Behavioral and Organizational Techniques and Academic Performance of Grade VI Learners

Education serves as a fundamental foundation for developing learners' knowledge, skills, values, and competencies essential for their academic and personal growth. This study aimed to determine the behavioral and organizational techniques of teachers, the academic performance of Grade VI learners, and the significant relationships between these variables at Maquilao Integrated School, Tangub City, during the School Year 2024–2025. Specifically, it assessed teachers' behavioral techniques in terms of positive reinforcement, corrective feedback, classroom discipline, and behavior monitoring; organizational techniques in terms of classroom rules and procedures, physical classroom organization, time management, and instructional organization; and the academic performance of Grade VI learners. The study employed a quantitative descriptive-correlational research design involving 50 teacher-respondents selected through complete enumeration. A validated researcher-made questionnaire was used to gather data on teachers' behavioral and organizational techniques, while learners' academic performance was determined using their General Weighted Average (GWA) from official school records. Data were analyzed using frequency and percentage distribution, mean, standard deviation, and Pearson's Product-Moment Correlation Coefficient at the 0.05 level of significance. The findings revealed that teachers demonstrated Very High levels of behavioral techniques (M = 3.27) and organizational techniques (M = 3.28), while the majority of Grade VI learners achieved Very Satisfactory academic performance. Significant positive relationships were found between behavioral techniques and academic performance (r = 0.531, p = 0.000073) and between organizational techniques and academic performance (r = 0.487, p = 0.000335), leading to the rejection of both null hypotheses. The study concludes that strengthening teachers' behavioral and organizational techniques contributes to a positive learning environment and improved academic performance among Grade VI learners.