This thesis entitled, “Utilizing the Positive Feedback Loops in Teaching Araling Panlipunan: Basis for Intervention Plan” intended to find out answers to the following questions: 1.) What is the level of acceptability of positive feedback loops in terms of content with regards to criteria indicator, remarks, and descriptive equivalent? 2.) What is the level of acceptability of positive feedback loops in terms of characteristics with regards to usability, applicability, and time bound? 3.) What is the learner mean performance in terms of performance task as to loop 1 and loop 2? 4.) What is the learner level of motivation in terms of persistence and competitiveness? 5.) Is there a significant difference in the learner level of performance in loop 1 and loop 2? And 6.) Is there a significant effect on the use of positive feedback loops on the learners motivation? An experimental research design was used in the study to measure the effectiveness of the positive feedback loops to the performance of students in teaching Araling Panlipunan.  The primary respondents of this study were the Grade 10 students at Sampaguita Village National High School, San Pedro, Laguna. Sixty (60) learners from five (5) sections were used as respondents of this study. The finding shows that the loop 1 and loop 2 were observed to have significant difference in the level of performance of the students in Araling Panlipunan. This means that the use of the positive feedback loops in teaching Araling Panlipunan been effective, and students have significantly improved their learning habit and developed goal-based skills. On the other hand, the finding also was observed to have no significant effect of the positive feedback loops to the learners motivation. Utilizing the positive feedback loops was observed to have a significant effect on the performance of the students as reflected in the loop 2. It can be inferred that at the 0.05 level of significance, the null hypothesis There is no significant difference in the learner level of performance in Loop 1 and Loop 2. was rejected.                 This recommends teachers may adopt the positive feedback loops in teaching the subject matter since it is found to be applicable to other learning disciplines. It is necessary to provide an organized and systematized feedbacking mechanism towards enhanced instruction for teachers, better academic success, better learning outcomes, and higher level of learning motivation for learners.