From Shy to Shine: Enhancing Student Participation in Filipino Lessons Through Positive Reinforcement Strategy

From Shy to Shine: Enhancing Student Participation in Filipino Lessons Through Positive Reinforcement Strategy

¹Hazel B. Dela Cruz, ²Lyndel I. Estomata, ³Genelyn R. Baluyos

¹Student Intern, ²Faculty, ³Faculty

^1,3Misamis University

²Ozamiz City National High School

DOI: https://dx.doi.org/10.47772/IJRISS.2025.909000011

Received: 21 August 2025; Accepted: 28 August 2025; Published: 26 September 2025

ABSTRACT

Developing student engagement is a foundation of effective language instruction, particularly in subjects like Filipino that carry significant cultural and national relevance. However, many learners remain disengaged during Filipino lessons due to factors such as fear of making mistakes, lack of confidence, or unfamiliarity with the language. This study aimed to enhance student participation in Filipino lessons through a positive reinforcement strategy utilizing a single-group pretest-posttest design. Forty students from one of the secondary schools in Ozamiz City during the academic year 2024-2025 were selected using purposive sampling. Rubric assessments and checklist observations were used to collect the data, and statistical methods, including mean, standard deviation, and t-tests, were used for analysis. Findings revealed a significant improvement in both student performance and participation following the implementation of positive reinforcement strategies. The results support the notion that praise, rewards, and consistent encouragement can effectively enhance student engagement and learning outcomes. This study contributes to the growing need for student-centered strategies in language education, highlighting the importance of teacher-driven approaches in fostering a supportive classroom environment. The findings also suggest potential applications of positive reinforcement across various learning contexts to boost learner motivation and academic achievement.

Index Terms— Academic Performance, Education, Positive Reinforcement Strategy, Stimulus and Response, Student Participation

INTRODUCTION

There has been growing attention to the significance of active student participation in language learning, particularly in culturally rich subjects such as Filipino, in recent years. When classes are more dynamic and student-centered, learning is enhanced, which typically entails promoting student conversation in the classroom (Severe et al., 2024). Students’ confidence in their abilities was positively influenced by effective learning reinforcement, which inspired them to persevere and achieve academic success (Macalisang & Bonghawan, 2024). While existing studies have explored the use of reinforcement strategies in general education, few have explicitly focused on Filipino language lessons, leaving a notable gap in the literature. The results of this study could influence teaching practices and establish a more welcoming, interactive learning atmosphere in Filipino language classes, particularly given the increased demand for efficient pedagogical techniques and the growing emphasis on student-centered learning.

Student participation is a critical aspect of learning, yet many students remain disengaged during Filipino lessons. Whether due to a lack of interest, fear of making mistakes, or limited confidence in using the language, low participation hinders both individual and collective academic progress. Student participation describes how students participate in group decision-making processes in their classes or schools. It relates to students’ involvement in the classroom as well as their influence on curriculum design (Bergmark & Westman, 2018).

Participation and perception of Filipino subjects among students differ greatly based on their background, areas of interest, and previous exposure to the language. Many people find Filipino to be familiar, especially native speakers, which makes it easy for them to take an active part in conversations and group activities. It tends to be easier for students residing in the Tagalog region to learn the Filipino language; however, in the Visayas and Mindanao, where a wide range of dialects are spoken in various households, students may encounter challenges in using Filipino effectively (Tana, 2021). Some people believe that studying Filipino literature, history, and culture helps them feel a deeper connection to their national identity and pride. It functions as a means of sharing culture, promoting understanding, and building a national identity, strengthening unity and patriotism among Filipinos (Pineda, 2023).

Students’ participation and Filipino language proficiency are also being influenced by several factors such as class size, the behaviors and teaching styles of teachers, and students’ characteristics (Frymier and Houser, 2017). Teachers exert the most significant influence on the improvement of the Filipino language compared to environmental factors in the classroom (Tana, 2021). This implies that educators are essential in encouraging student involvement. Through thoughtful assignment of tasks and the implementation of effective strategies, teachers’ influence is key in fostering an atmosphere that inspires students to actively participate. The tendency of students to speak up in class was influenced by the instructor and student personalities, the classroom size, and how their classmates were perceived. Both active and passive students acknowledge that teachers are the primary players in classrooms. The positive traits of teachers and their teaching strategies are essential for promoting and stimulating students’ verbal participation (Rohi & Muslim, 2023).

An approach that is more engaging and encouraging is required to create an atmosphere in which students feel inspired and confident enough to engage. Positive Reinforcement (PR), a widely used strategy in educational settings, has been shown to encourage desired behaviors by rewarding them, thereby creating a positive learning atmosphere. A survey conducted in Minnesota has shown that students are more engaged in the classroom when they get positive reinforcement (Ismail, 2023). When a desirable or enjoyable stimulus is introduced following a behavior, it is referred to as favorable reinforcement. Behaviors that are reinforced by desirable stimuli are more likely to recur (Ackerman, 2024).

Improving student involvement does not entail requiring every student to participate in class; instead, it involves giving them the chance to learn in a supportive environment and explore concepts from their perspectives. Different personalities and learning preferences lead to varying levels of student participation (Aziz & Kazi, 2019). In the context of Filipino lessons, this strategy may unlock student potential and transform classroom dynamics by making students feel more valued and confident when they engage actively.

The researchers identified an apparent knowledge gap in the prior research concerning students’ participation in Filipino lessons. Furthermore, the topic of student involvement in Filipino lessons was not covered in the earlier studies. This encompasses a number of previously unconsidered aspects that have recently drawn interest from researchers in other fields (Miles, 2017). This action research aims to enhance students’ participation in Filipino lessons in one of the secondary schools in Misamis Occidental during SY 2024-2025. It specifically examines the impact of positive reinforcement strategies on encouraging active participation among students, especially those who tend to be shy or disengaged in the classroom. Furthermore, the research’s scope is limited within the framework of Filipino language lessons and does not extend to other subjects or disciplines. This study is significant in varied ways, particularly in addressing the challenge of low student participation in Filipino language lessons, which is a common issue in many educational settings.

Positive reinforcement involves providing a rewarding stimulus after a desired behavior, increasing the likelihood that the behavior will be repeated (Gunaretnam, 2021). The process of making a behavior more likely to be repeated in the future by rewarding it with a favorable or desired stimulus (reinforcer) after the behavior has been performed is positive reinforcement. It basically entails rewarding a particular behavior in order to strengthen it and increase its likelihood of recurring.

Teachers incorporate positive reinforcement as a part of their teaching-learning activities. Positive reinforcement enhances students’ confidence and concentration in lessons (Fatima et al., 2023). Although a tangible reward system has been extensively used globally and shown to have several positive effects, such as enhancing class performance, boosting intrinsic motivation, self-esteem, a sense of collective pride, and fostering independent learning, research has also highlighted some negative consequences. These include potential conflicts with students’ moral development, a change from intrinsic to extrinsic motivation, and a weakening of students’ self-motivation and sense of competence (Ma, 2023).

This Positive Reinforcement (PR) strategy aims to enhance student participation in Filipino lessons during the school year 2024-2025. One of the four forms of conditioning according to B.F. Operant’s operant conditioning paradigm is positive reinforcement. Skinner created the operant conditioning theory, which is founded on the idea that analyzing a behavior’s causes and effects is the most effective way to understand and regulate it. Thorndike’s “law of effect,” which asserted that actions followed by favorable or desired results are more likely to be repeated. In contrast, actions followed by unfavorable outcomes are less likely to be repeated, served as the foundation for this theory (McLeod, 2018).

Positive reinforcement will be applied by acknowledging and rewarding students’ contributions, whether through verbal praise, tokens of appreciation such as stickers, or other forms of positive feedback. The approach was student-centered, aimed to create a classroom climate where students are motivated to participate actively in discussions, share ideas without fear, and take greater ownership of their learning. The researcher proposed using a positive reinforcement strategy to enhance students’ participation in the Filipino subject and lessons. The goal is not only to improve participation rates but also to enhance students’ overall performance with the subject and foster a deeper appreciation for the Filipino language and culture.

The strategy using positive reinforcement followed a clear set of steps to enhance student participation. To implement this approach, the teacher prepared printed stickers containing compliments, each assigned a specific point value that was added to the students’ overall scores. During every lesson, students who participated and provided correct answers received a sticker as recognition for their effort. Alongside this, the teacher consistently acknowledged each response and offered positive verbal feedback, fostering an encouraging and supportive classroom environment. By applying this strategy in every session, the teacher successfully motivated students to participate more actively and helped build their confidence and enthusiasm for learning.

This action research aimed to enhance students’ participation in Filipino lessons in one of the secondary schools in Misamis Occidental during SY 2024-2025. Specifically, it sought to answer the following questions:

1. What is the level of student performance in Filipino lessons before the implementation of positive reinforcement strategies based on rubric assessment?
2. What is the level of student performance in Filipino lessons after the implementation of positive reinforcement strategies based on rubric assessment?
3. What is the level of student participation before the implementation of positive reinforcement strategies based on checklist observation?
4. What is the level of student participation after the implementation of positive reinforcement strategies based on checklist observation?
5. Is there a significant difference in student performance in Filipino lessons before and after the implementation of positive reinforcement strategies based on rubric assessment scores?
6. Is there a significant difference in student participation in Filipino lessons before and after the implementation of positive reinforcement strategies based on checklist observation results?

METHODS

Research Design

This action research study employed a single-group pretest-posttest design to enhance students’ participation in Filipino lessons through the use of a positive reinforcement strategy. In the field of information systems, action design research, or ADR, has been widely acknowledged as a significant research methodology (Cronholm & Göbel, 2022). It is deemed appropriate as it focuses on a specific class or group of students and it aims to enhance students’ participation in Filipino lessons.

Research Setting

The study was conducted at the junior high school level, specifically on the Grade 8 students at a particular public secondary school in Ozamiz City during the SY 2024-2025. This school welcomes a diverse student body and offers Filipino as a subject. Filipino is one of the disciplines that the Department of Education mandates.

Respondents of the Study

The participants in the study were 40 Grade 8 students from one section of the researcher’s class, selected through purposive sampling. The selection of participants was based on the following criteria: being a Grade 8 student for the 2024-2025 school year, having low performance, and being willing to participate in the study. The researcher ensured that these criteria were met prior to conducting the survey. However, the researcher did not include other sections of the same grade level in the study.

Research Instruments

The researcher used the following instruments as tools in gathering the data:

1. Class Participation Rubric. This study utilized a teacher-assessed rubric designed to evaluate students’ participation during Filipino lessons. The rubric included four criteria: level of participation, listening skills, use of the Filipino language, and engagement and respect. Each criterion was rated on a 4-point scale, with four being the highest and one the lowest, while the level of participation was weighted twice to emphasize its importance. The total score provided a comprehensive view of each student’s overall participation. To ensure consistency and objectivity, the same rubric was used during both the pre-implementation and post-implementation phases of the study. This allowed the researcher to systematically assess and compare changes in student participation after the use of positive reinforcement strategies.

To determine the learners’ performance towards the implementation of positive reinforcement strategy, the researcher used the hypothetical mean range and its adjectival equivalent based on DepEd Order No. 8 s, 2015.

Filipino Lesson Participation Checklist. This study utilized a researcher-made checklist composed of statements about students’ perspectives on implementing the positive reinforcement strategy. It is a 4-point Likert scale with four being the highest and one being the lowest. To ensure the validity of the checklist, the researcher made experts evaluate it, including the research adviser, school head, principal, and cooperating teacher. The researcher conducted a pilot test with a separate group of participants not included in the study and ensured that the instrument achieved a Cronbach’s Alpha between 0.7 and 1.0 to ensure reliability. The instrument was used for both the pretest and posttest.

To determine the level of participation of students towards Filipino lessons, the study used the following continuum:

Lesson Plan. The researcher created a lesson plan that focused on improving students’ participation in Filipino lessons. Before putting it into practice, the lesson plan was carefully reviewed by the cooperating teacher and was revised by the researcher. The implementation took place at Ozamiz City National High School, specifically with the Grade 8 students, during the school year 2024-2025.

Data Collection

1. Pre-Implementation Phase. The researcher sought permission from the dean of the College of Education, the Schools Division Superintendent, the principal, the participating teacher, and the parents of the student to conduct the study. Once approval was obtained, consent forms were sent to the parents of the students, and assent forms were collected from the students themselves. The researcher also prepared the lesson plans and relevant materials based on the integration of a positive reinforcement strategy into the teaching. Assessments and activities were prepared at this phase based on the teachers’ lesson plans and PowerPoint presentations.
2. Implementation Phase. The researcher presented the lessons with the help of the positive reinforcement strategy in the class. After a month of implementing the strategy, an assessment was administered to determine how much the students have improved their participation in Filipino class. To record the data, photos, screenshots, and field notes were taken by the researcher throughout the whole duration of the implementation.
3. C. Post-Implementation Phase. The post-implementation stage involves tallying the data, analyzing the tallied data, interpreting the findings in order, and reporting the results to draw a conclusion. After conducting the research, recommendations, proofreading, editing, and finalizing were conducted. It also involves the proper dissemination of the research results to a specific audience.

Ethical Considerations

Prior to the survey, the participants’ informed consent was gathered in accordance with the study’s ethical guidelines. The researchers gave participants a thorough briefing on the Data Privacy Act of 2012 as part of their ethical practice. This was carried out to demonstrate our commitment to safeguarding private data and ensuring accountability when handling sensitive information.

Throughout the procedure, participants were fully informed about the study’s objectives, the potential benefits to them, and the importance of their participation. The researcher also emphasized the confidentiality of the obtained data and assured participants that their anonymity would be preserved throughout the study.

Data Analysis

 study used the following tools in analyzing the data gathered with the use of Minitab Software:

Frequency and Percentage. These were used to identify the level of students’ performance in Filipino lessons before and after the implementation of Positive Reinforcement Strategies.

Mean and Standard Deviation. These were used in identifying the level of participation of students before and after the use of Positive Reinforcement Strategies.

Paired T-test. These were used in identifying the level of participation of students before and after the use of Positive Reinforcement Strategies.

RESULTS AND DISCUSSIONS

Level of Student Performance in Filipino Lessons Before the Implementation of Positive Reinforcement Strategies Based on Rubric Assessment

Table 1 presents the frequency and percentage distribution of learners’ performance ratings according to a predefined assessment scale. This scale is divided into five levels: Outstanding (17–20), Very Satisfactory (16), Satisfactory (14–15), Fairly Satisfactory (12–13), and Did Not Meet Expectations (1–11). The results reveal that 34 out of 40 learners (M = 9.03) Did Not Meet Expectations. This means that most learners did not even reach the basic level of performance expected of them. The overall mean (M = 9.03) supports this conclusion, as it falls below the range for Fairly Satisfactory, indicating that performance was generally low across the group.

Serious gaps in learner achievement and potential issues within the learning process itself are being emphasized. Such widespread underperformance may be the result of several factors, including gaps in instruction, lack of access to learning resources, ineffective teaching strategies, or misalignment between learning objectives and assessment tools. It may also suggest that the expectations set by the performance scale are not realistic for the learners’ current level of readiness or support. The fact that the average score aligns closely with the most frequent performance rating, Did Not Meet Expectations, emphasizes that this is not an isolated issue, but a pattern that requires urgent and targeted intervention.

In contrast, the table also shows a small number of learners who performed better, though these results are statistically limited due to their low frequencies. Specifically, only five learners (12.5%) achieved a Satisfactory rating, and one learner (2.5%) received a Fairly Satisfactory. No learner achieved a Very Satisfactory or Outstanding rating. While these higher scores are too few to significantly influence the overall trend, they suggest that improvement is possible. These isolated cases may reflect learners who had access to more support at home, a stronger academic background, or more favorable learning conditions. However, due to the small number, it would be inappropriate to draw broader conclusions without further investigation.

      A thorough review of the learning environment, teaching strategies, and assessment methods is necessary. The consistently low performance suggests that many learners may be struggling due to a lack of appropriate support or guidance. The psychological well-being of students, which causes them to perceive studying as a competition, and the absence of social support from family, which strains relationships with peers, are the elements that impact academic stress (Wati & Hazim, 2024). School administrators and teachers are encouraged to develop and implement targeted intervention programs that address specific learning gaps. These could include remedial instruction, one-on-one tutoring, peer-assisted learning, or scaffolded classroom activities that help learners gradually build essential skills. Furthermore, consistent formative evaluations and helpful criticism may make it easier to monitor student development and modify instructional methods as necessary.

Educational stakeholders may also consider revising the current performance scale to ensure it reflects achievable goals based on learners’ actual capabilities and learning conditions. Motivation-based strategies such as recognition programs, learning incentives, and goal-setting activities can also help encourage learner engagement and effort. Personal interest and relevance to future career goals are the primary sources of intrinsic motivation, which has a significant impact on engagement levels (Tadjibaeva, 2025). A more supportive, flexible, and learner-centered approach can lead to improved outcomes and help learners regain confidence in their abilities.

Table 1. Level of Student Performance in Filipino Lessons Before the Implementation of Positive Reinforcement Strategies Based on Rubric Assessment

Note: Performance Scale: 17-20 (Outstanding); 16 (Very satisfactory); 14-15 (Satisfactory); 12-13 (Fairly satisfactory);

1-11 (Did not meet expectation)

Level of Student Performance in Filipino Lessons After the Implementation of Positive Reinforcement Strategies Based on Rubric Assessment

Table 2 presents the frequency and percentage of students’ performance ratings based on a standardized performance scale. This scale classifies scores as follows: Outstanding (17–20), Very Satisfactory (16), Satisfactory (14–15), Fairly Satisfactory (12–13), and Did Not Meet Expectations (1–11). The overall performance score is 14.43, which falls within the Satisfactory range.

Based on the distribution of responses and formal statistical tests, the following results can be considered statistically significant (p < .05). A considerable proportion of respondents achieved either an Outstanding or Satisfactory rating. Specifically, 12 respondents (30%) were rated as Outstanding, while nine respondents (22.50%) were rated as Satisfactory. These significant outcomes suggest a noticeable shift in performance quality compared to the previous dataset or general expectations. The high number of Outstanding performers may reflect improvements in training, motivation, or evaluation fairness. Similarly, the substantial portion of Satisfactory ratings indicates that many respondents are meeting acceptable performance standards. The mean score of 14.43 reinforces this interpretation, as it fits within the Satisfactory range, showing that overall performance is at or slightly above the expected level.

Some performance levels showed frequencies too low to be statistically meaningful. For instance, only five respondents (12.50%) were rated as Very Satisfactory, one respondent (2.50%) as Fairly Satisfactory, and 13 respondents (32.50%) as Did Not Meet Expectations. The relatively low number of Very Satisfactory ratings, despite being a high category, suggests that evaluators leap from Satisfactory to Outstanding, possibly due to unclear distinctions between these levels. The tiny proportion in the Fairly Satisfactory category suggests that this rating may be underutilized or that stakeholders tend to perform either clearly above or below this middle-ground. While the percentage of respondents who Did Not Meet Expectations is slightly high at 32.50%, it is not dominant, and thus does not significantly alter the overall positive performance trend.

The relatively high proportion of respondents in the Outstanding and Satisfactory categories indicates that a majority of learners are performing at or above acceptable levels. This is a positive sign and reflects potential improvements in competency, motivation, or support systems. It may also suggest that recent interventions or evaluation adjustments are yielding favorable outcomes. However, the presence of 13 respondents in the Did Not Meet Expectations group remains a concern. This group represents nearly one-third of the sample and highlights the need for targeted support. School heads or administrators should identify common challenges faced by the students. Suggested actions include offering personalized coaching sessions, organizing workshops, and creating mentorship opportunities with higher-performing peers. Peer mentor programs have the potential to influence student performance outcomes, including persistence and first-term GPA, while also giving students a way to build connections and partnerships (Graham et al., 2022).

Rewards or recognition programs for Outstanding and Very Satisfactory performers can encourage continued excellence, while structured improvement plans for lower-performing learners can foster accountability and growth. Engaging students in a systematic revision process that involves planning, goal-setting, and reflection prior to revision, as well as reflection and self-evaluation following revision, has a good effect on outcomes and self-efficacy (Chung et al., 2021). Creating a culture of continuous improvement, transparency, and support can help sustain the positive performance trend observed in this table.

The implementation of positive reinforcement strategies had a measurable and generally favorable impact on student performance in Filipino lessons. The strategy contributed to increased motivation, engagement, and competence among many learners. It reflects the potential of positive reinforcement to create a more encouraging learning environment. However, a notable number of students still did not meet expectations, showing that the strategy may not be equally effective for everyone. This highlights the need for additional support, such as mentoring, personalized guidance, or targeted intervention programs. Combining positive reinforcement with individualized academic support and structured improvement plans may enhance the effectiveness of instructional interventions and promote more equitable learning outcomes.

Table 2. Level of Student Performance in Filipino Lessons After the Implementation of Positive Reinforcement Strategies Based on Rubric Assessment

Note: Performance Scale: 17-20 (Outstanding); 16 (Very satisfactory); 14-15 (Satisfactory); 12-13 (Fairly satisfactory);

1-11 (Did not meet expectation)

Level of Student Participation in Filipino Lessons Before the Implementation of Positive Reinforcement Strategies Based on Checklist Observation

Table 3 presents the mean scores and standard deviations for five constructs related to students’ class participation and communication in Filipino. The data were rated on a four-point scale, with values interpreted as follows: Very Good (3.25-4.00), Good (2.50-3.24), Fair (1.75-2.49), and Poor (1.00-1.74). The overall mean score across all indicators is 2.72 (SD = 0.40), which falls within the Good category, indicating that respondents had an overall favorable opinion of their performance and level of engagement.

Four of the five constructs received Good as remarks, indicating favorable student experiences in several areas. The construct Paglahok at Kumpiyansa sa Klase (M = 2.59; SD = 0.52), which suggests that students generally feel confident and are actively participating in class discussions. This points to a supportive classroom environment where learners are encouraged to engage. The highest score was observed in the construct Epekto ng Positibong Feedback sa Partisipasyon (M = 2.98; SD = 0.51). This suggests that positive feedback from teachers is vital in motivating students to participate, indicating that affirming student efforts is a highly effective teaching practice. Pagtanggap sa Pagkakamali at Pagkatuto also received a Good rating (M = 2.74; SD = 0.53), reflecting students’ openness to learning from mistakes. This implies a healthy classroom dynamic in which errors are accepted as part of the learning process rather than discouraged. Similarly, Interest sa Paglahok sa mga Aktibidad sa Klase was rated Good (M = 2.79; SD = 0.56), indicating that students are generally interested and involved in classroom activities. This reflects the effectiveness of teaching methods in promoting student engagement and enjoyment in learning.

Only one construct received a Fair remark, which signals an area that may need improvement. The indicator Kakayahan sa Pagsasalita ng Filipino received the lowest mean score (M = 2.49; SD = 0.39), placing it just below the minimum score required to be considered Good. This suggests that students feel less confident or competent when it comes to speaking Filipino, which may limit their participation in class discussions and verbal activities. Despite their willingness to engage and respond positively to feedback, their limited speaking ability could be a barrier to fully expressing their thoughts in the classroom. Students may have strong ideas but struggle with articulation, pronunciation, or vocabulary use, which affects their self-assessed performance in oral communication.

The generally positive ratings across most constructs suggest that current classroom practices are effective in building students’ confidence, encouraging participation, and fostering a learning environment where feedback and collaboration are valued. Teachers are encouraged to continue using strategies that affirm students’ efforts, promote open dialogue, and create meaningful learning experiences through classroom activities. Students believe that in-person workshops or practical sessions are the best places to learn meaningfully because they allow them to apply their knowledge, solve problems, and interact with peers and teachers (Andrews et al., 2023).

However, the lower rating in speaking ability points to a specific area that needs targeted support. Teachers and language educators should consider incorporating more speaking-focused activities, such as guided conversations, oral presentations, and partner-based speaking tasks, to help students develop fluency and confidence. Enhanced speaking abilities and greater student participation were two benefits of using the partner-based speaking tasks in the speaking classroom (Herlina et al., 2024). Providing scaffolding strategies like sentence starters or vocabulary support can also help ease language-related anxieties. School leaders may further support these efforts by organizing Filipino language enrichment programs, such as storytelling sessions, speech drills, and informal conversation groups, so that students have more chances to practice speaking in a comfortable and encouraging environment.

Students’ speaking skills in Filipino remain a challenge, despite being generally motivated, responsive to feedback, and interested in class activities. Addressing this gap through focused support and enhanced learning opportunities can help students become more confident communicators and contribute actively in class. With coordinated efforts among teachers, administrators, and support staff, improvements in students’ oral language skills can be achieved, further strengthening their overall academic performance and engagement.

Table 3. Level of Student Participation in Filipino Lessons Before the Implementation of Positive Reinforcement Strategies Based on Checklist Observation

Note. Scale: 3.25-4.00 (Very Good); 2.50-3.24 (Good); 1.75-2.49 (Fair); 1.00-1.74 (Poor)

Level of Student Participation in Filipino Lessons After the Implementation of Positive Reinforcement Strategies Based on Checklist Observation

Table 4 presents the mean scores and standard deviations of students’ responses across five key constructs related to Filipino language use and classroom participation. The constructs were rated using a four-point scale, interpreted as follows: Very Good (3.25-4.00), Good (2.50-3.24), Fair (1.75-2.49), and Poor (1.00-1.74). The overall mean score was 3.23 (SD = 0.36), which falls within the Good remark, indicating generally favorable perceptions and experiences among the respondents.

Three constructs received Very Good remarks, identifying them as significant strengths in the learning environment. The highest mean score was recorded for Epekto ng Positibong Feedback sa Partisipasyon (M = 3.52, SD = 0.40). This suggests that positive feedback from teachers has a strong and beneficial effect on students’ willingness to participate. It indicates that affirming responses from educators play an essential role in motivating learners to engage more actively in classroom activities. Similarly, Pagtanggap sa Pagkakamali at Pagkatuto also received a Very Good remark (M = 3.33, SD = 0.43), showing that students are open to making mistakes and learning from them. This reflects a classroom culture that promotes a growth mindset and encourages students to view errors as natural parts of the learning process. In addition, Interes at Paglahok sa mga Aktibidad sa Klase received a mean score of 3.27 (SD = 0.50), also falling into the Very Good remark. This suggests that students are highly engaged and interested in the classroom activities provided, which may be attributed to interactive, meaningful, or student-centered teaching strategies.

Two constructs were rated as Good, suggesting that they are still positive aspects of the learning environment, though slightly lower than the others. The indicator Kakayahan sa Pagsasalita ng Filipino (M = 3.01; SD = 0.48), within the Good remark, points to a slightly lower level of confidence or skill in speaking Filipino compared to other areas. This suggests that while students generally feel capable, there is still room to further strengthen their oral communication skills. Likewise, Paglahok at Kumpiyansa sa Klase resulted in Good (M = 3.02, SD = 0.40), indicating that students participate and feel confident in class, though perhaps not as consistently or strongly as reflected in the higher-rated constructs.

The strong results in the areas of positive feedback, learning from mistakes, and interest in class activities suggest that current instructional practices are effective in creating a supportive and engaging learning environment. Teachers are encouraged to continue using affirming feedback, promoting collaborative learning, and offering activities that boost interest and active involvement. Cooperative learning significantly raises student engagement, promotes peer connection, and improves attitudes toward learning (Siregar et al., 2024). However, the slightly lower ratings in students’ speaking skills and overall class confidence suggest areas for improvement. Teachers may consider incorporating more structured and supportive oral activities, such as guided speaking tasks, role-playing, and small-group discussions, to further build students’ confidence and competence in speaking Filipino. Students’ active learning, active engagement, higher-order thinking, and motivation could all be enhanced by the use of role-playing in group discussions (Aflah & Fajar, 2022).

Organizing language-focused programs such as Filipino conversation clubs, storytelling events, or speech development workshops can be supported by school administrators. Additionally, professional development sessions for teachers could focus on practical strategies for encouraging verbal participation and scaffolding speaking tasks for students with varying proficiency levels. By reinforcing the strengths already evident and addressing areas that need growth, schools can help learners become more confident and capable communicators, contributing to both their academic success and their personal development.

Table 4.Level of Student Participation in Filipino Lessons After the Implementation of Positive Reinforcement Strategies Based on  Checklist Observation

Note. Scale: 3.25-4.00 (Very Good); 2.50-3.24 (Good); 1.75-2.49 (Fair); 1.00-1.74 (Poor)

Significant Difference in Student Performance in Filipino Lessons Before and After the Implementation of Positive Reinforcement Strategies Based on Rubric Assessment Scores

Table 5 shows the difference in students’ performance before and after an intervention by comparing their pretest and posttest scores. The table includes the mean (M), standard deviation (SD), and the results of a statistical test (t-value and p-value) to check if the change was meaningful. The pretest score (M = 9.03; SD = 2.82), while the posttest score increased (M =14.43; SD = 3.27). The statistical test result (t = -14.66, p = 0.000) shows a highly significant improvement, which means the increase in scores was very unlikely to happen by chance. This suggests that the strategy or method used during the intervention had a strong positive effect on student learning.

This significant finding suggests that the strategy introduced between the pretest and posttest had a strong and positive effect on student learning. The increase in the mean score reflects meaningful academic progress. The low p-value (p = 0.000) indicates that the result is statistically reliable, and the high t-value signifies a significant difference between the pre- and post-assessment results, demonstrating that students performed much better after the intervention. This suggests that the strategies employed, including instructional methods, support programs, and reinforcement techniques, were effective.

The effectiveness of the positive reinforcement strategy implemented between the pretest and posttest is evident in the results. This includes the use of positive reinforcement, active learning strategies, improved instructional materials, or focused skill-building activities. Teachers are encouraged to continue using and refining these approaches to maintain and further enhance student performance. Organizing regular professional development, observing classroom practices, and encouraging collaboration among teachers could help sustain and even improve these gains. Teachers who participated in professional development programs demonstrated mastery of subject-matter expertise, classroom management, rapport with students, instructional preparation, and delivery (Padillo et al., 2021). Activities such as learning workshops, peer mentoring, and regular performance monitoring may also be helpful in ensuring continued progress.

Students are more involved in the classroom when they get positive reinforcement (Adam, 2023). The data provides strong support for the continued use of the implemented strategies and serves as a call to action for educators and school leaders to build on these gains through targeted planning, support, and resource investment.

Table 5.Significant Difference in Student Performance in Filipino Lessons Before and After the Implementation of  Positive Reinforcement Strategies Based on Rubric Assessment Scores

Note. Probability value scale: **p<0.01 (Highly Significant); *p<0.05 (Siginificant); p>0.05 (Not siginificant)

Significant Difference in Student Participation in Filipino Lessons Before and After the Implementation of Positive Reinforcement Strategies Based on Checklist Observation Results

 Table 6 presents the results of a paired t-test comparing pre- and post-assessment scores across five key performance constructs related to Filipino language skills and class participation. These constructs include speaking ability, classroom confidence and participation, the impact of positive feedback, acceptance of mistakes, and interest in classroom activities. The significance of each result was determined using p-values, with p<0.01 considered highly significant, p<0.05 as significant, and p>0.05 as not significant.   All constructs in this analysis were found to be highly significant.

All five performance indicators showed statistically significant improvement from pre- to post-assessment, as each had a p-value of 0.000 and corresponding t-values reflecting meaningful gains. For instance, Kakayahan sa Pagsasalita ng Filipino demonstrated a significant change (t = -5.33, p = 0.000), indicating that students significantly improved in their ability to speak Filipino after the strategy. This improvement suggests that targeted activities or instruction between the two assessments had a positive effect on their oral language skills.

Similarly, Paglahok at Kumpiyansa sa Klase showed a substantial increase (t = -4.65, p = 0.000), suggesting that students became more active and confident in participating during class. This may reflect a supportive classroom environment or effective strategies that encouraged student engagement. The construct Epekto ng Positibong Feedback sa Partisipasyon had the highest t-value (t = -5.56, p = 0.000), highlighting that positive feedback had a powerful influence on encouraging student participation. This emphasizes the value of affirming communication from teachers in promoting active involvement.

Pagtanggap sa Pagkakamali at Pagkatuto also revealed a highly significant difference (t = -5.70, p = 0.000), suggesting that students became more open to making mistakes and learning from them over time. This may indicate that the classroom environment became safer and more accepting, helping students adopt a growth mindset. Finally, Interes at Paglahok sa mga Aktibidad sa Klase improved significantly (t = -4.12, p = 0.000), which implies that students demonstrated increased interest and participation in class activities after the intervention.

Based on the findings, all constructs showed meaningful change. The consistent pattern of highly significant improvement across all five areas points to the effectiveness of the strategies, programs, or interventions implemented during the observed period. The significant improvements suggest that intentional teaching strategies, particularly those that include positive reinforcement, student-centered activities, and a safe space for learning, are effective in enhancing both language proficiency and classroom engagement. Positive language has a variety of functions, including promoting involvement, encouraging mental health, and rewarding constructive conduct (Maisarah, 2024). Teachers are encouraged to continue practices such as giving regular positive feedback, facilitating oral communication tasks, and designing interactive classroom activities that enhance participation. Performance is improved by good feedback, but negative feedback adversely affects academic achievement (Javaid et al., 2024).

Investing in professional development focused on effective communication strategies, motivational techniques, and inclusive classroom practices is essential to further enhance student engagement and performance. By equipping teachers with these skills, schools may establish more encouraging learning environments that cater to the various requirements of their students and maintain long-term success. It would also be beneficial to integrate enrichment programs such as Filipino speaking clubs, classroom performance tasks, or peer-led discussions to sustain and build upon these gains. By maintaining these supportive practices and expanding language-focused interventions, schools can further strengthen students’ confidence, participation, and communication skills, contributing to more successful learning experiences overall.

Table 6. Significant Difference in Student Participation in Filipino Lessons Before and After the Implementation of Positive  Reinforcement Strategies Based on Checklist Observation Results

Note. Probability value scale: **p<0.01 (Highly Significant); *p<0.05 (Siginificant); p>0.05 (Not siginificant)

SUMMARY AND FINDINGS

Summary

The study was conducted to enhance Grade 8 students’ participation in Filipino lessons through the implementation of positive reinforcement strategies during the academic year 2024-2025 at one of the secondary schools in Ozamiz City. The study’s objectives were to: (1) determine the level of student participation in Filipino lessons before the implementation of positive reinforcement strategies based on rubric assessment; (2) determine the level of student participation in Filipino lessons after the implementation of positive reinforcement strategies based on rubric assessment; (3) determine the level of student participation before the implementation of positive reinforcement strategies based on checklist observation; (4) determine the level of student participation after the implementation of positive reinforcement strategies based on checklist observation; (5) explore the significant difference in student participation in Filipino lessons before and after the implementation of positive reinforcement strategies based on rubric assessment scores; (6) explore the significant difference in student participation in Filipino lessons before and after the implementation of positive reinforcement strategies based on checklist observation results. The study employed a quantitative approach using a single-group pretest-posttest design, employing purposive sampling to select 40 students as participants. Data collection involved the use of a researcher-made instrument, specifically a Likert scale, to measure student participation levels. Analysis included calculating the mean and standard deviation and conducting a T-test to identify significant differences before and after the intervention.

Findings

The following were the key findings of the study:

1. The level of student performance in Filipino lessons before the use of positive reinforcement strategies was low, with most students not meeting expectations.
2. The level of student performance in Filipino lessons after the use of positive reinforcement strategies was satisfactory.
3. The level of student participation before the implementation of positive reinforcement strategies based on checklist observations was good.
4. The level of student participation after the implementation of positive reinforcement strategies based on checklist observations was good.
5. The study revealed a highly significant difference in student performance before and after using positive reinforcement strategies based on rubric assessment scores.
6. The study revealed a highly significant difference in student participation before and after using positive reinforcement strategies based on checklist observations

CONCLUSION AND RECOMMENDATIONS

Conclusions

      Based on the findings, the following conclusions are drawn:

1. Before the implementation of positive reinforcement strategies, student performance in Filipino lessons was notably low, with the majority of students failing to meet the expected standards based on rubric assessments. This underscores the necessity for targeted interventions and instructional strategies to enhance student engagement and academic achievement in the subject.
2. After the implementation of positive reinforcement strategies, student performance in Filipino lessons improved to a satisfactory level, as indicated by the rubric assessment. This suggests that the use of positive reinforcement strategies had a positive impact on student achievement in the subject.
3. Before the implementation of positive reinforcement strategies, student participation in Filipino lessons was good, as observed through checklist assessments, indicating a stable level of engagement among students at the outset.
4. After the implementation of positive reinforcement strategies, student participation remained good, suggesting that these strategies helped maintain or reinforce active student involvement in the classroom.
5. The study revealed a highly significant difference in student performance before and after using positive reinforcement strategies, based on rubric assessment scores. This shows that these strategies effectively helped enhance student performance.
6. Similarly, a highly significant difference in student participation was observed before and after the use of positive reinforcement strategies, based on checklist observations. This further supports the positive impact of positive reinforcement strategies in enhancing student engagement.

Recommendations

  Based on the findings and conclusions, it is recommended that:

1. Teachers and school administrators continue using positive reinforcement strategies such as praise, rewards, and recognition, integrating these methods into daily lessons to motivate students. Teachers can utilize verbal praise, certificates, and point systems, while administrators provide ongoing support and training on effective reinforcement techniques.
2. Teachers enhance student engagement by incorporating interactive teaching strategies like group discussions, role-playing, and problem-solving tasks. These approaches encourage active participation and help keep students engaged in the learning process.
3. Teachers and school counselors may offer additional academic support to students who initially did not meet expectations. This support can include small group tutoring sessions and personalized learning plans to help struggling students perform better in the classroom.
4. Teachers may consistently provide constructive feedback to students to encourage continuous improvement in both performance and participation. Teachers provide thorough feedback on areas for improvement following each test or activity, and also encourage students to evaluate their performance and set new goals.
5. Teachers and school administrators can prioritize professional development opportunities focused on positive reinforcement strategies and student engagement techniques. Workshops, seminars, and collaborative planning sessions help ensure that teachers are equipped with the skills necessary to implement effective teaching strategies.
6. Researchers and educators may conduct further studies to examine the long-term effects of positive reinforcement strategies on student performance and participation across various subject areas. Longitudinal research can track the impact over time, gathering data on performance scores, participation levels, and student feedback to better understand the lasting effects of these strategies.

ACKNOWLEDGEMENT

The researcher extends heartfelt gratitude to the following individuals who have been instrumental in the completion of this study:

To Dr. Genelyn R. Baluyos, the instructor, for her continuous guidance, insightful advice, and unwavering support throughout the research process. Her expertise and encouragement have been invaluable.

To Ms. Lyndel I. Estomata, the cooperating teacher, for her generous assistance, constructive feedback, and consistent motivation, which greatly contributed to the success of this study.

To Ms. Lourdes C. Branzuela, the mother, and Mrs. Anne D. Rasay, the sister, for their financial support, heartfelt encouragement, and boundless love, which have been a source of strength and inspiration.

To the participants, whose cooperation, time, and active participation were essential in gathering the necessary data for this research.

To Ozamiz City National High School and Misamis University, for providing the resources and a conducive environment that enabled the conduct of this study.

Sincere appreciation to friends and classmates for their encouragement, support, and valuable feedback throughout this academic journey.

Most importantly, deepest gratitude is extended to God Almighty, whose wisdom and strength made this research endeavor possible. Thank You, Lord, for the constant reminder of purpose and for granting the strength and courage to move forward.

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