ENHANCING FOUNDATIONAL READING SKILLS THROUGH THE MARUNGKO APPROACH: A MIXED-METHODS STUDY AMONG KEY STAGE 1 LEARNERS IN THE PHILIPPINES

Foundational reading difficulties remain a significant challenge among early-grade learners in the Philippines, emphasizing the need for structured and responsive literacy interventions. This study examined the effectiveness of the Marungko Approach in enhancing the reading skills of Key Stage 1 learners at R. Moreno Integrated School, Lianga, Surigao del Sur, during the Academic Year 2025-2026. A mixed-methods design employing a one-group pretest–posttest approach was used, involving 76 low-emerging readers from Grades 1–3 and eight teachers. Data were collected through the Comprehensive Rapid Literacy Assessment, teacher-validated checklists, interviews, and classroom observations. Quantitative data were analyzed using descriptive statistics, paired-samples t-tests, and Pearson correlation, while qualitative responses underwent thematic analysis. Findings revealed a substantial increase in overall reading performance from a pretest mean of 1.17 to a posttest mean of 4.89, with statistically significant differences across all five reading domains (p < .001). The Marungko Approach received an overall effectiveness rating of 4.90, interpreted as Highly Effective. Qualitative findings indicated improved reading confidence, motivation, participation, and engagement. The study concluded that the Marungko Approach was associated with substantial improvements in foundational reading skills, supporting its potential application as a structured literacy intervention for struggling early-grade readers.