MARY GRACE P.

JIMENEZ

MaEd- ELEMENTARY EDUCATION

EVALUATION OF MARUNGKO AND CLAVERIA AS READING INSTRUCTIONS

INTERVENTION: A LOOK AT THE MODIFIED CLASSROOM APPROACH TO
PRIMARY STUDENTS AT LUCENA EAST 3 ELEMENTARY SCHOOL

Chapter I

INTRODUCTION

Reading is a process of looking at a series of written symbols and getting

meaning from them. Reading is a means of language acquisition, communication, and
sharing information and ideas. The reading process requires continuous practice,
development, and refinement. Communication Skills is the core value in teaching
beginning reading. The Auditory Discrimination, Visual Discrimination, Listening
Comprehension, Speaking and Viewing can lead a child to Reading Readiness. It is a
dream of any teacher that every student may acquire knowledge, skill, and
understanding to combat the challenges of life in order to meet the global demands.
Through the teaching of reading, knowledge in different areas can be ascertained. We
can safely say that reading is the backbone in learning because these are just mere
written texts, without understanding. Following our spiral curriculum, the level of
difficulty in reading is ascending, that is the challenge among reading teachers. If the
child has poor reading, chances are his or her performance in any other subjects is poor
and eventually affects learning.

The most crucial part in the life of a child education is during building a solid
foundation from which the learner can adapt to the school system and successfully
learn. Reading is considered as the highest form of thinking. Early reading skills are the
foundation for strong reading ability and it opens the door for the academic success in
the future.

To assure that early literacy of the primary students will be developed, the
primary teacher uses a reading strategy which is called Marungko and Claveria
approach. This approach is one of the widely used strategies in beginning reading in
primary grades. It is a technique in which instead of the usual arrangement of letters,
Marungko starts with letter M of the alphabet and Claveria is a technique requires that
the beginning reader should have first master the names and shapes of the letters of
the alphabet. These Approach is designed to equip early graders the necessary reading
skills to improve their achievement in reading. Likewise, it seeks to develop a training
model to enhance teachers’ competence in the teaching of reading in the primary
grades. The goal of this strategy in reading is to enable learners to instill in their minds
to appreciate the songs and poems created for Filipino children and eventually to
communicate in written and oral forms through effective reading instruction (De Belen,
2017).

The Marungko approach provides materials to the success in teaching reading.

It starts with letter sounds rather than name. Certain comical stories of letter to signify
its sound are being introduced. Instead of the usual arrangement (order) of letters in
the alphabet, it starts with m, s, a, I, o…

The Claveria Approach who introduced by Erlinda S. Claveria in which some

primary teachers use this method specially to non-readers in Filipino. First syllable of
the word is introduced thru the aid of picture. Learners can catch up easily in reading
the words because they were first familiarized with the pictures used for every syllable.

Using these approach, how did the teacher use these kind approach in teaching
reading especially in terms of the development of phonemic awareness? What are their
practices on teaching reading?

Having all those queries, this research aimed to evaluate the effectiveness of
Marungko and Claveria as Reading Instructions Intervention to primary students at
Lucena East 3 Elementary School

This research also evaluated if there is a need of further enhancement and

improvement on the literacy skills and reading readiness of the primary learners.

Objectives

The study will seek to evaluate the effectiveness of Marungko and Claveria as
Reading Instructions Intervention to primary students at Lucena East 3 Elementary
School. It also described the assessment of the teacher and parent-respondents on the
efficiency of implemented reading intervention program.

Specifically, this study sought the answer to the following questions:

1. What are the evaluation of the participants on reading Marungko and Claveria
Approach as an intervention?

2. Is there a significant difference between the Marungko and Claveria Approach on

reading of learners?

3. How do the parent and teacher-respondents assess the efficiency of the implemented
Marungko and Claveria approach-based reading intervention program?
Related Literature and Studies

This chapter presents the related readings and studies on the evaluation of
Marungko and Claveria as instructional intervention to the primary learners.

Learning reading is one of the most critical parts of an individual that needs to be
developed. Learning reading begins at an early stage of the child which may come
during the 3- 4 years of age. This is the time that children have started developing their
awareness on printed page.

Reading is crucial to the development of the cognitive human skills. According to

Franceschini et al. (2012 as cited by Umadhay, 2017), 10% of children has the capacity
to have difficulty in learning to read. But through kindergarten, they develop early
literacy that is need in beginning reading. When reading readiness have developed,
pupils are able to read and comprehend with no limits on their acquisition of knowledge
and learning.

To transfer learning effectively, one must possess strategies or approaches that

will work out especially in teaching reading. Some strategies or approaches widely used
are the, phonics, Claveria and the Marungko approach.

Phonics is a method for reading and writing the English language by developing
the learners’ phonemic awareness- the ability to hear, identify, and manipulate
phonemes- in order to teach the correspondence between these sounds and spelling
patterns ( graphemes ) that represent them.

Beginning reading instruction tends to assume that children understand basic

language terms such as word, sound, and letters (Fox, B.C., 1976).

Phonics instruction teaches letter- sound associations and how to use these
associations to read words. When provided systematically, phonics instruction helps
children learn to read more effectively than those non- systematic instructions without
phonics. Phonics benefits reading, spelling, and comprehensions in many readers. And
affects persist even after instruction ends. Specifically, phonics helps younger students
at risk for reading disabilities and older students with reading disability (Ehri, L.C.,
Nuñes, S.R., S.A., and Willows, D.M., 2001).

It is important to take a balanced approach to phonics instruction, teaching

children letter-sound association as well as the letter- sequences and rhymes, and
helping children to use patterns from words that they already know to decipher new
words (Goswani, 1999).
 On the other hand, the Marungko approach in reading is a technique by which
instead of the usual arrangement (order) of letters, it starts with m, s, a, I, and so forth.
The alphabets are rather pronounced than read.

Marungko approach is similar to Claveria or inductive phonics which teaches the

phonemes (sounds) associated with the graphemes (letters) at the rate of six sounds
per week. The sounds are taught in isolation then blended together (e.i. synthesized),
all through the word. Children are taught to pronounce each phoneme in a word, then to
form them to blend the phonemes together to form the word (e.g. –/s/-/a/-/t/; “sat”).
Sounds are taught in all position of the words, but the emphasis is on all- through- the
long word segmenting and blending.

Marungko and synthetic phonics develops phonemic awareness along with the
corresponding letter’s or letters’ shape. Synthetic phonics teaches phonics at the level
of the individual phoneme from the onset, not syllables, and not onset and rhyme.

Marungko and synthetic phonics involves the children rehearsing the writing of
letter shapes alongside learning the letters sound correspondence. Synthetic phonics
introduces irregular words and more tricky words slowly and systematically after a
thorough introduction of the transparent alphabet code. It also involved a heavy
emphasis on hearing the sounds all- through- the word for spelling and not on the
emphasis on “look, cover, write, and check”.

Claveria or Synthetic phonics is generally taught before children are introduced

to books or reading. It involves teaching small groups of letters very rapidly, and
children are shown how letters’ sounds can be co- articulated to pronounce unfamiliar
words.

In a U. K. version of synthetic phonics, e.i. Hickey’s Multi Sensory Language

Course (Augur and Briggs, 1992 ), the first blocked of letter- sound is [s, a, t, I, p,
n]which make up more three letter words than any other six letters.

In synthetic phonics, teachers put accuracy before speed. Fluency (i.e. speed,
accuracy, expression, and comprehension) will come with time, but the child
understanding of the relationship between letters and the sounds are the all important
first step. In other words, children are taught steps which are straightforward and actual
work before being taught with the complications and variations of pronunciation and
spelling of the full alphabetic code.

Despite of phonics predisposition, the National Reading Panel concluded that

phonics instruction produces the biggest impact on the growth in reading when it begins
in kindergarten or first grade before children have learned to read independently and it
failed to exert a significant impact on the reading performance of low- achieving readers
in second to sixth grades (NRP, 2000). The NRP noted also that it is important to
emphasize that systematic phonics instruction should be integrated with other reading
instruction to create a balanced reading program. Phonics should not become the
dominant component in a reading program, neither in amount of time devoted for it nor
in the significance attached (NRP, 2000 p. 2-97).

Research Paradigm

In connections to phonics, Claveria and Marungko approach which is the focus of

this study, Jean Piaget and Lev Vygotsky view on learning can be applied by allowing
learners to organize how things work, place the new learned information to the
previously learned information and transform existing information to create new ones. In
the phonics method of reading, students learn from easier to more complex things.
Students learn from recognizing phonemes sounding them out, and blending them to
create new words.

 The effect of  Conducting a  Effectivity of

Marungko and Survey Marungko and
Claveria  Data Gathering Claveria Approach
Approach as  Making as instructional
instructional Conclusion and intervention
Intervention recommendation  Improved child
 Research reading ability.
Instrument
 ISSUES AND CHALLENGES IN THE IMPLEMENTATION OF RPMS: BASIS FOR
LOCALIZED PERFORMANCE EVALUATION TOOL

Chapter I

INTRODUCTION

Professional teachers plan their professional development. To be able to be a

competitive educator, we, teachers reflects from our knowledge, wisdom, understanding
as well as the skill that we may be able to impart as we commit to accomplish the role of
a teacher. Being a teacher denotes light in the classroom, leader of the community,
follower of the authority and friend of everybody. As we are entrusted with different
responsibilities from simple to the most complicated jobs, motivation is a must for
without it, stress and extreme trouble will eat us. Learners and other stakeholders are
motivated by the educators; therefore, educator him/herself must be motivated in order
to go through with this so called teaching profession.

As stressed in the Code of Ethics for Public School Teachers, Article IV, Section
2, states that, every teacher shall uphold the highest possible standards of quality
education, shall make the best preparation for the career of teaching, and shall be at his
best at all times in the practice of his profession. Self-assessing details a teacher’s
thinking and ability in planning about what challenges and interests us, what we want to
learn and do next, and when to accomplish those. Facing the challenge alone without
any weapon to accomplish it accurately means defeat for every educator who can’t
insure the job where he/she was called into.

Self-assessment is not a new thing to educators; tools have also been used in
the past as a proof of their measured ability. National Competency-Based Teacher
Standards (NCBTS) was one of it. This is a framework that identifies the competency
standards for teacher performance so that teachers, learners and stakeholders are able
to appreciate the complex set of behaviors, attitudes and skills that each teacher must
possess in order to carry out the satisfactory performance of their roles and
responsibilities. This school year (S.Y. 2019 – 2020), the Department of Education set
the guidelines on the establishment and implementation of the Results – based
Performance Management System RPMS) in the department as stated in DepEd Order
No. 2, s. 2015, stipulating the strategies, methods, tools and rewards for assessing the
accomplishment vis-à-vis the commitments. RPMS is an organization – wide process of
ensuring that employees focus work efforts towards achieving DepEd vision, mission,
values, and strategic priorities. Individual Performance Commitment and Review Form
(IPCRF) as a tool of the project are being accomplished by the educators in cycle from
the time of planning, review and evaluation. Providing the objectives made by each
teacher in IPCRF, RPMS provides verifiable basis for rating and ranking the
performance. Going with the process, four phases will run from it: Phase I: Performance
Planning and Commitment; Phase II: Performance Monitoring and Coaching; Phase III:
Performance Review and Evaluation; and Phase IV: Performance Rewarding and
Development Planning.

The main thrust of the study was to find out the issues and challenges in the
implementation of RPMS in teachers’ performance in the school year round of putting
up his/ her objectives into action. During the use of NCBTS-TSNA and Teacher's
Individual Plan for Professional Development (IPPD), the profile of the teacher’s current
competencies is compared to the NCBTS standards for effective teaching. In RPMS,
the educator alone will dictate his/her own commitments that will measure his/her
performance. It is said in the Educator's Diary published in 1995, "teaching takes place
only when learning does." RPMS is now the newest bible of each educator to learn in
him/herself a lesson and make use of such to make learners learn. RPMS is indeed a
new challenge that will cultivate our professionalism for us to be able to grow.

Objectives of the Study

This study aimed to determine the issues and challenges of teachers in the
implementation of Results-Based Performance Management System basis for localized
performance evaluation tool.

Specifically, this study aimed to:

1. What are the issues and challenges of teachers in the implementation of RPMS?

2. What various ways can employ to mitigate these challenges of teachers?

3. What is the performance of the teachers in terms of RPMS evaluation tool?

4. To recognize the performance rating of teachers for school year 2019-2020

Related Literature and Studies

Presented in this chapter were the related literatures that had bearings
to the present study which were obtained from books, magazines, newspapers,
journals, articles and reliable websites.
 Teaching is the most respected job and profession in the world. The teacher is
the center piece of education system. In fact, teachers are the force of a nation. They
unfold characteristics, strategies, and styles to their ways in commune with the world,
perceptually and cognitively. In fact, in the study of Akhtar (2010), he stated that
teacher’s job satisfaction is one of the most widely discussed issues in organizational
behavior, personnel and human resource management, organizational management,
teaching-learning process, and teaching performance.

Ladd (2006) said that the single most important quality that every teacher should
possess to make education work is love and passion for teaching young people. This
could not replace by anything. The best teacher goes out and find way to connect with
their students. Common interests can be hard to find, but good teachers will find a way
to connect with their students. A teacher can also derive good performance from being
proactive, intense planning and organization can ultimately make the job all the more
less difficult.

According to Genzon (2009), in order to prepare students for 21 st century,

educators can build on educational goals that have been long part of a global heritage.
Corpuz and Salandanan (2012) stated that, in order to remain relevant and interesting,
the teacher must possess 21st century skills.

Job performance is a very crucial element in the workplace. Teachers execute

their performance in the field not only in teaching but exercising other job – related
functions as well. Job performance of teachers is assessed through the self –
assessment tool called National Competency-based Teacher Standard (NCBTS) which
is incorporated in the Result- based Performance Management System ( RPMS)

William Arthur Ward once said, “The mediocre teacher tells. The good teacher
explains. The superior teacher demonstrates and the great teacher inspires” (National
Education Association, 2014). It is clearly evidenced that these words instilled among
the minds of every teacher thus it inspires and boosts teacher’s confidence in dealing
with different teaching-related activities and some of them had made these quotations
as their daily words of encouragement. However, it is under the responsibility of the
administrators to recognize which teachers are really effective in the classroom and
which are not.

Performance management involves thinking through various facets of performance,

identifying critical dimensions of performance, planning, reviewing, developing and
enhancing performance and related competencies (Dr. T.V. Rao, 2004).

Performance management includes the whole cycle of agreeing goals and objectives,
providing feedback, offering coaching, advice and motivating staff to perform at a high
level (John Storey, 2005).
Performance management is a process which contributes to the effective management
of individuals and teams in order to achieve high levels of organizational performance
(Michael Armstron & Angela Baron, 2004).

Research Paradigm

 Data gathering Teacher’s rating

Teacher’s Profile  Evaluation of based on their
Teachers RPMS performance
Implementation result
of RPMS  Develop action
plan
 Portfolio Assessment of Science 3: Basis for Science Enrichment Program

Chapter I

INTRODUCTION

Science is often neglected and/or poorly taught in elementary schools for at least
three reasons. First, many elementary teachers dislike teaching science. Lessow (1991)
asked elementary teachers to rank from most preferred to least their preference for
teaching mathematics, reading, social studies, language arts, and science. Over 50% of
the respondents ranked science fifth. In addition, only 6% of these teachers ranked
science as their favorite subject to teach.

Second, the reticence of elementary teachers to teach science has been linked
to their perceptions of their ability to understand and teach science well. In a national
survey by Weiss (1987), only 27% of elementary teachers felt very well qualified to
teach life science and 15% to teach physical science and earth science compared to
63% who felt very well qualified to teach reading.

Third, the average amount of time spent on science each week in elementary
schools ranges from 18 minutes in Grades K-3 to 29 minutes in Grades 4- 6, compared
to 77 minutes and 63 minutes spent on reading, per respective grade level (Weiss,
1987). In addition, most of the time spent on science involves lecturing and reading from
commercial texts.

Assessment is the systematic process of gathering information from many

sources (test, homework, classwork, presentation and mini project) to make appropriate
educational decisions. It identifies the student ‘s strengths and weaknesses and
contributes to the design and implementation of effective strategies. Classroom
teachers are in a position to offer an abundance of information regarding students in
their classrooms. Informal assessments should form the basis of a comprehensive
profile of student ‘s strengths and challenges. Nevertheless, assessment is the bridge
between teachings and learning process in the classroom. This shows that assessment
is the central process in effective instruction. The information gathered can used by
teachers to adjust their teaching strategies, and by students to adjust their learning
strategies. Hence, assessment is beneficial to both teachers and students. Onuka and
Oludipe (2006) viewed assessment as the effective tools of promoting
students‘performance. Also, Ojenewu (2006) as cited in Ikekwaba, Unamba and
lkeanumba (2016) defined assessment to include all processes and products which
describe the nature and extent of learning; it is the degree of correspondence with the
aim and objectives of teaching its relationship with environment which are designed to
facilitate schooling and learning.

Individuals increasingly must understand science to thrive in today’s society, and

schools accordingly are challenged to provide high-quality science learning experiences
to all students. Teachers are at the forefront of meeting this challenge, and the quality of
their instruction therefore acts as a major fulcrum for improving science education.

Objectives

The following goals of this study were stablished to:

a. evaluate students using portfolio assessment

b. determine science teachers ‘perception of the use of portfolio assessment in Grade 3

student

Related Literature and Studies

As part of the portfolio exercise, Buck (2000) has pupils pick out their best work
from a unit and describe what the pieces of work reveal about what they have
learned. Vitale and Romance (2000) focus on the value of portfolios as measures of
understanding in natural science, and further suggest that portfolios might be defined as
collections of student work samples that are assumed to reflect the meaningful
understanding of the underlying science concepts (Vitale & Romance, 2000). They
highlight that portfolio activities and tasks are open-ended, and constructively require
pupils to use and apply knowledge in ways that demonstrate their understanding of
science concepts.

One of the alternative methods in education used in the assessment of the

students’ individual or group performance is portfolio. Necessity of using portfolio is
emphasized by many researches (Birgin, 2003; De Fina, 1992; Gussie, 1998; Micklo,
1997; Mumme, 1991; Norman, 1998;). According to them, portfolio gives more reliable
and dynamic data about students for teachers, parents and also student himself. Also,
using this assessment method in primary schools provides getting clear information
about students and fulfilling their weaknesses and helps teachers planning teaching
progress.

In Turkey, Ministry of National Education (MONE) suggests that the assessment

activities should be done in order to find out the weaknesses of students and to fulfill
them (MONE, 2004). Although Ministry of National Education (MONE) has made such
kinds of suggestions, teachers’ attitudes in measurement and assessment applications
cause many problems. For instance, up to now, being lack of pedagogical knowledge
and limited in-service course prevented teachers from being qualified (İşman, 2005).
Besides teachers were not given enough information and resources about how to make
assessment or which materials should be used and assessment method is given to
teacher’s initiative.

Furthermore, common use of traditional measurement and assessment methods

prevents finding out students’ skills and their developmental potentials (Baki & Birgin,
2002). This situation also prevents the use of assessment methods in primary schools
as they have been mentioned in the purposes of MONE.

Venn (2000) defined student portfolio as a systematic collection of student ‘s

work and related material that depicts a student's activities, accomplishments, and
achievements in one or more school subjects. The collection should include evidence of
student ‘s reflection and self-evaluation, guidelines for selecting the portfolio contents,
and criteria for judging the quality of the work. According to Meng Kay Ling (2016),
Portfolios is the collection of an individual ‘s work in a purposefully regular manner. He
further noted that in the education context, academic portfolios refer specifically to the
consolidated works of the students. Therefore, the use of academic portfolios serves the
important function of allowing students to showcase their best works and to
demonstrate what they actually know of the subject. Harlin, Lipa and Phelps (1992),
view portfolio assessment as a multidimensional system which provides teachers with a
complete picture of student's abilities and literacy development.

Research Paradigm

 Data gathering of  Student’s

 Students Profile
results Portfolio
 Students Grades
 Observation
 Evaluation of the
result of portfolio
assessment in
Science 3
 Data gathering of