John Mark T. Antonio, Erallene B. Apanto, Sheila Mae R. Baclig, Maria G. Baggayan, Ivy G. Conag, Loujane B. Dagan, Marybeth G. Danipog, Rayven L. Lumboy, Ayya M. Maramag, Faith Valerie C. Ponce, Bryan B. Echanique
ABSTRACT
The study aimed to describe and correlate teachers’ extent of use of positive reinforcement strategies in mathematics instruction and pupils’ level of learning motivation in mathematics. Mixed research approach through the methods of descriptive-correlational design and thematic analysis was used. The data were collected through survey with the Grades 4 to 6 elementary teachers and pupils in Mathematics from the Basic Education Unit of St. Paul University Philippines, Tuguegarao City, Philippines during the school year 2024-2025. Results of the descriptive analysis showed that the teachers use positive reinforcement strategies in teaching mathematics and the pupils’ level of learning motivation in mathematics is largely high. In addition, there exist significant and positive correlations between the teachers’ extent of use of positive reinforcement strategies in teaching mathematics and the students’ level of learning motivation in the subject in terms of certain dimensions. The problems and challenges encountered by the teachers in using positive reinforcement strategies in mathematics instruction include difficulty in ensuring fairness and inclusivity in motivation, lack of training and preparation for reinforcement strategies, and challenge in addressing diverse learning styles. Considering the study’s salient findings, the researchers designed a plan of action to enhance the teachers’ use of positive reinforcement strategies in mathematics instruction.
Keywords: Learning motivation, mathematics instruction, positive reinforcement, positive reinforcement strategies
https://doi.org/10.57180/ukff4040