Rachel Anne A. Bongolo (Author)

Abstract

The purpose of this study was to utilize validated contextualized intervention material to enhance the pupils” reading performance guided by the Marungko Approach in Grade 2 Mango at Pigdaulan Elementary School. The study determined the level of reading performance of the learners before and after the utilization of the intervention materials as the basis for a localized intervention plan. In this study, a descriptive research method was employed.  The pre-test results showed that participants were very proficient in letter level (70%), paragraph level (43.33%), and story reading (53.33%), while their proficiency in word level was evenly distributed among not proficient, proficient, and very proficient (33.33% each). However, they had low proficiency in reading comprehension (0%). Post-test results indicated improvements across all areas: letter level (99.33%) with very proficient, word level (46.67%) with very proficient, paragraph reading (76.67%), with very proficient, and story reading (76.67%) with very proficient, while reading comprehension is increasing to (6.67%) very proficient. Despite this, there was a noticeable improvement in overall reading performance after the intervention, affirming the effectiveness of contextualized intervention materials across various criteria, even though there was room for improvement in reading comprehension. The study acclaims the development of contextualized intervention material using the Marungko Approach, recognizing its substantial contribution to pupils’ reading progress.

Keywords: contextualized reading intervention materials, Marungko Approach, reading performance

DOI: http://doi.org/10.69651/PIJHSS0403435

Recommended citation:

Bongolo, R. A. A. (2025). Enhancing the pupils’ reading performance using the contextualized intervention materials. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 4682-4692. http://doi.org/10.69651/PIJHSS0403435

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