Perceived Implementation of Reinforcement Strategies and Academic Performance of Intermediate Pupils in Lutayan District II
Jurine Mae Legarde, Mikee Pancho, Nathaniel Naanep, Jonathan Roque
Received: 26 August 2026; Revised: 01 October 2026; Accepted: 15 October 2026; Published: 24 October 2026
DOI: https://doi.org/10.66074/C2X7B9K4V
Abstract
This study examined the implementation of reinforcement strategies (verbal praise, rewards and incentives, and corrective feedback) as rated by pupils, teachers, and school heads, and the relationship between pupils’ perceived exposure to these strategies and the academic performance of intermediate pupils in Lutayan District II. A descriptive–correlational design was used with 139 respondents: 92 pupils, 37 teachers, and 10 school heads. Data were gathered through a researcher-made questionnaire and analyzed using weighted mean, standard deviation, and Pearson r. Academic performance was measured through the pupils’ third-quarter grades. Stakeholders rated reinforcement strategies as fully implemented, with verbal praise rated highest, and pupils’ academic performance was very satisfactory (mean grade = 88.08). Using the 92 pupils as the unit of analysis, pupils’ perceived exposure to reinforcement strategies had a significant but weak positive relationship with academic performance (r = 0.36, p = .0004), an association that does not establish causation. The correlation reflects pupils’ perceptions rather than the actual implementation reported by teachers or school heads. Teachers reported moderate challenges, mainly limited instructional materials and resources. The study recommends sustaining reinforcement practices and providing adequate materials and teacher support.
Keywords: corrective feedback, descriptive-correlational design, intermediate pupils, Philippines, quantitative research, reinforcement strategies, rewards and incentives, verbal praise
Author Information: Sultan Kudarat State University, Lutayan, Sultan Kudarat, Philippines; panchomikee18@gmail.com
Volume 2, Issue 4, December 2026