Reading Modules Using Marungko Approach of Grade One Pupils in the Elementary Schools of Zambales, Philippines
Agafe M. Balgua
Bulawon Elementary School, Zambales, Philippines.
Shirley H. Fabunan
Department of Education, Schools Division of Zambales, Zambales, Philippines.
Elizabeth N. Farin
*
President Ramon Magsaysay State University, Iba, Zambales, Philippines.
*Author to whom correspondence should be addressed.
Abstract
The study determined the effectiveness of reading modules using the Marungko approach for grade one pupils in selected elementary schools in Zambales, Philippines, during the school year 2020-2021. The study revealed that the pupil-participant is a typical male young pre-schooler, whose parent is a housekeeper and living in the inner town proper. The pupils in the controlled and experimental groups were assessed under frustration level in decoding of words, reading speed and reading comprehension in the first pre-test assessment. The pupils-participant in the controlled and experimental groups were assessed under frustration level in decoding of words, reading speed and reading comprehension in the second pre-test assessment. The pupil-participant in the first post-test assessment, the controlled group were assessed "Instructional level" in decoding of words, slow in reading speed and frustration in the reading comprehension. For the experimental groups assessed independent is decoding of words, fast in speed of reading and independent in reading comprehension. The pupil-participant in the second post-test assessment, the controlled group were assessed "Instructional level" in decoding of words, slow in reading speed and frustration in the reading comprehension. For the experimental groups assessed independent is decoding of words, average in speed of reading and independent in the reading comprehension. The academic performance of the pupil-participants was "Satisfactory". There is significant difference on the results between pre-test and post-test assessment in the experimental group after being expose to Marungko Approach. No significant difference was found out in the use of the traditional approach. There is moderate relationship between the academic performance and the post-test assessment. The researcher recommended that for better reading competence and academic performance, Marungko approach is high recommended as intervention program; that the use of Marungko approach is best intervention for decoding of words, develop speed in reading and enhance reading comprehension; that an in-service training for teachers to be familiarized with the application and integratio of Marungko Approach in the teaching and learning process is highly encouraged; and finally to conduct a parallel study with in-depth and wider in scope so as to validate the findings obtained in the study.
Keywords: Grade one, marungko approach, Philippines, reading modules