21st Century-Teacher Reinforcement Techniques and The Application of a Learner-Centered Approach in the Intermediate Grades

Abstract

This study aimed to determine the relationship between reinforcement and learner-centered approach. Sixty-one intermediate-grade teachers (grades four, five, and six) from First City Providential College, Marangal Elementary School, and Benito Nieto Elementary School participated in the study. The tools used to measure reinforcement techniques and learner-centered approaches are the reinforcement techniques questionnaire and the effective role of applying a learner-centered approach questionnaire. Quantitative data were analyzed using Pearson’s r correlation if there was a statistically significant relationship between the two variables and simple regression analysis. The study revealed that there is a significant negative relationship between reinforcement and a learner-centered approach, as it implies that as one variable increases, the other tends to decrease, and vice versa. The result revealed that most teachers are using negative reinforcement, which does not entirely contribute to learner-centered teaching. The researcher designed a “Learner-Centered Educational Framework” that contributes through a systematic application of a learner-centered process that provides structure, guidance, and a common notion of key concepts and practices to be applied to various expertise in educational settings intended to be flexible to accommodate changes in educational practices, societal needs, and educational research.