Teachers’ experiences with the Marungko Approach: Challenges and recommendations

Abstract

This study examined the lived experiences of Grade 1 teachers in the Schools Division of the City of Batac in implementing the Marungko Approach for beginning reading. Recognizing reading as a foundational literacy skill, the study sought to understand how teachers enact this structured, phonics-based program, the challenges they face, and the strategies they recommend to enhance instruction. Employing a qualitative descriptive phenomenological design, fifteen Grade 1 teachers were purposively selected as participants. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s six-phase thematic analysis. Findings indicate that teachers view the Marungko Approach as highly structured and learner-centered, employing stepwise phonics instruction, multisensory teaching, guided practice, interactive activities, and differentiated instruction to support learners’ decoding skills, reading fluency, and confidence. Key challenges included variability in learner pacing, difficulties with sound blending, and limited instructional resources, whereas supportive classroom environments, motivated learners, and access to school-provided materials facilitated effective implementation. Teachers recommended enhancing the approach through interactive and multisensory resources, targeted support for struggling readers, ongoing professional development, collaborative peer networks, and scaffolded phonics-based activities. The study highlights the critical role of teacher expertise, adaptive strategies, and instructional resources in the successful implementation of structured phonics programs, offering practical insights for improving early literacy instruction and informing policy and practice in primary education.