Awareness and Competencies of Teachers in the Utilization of Marungko Approach in Reading Performance of Learners

The study aimed to determine the level of awareness and competencies of teachers in the utilization of the Marungko Approach and its relationship to the reading performance of learners in one of the divisions in Negros Island Region during the school year 2025–2026. Using a descriptive-correlational research design, the study involved 140 Grades 1 to 3 teachers utilizing the Marungko Approach in reading instruction. Data were gathered through a researcher-made questionnaire. Findings revealed that teachers demonstrated a very high level of awareness and competencies in applying the Marungko Approach in beginning reading instruction. Learners were likewise classified as Grade Ready in terms of reading performance. Significant relationships were found between teachers’ awareness and learners’ reading performance, as well as between teachers’ competencies and learners’ reading performance, indicating that effective teacher preparation and instructional skills positively influence learners’ literacy development.

Marungko Approach, Teacher’s Awareness, Teacher’s Competencies, Reading Performance, Beginning Reading Instruction, Early Grade Reading, Phonics-Based Instruction.

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