The Effectiveness of Positive Reinforcement Strategies for Grade 11 HUMSS Students at TRACE College 2024 PDF

1 THE EFFECTIVENESS OF POSITIVE REINFORCEMENT STRATEGIES TO THE ACADEMIC PERFORMANCE OF GRADE 11 HUMANITIES AND SOCIAL SCIENCES STUDENTS IN DISCIPLINE AND IDEAS IN THE SOCIAL SCIENCES SUBJECT AT TRACE COLLEGE INC. A Research Paper Pres...

1 THE EFFECTIVENESS OF POSITIVE REINFORCEMENT STRATEGIES TO THE ACADEMIC PERFORMANCE OF GRADE 11 HUMANITIES AND SOCIAL SCIENCES STUDENTS IN DISCIPLINE AND IDEAS IN THE SOCIAL SCIENCES SUBJECT AT TRACE COLLEGE INC. A Research Paper Presented to the Faculty of Basic Education Department TRACE College Inc. Los Baños Laguna In Partial Fulfilment of the Requirements for Practical Research 2 ABULENCIA JANAE C. BAUTISTA JHESU REIGN A. AMANTILLO WINONA ADAMGAYLE L. VILLENA ATASHA KIM D. OLIVEROS REA R. MANCE PATRICK L. TAYOTO FRENCE DEREK B. PIANO KING KIAN B. ARAÑA TROWA R. 2024  2 CHAPTER 1 INTRODUCTION This research entitled “The Effectiveness of Positive Reinforcement Strategies to the Academic Performance of Grade 11 Humanities and Social Sciences (HUMSS) students in Discipline and Ideas in the Social Sciences (DISS) subject. This chapter contains an introduction of the problem including its background, theoretical and conceptual framework, problem statement, formulation of the hypothesis, significance of the study, its objectives, scope and limitations, and operational definition of terms. Background of the Study Positive reinforcement is the process of rewarding desired behaviors with something pleasant or desirable in order to increase the likelihood that the behavior will occur again in the future. Positive reinforcement is an important aspect of many institutions and individual classrooms over the country. Praise while motivating pupils for demonstrating great behaviors and completing tasks in the classroom allows teachers to focus on the behaviors they expect and provide less attention to any unpleasant actions that may occur. Adam Ismail (2023), Effectiveness of positive reinforcement on student engagement in the classroom academically, behaviorally, and socially. Many say that positive reinforcement leads to a sense of responsibility in students, and helps them work harder to achieve tasks because they can look forward to receiving praise or a reward for their efforts.  3 As a result, it allows teachers to interact with students, communicate effectively, and ultimately encourage them to be more of themselves. Gaffar (2022), argued that students learn to self-monitor themselves, manage time, set goals, and self-evaluate because of what was reinforced by the teacher. There have been several studies on the effectiveness of positive reinforcement in educational settings. Thus, positive reinforcement has a significant impact on children's academic performance. Eremie and Doueyi-Fiderikumo (2018) assessed positive reinforcement and student academic performance. Results of the study revealed that positive reinforcement enhances student progress in academics. It is also a very essential mechanism through which educators can boost achievement and enhance classroom discussions (Eremie & Doueyi-Fiderikumo, 2018). The other side of Positive reinforcement is a very simple, basic, but effective way of re- modifying the behavior of the student or encouraging them to act properly (Morin, 2022). Kelly (2019) says that in the current study, that progressively evaluated the effects of positive reinforcement, instructional strategies, and, if needed, negative reinforcement on both academic performances. Although there is an appreciable volume of literature on the impacts of positive reinforcement on student performance in various academic disciplines, a chasm exists in understanding how such impacts truly affect a student, especially those within Discipline and Ideas in the Social Sciences subject at the Grade 11 level. Discussions of most literature are based on generalized educational settings or other subject areas; hence, much is left wanting in specific insight into the social sciences curriculum.  4 While most have aimed at general education outcomes instead of specific measures of academic performance that shall best suit the Discipline and Ideas in the Social Sciences subject thesis statement, filling this gap may suggest specific ways in which educators at TRACE College could improve academic performance through reinforcement targeted at the specific pressures involved in the education of social sciences. Positive reinforcement at TRACE College can help students achieve better academic performance. Regardless of whether some pupils value learning, positive reinforcement will help to increase their interest in what they are doing. Positive reinforcement intends to increase the desired behavior by adding a favorable stimulus immediately after it occurs. It is a reward for students to behave in a certain way, and this reward encourages them to do so again (Li, 2022). The objective of this study is to examine the impact of positive reinforcement on student behavior and academic performance in the classroom setting. This includes exploring how positive reinforcement strategies, such as praise and rewards, encourage desired behaviors and foster a positive learning environment. Additionally, the study aims to assess how positive reinforcement can enhance student engagement, promote responsible and safe behavior, and ultimately improve academic achievement. By understanding the effects of positive reinforcement, educators can better implement strategies that motivate students to perform well and develop effective learning habits.  5 Theoretical Framework This study is grounded on B.F. Skinner's positive reinforcement theory forms one of the sturdy foundations through which the researchers can see how positive reinforcement is effective on the academic performance of Humanities and Social Sciences (HUMSS) students. According to Skinner, behavior is a function of its consequences, and positive reinforcement is a way of strengthening behavior. Hence, this theory will help meet the objective of the study on how different positive reinforcement methods of rewards and praise can improve academic achievement for Grade 11 Humanities and Social Sciences (HUMSS) students. The relationship between Skinner's theory and this study is the application of operant conditioning concepts to practice in academic settings. The study makes use of Skinnerian concepts, reinforcement schedules, token economy, and shaping behavior in assessing how positive reinforcement affects the academic performance of Humanities and Social Sciences (HUMSS) students. Findings indicating a strong positive relationship between reinforcement and better academic performance gives support to Skinner's theory and a demonstration of how effective it can be applied in real educational contexts. Skinner's theory greatly corroborates this study by providing a robust theoretical foundation for comprehending the mechanics of positive reinforcement on academic performance. In turn, the findings refine Skinner's theory by providing evidence for its application in the academic performance of Grade 11 Humanities and Social Sciences (HUMSS) students.  6 This interaction between theory and practice strengthens the validity and reliability of the study and ultimately strengthens evidence-based teaching practices which foster academic excellence among Humanities and Social Sciences (HUMSS) students. This study, based on Skinner's theory, will further shed light on the role of effective positive reinforcement in education. Through the operant conditioning, behavior that is rewarded is likely to be repeated, while behavior that is punished is prone to happen less. It describes reinforcement as built on the assumption that behavior is influenced by its consequences. Action research thereby strives to find if the positive reinforcement of the student's involvement in the classroom leads to the change of behaviors with an emphasis on the role of rewards from the operant conditioning. This research revolves around the several reinforcement techniques from the said theory of Skinner's and will mainly focus on the students’ performance in their Discipline and Ideas in Social Sciences class after experiencing and not experiencing the reinforcements. Conceptual Framework This study utilizes experimental research design. The following Figure illustrates the independent and dependent research variable. Figure 1. Research Paradigm  7 Independent Variable Dependent Variable Positive Reinforcement Student Academic Performance Strategies Academic Diligence Grade Incentives Class Participation Verbal Praise Test Score Tangible Rewards The independent variable, Positive Reinforcement Strategies (PRS), which include verbal praise, grade incentives, and material rewards, is part of the conceptual framework for this study. Through test results, class participation, and academic attentiveness, these PRS interventions seek to affect the dependent variable, Student Academic Performance (SAP). The concept indicates that PRS will have a beneficial effect on SAP, with tangible rewards promoting active participation, verbal praise building engagement, and grade incentives encouraging students to perform well. Students' test scores, participation in class, and terms of academic quality should all increase as they respond to PRS. Thus, overall academic performance in the discipline and ideas course of the social sciences have improved. This study offers insights into the efficacy of positive reinforcement techniques in raising academic achievement for Grade 11 Humanities and Social Sciences (HUMSS) students by analyzing the connections between PRS and SAP.  8 The inquiry is guided by the conceptual framework, which guarantees a methodical examination of the ways in which PRS affects SAP. This, in turn, informs evidence-based teaching strategies to improve students' academic performance in this crucial topic. Statement of the Problem The primary objective of this study is to investigate the effectiveness of positive reinforcement strategies on the academic performance of Grade 11 Humanities and Social Sciences Students in the Discipline and Ideas in the Social Sciences subject at TRACE College. Specifically, this research aims to answer the following questions: 1. What is the level of academic performance of the selected grade 11 students, not receiving positive reinforcement in terms of: 1.1 Academic diligence 1.2 Class participation 1.3 Test score 2. What is the level of academic performance of the selected grade 11 students, receiving positive reinforcement in terms of: 2.1 Academic diligence 2.2 Class participation  9 2.3 Test score 3. Is there a significant difference in the academic performance of the students who received positive reinforcement and those who did not? Hypothesis There is no significant difference in the academic performance of the students who received positive reinforcement and those who did not. Significance of the Study Students. This study aims to help the students understand the impact of positive reinforcement on student performance and that there are consequences in the actions they choose to perform. This may also inspire the students to be more active in the class and empower them to adopt effective learning strategies to be able to achieve higher academic success in the Discipline and Ideas in the Social Sciences subject. Teachers. Since the actual shaper of student behavior and learning outcome with which teachers interact is the study of positive reinforcement, significantly, teachers teach based on constant application of positive reinforcement by rewards, recognition, or praise, which encourages the depth of an engagement with the material, creates an environment of risk with respect to learning and resiliency. Creates a better environment for the student, their peers, teachers and staff, and the school as a whole. This study will help teachers to know the importance of this study. It will help them to make their teaching effective and interactive. The study's findings will  10 underscore the significance of complementing mechanisms in reinforcing positive behaviors, emphasizing the importance of timely and constructive responses from teachers to foster student engagement and perseverance. School. For the institution as a whole, TRACE College will be informed by this study to allow policies and practices throughout the school to foster a culture of positive reinforcement. By knowing the benefits of these strategies, the school may implement professional development activities through which teachers and other staff members can be trained to foster effective reinforcement practices toward commitment to positive reinforcement for improved student outcomes and towards a collaborative and nurturing school climate. Future Researchers. This study will serve as a valuable reference for future researchers investigating the effectiveness of positive reinforcement in educational settings. By providing a comprehensive analysis of its impact, this research will enable subsequent scholars to not only validate these findings but also explore new dimensions and applications of positive reinforcement strategies. This study will help future researchers to use this as a reference in their studies on the effectiveness of positive reinforcement. Future researchers will also have the opportunity to rediscover and expand on these studies on how effective positive reinforcement on the academic performance of the students. Scope and Limitation This study will focus on examining the impact of reinforcements on student behavior and academic performance, particularly in a classroom setting. It will explore  11 how strategies like praise and rewards can be used to promote desired behaviors, encouraging these students to perform better in class and foster a positive learning environment. Specifically, this study will look at students in Grade 11 in the Discipline and Ideas in the Social Sciences (DISS) subject at TRACE College, and how different reinforcement strategies affect their engagement, responsibility, and academic performance. In addition, this research seeks to see the relevance of these reinforcement strategies when used by teachers in the said subject. The study aims to provide insights into the effectiveness of positive reinforcement in the context of social sciences education, where pressures unique to this subject area may influence students' behavior and academic outcomes. The limitations of this study include focusing only on Grade 11 students from the Humanities and Social Sciences (HUMSS) strand and a specific subject, Discipline and Ideas in the Social Sciences (DISS), at TRACE College, which means the results might not apply to other subjects or schools. The study also has a small sample size and is conducted over a short period, so it may not show the long-term effects of positive reinforcement. Additionally, different students may respond to praise or rewards in their own way, and outside factors like family or friends could affect the results, which are beyond the study’s control. Operational Definition of Terms Academic Diligence. Academic diligence is crucial in educational settings, influencing academic performance, skill development, and overall success.  12 Academic Performance. Academic performance refers to the outcome of a student's educational activities, typically assessed through grades, test scores, students behavior, and overall engagement in learning processes. Behavior Modification. The goal is to encourage desired behaviors while decreasing undesired ones through consistent application of these strategies. Class participation. It defines how active the learners participate and invest in classroom activities, lessons and discussions. Desired Behaviors. Behaviors which the students are encouraged as well as rewarded. Effective Learning Habits. It refers to the practices that are done to ensure that learning among students is effective, including school involvement and academic performance. Favorable Stimulus. A positive reward given immediately after the occurrence of the desired behavior. Grade Incentives. A reward or motivation to enhance the student's academic performance. Learning Environment. The learning environment refers to the physical or virtual setting where educational activities occur, playing a crucial role in shaping students' learning experiences.  13 Motivating Pupils. Motivating pupils refers to the process of encouraging and inspiring students to engage actively in learning and to put effort into their schoolwork. Praise. A verbal or non-verbal acknowledgement of a student’s effort or achievement that reinforces desired behaviors or performance. Positive Reinforcement. Reinforcement refers to introducing a desirable stimulus (i.e., a reward) to encourage the behavior that is desired. Responsible Behavior. It is considered as duties and conduct which demonstrate responsibility, integrity, and care for oneself and others. Self-Evaluation. How students perceive their own involvement in school, whether they are active or not. Self-Monitoring. The process whereby the individual monitors and controls behaviors, thoughts, and feelings to obtain desired goods or improve personal performance. Student Engagement. It is how much the student is invested whilst learning. Tangible Rewards. A tangible reward is a physical or material item given to someone as a form of positive reinforcement. Test Score. A test score is the numerical or letter grade a student receives based on their performance on an exam or test. Time Management. It is how each student manages their time when engaging in activities and other tasks.  14 Verbal phrases. It's a vocal form of reinforcement when you say things such as "nice job," "very good," "keep it up," etc.  15 CHAPTER 2 REVIEW OF RELATED LITERATURE This chapter provides an overview of existing research and literature on the effectiveness of positive reinforcement strategies to academic performance. The following literature review is divided into parts, each of which addresses one specific aspect of the study topic. Positive Reinforcement Positive reinforcement is widely recognized as an effective teaching method to encourage desired behaviors and engagement in students. This approach, which involves acknowledging and rewarding positive actions, aims to enhance students' academic, behavioral, and social engagement. Souders (2019) stated that positive reinforcement enables teachers to highlight the talents, interests, and personality features of their students. As a result, it provides teachers with a chance to engage with students, communicate effectively, and eventually empower them to be more of themselves. Numerous studies have been done on the efficiency of positive reinforcement in the educational setting. As a result, positive reinforcement clearly has a significant impact on kids' academics. Khattak and Ahmad (2018) conducted research to examine the effects of positive reinforcement on students’ academic performance. The study focused on students with the same socioeconomic background and no cultural differences. The study's findings showed and suggested that positive reinforcement  16 affects student academic achievement. So, teachers can therefore utilize positive reinforcement to improve classroom strategies and boost students' academic development.. According to Gaffar (2022), students learn to self-monitor themselves, manage time, set goals, and self-evaluate because of what was reinforced by the teacher. The researcher conceives positive reinforcement as any activity that motivates a learner to do more of his activities to achieve a better result. Positive reinforcement is one of the teacher‟s most valuable behavior management tools. Positive reinforcement is an interesting technique that helps teachers to improve the overall behavior of students. Adam Ismail (2023), Effectiveness of positive reinforcement on student engagement in the classroom academically, behaviorally, and socially. Many say that positive reinforcement leads to a sense of responsibility in students, and helps them work harder to achieve tasks because they can look forward to receiving praise or a reward for their efforts. Educators and policymakers, by understanding mechanisms of fostering desired behaviors, might apply them appropriately in policy. In summing it up, however, further studies into the implications of such strategies on more distal outcomes may improve them as useful for varied instructional settings. Class Participation Class participation involves one's engagement in many activities that take place in the class as well as discussions. Such participation can be oral; one answers questions about something or says something regarding what is going on, or it can be non-verbal through listening attentively, note-taking, and even heads nodding or locking gazes with the presenter. Cohen & Lee (2023). According to Amerstofer (2021), class participation is an  17 engagement of students in their academic pursuits that is influenced by various factors linked to individual learner traits like their teacher, the teaching methods employed, peers, and other aspects in their learning setting. Since class participation has been well understood as an important predictor for academic success for a longer time. According to Cohen and Lee (2023), active class participation enables students to explore the subject more intensively, and their learning process culminates in better overall academic outcomes. According to Miriam Cents-Boonstra (2020) given the importance of student engagement for students’ current and future success, it is essential to explore how teachers can foster student engagement within lessons. According to Bekkering & Ward (2020), Student performance in classes can be affected by lack of attendance and attention while in class. Tatar (2023) also suggests that there are reasons for the occurrence of class participation and can be considered as of two categories: one that is the internal kind like personality types of the students, where some might be introvert and some might be extrovert. Then there's the external, which has to do with the atmosphere of the class and methods of teaching. By promoting an open environment where instructors and students can share information, this will create more engagement between the instructor and the student, hence boosting their performance academically. This is particularly essential for Discipline and Ideas in the Social Sciences because it calls for a lot of student participation when trying to understand and dissect complex social concepts.  18 A supportive and inclusive classroom climate can therefore play a very powerful role in motivating students toward active participation, thus contributing to better academic development. Besides, class participation is not only by mere verbal interaction but in other ways, such as attentive listening, writing of notes, among other group activities. In university education, especially in social science learning, participation is an understanding of complex theories and concepts. This helps in making the classroom an attractive and interactive learning place, which increases participation; the students will engage with both verbal and non-verbal ways. This is a recent trend in educational research where innovation is considered by the methods of assessing class participation. According to Skolverket (2016), with the expanded utilization of digital tools within learning, new assessment procedures that will evaluate participation within a classroom setting and in the virtual classroom should be set forth to ensure fair education chances for all. And thus, with evolving times in education, student involvement and its support are ever-increasing demands for successful academics. In conclusion, Class participation is an imperative part of the academic experience, especially when it deals with subjects like Discipline and Ideas in the Social Sciences. Active participation not only increases the level of learning but also makes a lot of contribution towards academic success in terms of increasing engagement, critical thinking, and social collaboration. Personality and a conducive classroom environment may also contribute to the likelihood of a student's engagement. It indicates that the instructors should adapt to more participative approaches that enable the learners to maximally benefit from school as well as progress in academics.  19 Tangible Rewards Tangible rewards refer to the fact that an actual or physical thing has to be provided in encouragement of some behaviors or an appreciation for an achievement. Money, gifts, certificates, among others of value, are possibilities as they can actually be touched and held by hand. Whereas intangible rewards such as praise or recognition happen and one cannot hold it, tangible rewards have a real-world, measurable value that has been satisfied immediately. It is typically used in personal and professional life to elicit performance, anchor desired behavior, and show appreciation. The effectiveness of tangible rewards differs from one individual to another, depending upon the environment, and also on the value that the rewarded stimulus can carry for the receiver. These are symbolic rewards to influence the behaviors of students and enhance their participation in academics. It is also known to be widely used in all education systems and has been researched from multiple aspects. The said reward system may be used by teachers, improvising and using different techniques, to guide unmotivated classes into developing a fitting academic behavior and self-motivation.. Tedi Cahya et al. (2018), argued that tangible rewards are said to influence the students' motivation positively during the learning process; this is because, as shown by increased involvement and participation displayed in the classroom, the rewards could inspire students to be more active and confident at the same time, while some may remain less motivated. More importantly, although tangible rewards tend to work very well for inspiring students, it is of prime importance that such rewards are complemented by other teaching strategies meant to sustain long-term motivation.  20 According to Mushayamunda (2015), when they have conducted research with regards to applying tangible rewards to students, they have discovered that the students appeared to be more "eager" in the lesson being taught. Emphasizing the excitement that was expressed by these students, they were highly motivated about receiving such rewards and were curious about it. To make such motivation work, it must have a reinforcing value. It must be able to pique the students interest so that a positive response will be attainable and successful. In Mushayamunda's research, it was also stated that the educators, like parents, must know their students and their situations. To add, people are motivated differently, and they have separate interests, so results may vary. Although extrinsic motivation is effective, one must also learn to have intrinsic motivation. It is a term used to describe the incentive we feel to complete a task simply because we find it interesting or enjoyable (Falk, 2023). One should develop to be motivated to learn on their own and not only because of receiving tangible rewards. Verbal Praise Verbal praise can be defined as a positive reinforcement whereby a teacher or even an authority figure shows praise or admiration for the conduct, effort, or even performance of a student. Zhang, Du, and Deng (2021) describe verbal praise as the powerful tool educators use to increase motivation, reinforce positive behavior, and maintain classroom order. Such praise is mainly in words or phrases coupled with "Good job, Well done, or You're on the right track." The broader definition of oral praise includes both immediate change to the behavior of a student and the long-lasting change to self-esteem building,  21 motivation, and goal orientation over time. Verbal praise can have superficial and deep effects. A superficial effect of praise immediately reinforces the behavior, whereas a deep effect of praise may actually influence long-term academic attitude and intrinsic motivation. The better application of verbal praise through educators will contribute to students' cognitive, emotional, and social development, persuading them to persist more meaningfully in academic activities. According to Morris and Zentall (2014), the type of verbal praise children receive influences motivation and persistence, especially when following failure. They show that ambiguous praise, with less explicit attributions as with "good job," which is not attached to any notion of effort or intellect, can be as strong, if not stronger, at motivating than praise that was effort or trait specific. This means that indirect attribution with praise can assist students, in this case, Grade 11 Humanities and Social Sciences (HUMSS) students, in interpreting the feedback in a manner that increases their intrinsic motivation. Avoiding labeling through traits, the "you're so smart" type, encourages persistence since students are not driven to perform through the pressure created by the expectations of innate ability. According to Zhang, Du, and Deng (2021), effectiveness varies in verbal praise on content, timing, and delivery. In this research, effective praise is manifested not just by the success recognition but by a far deeper motivational drive when said praise is both tailored and pertinent to the given context.  22 That means, as far as Humanities and Social Sciences (HUMSS) students are concerned, a teacher should administer purposeful praises that are both genuine and appropriate, yet consistent with occurrence. Personalized praise, acknowledging the effort and progress specific to each student, instead of generalized praise may contribute to the feelings of accomplishment and academic perseverance on the part of the students. At strategic times, such verbal praise might have a big long-term impact, nudging the students toward fuller engagement with academic tasks and continuous improvement. In conclusion, verbally praising the students is a method that would significantly enhance both motivation, engagement, as well as academic performance if applied strategically. As can be seen in the research above, there was evidence that showed that verbal praise has an immediate effect on most students; however, it also has its long-term and short-term effects depending upon the context of delivery. Educators can encourage students to have a growth mindset, be persistent, and develop a sense of academic diligence through effort over talent and personalized, genuine praise. In the case of Grade 11 Humanities and Social Sciences (HUMSS) students at TRACE College, verbal praise may become an effective component of positive reinforcement strategies that increase student confidence and promote a culture of perseverance and continuous improvement. Academic Diligence Academic diligence is being able to put in persistent efforts and careful attention toward what one is doing, even on the unexciting, the challenging, or the unrewarding tasks. According to Duckworth et al. (2014), academic diligence also shows close  23 relationships with strengths in character such as grit, self-control, and conscientiousness, all of which predict longer-term academic success. This entails being able to persevere with tasks that are challenging and require effort, although not immediately rewarding. The feature makes it crucial for effective and positive academic outcomes. It means that, beyond effort at the cognitive level, the extended definition of academic diligence also involves persistence and responsibility toward goals that seem less stimulating. For high school students, particularly in Discipline and Ideas in the Social Sciences (DISS) subject, academic diligence is an important ingredient when mastering even the most complicated notions and in executing critical thinking for success in the curricular demands. Academic diligence research suggests that it forms a crucial predictor of academic success within the context of a student's ability to cope with tasks that are either hard or boring. Smith and Garcia (2019) discovered how social preferences affect academic diligence among teenagers. They found out that teenagers pass more time responding to social stimuli, including photographs of people, than they do on non-social stimuli, including landscapes. It explains why, within vast distraction-ridden environments, students lose concentration and attention to academics. Social engagement is an important determinant of adolescent motivation and diligence. For Grade 11 Humanities and Social Sciences (HUMSS) students whose main needs are abstract thinking and sustained effort, then social learning can be brought into the classroom activities of the teachers to keep the interest of the student inspired and to make the student diligent. For example, in the discussions that bring group collaborative projects in linking social themes with academic  24 content, a high level of engagement is likely to be increased as the tasks of academics are made more relevant and stimulating. According to Edem Maxwell, (2023). Academic resilience and academic diligence positively indicate students' intellectual engagement. Academic diligence positively indicates students' intellectual engagement and further strengthens the effect of academic resilience on intellectual engagement. Finally, learning support positively indicates intellectual engagement and further enhances the effect of the relationship between academic resilience and academic diligence on intellectual engagement. Edem Maxwell's perspective, resilience, diligence, and support for learning are positive methods to further enhance students' intellectual engagement. This is closely related to positive reinforcement because the continuous effort and resilience of the students lead to good and favorable results, allowing them to further develop their abilities, especially in their studies. Because of this, students will be more encouraged to continue and develop these behaviors, creating a reinforcing cycle of academic improvement. Another study by McCullough et al. (2017) analyzed the relationship between conscientiousness and academic diligence, with special focus on the way non-cognitive factors such as self-regulation have an influence on student behavior. Their study found that students who possess higher degrees of self-control, one of the basic elements of academic diligence, tend to perform better in academics. This resonates well with my belief that academic diligence is not about the capacity to "work hard" but is very much tied in with the student's mechanisms for emotional and cognitive control. Teachers can help build  25 this persistence necessary to master demanding subjects such as DISS by teaching emotional resilience as well as the capacity to delay gratification. Lee et al. (2019) found that diligent students have more ability to face problems within academics, which would most likely make them improve on their learning experience. Adaptability is a highly essential trait in the current fast-paced academic environment, where a student has to deal with multiple materials and views. In addition to this, Bandura and Wessels (2020) have discussed academic effort and how it can be associated with self-efficacy. The diligent learners believe more in themselves and, therefore, keep working toward challenging academic targets. Believing in self is crucial because it supports students in achieving short-term academics but also forms long-term goals for the students themselves. According to Researchers, teachers should work towards instilling academic diligence. By imparting this virtue to them, they give the students the strength of endurance and prepare them for the challenge of academic as well as professional life. The training to be constantly devoted to studies also gives them some of the other essential qualities like time management and self-discipline. Such an integrated approach to learning eventually equips the students for a lifetime of learning and success. Thus, academic diligence would be an important predictor of academic performance, especially on complex subjects like DISS, which demands constant attention and effort to understand abstract theories and critically analyze social issues. Research still indicates that it is non-cognitive factors such as self-control, grit, and conscientiousness that promote academic diligence and subsequent academic outcomes.  26 This process of academic diligence, as would be suggested by Smith and Garcia (2019), Watson et al. (2019), as well as unfolds with the confluence of various psychological factors, emotional regulation, even neurocognitive processes. Therefore, adequate strategies from the teachers concerning the emotional and the cognitive aspect of the activity of academic diligence should be available to these students so that they can stay on their work. With this, concentration on persistence and emotional regulation by educators can help promote the academic success of their students in subjects that demand sustained effort like DISS. Grade Incentives Grade incentives are incentives or rewards given to students in return for meeting predetermined grades or academic objectives. The purpose of these rewards is to motivate students to put in more effort, pursue greatness, and uphold high academic standards. Teachers, schools, and even parents can encourage pupils to do better academically by providing grade incentives. Grade incentives might be in the form of material prizes, special treatment, or acknowledgement, among other things. Gift cards, additional credit, special outings, homework passes, and leadership positions are typical examples. To acknowledge students' accomplishments, several schools additionally provide academic prizes, dean's lists, or honor rolls. Furthermore, depending on the situation and objectives, grade incentives might be either group-based or individual.  27 Enhancing student enthusiasm, engagement, and academic performance is the main goal of grade incentives. Teachers want to encourage pupils to attain their full potential, support academic performance, and cultivate a growth mentality by rewarding good marks. Grade incentives may have both beneficial and detrimental impacts, according to Herranz- Zarzoso, (2023). According to Bailey, Rosenthal, Yoon (2016), In many educational settings, students may have an incentive to take courses where high grades are easier to achieve, potentially corroding student learning, evaluation of student achievement, and the fairness and efficiency of post-graduation labor outcomes. A grading system that takes into account heterogeneity of teacher standards and student ability could mitigate these problems. According to Zarzoso, Grand (2023), they examine the role of personality on the effectiveness in improving students' performance of two extrinsic incentives: monetary and grade incentives. Their study found out that grade incentives affect the improvements of student's performance. This means that grade incentives may the way students will improve, in this case, Grade 11 Humanities and Social Sciences (HUMSS) students at TRACE College, grade incentives may become an effective component of positive reinforcement strategies that improving student's performance on Discipline and Ideas In the Social Sciences (DISS) subject.  28 CHAPTER 3 RESEARCH METHODOLOGY This chapter presents an overview of the study’s research design, sampling technique, research instrument and data collection and analysis. It will serve as a comprehensive guide on how the researchers conducted the study, ensuring transparency and clarity in the process. Research Design This study utilized a descriptive research design in exploring the effect of positive reinforcement techniques on the academic performance of HUMSS Grade 11 students at TRACE College on DISS. In fact, this paper takes advantage of the issue of whether positive reinforcement techniques—praise, rewards, and encouragement—are really effective in influencing the motivation, engagement, and academic outcomes of students. It tries to paint a definitive picture of the present academic performance of HUMSS students. This approach would allow for the detailed examination of the interaction between reinforcement strategies and student behavior, which helps educators understand how these techniques actually influence learning and achievement in social studies. The outcome of this study will also benefit both students, teachers, and researchers. For the students, understanding how positive reinforcement would positively influence their motivation towards academic high performance may lead them to become more interested and to feel more confident about succeeding positively. For teachers, the study gives them guidelines practically on how various reinforcements used to support learning  29 take place appropriately in the class. Finally, the Researchers would then have useful data on how reinforcement impacts academic performance that will be contributory to a greater body of educational psychology, forming a basis for subsequent research into effective teaching methodologies and student success in other forms of academic tracks. In conclusion, this study aims to expose the role that positive reinforcement plays in academic achievement, offering actionable insights for students, teachers, and researchers. Understanding the ways in which reinforcement strategies affect student outcomes makes this research possibly effective in teaching method changes and contributes to a deeper understanding of how to bring about improvements in academic performance in the social sciences and other subjects. Sampling Technique The study populations are Grade 11 Humanities and Social Sciences (HUMSS) students within a specific academic institution. This is because they come from different exposure to teaching strategies on their part. It tries to identify how positive reinforcement affects student behavior and academic outcomes for this group. To acquire the sample that is representative of the entire range of experiences of the population, researchers use a stratified sampling technique. A stratified sampling considers the population and groups it into subgroups, or "strata," based on common characteristics in this case, the academic sections. The sections are proportionally sampled, which helps to ensure that different student experiences are represented, reducing bias and aiding in generalisability of findings. All these will be considered in data collection through questionnares.  30 Surveys among students will be administered to solicit their views regarding the impact of positive reinforcement on their motivation and academic performance. Later, interviews will be conducted with teachers, to find ways in which they implement such positive reinforcement in their teaching practices, especially in regard to language use and methods of feedback. The Grade 11 Humanities and Social Sciences (HUMSS) student population will be divided into two sections of their distinct academic sections. Random samples of students who have experienced positive reinforcements in any classes will be chosen from the two sections. This means that each section is represented in the study. The teachers who actively use positive reinforcement in their classrooms will also be selected for interviews and classroom observations, besides the students. This stratified approach will ensure that the sample would include different experiences and hence provide a comprehensive view on how positive reinforcement is used in different learning environments. Stratified sampling also reduces bias and thus assures that the findings of the research are more representative of the Grade 11 Humanities and Social Sciences (HUMSS) student population. Research Instrument The researchers pre-constructed a survey-type questionnaire to determine the effectiveness of the positive reinforcement strategies on the academic performance of Grade 11 Humanities and Social Sciences (HUMMS) students in the Discipline and Ideas in the Social Sciences (DISS) subject at TRACE College Inc. Before administering the survey, a standardized test will first be given to the students of two sections.  31 The questionnaires were then distributed face-to-face to the volunteer respondents from these two sections of Grade 11 Humanities and Social Science after seeking the permission of each class. An adapted version of a four- point likert scale was used as the instrument for the questionnaire, in which (4) representing strongly agree, (3) representing agree, (2) representing disagree, and (1) representing strongly disagree. The scale was used to assess grade incentives, verbal praise and tangible rewards of positive reinforcements as required to bolster three major performances in academics-these are academic diligence, class participation, and test scores. The questionnaire has been designed by keeping in mind the clarity and relevance of both reinforcement strategies in their relationship with academic behavior and performance among students. Moreover, the questionnaire was self-made and validated to ensure its reliability and accuracy. There were 15 statements, 5 statements on each of the three sub-variables of academic performance-academic diligence, class participation, and test scores-and also 5 statements relating to the use of positive reinforcement strategies-grade incentives, verbal praise, and tangible rewards. This should enable a comprehensive understanding of how positive reinforcement impacts students' academic outcome. Data Collection and Analysis A request for permission was submitted to the school's office to secure approval to commence the study. Once the necessary approvals are obtained, the researchers sought endorsement from the research advisor to initiate the investigation involving Grade 11 Humanities and Social Sciences (HUMMS) students in the Discipline and Ideas in the  32 Social Sciences (DISS) subject at TRACE College. Questionnaires were prepared by the researchers and validated by their Research Teacher. The Researchers' goal was to gather meaningful data that could help them to better understand how these Positive Reinforcement Strategies work in a school setting. They provided printed questionnaires that served the intended respondents. The surveys were administered by the researchers, and the data that was gathered underwent analysis using systematic method techniques. The questionnaire can evaluate their concept of positive reinforcement and its effectiveness on their motivation and academic performance.  33 LITERATURE CITED B. Mushayamunda, M. (2015). The Effects of Tangible Rewards System and Verbal Praise on Academic Achievement of Second Grade Students at a Selected Elementary School [MA thesis, Milligan College]. https://sg.docworkspace.com/d/sICjrq fAaKFibkG Cao, Y., Gao, J., Lian, D., Rong, Z., Shi, J., Wang, Q., … & Zhou, T. (2018). 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