want to engage in that identical behaviour again, whenever you

prefer the same result to happen. Note though that exercising a certain behavior by manifesting it

more often is not the only way that can occur. According to Cooper “The duration, latency,

magnitude and/or topography of behaviors can also be strengthened” (Cooper et al, 2007).

Unfortunately, students are becoming unmotivated, uninterested and not just that they

tend to build a disruptive behavior during class. This is due to the modern environment around

them as well as the teachers’ methods of teaching, students’ became bored when the teacher or

the professor didn’t know how break the ice during class. And this will lead to unhealthy

classroom environment, until the students’ manifest negative behavior in class. The main goal

here is to encourage students to actively participate in class and modify their behavior as well.

The way that students can actively engage them- selves in class is if the teacher use positive

2
reinforcement. “Students can learn to self- monitor themselves’, manage their time, set goals,

and self-evaluate through the reinforcement of the teacher(s)” (Otero 2015 p. 91). This will help

students that are lacking enthusiasm inside the class to become active and participate in class,

also by giving them incentives or simply recognize their work/act, through this teachers will be

able to help students to learn progressively and acquire new sets of skills and knowledge.

Through positive reinforcement students will learn academically, but also behaviorally.

According to other research the area of conduct intervention in classroom receives more

attention than many other factors of schooling and they point out that one of the most frequent

issues confronted by teachers are disruptive, and disrespectful conduct of students that takes up

valuable learning time. Students with defiant, and problematical conduct often makes it difficult

for teachers to educate and students to learn. Improving the students’ behavior in class can aid

teachers’ ability to successfully teach students.

The purpose of this paper is to investigate the effects of positive reinforcement on the

academic engagement of junior high school students of St Rose Catholic School, furthermore

this research aims to know: A) to know the effects of positive reinforcement on the academic

performance of the students. B) To know the positive reinforcers used by teachers. C) To know

the effective positive reinforcement according to the students. Through this teachers can

implement good strategies in teaching their students and positively shape their learners behavior,

and thus students will be able to attain academic success.

According to Chitiyo and Wheeler (2009), educators will teach students correct

habits through developing patterns in the classroom, modelling desirable attitudes, and creating

naturally occurring reinforcements to demonstrate appropriate habits and enhance the classroom

atmosphere by positive reinforcement. The re-authorization of the 1997 People with Disabilities

3
Education Act has stressed the utilization of positive behavioral approaches, programs, and

resources for children with special needs that display difficult behaviors. The use of positive

reinforcement as an efficient, strong-impact method to change the behavior of students was

confirmed by recorded studies for several school situations for individual students as well as

student groups (Wheatley et al., 2009).

In today's modern schools, several teachers submit students to the office to show

activities that gain recognition or evasion, as opposed to actions that are deemed offensive or

hostile. Most school-based discipline reports include activities that are destructive and distractive

in nature, rather than actions that are considered more serious (Wright-Gallo et al, 2006).

Wright-Gallo et al.(2006) He found out that diminishing negative behavior is hugely significant

because that is the main explanation that children are put outside the general education

curriculum to special educational settings. Teachers need to create a classroom atmosphere in

which all students feel secure, relaxed and welcome According to Conroy et al (2009), Creating

a safe and positive environment in the classroom is one of the most important resources teachers

may use to promote child development and avoid disruptive behaviors (p. 18).

This sound might be calculated by all the reactions of the teachers to the actions of

students. Students are more inclined to behave in repetitive ways to draw the attention of their

teachers. (Conroy et al., 2009). Teachers will build on this by providing constructive

consideration to encouraging desirable habits by suggestions. Therefore, if teachers are willing to

stop utilizing negative reinforcement while avoiding the issue habits of pupils, the risk that such

inappropriate actions may begin to decrease (Conroy et al., 2009). The problematic actions of

one student can affect the relationships of the teacher with all of the students in the class;

furthermore, turning these unpleasant experiences between student and teacher into constructive

4
attitudes, focus and engagement will significantly change the environment of the whole class

(Conroy et al., 2009).

Interactions between teachers and students may have a wider impact than the specific

atmosphere of the classroom. A research conducted by Benedict et al (2007) reported that

academic achievement, stigmatization, substance addiction, and adult criminal involvement are

all indicators of possible long-term negative impacts of risky behaviors in adolescents. Teachers

can utilize constructive feedback to help reduce the level of unpleasant experiences and

potentially decrease the probability of such long-term outcomes. If such attitudes and abilities are

absent, positive reinforcement is frequently used to help teach children age-acceptable attitudes

and social skills, because such differences can confuse the classroom.

Positive reinforcement is the appearance of a reward directly following a positive action

designed to make things more likely to continue in the future. Studies performed by Conroy et

al. (2009) showed that, in addition to constructive experiences with pupils, teachers will enhance

their overall learning atmosphere by successfully incorporating supportive reinforcement, like

encouragement. Praise is a special form of positive reinforcement that often teachers utilize daily

while engaging with pupils in their classrooms. Most teachers often using encouragement to

improve the frequency of their students ' usage of positive interpersonal and learning habits,

according to Conroy et al. (2009). They also explained that while praise seems to be a

straightforward technique teachers may apply directly, it is, in reality, a complicated relational

mechanism involving both the teacher offering the praise and the student(s) getting the praise.

Teachers must learn how to best incorporate encouragement in their teaching and

learning schemes. Conroy et al. (2009) observed that to properly improve the actions of students,

it would include clear assumptions on the correct conduct students showed, be dependent on the

5
required behavior, provide regular reinforcement while students are developing new skills and

decrease the amount of support offered until the ability has been mastered Furthermore, the

teacher should initiate encouragement, concentrate on the progress and achievement of the

students, be sincerely conveyed in an positive and natural tone, be appropriate for the ages and

skills of the students and not be aggressive or comparable through the classes. Lam et al (2008)

further indicated that the person and cultural variations of the pupils, as well as the specific

circumstances in which prior praise was offered to them, affect the efficacy of the use of praise

by teachers For teachers to alter the negative and destructive habits of their students effectively,

students must recognize and embrace the reward(s) used to improve desirable behaviors.

Infantino et al (2005) observed that "Students and teachers ought to decide on shared rewards

that are achievable and deliverable from the point of view of a teacher, so that students will

aspire to attain such, rather than a target for opportunities that are impossible to be achieved" (p.

504).Studies have found that students tend to earn private recognition rather than encouragement

from peers as they deliver satisfactory work plus demonstrate suitable behaviors.

The explanation students choose this kind of positive reinforcement is if they don't like

being called out (Infantino et al, 2005). Another way teachers may satisfy this choice is to use

group praise and/or incentives. For a well-run, efficient classroom atmosphere, good classroom

management skills such as establishing a standardized framework where consistent guidelines,

goals and predictable schedules are laid down are important. Such capabilities are closely related

to student participation and academic performance, rendering them a significant teaching factor

(Reinke et al, 2008). Nevertheless, in addition to high-quality, uninterrupted teaching, many

obstacles make it difficult for educators to have clear routines, procedures, and expectations. they

has found that 17 % of teachers in the classroom miss up to four hours of teaching time a week

6
due to the distracting activities of the students (Briesch et al, 2009). Briesch et al (2009)

described four key factors teachers are reluctant to do successful study interventions. The first

explanation is that teachers are having trouble finding the time and money. The second

explanation is that teachers have a whole classroom to handle and makes it impossible to

emphasize all incidents of desirable behaviors regularly. The third factor is the possibility of the

instructor being the stimulus for the required behavior. This assumes students can only exhibit

their activity while their teacher is in attendance. The last explanation is that students are

deprived of the locus of control which reduces the chances of developing life skills and freedom.

In other terms, there is a loss of inherent incentive when students may not believe they are in

charge of their actions

To encourage teachers to effectively alter the undesired habits of their pupils, they must

recognize the drawbacks of positive reinforcement to incorporate effective strategies and

management systems. The study has shown that teacher counselling, encouragement and

instruction will contribute to an improvement in teacher utilization of successful classroom

management approaches that help to deliver positive student outcomes (Reinke et al., 2008).

Relationship between Positive Strengthening and Student Encouragement Educators who

use affirmation successfully to reinforce desirable habits promote inherent encouragement in

their students (Willingham, 2006). Lepper et al (2005) defined intrinsic motivation as " ... the

desire to engage in behaviors for no reason other than sheer enjoyment, challenge, pleasure, or

interest" (p. 184).This study notes that by utilizing positive reinforcement, teachers can increase

the incentive of their students to act accordingly. A research by Wheatley et al. (2009) tested a

behavior modification program, entitled the Lunchroom Encouragement Notice The program,

intended to change the attitudes of children in unstructured environments by a systematic method

7
of encouragement. Lunchrooms, hallways, playgrounds, and school buses represented

unstructured environments. Many educators may not have the requisite skills to handle their

classrooms efficiently (Lannie et al, 2005). Such teachers also require techniques with a high

effect that are more beneficial to learning when changing the attitudes with their students

(Wheatley et al., 2009). Good classroom management skills are an integral component of

successful teaching according to Lannie et al (2007). Research by Partin et al (2010) showed that

the provision of recognition as a constructive reward for the correct behaviors of students would

contribute to a decrease in the incorrect behaviors of students as well as an improvement in their

acceptable behaviors. The research also showed that with fewer disruptions in the classroom,

students were provided more chances to react correctly to instructional demands.

Teachers are not just solely instructors of the content, however, they are accountable for

the students’ comfort in their classroom. When students experience at ease in their studying

environment they are greater inclined to learn and therefore they are more likely to succeed in

that classroom. The goal of every teacher is to preserve his/her students learning in the

classroom. When teachers have to take time out of their practice to discipline, or to excuse

students from the classroom loses its forward momentum and the students lose precious learning

time. Positive reinforcement is a tool that when utilized effectively in the classroom can result in

applicable characteristics from all the students in the classroom.

For positive reinforcement to become an effective method in the classroom, teachers need to be

aware of their students’ needs. Dr. Jennifer Freeman who studies drop-out rates in schools urges

instructors to understand their students and construct a positive relationship with every student

(Freeman 2015, p 308). Now, it is not possible for every student to like their teacher fully,

however, Freeman says that if teachers can create one positive connection the teacher has already

8
decreased the probability that students will drop out of school (Freeman 2015, p 309). A positive

relationship with the teacher is immediately correlated to time students spend in the classroom;

the greater the time the students spend in the class the more time they have accessibility to

learning. (Kennedy 2008, p 211). Kennedy discovered the impact of positive reinforcement with

students who have emotional and behavioural disorders (EBD) he mentioned that teachers need

to take into reconsideration the child’s home life (Kennedy 2008, p 212). Based on Kennedy’s

findings he describes students with EBD often lack of morale and tends to build a disturbing

behaviour, his study points out that approaching them using negative reinforcement can only

hinder them to learn (Kennedy 2008, p 212). A child’s performance in the classroom is based on

his/her behaviour at home (Kennedy 2008, p 212). Creating a positive and productive classroom

begins with the staff. Teachers need to consider that students gain from positive reinforcement

for the staff to assist as a whole (Pinkleman 2015, p 172). Teachers can learn strategies through

workshops, and teachers can grow and be successful in teaching through seminars, training, and

development (Pinkleman 2015, p 173). These training and development will help teachers

ascertain the role of their relationship on their students’ academic careers. The teachers need to

understand the importance of having a good relationship with their students. Creating a

professional, good relationship with the students makes a safe and comfortable environment for

them inside the class which helps the students continue their willingness to learn.

Teachers who discipline out of anger can produce a poor relationship with their students (Dad

2010, p 127). Punishment can produce anger, resentment, and aggression which will further

destroy the relationship of the teacher to his/her students (Dad 2010, p 128). Some studies have

shown that punishment can be a great tool in removing undesired behaviour immediately, but

compared to the use of positive reinforcers to modify an undesirable behaviour, it shows that

9
positive reinforcers have a greater impact on removing or modifying undesired behaviour rather

than using punishment. Students who are punished will have a greater chance of isolating

themselves from the teacher and other students, which means they are more likely to build a

negative behavior (Abreu 2008, p 131). For example, students who suffered physical punishment

at home are more likely to seclude from others and develop depression (Abreu, p 134). When a

child is frightened by such an intense physical reaction, they also become scared to manifest a

positive behaviour when positive reinforcements are used (Abreu 2008, p 135). This concludes

that when a child becomes scared because of how you discipline them they can’t respond

positively when positive reinforcement is used. The use of punishment and scare tactics to

students will eventually immune them and thus the lack of positive reinforcement will result in

negative behaviour (Abreu 2008, p 134).

In several studies that revolve around positive reinforcement, Skinner, who was a renowned

behavioural scientist, is cited. If positive reinforcement is used to identify a positive behaviour,

the negative behaviour gradually becomes extinct (Dad 2010, p 127). Knowing your students'

behaviour in class can aid you to properly use positive reinforcement on them because every

student is different from each other (Dad 2010, p 128). As previously mentioned a child’s

performance is driven by their surroundings. When a child’s surroundings have a positive

atmosphere this indicates that the child can manifest positive behaviour this results in the child’s

become physically and mentally present in the classroom. According to other studies, they

conclude that “increasing positive reinforcement decreases the number of time students spent

outside the classroom” (Kennedy 2008, p 210). Winter, who studied praise of students through

social networks, concluded the following advantages to positive reinforcement and praise:

“heightened enthusiasm, celebrating accomplishments as a class, the classification has a larger

10
sense of community, improved students’ attendance, and encouraged students” (Winter 2011, p

65). The advantages of positive reinforcement are essential when starting to apprehend the

teacher’s role in a student’s academic learning.

“Giving a positive reaction to positive behaviours decreases the poor interactions and therefore

positive interactions extend” (Kennedy 2008, p 212). “Praise is essential to student behaviour.

Praise to students should be “immediate, frequent, enthusiastic, descriptive, varied, and should

involve eye contact” (Kennedy 2008, p 213) “Teachers must state clearly the appropriate positive

behaviour that the student shows and reflect to its direct effect on academics and/or social

success” (Kennedy 2008, p 213). “Teachers regularly ignore positive behaviours and draw

interest in negative behaviour. Teachers want to remind themselves that that sort of behaviour

does no longer create beneficial classroom outcomes” (Kennedy 2008, p 212). According to the

study of Kennedy on the students with EBD, he notices that whenever positive reinforcement is

present the student’s compliance increases (Kennedy 2008, p 212). “Positive reinforcement for

students determines a strong impact for suitable classroom behaviour” (Kennedy 2008, p 213).

Teachers need to note that their actions affects learning among students. Kennedy explains the

concept of a "matching law" that is a perception that students conform to the teachers ' behaviour

(Kennedy 2008, p 212). Teachers must enable the media to their students and themselves,

because of the "matching law," a teacher is obligated as a professional to establish a line of

verbal communication (Abreu 2008, p 131). When students experience positive interactions with

the teachers, they also want to treat their teacher with similar positive behaviour (Kennedy 2008,

p 213). As communication between teacher and student increases, student attendance increases

relative to how the relationship was oral (Kennedy 2008, p 213).

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 Students who are appreciated for their performance are often more inclined to make

efforts for upcoming tasks (Winter 2011, p 63). Discussion forums for students could be used to

praise one another effectively, which eventually allows students to strengthen each other

positively (Winter 2011, p 63). Whenever students were given away to communicate with each

other, they used it as a medium to inspire, help and respect each other's actions publicly. (Winter

2011, p 64). The social network class of Winter and the "matching law" of Kennedy collectively

display students praising the efforts of each other. Once students can express their thoughts in the

classroom, they can feel safer and are more likely to participate and join the lesson. (Winter

2011, p 65). Peers showed an ability to give feedback Wei Wang who studied Chinese writing

class. Noticed that the students were going through a self-reinforcing cycle: the students would

prepare, perform, examine, contemplate and then plan again (Wang 2016, p 959). This process

revealed that students were aware of the type of product they brought into the classroom as well

as the amount of feedback they received. (Wang 2016, p 959). Peer feedback in the Chinese

classroom demonstrates interest in the work of each other, and the peer evaluation in which they

support each other. Wang recognizes that students attach quality in their work, which appreciates

the time and effort from one another. (Wang 2016, p 960). When a student feels like they are

performing well in the classroom and their classmates respond to that the student is now more

inclined to choose to academically contribute to the class (Wang 2016, p 965). According to

other research, students who appear to lack positive self-concept are more inclined to reinforce

themselves negatively, articulate negative comments about themselves, and become less likely to

think positive comments. The student may exhibit symptoms of depression and sadness when

they are left on their own devices and lose a positive relationship between an adult.

12
 Teachers are required to encourage healthy relationships with their students to prevent

student seclusion. Students who are mostly disciplined has low self-esteem and become confused

with the subject are more likely to seek out for attention in the classroom. The student knows that

if they act enough the teacher will escort them out of the classroom and thus the punishment

becomes the reward. By using positive reinforcement for favourable behaviour, the attention of

the students' transitions to another type of behaviour. (Abreu 2008, p 132). A conducive learning

environment should be convenient, should encourage learners, and should empower social

relations. Teachers are expected to provide positive interactions as opportunities for the students

the quality of the interaction provides factors more strongly than the quantity of interaction

(Abreu 2008, p 132).

Teachers aren't just quality provider of learning inside the classroom, they are also

responsible for the educational environment of their students an inductive learning environment

should be a friendly learning environment, encourage learning and promote the social

relationship. A teacher's priority is to keep his / her students learning in a safe environment. The

students will be a social and academic disservice when teachers take some time out of their

disciplinary practice. Punishment is a method that needs to get eradicated by choosing other

teaching methods, like positive reinforcement. Positive reinforcement is a method that can lead

to desirable traits between students in the class, both academically and socially, when

punishment is been extinguish.

Conceptual Framework

This study aims to determine the effects of positive reinforcement on grade 8 student

academic engagement in St. Rose Catholic School Inc. this study has three specific objectives

that is necessary for the study to be answered. First, the positive reinforcement utilized by

13
 teachers’ in terms of reward system and motivational act. Second, the effects of positive

reinforcement on the academic performance of students in class Third, to know the effective

positive reinforcement according to the students.

This study used Input-Process-Output (IPO) system for the conceptual framework. The

purpose of the IPO is to aid the researcher in determining the effects of positive reinforcement on

the learning environment of the students inside the class, to determine the effects of using

positive reinforcers inside the class, and to discover the other methods that teachers need to

employ to frequently engage their students inside the class. This questions are processed by the

used of descriptive method design utilizing mixed method, a survey questionnaire and a written

interview conducted to extract data from the respondents. This results will be the effects of

positive reinforcement on grade 8 students’ academic engagement inside the class.

Figure 1.
Conceptual framework

1. To know the positive

reinforcement
utilized by teachers
in terms of
 Reward system
Descriptive To determine the
 Motivational act
research design effects of positive
2. To know the effects
using mixed reinforcement in
of positive
method the academic
reinforcement to the engagement of
Survey
students’ academic grade 8 students of
Questionnaires
performance in class St Rose Catholic
Written interview
3. To know the School Inc.
effective positive
reinforcement
according to the
students

14
Statement of the problem

This research aimed to determine the effect of positive reinforcement on grade 8 student

academic engagement in St. Rose Catholic School Inc., furthermore this study aims to seek

answers for this questions:

1) What are the positive reinforcement utilized by teachers in terms of

 Reward System

 Motivational Act

2) What are the effects of positive reinforcement to the students’ academic performance in

class?

3) What are the effective positive reinforcement according to the students?

Significance of the study

The purpose of this research is to properly engage the students and bring back their

eagerness to learn inside the class as through the teacher they can use the result of this study as a

reference in using positive reinforcement inside the class. Through this research, teachers can

utilize the result of this study for their teaching methods, so that students can acquire knowledge

inductively. Also this will help teachers to minimize the time and effort they exert in disciplining

students that have a disruptive behavior in class. Not only for the teacher and the students but

also through the following.

As to the parents this will be beneficial for them as they can see the efforts of their

children in learning and also the positive change of their behavior as well. Thus, this will make

15
them proud for their children as they can see the fruitful success that they can be in the next step

of their life.

To the students this study is very helpful for their education as well as their well-being,

because through positive reinforcement students will enhanced their engagement in class, not

only that but also their behavior as well. This will be beneficial for the students to make a good

impression for themselves and to act like a truly educated and a humble person. Students can use

this ability in their next step of their life, and it will come in handy for their carrier that they will

take in the future.

Lastly, through this study the school administrator will improve their approach that they

use to encourage students to excel in class as well as shaping their behavior in a desirable way.

Thus, this will be good for them, as they can prove that they can produce students that are

brilliant at the same time with a good behavior, this will positively had an impact on the school

it-self as they can make students ready and prepared for their future carriers in life

METHODOLOGY

Research Design

The study employed a descriptive research. to determine the effect of positive

reinforcement on grade 8 student academic engagement in St. Rose Catholic School Inc. The

descriptive method utilized mixed method. The descriptive type of research describes the

characteristics of the population or phenomenon being studied (McComber, 2019). As the result

this helped the researcher describe the effect of positive reinforcement on grade 8 student

academic engagement in St. Rose Catholic School Inc. Mixed method is used to make definite

descriptions of the problem & conclusions (Smith, 2017). In quantitative method, survey

16
questionnaires is used in data collection that focuses on what type of positive reinforcement

should use inside the class while in qualitative method, written interview is conducted in order to

evaluate the respondents ' feedback that focuses on the effects of positive reinforcement to the

students, inside the class.

Research Respondents

The study is focus on the effects of positive reinforcement on the academic engagement

of the students inside the classroom. The participants of this study are the Grade 8 students of St.

Rose Catholic School. In this study the researcher employed a simple random sampling method.

Simple random sampling is a sampling method in which each element in the population has an

equal chance and possibility of being included in the survey (Hayes, 2019).

The respondents are randomly selected from the grade eight that are currently enrolled in

the said institution. From the overall population of two hundred thirty-three (233). The

population is categorized by section: St Agatha with the population of forty-seven (47) students,

St Agnes with forty-five (45) students, St Claire with forty-seven (47) students, St Maria Goretti

(SMG) with forty-seven (47) students, and St Scholastica with forty-seven (47) students.

A total of one hundred forty-seven point twenty-three (147.23) students are selected

through simple random sampling the total sample population is evenly distributed into the five

(5) sections in grade 8: St Agatha with the sample population of twenty-nine point forty-four

(29.44) respondents, St Agnes with the sample population of twenty-nine point forty-four (29.44)

respondents, St Claire with the sample population of twenty-nine point forty-four (29.44)

respondents, St Maria Goretti (SMG) with the sample population of twenty-nine point forty-four

17
(29.44) respondents, and St Scholastica the sample population of twenty-nine point forty-four

(29.44) respondents.

Table 1.
Table of Respondents
Section Overall Population Sample Population
ST. AGATHA 47 29.44
ST. AGNES 45 29.44
ST. CLAIRE 47 29.44
ST. SCHOLASTICA 47 29.44
ST. MARIA GORETTI 47 29.44
TOTAL 233 147.23

As shown in table 2 the total participants are around one hundred fifty (s=150). Through

simple random sampling a total of thirty (n= 30, 20.0%) students are chosen in each five

sections. The following sections has a percentage distribution of twenty percent (20.0%).

Table 2.
Number of Respondents Per Section
Section Frequency Percent
ST. MARIA GORETTI 30 20.0%
ST. AGATHA 30 20.0%
ST. SCHOLASTICA 30 20.0%
ST. CLAIRE 30 20.0%
ST. AGNES 30 20.0%
Total 150 100.0%

As shown in table 3 a total of one hundred fifty (s=150) students. Among eighty-five

(n=85, 56.7%) students were in the age of thirteen (13) years old, sixty- four (n=64, 42.7%) of

them were fourteen (14), and one (n= 1, 0.7%) of them is 15.

18
Table 3.
Participant Per Age
Age Frequency Percent
13 85 56.7%
14 64 42.7%
15 1 .7%
Total 150 100.0%

As Shown in table 4, there were sixty-one (n= 61, 40.7%) male participants, on the other

hand a total of eighty-nine (n= 89, 59.3%) participants are female. A total of one hundred fifty

(150).

Table 4.
Participants Per Gender
Gender Frequency Percent
male 61 40.7%

female 89 59.3%

Total 150 100.0%

Research Instrument

For this study, a survey questionnaire (Appendix D) and a written interview (Appendix

E) are used to gather the respondents’ answers. The researcher goes through several discussions

with their research teacher in creating the self-made survey questionnaire. The research

instrument is design as a 4 point likert scale. Wherein 1 is the lowest and 4 is the highest, this

will determine the effects of positive reinforcement on the academic engagement inside the

classroom. Each item on the questionnaire contains a four-point scale shown as follows:

4.00 – Strongly Agree

3.00 – Agree

2.00 – Disagree

1.00 – Strongly Disagree

19
 The researcher made two consideration in determining what kind of positive

reinforcement is being utilized inside the class using the statement of the problem. The first

factor is reward system and the second factor is motivational act. Through this factors the

researcher will be able to categorize their answers on the first statement of the problem, which is

knowing what kind of positive reinforcement is the most used inside the class.

Table 5.
Distribution of Items Vis-À-Vis- The Two Factors
Factors Item Number Total

Reward System 3,4,5,9,13,14,18,20,24&25 10

Motivational Act 1,2,6,7,8,10,11,12,15,16,17,19,21,22&23 15

To test the reliability of the tool, the researcher administered thirty (30) survey

questionnaire to randomly selected Grade 8 students of St. Rose Catholic School, Inc. The

selected students are not be considered as actual participants of this study. As illustrated in table

6, the researcher ran the reliability on the twenty-five (25) item questionnaire and got a rate of .

955, which consider that the questionnaire is valid and ready to use.

Table 6.
Reliability Analysis
Coefficient of Reliability No. of Items
All items in the survey questionnaire .955 25

The written interview with the students are made using an interview guide based on the

results gathered from the survey questionnaires to validate or contradict the results. Moreover,

the researcher validate the survey questionnaires by seeking the help of the research instructor

who will review and edit the questionnaire.

20
Data Collective Procedure

The researcher asked permission to the adviser or subject teacher to the particular section

with a simple explanation on the study with their ethical provision letter (Appendix C). The

researcher would then distribute the questionnaires among the Grade 8 students of St. Rose

Catholic School Inc. In the sections of: St. Agatha, St. Agnes, St Claire, St Scholastica, and St

Maria Goretti. The particular study would be gathered through collecting questionnaires that

would distributed to the researcher.

Ethical Consideration

The researcher wrote a request permission letter to the school head administrator, and

class advisers (Appendix A &B) to inform them about the purpose of the study that would be

conducted to them. The chosen respondents are given a form consent before answering the

survey questionnaires to assure that they are willing to be part of the study. The researcher

ensured that all respondents’ data are kept confidential.

Data Analysis

The researcher employed descriptive statistics to analyse the quantitative data collected in

the self-made survey questionnaire (Appendix D) to know the effect of positive reinforcement to

the Grade 8 students’ academic engagement in class. This study would employ a four-point

grading scale which is the standard for research. The scale is shown as follows:

4.00–3.26 Strongly Agree

3.25–2.51 Agree

2.50–1.76 Disagree

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 1.75–1.00 Strongly Disagree

In the qualitative portion, the results of the written interview (appendix E) would be evaluated to

synthesize the ideas that emerge from the feedback of the respondents.

RESULT

As illustrated in Table 7, the students’ mean per statement on determining what kind of

positive reinforcers is used by their teacher inside the class in terms of motivation under the

statement of the problem number 1. Out of fifteen (15) statements, thirteen (13) statements where

rated as Strongly Agree, and two (2) statements where rated Agree. The overall mean of their

respond is 3.34 (s=0.70) with the descriptive rating of Strongly Agree. Whereas the statement

number one (1) stating” I feel confident when the teacher recognizes my work” got the highest

rating of 3.61(s=0.565) mean score with a descriptive rating of Strongly Agree. While the

statement number sixteen (16) “I only listen to the class discussion when the teacher is strict and

short-tempered” got the lowest rating of 2.79(s=0.931) mean score with a descriptive rating of

Agree.

Table 7.
Positive Reinforcers Used By Teacher In Terms Of Motivation
Item Mean Std. Dev. Interpretation
STRONGLY
1. I feel confident when the teacher recognizes my work 3.61 .565 AGREE
2. I tend to build productive behaviour inside the classroom due to the STRONGLY
teachers ways of engaging inside the class
3.26 .650 AGREE

6. I am more willing to pass my work when the teacher writes a STRONGLY

positive comment about it.
3.51 .632 AGREE

7. I feel inspired to listen during the class discussion because the STRONGLY
teacher makes a good joke that is related to the topic
3.41 .696 AGREE

8. I feel comfortable inside the classroom when the teacher knows how STRONGLY
to get along with the students
3.51 .653 AGREE

10. I feel satisfied when the teacher compliment me even though the STRONGLY
subject is difficult
3.29 .719 AGREE

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11. Because of my teachers' good technique in teaching, I’m more STRONGLY
willing to learn and participate in the class 3.46 .641 AGREE

12. It is hard to understand the topic well when the teacher always
stops in the middle of the discussion 3.18 .769 AGREE

15. When the teacher is approachable and open-minded I feel STRONGLY

comfortable sharing problems with her/him 3.27 .732 AGREE

16. I only listen to the class discussion when the teacher is strict and
short-tempered 2.79 .931 AGREE

17. I learn more when the teacher uses visual aids, PowerPoint STRONGLY
presentation, and other devices that help us more understand the topic 3.30 .663 AGREE

19. I do learn more to my teacher when he/she helps us understand the STRONGLY
topic step by step 3.51 .632 AGREE
STRONGLY
21. I participate in class when the teachers' voice is lively 3.26 .764 AGREE
22. When the teacher uses interactive games mixed with the topic I STRONGLY
tend to participate more and get excited to go to school 3.35 .760 AGREE

23. I enhanced my social skills as well as my confidence in class STRONGLY

because of the teaching techniques of my teacher 3.40 .635 AGREE
STRONGLY
MEAN AND STANDARD DEVIATION PER FACTOR 3.34 0.70 AGREE
DESCRIPTIVE RATING

As manifested at Table 8, the students mean per statement determining what kind of

positive reinforcers is used by their teacher inside the class in terms of reward under the

statement of the problem number 1. Out of ten (10) items statements, seven (7) where rated as

Agree, two (2) statements where rated Strongly Agree, and one (1) Disagree. The overall mean

of their answer is 3.14(s=0.77) with a descriptive rating of Agree. As statement number five (5)

“I exert more effort when making projects because I feel challenged on the plus points that the

teacher gives.” got the highest mean rating of 3.44(s=0.66) with a descriptive rating of Strongly

Agree. While statement number thirteen (13) “I’m tempted to cheat on an exam when I know that

the teacher will give exemption in the next exam.” got the lowest mean rating of 2.41(s=0.991)

with a descriptive rating of Disagree.

23
 Table 8.
Positive Reinforcers Used By Teacher In Terms Of Reward
Item Mean Std. Dev. Interpretation
3. I participate more often in class when the teacher gives a reward
3.17 0.702 AGREE
during seat works.

4. I recite more in class because I want to get high grades. 3.21 0.774 AGREE

5. I exert more effort when making projects because I feel challenged STRONGLY
on the plus points that the teacher gives.
3.44 0.66
AGREE

9. I feel more challenged to study hard whenever I get exempted from

exam quizzes, etc.
3.21 0.753 AGREE

13. I’m tempted to cheat on an exam when I know that the teacher will
give exemption in the next exam.
2.41 0.991 DISAGREE

14. I only exert effort in-class activities if and only my teachers will
give incentives to us
2.95 0.801 AGREE

18. When my teacher ranks us depending on our achievements in class

I feel motivated to study hard just to be on top
3.24 0.739 AGREE

20. I’m motivated to participate in class because our teacher is giving

some token after reciting
3.1 0.817 AGREE

24. I take every reward that I got as a motivation to participate more in STRONGLY
class and also with that I can study hard and get a high score
3.46 0.72
AGREE

25. I make myself as a role model to my classmates to engaged them to

participate well in class because I also want then to get rewards from 3.25 0.714 AGREE
the teacher
MEAN AND STANDARD DEVIATION PER FACTOR 3.14 0.77 AGREE
DESCRIPTIVE RATING

As illustrated in table 9 the usage of motivation as a positive reinforcement inside the class

got the highest mean of 3.34 with a descriptive rating of Strongly Agree, while using reward as a

positive reinforcement inside the class got a mean of 3.14 with a descriptive rating of Agree.

Table 9.

24
Summary of Mean Per Factor
Factors Mean Interpretation
positive reinforcers used by teacher in terms of reward 3.14 AGREE
STRONGLY
positive reinforcers used by teacher in terms of motivation 3.34
AGREE

The participants of the written interview were the 150 students who also participated in

answering the quantitative. They give their feedback on what are the positive reinforcers that

their teacher used inside the class. The participants also answered on what kind of techniques

teachers’ should attain in order for the students participate in class, they give their thoughts on

what are the effects of positive reinforcement on their performance in class

The statement of the problem was divided into three: 1. the reinforcers used by their

teacher in class, 2. the techniques that teachers should use in order for the students participate in

class, and 3. the effects of positive reinforcement on their performance in class.

As displayed in Table 10, in the first statement of the problem, the students stated

particular ideas on what kind of positive reinforcement are used by their teacher in class.

According to the student’s, the positive reinforcement or reinforcers used by their teacher inside

the class are mostly rewards, motivation, Educational materials and culminating activities.

Table 10.
The Positive Reinforcers Used By Their Teacher
Salient point
 The positive reinforcement or reinforcers used by
The positive reinforcers used by their their teacher inside the class are mostly rewards,
teacher inside the class motivation, educational materials and culminating
activities

Illustrated in table 11 in the second statement of the problem the students’ gave their

ideas techniques on how teachers’ can reinforce them to participate in class. According to them

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The techniques that teacher must attain are loud and clear voice, they must teach the lesson thoroughly or

in a way that students can understand, they should build a good relationship with the students with

balanced disciplinary actions , and most importantly they should have great teaching skills

Table 11.
The Techniques That Teachers Need To Use Inside The Class
Salient Point
 The techniques that teacher must attain are loud and
clear voice, they must teach the lesson thoroughly or in
The techniques that teachers need to a way that students can understand, they should build a
use inside the class good relationship with the students with balanced
disciplinary actions , and most importantly they should
have great teaching skills

Furthermore, on the third statement of the problem, students answered the effects of

positive reinforcement on their performance in class. As shown in Table 12 according to the

students. Positive reinforcement affects their performance in class by boosting their confidence,

become intrinsically motivated, and change in behaviour. While in academics they tend to be

more active , energetic, feel excited, motivated, challenged and study hard whenever theres’ a

class activity, quiz, recitation, etc. most importantly it helps them to understand the lesson.

Table 12.
The Effects of Positive Reinforcement on Their Performance in Class
Salient Point
 Positive reinforcement affects their
performance in class by boosting their
confidence, become intrinsically motivated,
and change of behaviour. While in academics
The effects of positive reinforcement
they tend to be more active , energetic, feel
that greatly effects their performance
excited, motivated, challenged and study hard
in class
whenever theres’ a class activity, quiz,
recitation, etc. most importantly it helps them
to understand the lesson

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 DISCUSSION

Positive reinforcement is a method that when a teacher applied in class the students can

be taught easily and for some reasons can change their undesirable behavior as well. The effects

of positive reinforcement among students’ academic engagement is divide into three statements

of the problem, first identifying the most used positive reinforcement inside the class, second the

techniques that teachers’ should for their students participate in class, and last is identifying the

effects of positive reinforcement on their academic performance in class. 

Positive Reinforcement mostly used inside the class

As shown in the result the mostly used positive reinforcers inside the class are motivation

based on the survey questionnaire their teacher often used motivation as a positive reinforcers

inside the class. Winter, who studied praise of students through social networks, concluded the

following advantages to positive reinforcement and praise: “heightened enthusiasm, celebrating

accomplishments as a class, the classification has a larger sense of community, improved

students’ attendance, and encouraged students” (Winter 2011, p 65). Not only motivation and

praise are used as a positive reinfororcers but also the following rewards, educational materials,

and culminating activities. Students are more active and confident inside the class when their

teacher uses those as a positive reinforcer. The students wrote some specific positive reinforcers

used by their teacher here are some examples : “Plus points (ex. +5), exceptions”, “Inspirational

stories, Positive comments, Compliments ex. Good job, keep it up and fighting”, “Interactive

games that are related to the topics or lesson, Using lapel, Creating visual aids like PowerPoint,

Using technology”. According to (Malala 2009, p563) “Positive reinforcement continues to real-

27
life applications and new interventions in the classroom. Teachers who use apps and unique

activities that apply to the real world are more likely to maintain students’ attention”. “Students

are provided an entertainment factor to grab their initial interest through educational games, but

their interest is maintained through the experience of learning and the interactions with their

peers. According to Chitiyo and Wheeler (2009), educators will teach students correct habits

through developing patterns in the classroom, modeling desirable attitudes, and creating

naturally occurring reinforcements to demonstrate appropriate habits and enhance the classroom

atmosphere by positive reinforcement. (Malala 2009, p563). “Students are positively reinforced

through emotional rewards, a thrill, and motivation from themselves and other students” (Malala

2009, p564).

Techniques that teachers’ should use for their students to participate in the class

           The techniques that teacher must require according to the students are the following: first,

when they are teaching they should have a loud voice or it should be heard around the four

corners of the class classroom so the students can focus on the teachers discussing in front,

Second they should come up with the idea on making the lesson more interactive for the students

so that the students will not be bored, third they should build a connection with their students so

that the students can feel at ease and comfortable whenever the teacher is around. Also, the

students emphasizes that teachers should have a balanced disciplinary actions, because when the

teacher is always using punishment as a disciplinary actions students may build a negative

behavior towards to teachers but too much in the positive side may result to losing the boundary

between the teacher and the students causing the students treat their teacher as their peer which

loss the sense of respect and authority that teachers should have. “Teachers must know their

28
students’ needs. Dr. Jennifer Freeman who studies drop-out rates in schools urges teachers to

know their students and build a 

A positive relationship with each student” (Freeman 2015, p308).

           Lastly, the some of the students suggest that teachers should have a great teaching skill

and they even make some specific background on what is the concept of an effective teaching

skills, the following are the list of specific concept of an effective teaching skills:

“Approachable, Energetic, having a good sense of humor, no favoritism, good communication

skills, kind, not short-tempered, and his/her presence is lively”. “Teachers can be taught

strategies through workshops, and teachers can be shown success stories through training and

professional development” (Pinkleman 2015, p173).

The effects of positive reinforcement on their academic performance

           According to the students, positive reinforcement has a huge impact on their performance

in class. Through positive reinforcement the students are more willing to participate in class, it

helps them to understand the topic easily, it motivates them to study hard, and it makes them

productive. Winter states that positive reinforcement and praise: “heightened enthusiasm,

celebrating accomplishments as a class, the classification has a larger sense of community,

improved students’ attendance, and encouraged students” (Winter 2011, p 65). 

           This positive reinforcement is not only affecting their performance in class but also it

changes their behavior as well. Through positive reinforcement students are becoming

intrinsically motivated to become role models for their peers, and it builds up their self-

confidence, and they feel more excited, motivated, and challenged whenever the teacher gave

them class activities and recitation. “When a child experiences positive reinforcement, there is

often a greater willingness to exhibit positive behavior. Students who are encouraged to learn

29
and allowed the chance to show off their learned skills through their preferred outlets are more

willing to develop future thinking and organizing skills, and of course continue their learning”

(Malala 2009, p576). The use of positive reinforcement as an efficient, strong-impact method to

change the behavior of students was confirmed by recorded studies for several school situations

for individual students as well as student groups (Wheatley et al., 2009).

CONCLUSION

The result of this study revealed that positive reinforcement has an effect on grade 8

students of St. Rose Catholic School Inc. some of the students are been positive reinforced using

motivation, rewards, etc. through this reinforcers the students manifest good behavior in class

they are more active, and willingly participating in-class activities. It also enhances their

academic performances as well they can easily understand the topic, they feel challenged and

excited when the class starts. Not only in the academic aspect but also their behavior as well

some students are manifesting intrinsically motivated by becoming a role model to their peers

and the students admire and respect their teachers because of the positive reinforcement that the

teacher use inside the class.

The students also suggest some techniques that can be helpful for the teachers to

reinforce their student to participate in class, such as having a loud voice, build a connection to

their students, and discuss the topic thoroughly or in a way that students can understand, they

should build a good relationship with the students with balanced disciplinary actions, and most

importantly they should have great teaching skills. Through this study, the teacher can use this a

reference to know what kind of technique they can implore to their students so that they can

engage their students to be more active and have a productive environment inside the classroom.

30
 RECOMMENDATION

Based on the discoveries, the following recommendations are made.

 As for the students, the researcher recommends that it is important for them to positively

reinforce both academically and behaviourally because this will contribute to their

performance in class, and eventually even the positive reinforcement is not used anymore

the students can build an intrinsic behavior to participate in class even the positive

reinforcement is not present in class.

 For the school principal, as the head of the school, executing programs such school

activities that involves both the teachers’ and students’ would be great for them to build a

strong relationship and to connect better to their students, and this will help students

know their teacher outside the class.

 For the teachers, the researcher recommends that in teaching students, they should

reconsider using positive reinforcement and try to reinforce each of the students with a

different type of reinforcement so that each student can be motivated to participate in

class. 

 To future researchers, these results may serve as a reference for their future studies. As

shown by the students, positive reinforcement affects their academic engagement and not

only that but some of them suggest that it can modify their behavior as well. In line with

this, future researchers must consider this as an aspect to understand the effects of

positive reinforcement on students’ academic engagement.

31
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 APPENDIX A
Letter to the School Principal

St. Rose Catholic School, Inc.

Paniqui, Tarlac

January 28, 2020

Sr. Grace F. Tagnipez, OP

Principal
St. Rose Catholic School, Inc.
Paniqui Tarlac

Dear Sr. Grace:

Greetings of Dominican Peace!

We, the Grade 11 students under the strand Science, Technology, Engineering, and Mathematics, are
conducting our research in the subject Practical Research 1. The goal of our researches is to add up
existing knowledge and create programs that will be of benefit to the school or the community.

In line with this, may I request in behalf of the class to conduct our research to Grades 7 to 12, as well as
to float questionnaires to students? Any help you will extend will be of great help on our studies.

We are hoping for your positive response.

Sincerely yours,

Ernest John A. Manalo

Class President

Noted by:

35
Mr. Miguel F. Baluyut Jr.

Practical Research 1 Teacher

APPENDIX B
Letter by the Research Teacher to the School Principal

St. Rose Catholic School, Inc.

Paniqui, Tarlac

January 28, 2020

Sr. Grace F. Tagnipez, OP
Principal
St. Rose Catholic School, Inc.
Paniqui Tarlac

Dear Sr. Grace:

Greetings of Dominican Peace!
I, the undersigned is the teacher in Practical Research 1 of Grade 11 students under the strand
Science, Technology, Engineering, and Mathematics (STEM). The students are currently
conducting their individual research in various fields of Social Sciences. The goal of the
students’ research is: (1) knowing the basics of research; (2) adding up to existing knowledge,
and; (3) producing inputs that may be the basis in creating programs that will be of benefit to the
school and its stakeholders.
In line with this, may I request in behalf of students your approval to conduct their research as
well as to float survey questionnaires to students from Grades 7 to 12? The specific dates for
floating of survey questionnaires is on February 3–14, 2020. It requires a longer period of time
since an individual student either covers a single grade level as a respondent or their sampling
me is very stratified by nature. The time that will be asked per section will be of maximum of 15
minutes. Your approval will be of great help in our endeavor.
We are hoping for your positive response.
Sincerely yours,

Mr. Miguel F. Baluyut Jr. Sr. Grace F. Tagnipez OP

Practical Research 1 Teacher School Principal
Noted by:
Ms. Rosalie B. Lumanta Mrs. Emily A. Melivo

36
SHS Academic Coordinator JHS Academic Coordinator

APPENDIX C
Letter of Appointment (Floating of Survey Questionnaires)

St. Rose Catholic School, Inc.

Paniqui, Tarlac

January 28, 2020

Class Adviser/ Subject Teacher
St. Rose Catholic School, Inc.
Paniqui, Tarlac
Re: Request to Float Survey Questionnaire
Dear Sir/Ma’am:
Greetings of Dominican Peace!
The undersigned is a Grade 11 student of St. Rose Catholic School Inc., under the strand
Science, Technology, Engineering, and Mathematics (STEM) currently conducting a research
entitled: “The Effects Of Positive Reinforcement On The Academic Engagement Of Grade
8 Students Of St. Rose Catholic School Inc ” This study aims to identify the effects of positive
reinforcement on the students’ academic performance as well as the most commonly used
positive reinforcers and lastly to generate some techniques that can be helpful for the teachers
way of teaching and engaging their students inside the class.
In line with this, may I ask if I can float survey questionnaires to your students about the said
undertaking? Please be assured that all gathered information will be treated with utmost confidentiality.
This endeavor will be of great help on our school and its stakeholders.

Attached herewith is the list of questions to be used in the survey questionnaire. Thank you very
much and we are hoping for your favorable response.

Sincerely yours,
Ramon Emmanuel N. Discion
Researcher
Noted by: Approved by:

37
Mr. Miguel F. Baluyut Jr. Ms. Rosalie B. Lumanta
Practical Research 1 Teacher SHS Academic Coordinator

APPENDIX D
St. Rose Catholic School, Inc.
Paniqui, Tarlac
SURVEY QUESTIONNAIRE

DEAR RESPONDENTS

I, Ramon Emmanuel N. Discion from grade 11-St. Thomas Aquinas, is currently doing a research
about The Effects Of Positive Reinforcement On The Academic Engagement Of Grade 8 Students
Of St. Rose Catholic School Inc. in this situation, may I seek your full cooperation and support by
answering honestly this survey questionnaire. Rest assured that the personal data that will be gathered
will treat with utmost confidentiality.

Thank you.

Discion, Ramon Emmanuel N.

I. PERSONAL DATA
GRADE LEVEL: AGE:
SEX: SECTION:

II. SURVEY INSTRUCTION

PLEASE CAREFULLY READ AND ANALYSE THE STATEMENTS BELOW. ENCIRCLE
YOUR ANSWER BASED ON YOUR EXPERIENCE AND THOUGHTS ABOUT THE TOPIC.
1-Strongly Disagree 2- Disagree 3- Agree 4- Strongly Agree

38
 N
STATEMENTS SA A D SD
O

39
1.  I feel confident when the teacher recognizes my work. 4 3 2 1
 I tend to build productive behavior inside the classroom due to the
4 3 2 1
2. teacher's ways of engaging inside the class.
 I participate more often in class when the teacher gives a reward during
4 3 2 1
3. seat works.
4.  I recite more in class because I want to get high grades. 4 3 2 1
 I exert more effort when making projects because I feel challenged on the
4 3 2 1
5. plus points that the teacher gives.
 I am more willing to pass my work when the teacher writes a positive
4 3 2 1
6. comment about it.
I feel inspired to listen during the class discussion because the teacher
4 3 2 1
7. makes a good joke that is related to the topic
 I feel comfortable inside the classroom when the teacher knows how to
4 3 2 1
8. get along with the students
I feel more challenged to study hard whenever I get exempted from exam
4 3 2 1
9. quizzes, etc.
 I feel satisfied when the teacher compliment me even though the subject
4 3 2 1
10. is difficult
Because of my teachers' good technique in teaching, I’m more willing to
4 3 2 1
11. learn and participate in the class
 It is hard to understand the topic well when the teacher always stops in
4 3 2 1
12. the middle of the discussion
 I’m tempted to cheat on an exam when I know that the teacher will give
4 3 2 1
13. exemption in the next exam.
 I only exert effort in-class activities if and only my teachers will give
4 3 2 1
14. incentives to us
When the teacher is approachable and open-minded I feel comfortable
4 3 2 1
15. sharing problems with her/him
 I only listen to the class discussion when the teacher is strict and short-
4 3 2 1
16. tempered
 I learn more when the teacher uses visual aids, PowerPoint presentation,
4 3 2 1
17. and other devices that help us more understand the topic
When my teacher ranks us depending on our achievements in class I feel
4 3 2 1
18. motivated to study hard just to be on top
I do learn more to my teacher when he/she helps us understand the topic
4 3 2 1
19. step by step 
I’m motivated to participate in class because our teacher is giving some
4 3 2 1
20. token after reciting
21. I participate in class when the teachers' voice is lively 4 3 2 1
When the teacher uses interactive games mixed with the topic I tend to
4 3 2 1
22. participate more and get excited to go to school
  I enhanced my social skills as well as my confidence in class because of
4 3 2 1
23. the teaching techniques of my teacher
I take every reward that I got as a motivation to participate more in class
4 3 2 1
24. and also with that I can study hard and get a high score
25. I make myself as a role model to my classmates to engaged them to 4 3 2 1
participate well in class because I also want then to get rewards from the

40
teacher

41
 APPENDIX E
St. Rose Catholic School, Inc.
Paniqui, Tarlac
III. WRITTEN INTERVIEW

1. What are the positive reinforcers used by your teacher inside the class?

2. What are the techniques teachers need to use in order for you to participate in class?

3. How does positive reinforcement that greatly affect your performance in class?

42
 CURRICULUM VITAE

Name: Ramon Emmanuel N. Discion

Address: Samput, Paniqui, Tarlac

Contact No: 09395604324

E-Mail: discionramon1225@yahoo.com

PERSONAL DATA

Date of Birth: December 25, 2002

Place of Birth: Paniqui, Tarlac

Parents: (Mother) Lorna N. Discion

(Father) Ramon V Discion

EDUCATIONAL ATTAINMENT

Kinder: Paniqui South Central Elementary School

Primary: Paniqui South Central Elementary School

Elementary: Paniqui South Central Elementary School

Junior High School: St. Rose Catholic School Inc.

Senior High School: St. Rose Catholic School Inc.