Abstract
The research focused on determining the relationship of positive reinforcement on the behavior and academic performance of Grade three learners in selected elementary schools in Binangonan Sub-Office for School Year 2024-2025. The study employed a descriptive correlational research design, using a validated questionnaire checklist as the main instrument for collecting the required data. The study revealed that positive reinforcement was described as having a Very High Effect on the behavior of the learners as defined by teachers, with a weighted mean of 4.56, and a High Effect as perceived by the pupils, as reflected in the weighted mean of 4.43, with respect to motivation to learn, class participation, and task accomplishment. Additionally, there was a significant difference between the two groups of respondents in their perceptions of the extent of positive reinforcement's effects on learners' motivation to learn, class participation, and task accomplishment. The extent of the impact of positive reinforcement on the behavior of Grade three learners with respect to motivation to learn, class participation and task accomplishment differ significantly as perceived by the teachers in terms of sex and in-service trainings attended and do not differ in terms of age, civil status, educational attainment, length of service and position title, while as perceived by the pupil-respondents, sex, sibling position, number of children in the family, monthly family income, parents' educational attainment and occupation differ significantly. Grade three pupils have very satisfactory academic performance, as evidenced by their average grade. The positive reinforcement of grade three pupils' behavior shows a positive correlation with their academic performance. It was concluded that academic performance is significantly related to the effects of positive reinforcement on the behavior of grade three pupils.
