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JANUARY 2017
2
ABSTRACT
Approach falls under Novice, meaning many of them just know a little about the approach.
Meanwhile, the level of utilization of Marungko Approach reveals that teachers only
use the method “sometimes” in teaching beginning reading signifying a need to strengthen
beginning reading using Filipino and Mother tongue, K to 3 teachers are suggested to
upgrade their knowledge in applying this approach. Paired with thoroughly understanding
ACKNOWLEDGEMENTS
This work would not have been possible without the financial support of the Basic
greatest gratitude also to the school heads who were actively participated in administering
Levi B. Butihen who have been supportive of my research goals and who worked actively
to provide me with the protected academic time to pursue those goals. I am grateful to all
of those with whom I have had the pleasure to work during this and other related projects.
Nobody has been more important to me in the pursuit of this project than the
members of my family. I wish to thank my loving and supportive husband, Smoke, and my
two wonderful children, Mocca and Andy Glenn, who provide unending inspiration.
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Reading is a unique, cognitive human skill crucial to life in modern societies, but, for
about 10% of the children, learning to read is extremely difficult (Franceschini, Gori,
Ruffino, Pedrolli and Facoetti, 2012). Reading readiness of pupils is a must in assessing
their capability to explore the world of education and to fill their empty minds by gaining
new information through the lessons taught in class, (Slavin, 1999). When pupils are able
to read and comprehend, there is no limit for their acquisition of knowledge and learning
Reading comprehension, on the other hand, is a significant skill that furthers the
development of learners’ various academic tasks. It helps them decoding a text, analyzing,
explaining, and expressing their own ideas about written materials. Learners should
develop a strong ability to understand written materials to struggle with the academic tasks
that their teachers deal with them. A primary objective of reading comprehension is to aid
learners improve skills and comprehension of texts if they want to be skilled readers
Hoff (2013) reported that on average, children from low socioeconomic status (SES)
homes and children from families in which a language other than English is spoken have
language development trajectories that are different from those of children from middle-
minority homes have unique linguistic strengths, but many reach school age with lower
levels of English language skill than do middle-class, monolingual children. Because early
differences in English oral language skill have consequences for academic achievement,
low levels of English language skill constitute a deficit for children about to enter school in
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the United States. Declaring all developmental trajectories to be equally valid would not
change the robust relation between English oral language skills and academic achievement
and would not help children with poor English skills to be successful in school. Remedies
aimed at supporting the development of the English skills required for academic success
need not and should not entail devaluing or diminishing children's other language skills.
In the Philippines, Sanchez (2013) mentioned that the use of mother tongue provides
children with an equitable opportunity to access and facilitate learning. Studies assert that
the use of a child’s home language is one of the most important factors in helping children
learn to read and write and in learning academic content and other languages. Defined as
one’s first language, home language, and heritage language (Malone, 2004), mother
tongue is considered as a language one knows best apt for use in beginning education.
Claiming that children develop new knowledge and skills based on what they already know
from their community and culture (Dekker, 2003), primary education programs that begin
in children’s mother tongue are believed to help students gain early reading skills more
quickly, as well as transfer key skills to a second or a third language. In the study of Krashen
(2001), he provides that what the theory implies is that first or second language acquisition
occurs when comprehension of real messages occurs. Language acquisition does not
require extensive use of conscious grammatical rules and does not require tedious skills.
Thus, there is emphasis on meaning and communication (focusing on whole texts) and on
accuracy and correctness (focusing on parts of the language) (Malone, 2004). In assessing
learning, studies of Cummins (2000) and Thomas and Collier (1997) claim that the level of
development. Cummins (2000) found that children with a solid foundation in their mother
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tongue develop stronger literacy abilities in the school language which enable them to go
from the known to the unknown using what they have learned about reading and writing in
the first language and their knowledge of oral second language to bridge into reading and
reading in schools, the pupils’ learning gains in MTB-MLE and their relationships.
Reading is a unique, cognitive human skill crucial to life in modern societies, but, for
about 10% of the children, learning to read is extremely difficult. They are affected by a
evidence suggests that dyslexia could arise from a more basic cross-modal letter-to-speech
sound integration deficit. Letters have to be precisely selected from irrelevant and cluttering
letters by rapid orienting of visual attention before the correct letter-to-speech sound
grades 1 and 2 after controlling for age, nonverbal IQ, speech-sound processing, and non-
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alphabetic cross-modal mapping. Further, the findings provide the first evidence that visual
Fuchs & Vaughn (2012) also attempted to describe the current research base and
responsiveness. Areas identified as in need of research include (a) the conditions under
which early reading interventions are most effective in RTI contexts, (b) multitiered
interventions for students with limited English proficiency, (c) reading instruction for
students who make limited progress in Tier 3 intensive interventions, (d) criteria for
determining intervention responsiveness, and (e) the effects of fully implemented RTI
frameworks.
and, consequently, children learn to read more slowly in English than in languages with
more consistent orthographies. Caravolas, Lervåg, Defior, Seidlová Málková & Hulme
(2013) stated that all alphabetic orthographies use letters in printed words to represent the
phonemes in spoken words, but they differ in the consistency of the relationship between
letters and phonemes. They reported the first longitudinal evidence that the growth of
reading skills is slower and follows a different trajectory in English than in two much more
consistent orthographies (Spanish and Czech). Nevertheless, they admitted that phoneme
awareness, letter-sound knowledge, and rapid automatized naming measured at the onset
development among the three languages. Finally, these findings suggested that although
children may learn to read more rapidly in more consistent than in less consistent
On the other hand, economic status of schoolchildren was also an interesting aspect
of study relative to teaching beginning reading. Hoff (2013) mentioned that children from
low socioeconomic status (SES) homes and children from homes in which a language other
than English is spoken have language development trajectories that are different from those
from low-SES and language minority homes have unique linguistic strengths, but many
reach school age with lower levels of English language skill than do middle-class,
monolingual children. Because early differences in English oral language skill have
consequences for academic achievement, low levels of English language skill constitute a
deficit for children about to enter school in the United States. Further, declaring all
developmental trajectories to be equally valid would not change the robust relation between
English oral language skills and academic achievement and would not help children with
poor English skills to be successful in school. Finally, remedies aimed at supporting the
development of the English skills required for academic success need not and should not
Similarly, Suggate, Schaughency & Reese (2013) investigated two studies from
English-speaking samples and traced the methodologically difficult question of whether the
later reading achievement of children learning to read earlier or later differs. Children from
predominantly state-funded schools were selected and they differed in whether the reading
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instruction age (RIA) was either five or seven years. Study 1 covered the first six years of
school following three cohorts across a two-year design. Analyses accounted for receptive
classroom instruction, home literacy environment, reading self-concept, and age. The
earlier RIA group had initially superior letter naming, non-word, word, and passage reading
performance of additional middle school-age children was compared. The two groups
exhibited similar reading fluency, but the later RIA had generally greater reading
comprehension.
Meanwhile, Norton & Wolf (2012) argued that fluent reading depends on a complex
set of cognitive processes that must work together in perfect concert. Rapid automatized
naming (RAN) tasks provided insight into this system, acting as a microcosm of the
processes involved in reading. Thus, they examined both RAN and reading fluency and
how each has shaped understanding of reading disabilities. Also, they explored how the
automaticity that supports RAN affects reading across development, reading abilities, and
languages, and the biological bases of these processes. Finally, they brought these
converging areas of knowledge together by examining what the collective studies of RAN
and reading fluency contribute to the goals of creating optimal assessments and
the relationships among three of the most widely studied measures of children's
phonological skills (phonemic awareness, rime awareness, and verbal short-term memory)
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and children's word reading skills. It included both extreme group studies and correlational
studies with unselected samples. Results from extreme group comparisons indicated that
children with dyslexia show a large deficit on phonemic awareness in relation to typically
developing children of the same age and children matched on reading level. Also, there
were significantly smaller group deficits on both rime awareness and verbal short-term
memory. Analyses of studies of unselected samples showed that phonemic awareness was
the strongest correlate of individual differences in word reading ability and that this effect
remained reliable after controlling for variations in both verbal short-term memory and rime
awareness. These findings supported the pivotal role of phonemic awareness as a predictor
This is substantiated by Franceschini, et al., (2012) who claimed that letter naming
is a crucial index of letter-to-speech sound integration that has been found to be impaired
in both adults and children with dyslexia. Although letter naming is considered to be one of
the most important predictors of subsequent reading acquisition, it should be noted that it
verbal abilities, teaching methods, and parental input. Letter naming is also closely
On the contrary, Allington (2013) argued that though there were evidence-based
documents that say we could teach every child by the end of first grade, however, most
schools have almost none of the key aspects of instruction that have been available in the
research to ensure achievement of this goal. Further, it is argued that this failure is not the
result of inadequate funding but rather primarily results from an aged system of beliefs
about the inevitability that some students will always fail to learn to read. That belief system
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along with a lack of familiarity with what researchers have demonstrated in the past decade
perpetuate schooling where far too many children fail to thrive as readers. In the end, the
research concluded that it is up to the teachers, the adults in the school system, to alter
Relatively, McAlenney & Coyne (2015) examined a solution to high false positive
students with possible false positive risk classifications and returning them to general
who were participating in a full-year Tier 2 reading intervention program. Students with very
strong initial curriculum mastery were identified as having possible false positive risk
classifications and returned to general classroom Tier 1 instruction. Very strong responders
who were exited from intervention scored above the risk range across multiple reading
measures at the end of the year and performed similarly to a historical comparison cohort
who remained in intervention services for the entire year. Results suggested that
kindergarten students with false positive risk classifications can be identified after a period
they teach beginning reading greatly influences the future reading abilities of their pupils.
Teachers need to be better prepared more than ever before to help children learn to read
for several reasons. First, classrooms are increasingly diverse, particularly in urban areas.
Although some progress has been made in closing the fairly persistent achievement gap in
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literacy between children from high and low socioeconomic groups and between White,
African-American, and Hispanic ethnic groups, alarmingly, fewer than 50% of children in
urban high-needs schools read proficiently; furthermore, 67% of students with disabilities
as the Individuals with Disabilities Act (2004) allows states to use Response to Intervention
reading teachers are the first line of prevention for reading problems across all 50 states
(Zirkel & Thomas, 2010). In these models, students who do not show adequate reading
intensity. The Every Student Succeeds Act (ESSA; PL 115-95; 2015) continues to
emphasize MTSS and early literacy instruction. However, research has not yet evaluated
the impact of core reading instructional programs on student learning (Kretlow & Helf,
2013). Third, students with the most significant needs, those receiving special education
services, are more likely to be included most of the day in their general education
classrooms as inclusion policies become more prevalent (USDOE, NCES, 2015). However,
general education teachers may not have opportunities to develop the teaching
competencies they need to use with students in special education in the area of literacy
(Grossman & McDonald, 2008; Leko et al., 2015). Fourth, the bar for reading and writing is
higher than ever before. With a majority of states using the Common Core State Standards
(2010), teachers need to support all children in achieving more rigorous reading standards
Comings (2015) proposed a model for design of early-grade reading programs that
is based on research and the implementation of research findings. The model has three
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components: (1) schools should provide instruction in a language their students speak and
understand; (2) teachers should employ instruction that is consistent with the current
evidence-based theory of how children acquire and improve reading skills; and (3) students
should spend sufficient time on task in direct instruction and reading practice to make
meaningful progress.
Recent research has found that very few teachers are aware of specific evidence-
based practices and may not understand assessments well enough to guide their
instruction or to develop and evaluate intensive interventions for students who inadequately
respond to evidence-based practices (e.g., Leko, Brownell, Sindelar, & Kiely, 2015; Spear-
Al Otaiba, Lake, Scarborough, Allor & Carreker (2016) admitted that teachers,
their teacher’s effectiveness. However, historically, the lack of effective teacher preparation
has been one of the most persistent problems that teachers face, as noted by members of
the Reading Hall of Fame (Bauman, Ro, Duffy-Hester, & Hoffman, 2000). Researchers
instructional practices (e.g., Bos, Mather, Dickson, Podhajski & Chard, 2001; Mather, Bos
& Babur, 2001; Moats, 1994, 2009; SpearSwerling, 2009). In particular, these studies have
convergent findings that many teachers, even those with experience and credentials, have
limited knowledge about phonemic awareness and phonics and their importance for
students at risk for reading problems. In addition to the lack of knowledge to teach these
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teach vocabulary and comprehension (Brady et al., 2009; Carlisle, Cortina, & Katz, 2011).
In Pennsylvania, Ankrum, Genest & Belcastro (2014) reported a single case study
design employed to describe the nature of one teacher’s verbal scaffolding used during
selected from a group of exemplary teachers nominated from two school districts. Multiple
sources of data, including transcripts of video-taped small group literacy lessons, were
instruction. Transcripts were coded to identify salient patterns and themes related to
lesson differentiation. The following categories were used to define the different types of
talk used by the teacher to promote the independent use of strategies in reading: direct
telling. Excerpts from transcripts are provided to illustrate examples of the different verbal
scaffolds observed during the study. The teacher participant in this case study provided
one example of how intentional verbal scaffolding can be used in early literacy instruction.
Findings suggested this may have positive implications for student literacy growth.
Furthermore, this study offered rich descriptions of verbal scaffolding and quality
examples of differentiated instruction that can support pre-service teachers and in-service
knowledge, practice, and student outcomes in reading on which to build reform in teacher
training and mentoring, more thought should be given to how prospective teachers are
taught. First, the disciplinary knowledge base required teaching students with reading and
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are educated and evaluated, and then programs must be set up to build teachers' insight
as well as their knowledge of basic reading psychology, language structure, and pedagogy.
Those who teach teachers in university settings or who provide professional development
must be included in a supportive educational process, as wars of ideology are having only
Moats (2014) also studied about the lingering problem of poor and inappropriate
preparation of professional teachers of reading and learning disabilities – why it exists and
what can be done about it. Because most students classified as having learning disabilities
experience primary difficulties with language-based learning, teachers must know how to
teach the forms and processes of language on which literacy depends, but most teacher
preparation programs fail to teach this content at a level that supports teachers'
implementation of effective instruction. The evidence suggested that teachers may cling to
neglected in many teacher training programs, but also because the requisite insights are
elusive and the content is difficult for many to grasp, even with some exposure. While
Coyne, Little, Rawlinson, Simmons, Kwok, Kim & Civetelli (2013) evaluated the
context from the initial randomized trial. They also investigated whether students who
received the intervention across both the initial and replication studies demonstrated similar
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from 48 classrooms were assigned randomly at the classroom level either to a commercial
program (i.e., Early Reading Intervention; Pearson/Scott Foresman, 2004) that included
intervention (comparison group). Both interventions were taught by classroom teachers for
30 min per day in small groups for approximately 100 sessions. Multilevel hierarchical linear
measure. Combined analyses that included students from both the initial and replication
studies suggested that differences in the impact of the intervention across studies were
school-designed intervention.
In America, Jackson (2016) stated that the growing population of English language
learners (ELLs) in an urban school district in the southwest has maintained low
achievement scores in the K-5 grades. Students who do not attain reading proficiency at
least by the end of 3rd grade are at risk of continued academic failure through high school.
Research showed that teachers' knowledge and preparedness to teach reading has an
professional development initiative to address the need for more training specific for
reading teachers of ELLs. Implications for positive social change included providing more
training in reading instruction for teachers of ELLs that can result in increased ELL student
Abeberese, Kumler & Linden (2014) mentioned about how a short-term (31-day)
to train teachers in their use, and to support teachers’ initial efforts for about a month,
improved students’ reading skills by 0.13 standard deviations. Interestingly, the effect was
still present three months after the program but diminished to 0.06 standard deviations,
probably due to a reduced emphasis on reading after the program. Researchers found that
the program also encouraged students to read more on their own at home. However, they
found no evidence that improved reading ability improved the students test scores on other
subjects.
Davis, Datulayta, Dacalos, Cordova, Clerigo, Canoy & Inocian (2016) further
determined the effective teaching practices in handling nonreaders. Their study described
grades and reading teachers’ reading adjustments, strategies and scaffolds. Results
revealed that handling nonreaders in order to read and understand better in the lesson is
an arduous act, yet; once done with effectiveness and passion, it yielded a great amount
the use of teachers’ adjustments, strategies, and scaffolds to establish reading mastery,
exposing them to letter sounds, short stories, and the use of follow-up. Further, WH
noted.
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people`s experiences with reading materials and strategies, but it is still unclear how the
mediation practices of teachers are related to such intrinsic factors as teachers` beliefs
about the nature of learning, nature of technology, self-efficacy beliefs, and subject cultures.
In Kuwait, students were challenged with learning English, but also seem to take
a greater amount of time to understand the use of reading in their lives and learning.
Fenimore (2015) expressed that home reading practices can impact what teachers
assume to be the optimum practice in preparing students for school may not be
supported by the local culture. There were teachers heard repeatedly c omplain that
students do not read at home or seem to value reading. Kuwaiti adults related that they
rarely engage in reading for pleasure. These factors led researchers to consider that
what teachers assume to be the optimum practice in preparing students for school may
not be supported by the local culture. Results revealed that the nannies perceived the
purpose of reading to be for education only, storytelling is used for different purposes
in different cultures, print material were rarely found in the homes of the nannies due
to lack of economic means, and the fathers of most of the nannies were critical in their
reading development.
parental involvement has been seen as an integral component in a child’s success and the
way teachers design their lessons integrate the essentials of literacy. These researchers
explored activities parents undertake to teach their children how to read and the activities
teachers design to promote literacy. The activities were correlated with the students’
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performance in letter-recognition tasks. Results revealed that parents are aware of their
roles in literacy development and are implementing activities at home that would enhance
their children’s interests in reading. Likewise, teachers provided a myriad of activities that
cater to the students’ reading needs. There were relationships between the reading
materials found at home and the reading ability of the day care students.
Similarly, Chan & Sylva (2015) argued that while there have been reviews over the
past decade of studies examining second-language (L2) acquisition and also emergent
literacy development, these related bodies of knowledge have not generally been
and parents on the shift from English Language to local language as medium of instruction
in selected lower primary schools in Kafue District, Zambia. The study was prompted by
the 2013 New Language Policy in education in Zambia which is premised on the philosophy
that children learn better in their local language and instructing them in L1 enhances literacy
skills. The results of the analysis showed that both teachers and parents agreed that
instruction in local language was effective. The analysis however pointed out that both
teachers and parents observed that there were no enough local language materials and
trained local language teachers. On the overall, the study showed that there was no
However, Ibrahim (2016) noted that majority of teachers depend upon books as their
primary resource for preparing teaching materials. They also prefer to make use of
resources from internet and shared with students electronically. Further, an extensive
awareness is required among teachers about the ethical and usage policies of resources
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taken from the internet. The study concluded that the dependency on internet for resources
introducing its unique features such as the use of the two-track method in teaching reading
based on the frequency of the sounds of the first language (L1). Sanchez (2013) attempted
to find out how the accuracy track method worked with Waray pupils using mixed
vocabularies. This is a part of a developmental study that aimed to improve Waray reading
instruction in basic education. The results showed a big gap in the performance of pupils
classified as readers and beginning readers. Several issues and challenges met were also
identified. These imply that the method is less facilitative for effective teaching and learning
in Waray of speakers using mixed vocabularies. This study recommended to modify the
Moreover, Reyes & Pado (2013) substantiated these findings by studying the
Reading Lessons (DRLs) in the Philippines. The guiding questions were: (1) Do the
Directed Reading Lessons (DRLs) improve the composing skills in Filipino among Grade 2
children? (2) In what ways did the children’s composing skills improve? Ten children were
conveniently selected and given twelve DRLs with three prior scaffold lessons. Writing
samples were collected and analyzed. The study revealed that DRLs can have a positive
effect on children’s composing skills. Good writing is the result of explicit, structured
teaching of craft and convention, implicitly learned book language, and writing style as
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children write in response to stories they read or listen to in the context of repeated
Furthermore, Martin (2014) pointed out that research in world Englishes (WE) and
English as a Lingua Franca (ELF) have long been promoting what Pakir describes as
‘common working axioms’ (2009: 228) which uphold the pluricentricity of English: the
existence of varieties, the acceptance of language change and adaptation, and the
Filipino’s understanding of the English language and, consequently, on the teaching of the
language. The researcher argued that, for all the benefits offered by varieties of English, it
the language. This argument was made with the Philippine education context in mind, and
proposed a framework for Philippine ELT that recognizes both the identity and
competent to be able to cope with the pressing concerns relative to Marungko Approach
integration in schools. The literatures clearly show the relationship between teachers’
approaches in teaching beginning reading and pupils’ learning gains in classroom activities.
As agents of constructive change in the society, teachers should keep abreast with the
competences should be evaluated so that they could receive ample amount of support from
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school heads and expert peers to be able to function effectively and efficiently in the schools
This study aims to determine the teachers’ level of utilization of Marungko Approach
in teaching beginning reading in schools, their pupils’ level of learning gains and the
relationship between the variables in the Central Schools of the City Schools Division of
beginning reading?
reading in schools?
Approach in teaching beginning reading and the level of learning gains of pupils in
MTB-MLE?
of Marungko Approach in teaching beginning reading and pupils’ learning gains in MTB-
MLE in the City Schools Division of Tacurong on the initial stage evaluates teachers’
knowledge on the use of the new approach in parallel with the regularity of utilizing it. This
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is further targeted to upgrade teacher’s competence in using the method, with a central
reason to elevate pupils learning gains in reading which is basically the foundation of
learning.
This chapter presents the research methodology of the study. It covers the
research design, locale of the study, respondents, research instruments, data gathering
Research Design
The study utilized the descriptive-evaluative research designs to determine the level
readers and pupils’ learning gains. These revealed the teachers’ level of awareness as
Novice and the approach utilization’s frequency as Sometimes, which signifies the need of
upgrading teachers’ skills in using Marungko Approach. Further this design also reveals
The study was conducted in Tacurong City Division, among sixty (60) elementary
teachers teaching in Grades I – Grade III classes who are officially employed in the five (5)
public central elementary schools in the City Schools Division of Tacurong, Tacurong City,
Sultan Kudarat for this School Year 2016 – 2017. These are the following: Dr. Manuel J.
Grino Memorial Central School, Amado Fernandez Sr. Central School, New Isabela Central
School, Josue Alcasid Central School, and New Isablea Central Elementary School.
The respondents of the study involve all sixty (60) elementary teachers teaching in
Grades I – Grade III classes who are officially employed in the five (5) public central
elementary schools in the City Schools Division of Tacurong, Tacurong City, Sultan Kudarat
for this School Year 2016 – 2017 and one hundred fifty students (150) pupils in the primary
grade from the five central division elementary schools. Schools included are: Dr. Manuel
J. Grino Memorial Central School, Amado Fernandez Sr. Central School, New Isabela
Central School, Josue Alcasid Central School, and New Isablea Central Elementary
School.
Research Instrument
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The research instruments used in the study are a validated survey questionnaire
and Phil Iri Reading Test. Time duration to determine the level of awareness and utilization
level of teachers of Marungko Approach in teaching beginning readers and pupils’ learning
The judgment and analysis of the data were done by the 5 Master Teachers of the
Division serving in the five (5) elementary component schools composing the respondents.
Evaluation and validation of instrument were as well done by these master teachers.
For the evaluation of the panel of experts, the Likert- five (5) scale below was used
Verbal
Scale Range Interpretation
Description
After evaluation, the panel of experts had given another page for their comments
Validation Procedure
The prepared evaluation and validation instrument for the study was given to panel
of five (5) evaluators who analyzed, evaluated and validated the research instrument for
the purpose of getting their assessment, comments, suggestions or other course of action
They were all school administrators and master teachers of the school.
The study was conducted on August 1, 2017 until November 31, 2017 at five
(5) central elementary schools of Tacurong City Division namely, Dr. Manuel J. Grino
Memorial Central School, Amado Fernandez Sr. Central School, New Isabela Central
School, Josue Alcasid Central School, and New Isablea Central Elementary School.
To get the desired data from the subjects, a letter was sent to the division’s
superintendent then to the school principals of elementary schools to conduct the study
among sixty (60) elementary teachers teaching in Grades I – Grade III classes.
The study was confined in determining the level of awareness and utilization of
Marungko Approach, pupils learning gains using MTB-MLE, as well as the relationship
. The results were then tabulated and analyzed to determine the levels of awareness
and utilization of the approach. The data were presented in tabular presentations.
Finally, end of the study revealed the levels of awareness and utilization of
Statistical Analysis
The following statistical tools were used to answer the statement of the problems in
this study.
The researcher had made use of the simple mean in the evaluation and validation
of the research survey questionnaire and in determining the levels of awareness and
utilization of the Marungko Approach and pupils learning gains using MTB-MLE and
In the tabulation and calculation of the data, the use of Microsoft Excel was
maximized. On the other hand, in the statistical tests, the level of significance was set at
= .05.
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This chapter presents the results, analysis and interpretation of data gathered as a
beginning reading
Table 1 exposes that based on the survey on the teachers’ awareness on the use of
revealed by the means of 2.89 , 2.86 and 2.9 in Pedagogical Knowledge , Actual
mean of 2.88 .
Means of Utilization
Areas Level Interpretation
Utilization in Teaching Reading Lessons 2.75 Sometimes
Utilization in Reading Drills 2.76 Sometimes
Utilization in Reading Remediation 2.7 Sometimes
Overall Rating 2.75 Sometimes
Table 2 discloses that based on the survey, teachers use Marungko Approach
Sometimes as shown by the means of 2.75, 2.76 and 2.7 in Utilization in Teaching Reading
The table presents that based on the administered Phil Iri Reading Test after a
quarter of using MTB-MLE out of one hundred fifty (150) respondents sixty (60) pupils still
falls under Non-Reader Level, fifty (50) are still in Frustration Level, forty (40) are in the
instructional level and only twenty (20) are in the Independent Level and forty (40) are in
Table 4 shows the correlation between the level of utilization of Marungko Approach
in teaching beginning reading and the level of learning gains of pupils in MTB-MLE
SY 2016-2017
Levels r Description tr Interpretation
Correlation
Utilization of Marungko 0.39 Low Positive 4.50 Significant
Approach to Pupils’ Correlation
Learning Gains
At .05 Level of Significance, Significant at Critical Value of t = 1.980
The table of correlation pictures out that the low level of utilization of Marungko
This chapter presents the reflection, conclusions, and recommendations of the study
“TEACHERS’ AWARENESS AND UTILIZATION OF MARUNGKO APPROACH IN TEACHING
BEGINNING READING AND PUPILS’ LEARNING GAINS
IN MTB-MLE IN THE CITY SCHOOLS
DIVISION OF TACURONG”.
32
Summary
Marungko Approach in Teaching Beginning Reading and Pupils Learning Gains in MTB-
MLE.
schools? 3. What is the level of learning gains of primary pupils in MTB-MLE? and 4. Is
teaching beginning reading and the level of learning gains of pupils in MTB-MLE?
The descriptive evaluative design was used to determine awareness and utilization
The study was conducted at Tacurong City Division, Tacurong City. Target
population of this study were sixty (60) elementary teachers and one hundred fifty (150)
primary grade pupils for the Academic Year 2016-2017. The questionnaire used in the
conduct of the study was validated and evaluated before its administration to the
respondents. Moreover, the Phil Iri a standardized reading test was used to determine the
level of learning gains of the pupil respondents after a quarter of using MTB-MLE to further
reveal the relationship which exists in between the level of Marungko Approach utilization
Findings
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Teachers’ level of awareness of Marungko Approach has the numerical rating of 2.88
Teacher’s level of utilization of Marungko Approach falls under the rating of 2.75, which
means they just “sometimes” use the approach in teaching beginning reading.
Pupils Learning Gain Levels in Reading after a quarter of using MTB-MLE mostly falls
The Utilization Level of the Marungko Approach which falls under Sometimes is
significantly correlated with the Pupils’ Learning Gains using MTB-MLE as shown by the 4. 5
correlation value.
Conclusions
Based on the findings of the study, the following conclusions are drawn:
Since Marungko is one of the most promising approaches in teaching beginning reading in
Filipino and Mother tongue K to 3 teachers should elevate their knowledge in using this approach.
Through improving their knowledge of this approach, the level of utilization will also be upgraded.
Recommendations
In the light of the findings and conclusion of the research study, the following are
hereby recommended:
2. .Teachers in the primary grade will be trained and supervised in utilizing the
3. Pupils in the primary grades who will be taught reading using Marungko
4. The study will impel other researchers to conduct thorough and more elicit study
The researcher would like to continue the study in the utilization of the
VIII. References
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Journal of Research Studies in Education, 3(3).
Prepared by:
Researcher
7/12/2017 1,500.00
Fuel/Gasoline
(Conduct of Research Study)
TOTAL 30,000.00