Teachers’ Utilization of and Challenges on Marungko Approach toward Reading Tracker Development

Abstract

This study examined the level of teachers’ utilization of the Marungko Approach in teaching beginning reading and the challenges they encountered, serving as the basis for the development of an instructional material. A quantitative research design was employed, involving 15 Grade 1 teachers from ten public elementary schools in Dupax del Norte I District, Nueva Vizcaya, selected through purposive sampling. Data were collected using an adopted and validated questionnaire covering four components: production of learning resources, teaching strategy, assessment, and recognition. Statistical tools such as mean, standard deviation, frequency, and percentage were used in analyzing the data. Findings revealed that teachers demonstrated a high level of utilization of the Marungko Approach, with an overall mean of 3.87. Among the components, production of learning resources obtained the highest mean, followed by recognition, assessment, and teaching strategy, all interpreted as highly utilized. Despite this, teachers encountered several challenges, including time constraints in preparing materials, limited ICT resources, insufficient budget, pupils’ short attention span, lack of parental support, inconsistent attendance, absence of standardized assessment tools, and limited recognition and support systems. Based on these findings, a Marungko Reading Tracker was developed as a supplementary instructional material to improve monitoring, assessment, and intervention in beginning reading. The study concludes that while teachers effectively implement the Marungko Approach, enhanced institutional support, resource provision, and strengthened home–school collaboration are necessary to address existing challenges and improve reading outcomes among learners.