Effectiveness of a Marungko-Based Reading Approach in Primary Grades as Perceived by the Teachers at San Fernando District
DOI:
https://doi.org/10.65339/ijsair.V2.I2.394Keywords:
Active Participation, Early Literacy, Learner Motivation, Letter-Sound Mastery, Marungko-Based Reading Approach,, Primary Grades, Reading Confidence, Reading Instruction, Teacher PerceptionAbstract
This study assessed the implementation and perceived effectiveness of the Marungko-Based Reading Approach in the primary grades of selected public elementary schools in San Fernando District, Masbate Province. Anchored on Phonics Theory, Constructivist Learning Theory, and Sociocultural Theory of Learning, the study examined how teachers perceived the approach in terms of learner motivation, active participation, letter-sound mastery, and reading confidence. A descriptive-quantitative research design was used, with 30 public elementary teachers selected through convenience sampling. Data were gathered using a structured and validated questionnaire and analyzed through frequency count, percentage, weighted mean, and One-Way Analysis of Variance. Results showed that most respondents were female, married, bachelor’s degree holders, had 6–10 years of teaching experience, and had attended 6–10 trainings related to reading instruction. Teachers strongly agreed that the Marungko-Based Reading Approach was effective in enhancing learner motivation, letter-sound mastery, active participation, and reading confidence. The highest perception result was recorded for learner motivation, while reading confidence obtained the lowest but still favorable rating. Teachers also strongly agreed that they encountered implementation challenges, particularly limited training, time constraints, poor learner attendance, minimal parental support, difficulty sustaining learner attention, and lack of adequate instructional resources. The ANOVA result showed a significant difference in teachers’ perceptions when grouped according to demographic profiles. The study concludes that the Marungko-Based Reading Approach is a valuable foundational reading intervention, but its implementation requires stronger teacher training, instructional materials, parental involvement, and differentiated support. The study aligns with SDG 4, SDG 10, and SDG 17 by supporting quality education, reducing literacy gaps, and encouraging stakeholder collaboration. Its sustainability impact lies in strengthening educational, institutional, community, and socio-economic development through improved early literacy instruction.
References
Aguiling, C. E. (2025). Marungko approach as a tool in developing reading proficiency: Vantage point of primary school teachers [Unpublished master’s thesis]. Davao del Sur State College.
Aguirre, S. A. V., Buama, C. A. C., Guache, M. T., Diola, R. F., Malabayabas, C. E., & Agawin, J. A. P. (2024). Effectiveness of the Basic Education Remediation Kits on improving the reading skills of novice readers. Journal of Elementary and Secondary School, 2(2), 77–92. https://doi.org/10.31098/jess.v2i2.2484
Alcayde, K. P., & Basilan, M. L. J. (2025). Teachers’ perceptions of the challenges and strategies in supporting students with reading difficulties. Journal of Contemporary Educational Research.
Anku, F. K. (2024). The impact of phonemic awareness and phonics instructions on the reading skills of learners with reading difficulties. International Journal of Research and Scientific Innovation, 11(1), 88–107.
Balgua, A. M., Fabunan, S. H., & Farin, E. N. (2022). Reading modules using Marungko approach of Grade One pupils in the elementary schools of Zambales, Philippines. Journal of Education, Society and Behavioural Science, 35(6), 1–11. https://doi.org/10.9734/jesbs/2022/v35i630427
Bandala, B. P. (2024). Effectiveness of phonics instruction in the beginning reading performance of Grades 1 & 2 pupils: Basis for instructional supervision. International Journal of Advanced Multidisciplinary Studies, 4(4), 1–12.
Baquiran, O. J. L. (2025). Perceived effectiveness of interactive games in enhancing the reading skills of Grade 2 learners. International Journal of Multidisciplinary Education and Research, 10(3), 10–16.
Belbes, M. E., Bandoy, M. M., Tan, C. S., Yazon, A. D., & Buenvinida, L. P. (2022). Effectiveness of Jolly Phonics Program towards strengthening of language literacy: Experimental case in the Philippines. International Journal of Theory and Application in Elementary and Secondary School Education, 4(2), 202–218. https://doi.org/10.31098/ijtaese.v4i2.1077
Bermudez, R. S. (2025). Utilization of phonics approach and reading skill levels in Filipino of Grade 2 learners: Foundation for an enhanced school reading program. International Journal of Education Humanities and Social Science, 8(2), 282–302. https://doi.org/10.54922/IJEHSS.2025.0920
Bernabe, R. V. (2024). Effectiveness of Marungko approach in enhancing the reading performance among Grade 1 pupils of San Antonio Elementary School. Asian Journal of Education and Social Studies, 50(12), 510–521. https://doi.org/10.9734/ajess/2024/v50i121718
Bongolo, R. A. A. (2025). Enhancing the pupils’ reading performance using contextualized intervention materials guided by the Marungko Approach. Pantaọ International Journal.
Cabañero, G., Opingo, K. M. M., Duites, A. D., Mangubat, R., & Suson, R. (2024). The role of the Marungko Approach in early reading development kindergarten education. World Journal on Education and Humanities Research, 4(4), 66–73. https://doi.org/10.30059/wjher.4.4
Cane, G., Opingo, K. M. M., Duites, A. D., Calasang, V. O., & Suson, R. (2025). Effectiveness of the Marungko Approach in enhancing early reading skills among kindergarten learners. International Journal of Social Sciences and English Literature, 9(1), 23–27. https://doi.org/10.55220/2576683x.v9.254
Casingal, C. P., De Vera, C. M., & De Vera, J. A. O. (2025). From struggling to accelerated readers: A pre-post evaluation of school-based reading intervention effectiveness among Grade 4 Filipino students. MSI Journal of Multidisciplinary Research, 2(6).
Casupanan, I., & Fastidio, J. (2024). Enhancing reading literacy in Grade 2 pupils: An evaluation of the enhanced Marungko approach. Ho Chi Minh City Open University Journal of Science – Social Sciences, 14(4), 84–94. https://doi.org/10.46223/HCMCOUJS.soci.en.14.4.3067.2024
Chen, M., Yin, G., Wong, W. L., Shak, M. S. Y., Rahman, M. A., & Lee, M. C. (2024). The effectiveness of a school-based phonics instructional material. Forum for Linguistic Studies, 6(2), Article 2130. https://doi.org/10.59400/FLS.v6i2.2130
Collado, M. J. (2019). Effectiveness of Marungko Approach in Filipino reading remediation program of Grade II pupils. Ascendens Asia Journal of Multidisciplinary Research Abstracts.
Cubillas, A. U., Cubillas, T. E., & Pizon, M. G. (2025). Impact assessment of beginning reading intervention among primary learners. Journal of Education and Learning (EduLearn), 19(4), 1966–1978.
Curriculum Associates. (2025). Growth for Phonics for Reading users: Curriculum Associates efficacy research report. Curriculum Associates.
Digo, G. S., & Elli, M. C. A. (2025). Enhancing the reading profile of struggling learners through the Marungko Approach. American Research Journal of Humanities & Social Science, 8(3), 24–31.
Dinoro, A., Semilla, J.-R., Dangdang, G., Fajardo, M. F., Beldad, E., Dominguez, E., Grageda, C., & Tero, J. (2023). Assessment of the reading strategies in Philippine basic education. Asia Research Network Journal of Education, 3(2), 59–73.
Early Grade Learning Hub. (2025). REAPing the benefits of reading in improving students’ academic performance. Early Grade Learning Hub.
Engel de Abreu, P. M. J., Fricke, S., & Wealer, C. (2020). Effects of an early literacy intervention for linguistically diverse children: A quasi-experimental study. Frontiers in Psychology, 11, Article 569854. https://doi.org/10.3389/fpsyg.2020.569854
Fazrin, N., Yuliyanto, A., Syafitri, Y. N. V., Hidayati, N., Badryah, I., & Alhafidz, N. A. F. (2025). Effectiveness of the phonics method in improving beginning reading skills of low-grade students. Proceedings of the International Conference on Elementary Education, 7(1), 564–575.
Garan, S. M. C., & Cubillas, T. E. (2024). Information communication technology integration in enhancing reading using the Marungko Approach. International Journal of Scientific and Research Publications, 14(5), 221–230. https://doi.org/10.29322/IJSRP.14.05.2023.p14932
Gillon, G., McNeill, B., Scott, A., Denston, A., Wilson, L., Carson, K., & Macfarlane, A. H. (2019). A better start to literacy learning: Findings from a teacher-implemented intervention in children’s first year at school. Reading and Writing, 32, 1989–2012. https://doi.org/10.1007/s11145-018-9933-7
Gondwe, M., et al. (2025). Assessing the impact of phonics-based instruction on early grade reading skills: A case study of Standard 2 learners at Chipala Primary School and Yepa Primary School in Lilongwe, Malawi. [Incomplete publication details].
Guevarra, R. J. (2022). Distance learning Marungko approach on the reading abilities and students’ performance of Los Baños Central Elementary School. International Journal of Research Publications, 104(1), Article 12. https://doi.org/10.47119/IJRP1001041720223593
Guzman, N. R. D., & Pinca-Atutubo, V. (2023). Teaching reading strategies in phonics. Iconic Research and Engineering Journals, 6(8).
Harani, J. V., & Villocino, R. P. (2024). Influence of Marungko approach in the reading performance of Grade I learners: A descriptive study. International Journal of Multidisciplinary Research and Development, 11(7), 63–68.
Jaranilla, A., & Dacanay, R. (2024). Claveria vs Marungko: Comparative analysis of reading approaches in addressing the performance and challenges of Grade 1 pupils. Education Digest, 19(2), 59–68.
Jeharsae, F., & Sadeeyamu, W. (2023). Effects of phonics instruction on enhancing English reading aloud skills for early primary school learners in Thailand’s Deep South. Journal of Information and Learning, 34(3), 143–153. https://doi.org/10.14456/jil.2023.40
Kitiphakphirom, I., Chantimachaiamorn, C., & Paengkamhag, W. (2024). Effects of phonics teaching method to enhance reading ability skills of Grade 3 students. Journal of Asian Language Teaching and Learning, 5(3), 281–292.
Labastida, M., & Ferenal, E. (2025). Technology-aided phonics reading strategy on learners’ performance in English. International Journal on Science and Technology, 16(3).
Lim, G. B. (2024). The implementation of the National Reading Program and reading levels of primary grade learners: Foundation for an enhanced reading program. International Journal of Education Humanities and Social Science, 7(6).
Mabuti, E. G., Labus, H. M. T., Hiyas, I. M. N., Padillo, G. G., Manguilimotan, R. P., & Capuno, R. G. (2024). Effectiveness of Marungko Approach in teaching mother-tongue-based language for kindergarten learners using online classes. Journal for ReAttach Therapy and Developmental Diversities, 7(2), 137–151.
Mara, J. T. (2024). Reading performance of the Grade II pupils in the different teaching approaches. International Journal of Multidisciplinary: Applied Business and Education Research, 5(2), 528–536. https://doi.org/10.11594/ijmaber.05.02.13
Moncayo Herrera, E. (2025). Achieving reading skills in a group of EFL Ecuadorian children through English phonics. Research, Society and Development, 12(5), Article 41906.
Nabua, J., Opingo, K. M. M., Duites, A. D., Mangubat, R., & Calasang, V. O. (2025). Advancing early literacy through the impact of the Marungko Approach on kindergarten reading proficiency. International Journal of Social Sciences and English Literature, 9(2), 1–6. https://doi.org/10.55220/2576683x.v9.266
Nurhidaya, & Pujaningsih, P. (2025). Enhancing English vocabulary reading skills through audiovisual phonics instruction. Journal of Innovation and Research in Primary Education, 4(3), 1501–1515.
Osias, R., & Ubagan, J. (2024). Marungko Approach through multimedia-aided teaching and reading proficiency of Grade 1 learners. [Incomplete publication details].
Patnon, B. G. (2025). Teaching reading: A proposed reading intervention program for kindergarten pupils. [Incomplete publication details].
Patria, L. (2023). Improving students’ motivation in learning phonics through games. In Proceedings of the 2nd International Conference on Advances in Humanities, Education and Language (ICEL).
Perez, M. M., & Villocino, R. P. (2025). Effectiveness of Marungko Approach in reading literacy among primary learners. International Journal for Multidisciplinary Research.
Pesales, P. M. R. P., & Apohen, S. L. (2025). Reading difficulties of Grade One learners in Mother Tongue-Based Multilingual Education (MTB-MLE) in relation to performance: Basis for intervention plan. International Journal of Multidisciplinary: Applied Business and Education Research, 6(1), 12–32. https://doi.org/10.11594/ijmaber.06.01.02
Po, L., Ersando, D. F. L., Ersando, M. J., Homecillo, D., Quitara, F., Amaquin, M. J., Quezon, A., Balanay, M. Z., & Mascardo, R. (2025). Leveraging tiered instruction strategy to enhance reading comprehension and quality education: An action research among early elementary learners in the Philippines. Recoletos Multidisciplinary Research Journal, 13(2), 35–42. https://doi.org/10.32871/rmrj2513.02.05
Quimora, R., et al. (2025). Project PHONICS: Impact of localized phonics intervention on initial reading skills [Unpublished manuscript]. Scribd Philippines.
Repaso, J. C., & Macalisang, D. S. (2024). Effectiveness of contextualized Marungko approach-based supplementary reading material. International Journal of Multidisciplinary: Applied Business and Education Research, 5(3), 1117–1126. https://doi.org/10.11594/ijmaber.05.03.30
Ruan, Y., Maurer, U., & McBride, C. (2024). Effectiveness of reading interventions on literacy skills for Chinese children with and without dyslexia: A meta-analysis of randomized controlled trials. Educational Psychology Review, 36, Article 80. https://doi.org/10.1007/s10648-024-09915-9
Santos, C. M., & De Vera, G. M. (2020). Reading performance of Grade 1 learners using the Marungko Approach. ASEAN Journal of Basic and Higher Education, 2(1), 42–56.
Saquing, C. M. (2024). Development and evaluation of Marungko-based reading intervention material for kindergarten learners. Journal of Interdisciplinary Perspectives, 3(1), 52–59. https://doi.org/10.69569/jip.2024.0601
Scull, J., & Lyons, D. (2024). Teaching phonics in context—stories of teachers’ practice and students’ outcomes. The Australian Journal of Language and Literacy, 47, 181–201. https://doi.org/10.1007/s44020-024-00058-6
Semilla, J.-R., Parmisana, V. R., Fajardo, L. L., Abucayon, R. L., Dinoro, A. P., & Tabudlong, J. M. (2024). Innovation in early reading instruction: The development of e-learning materials in mother tongue. International Journal of Learning, Teaching and Educational Research.
Sucena, A., Silva, A. F., & Marques, C. (2021). Promoting foundation reading skills with at-risk students. Frontiers in Psychology, 12, Article 671733. https://doi.org/10.3389/fpsyg.2021.671733
Suwarsih, A., & Pujaningsih, P. (2025). Phonics-based contextual learning for early reading development in students with intellectual disabilities. Journal of Innovation and Research in Primary Education, 4(4), 2574–2586.
Tamba, R., & Garces, V. (2024). Effectiveness of Marungko Approach in teaching reading. Psychology and Education: A Multidisciplinary Journal, 25(2), 339–348. https://doi.org/10.5281/zenodo.13766097
Teach for the Philippines. (2024). Marungko approach for basic literacy. Teach for the Philippines.
The effectiveness of the Marungko Approach in enhancing reading skills in primary pupils. (2025). Senator Ninoy Aquino College Foundation.
Vales, A. (2019). The effectiveness of the Marungko Approach in teaching beginning reading in Grade One. Ascendens Asia Journal of Multidisciplinary Research Abstracts.
Vales, A. (2024). The effectiveness of the Marungko Approach in teaching beginning reading in Grade One of Kaingen-Poblacion Elementary School. Ascendens Asia Journal of Multidisciplinary Research Abstracts.
Vinuya, M., et al. (2022). The effectiveness of Marungko Approach in reading attainment of selected non-readers. [Incomplete publication details].
Yang, Z., & Rimanich, L. (2020). A qualitative case study of the motivation effects of explicit phonics instruction for young Chinese EFL learners. International Journal of Development Research, 10, Article 18818.
Yohana, S., Tambusai, A., & Asnawi. (2024). The development of reading teaching material through phonics method for kindergarten students. International Journal of Educational Research Excellence, 3(2), 1007–1012.
