Lesson 3: Understanding AR Concepts, Processes, and

Models
ACTIVITY 1: Analyzing Components of Action Research. Choose one Action Research sample abstract and analyze the components
using the models of AR such as of DepEd, 2017; McNiff & Whitehead, 2006; and Nelson, 2014.

Model A- McNiff & Whitehead, 2006

Title and Author of the Research:

EFFECTIVENESS OF MARUNGKO AND FULLER APPROACH TO GRADE-V NON-READER PUPILS
OF TANZANG LUMA ELEMENTARY SCHOOL

Roqueline D. Berdera

Mariejade D. Accad

Marissa D.O. Agco

Key Components Entry from your sample Action Research

Observe Effectiveness of Fuller and Marungko Approach to the reading literacy of

Non-readers of Tanzang Luma Elementary School

Reflect The researchers/authors are proving that Fuller and Marungko Approach can
develop the reading skill of non-reader pupils.

Plan Every weekday, pupils were given at least 15-20 minutes of

their reading remediation using the two Approaches.
DISSEMINATION AND ADVOCACY PLANS
School-Based Implementation School-Based Activities
LAC-Session The researchers will conduct a LAC
session in preparation and planning of the implementation of the
Marungko as a tool in the Reading Remediation.
First Quarter Implementation (June-August)
Implementation of the Marungko as a tool of Remedial Reading
Second Quarter (August-October)
Continuous remediation/Intervention
Assessment Feed backing
LAC-Session One of the best Practices of the school.
Planning for a continues and better implementation of the program
Act Every weekday, pupils were given at least 15-20 minutes of
their reading remediation using the two Approaches.

Evaluate Table 1.1 Shows that 3 of the Respondents are Non-Readers who got 0% in
their comprehension and very low percentage in their Word Recognition. Two
out of five fall under Frustration, who both got 60% of their comprehension
and between 63%-75% in the Word Recognition.
Table 1.2 shows the pretest result of Fuller Approach. Three out of Five
Respondents belong to Non-Reader which obtains 0% Comprehension and
between 4%-7% in the Word Recognition. Two Respondents belong to
Frustration with 40% and 20% Comprehension respectively, and between
39%-47% Word Recognition.
Table 1.3 shows the Equal number of Respondents Reading level during the
 conduct of the Pretest. Three respondents fall under Non-Reader and 2 of
them belong to the Frustration level.
Table 1.4 shows the result of the posttest that contains 2 frustrated respondents
which obtains the range of 40%-54% in their Word Recognition and 71%-
86% in their Comprehension, 2 independent respondents which contains 87%-
96% in their Word Recognition and 86%-100% of their Comprehension.
Table 1.5 shows the result of the posttest of the Fuller Approach. Three of the
respondents were under Frustration, which contains the range of 22%-47% of
the Word Recognition, 57%-71% Comprehension and Two of them were still
in Non Reader pupils.
Table 1.6 shows that in the Marungko Approach there was an improvement of
the respondents’ reading ability with 2 independent readers, 2 frustrated and
1instructional. On the other hand, in Fuller Approach there was a minimal
improvement of the reading ability of the pupils. Three of the respondents
were Frustrated and 2 were still a Non-Reader.
Modify To consider the data gathered and analysis and its interpretation, the
researchers
therefore gave some recommendations as mentioned below.
1. The school must implement a Reading Remedial Session that utilizes the
Marungko Approach as a Standardized tool to Non-Reader pupils of Tanzang
Luma
Elementary School.
2. Consider the Marungko Approach as a tool for the Reading Remediation as
one
of the best practices in school and can be shared to the partner schools in
implementing the said practice.

Model B- Nelson, O., 2014

Title and Author of the Research:

Key Components Entry from your sample Action Research

Observe Effectiveness of Fuller and Marungko Approach to the reading literacy of

Non-readers of Tanzang Luma Elementary School

Reflect The researchers/authors are proving that Fuller and Marungko Approach can
develop the reading skill of non-reader pupils.

Plan Every weekday, pupils were given at least 15-20 minutes of

their reading remediation using the two Approaches.
DISSEMINATION AND ADVOCACY PLANS
School-Based Implementation School-Based Activities
LAC-Session The researchers will conduct a LAC
session in preparation and planning of the implementation of the
Marungko as a tool in the Reading Remediation.
First Quarter Implementation (June-August)
Implementation of the Marungko as a tool of Remedial Reading
Second Quarter (August-October)
Continuous remediation/Intervention
Assessment Feed backing
LAC-Session One of the best Practices of the school.
Planning for a continues and better implementation of the program
Act Every weekday, pupils were given at least 15-20 minutes of
their reading remediation using the two Approaches.
Model C- DepEd Model, 2017

Title and Author of the Research:

EFFECTIVENESS OF MARUNGKO AND FULLER APPROACH TO GRADE-V NON-READER PUPILS
OF TANZANG LUMA ELEMENTARY SCHOOL

Roqueline D. Berdera
Mariejade D. Accad
Marissa D.O. Agco

Key Components Action Research Process

Context and Rationale The early identification of students who are at risk for future reading
failure is the key to appropriately placing them into interventions.
However, once these students are identified and placed in an
intervention setting, it is important for educators to know if the
selected method of remediation improves students’ reading
comprehension, fluency and overall reading ability.
Essentially, teachers believe that the most effective way to address the
needs of at risk readers is ability grouping, as employed in this
specific intervention. In fact (ELLN) Early Language Literacy and
Numeracy is strictly implemented in each division to ensure that
learners from Kinder to grade three can fully acquire the
reading ability. Most teachers believe in early identification and
remediation of students having difficulty with reading and
remediation of struggling readers through Fuller or Marungko
Approach. The Marungko Approach is the method used is called
"phono syllabic". It emphasizes the teaching of correct single sounds
and the handling of these sounds into syllables or words; rather than
the teaching of the alphabet (abakada). The names of the letters of the
alphabet are not taught until all the sounds have been
mastered in association with their form. On the other hand, the Fuller
approach is a combination of the alphabet, phonics and whole
methods of teaching word recognition. The technique requires that the
beginning reader should have first the ff: Mastery of the names and
shapes of the letters of the alphabet. Adequate
vocabulary so that the words used in the Fuller lessons will have
meaning for the reader. The examples given should start with a single
consonant. Developing Childs’ Reading Readiness is the major
emphasis of early elementary classroom instruction. When students
fail to develop effective reading strategies, classroom teachers seek
effective interventions to improve a student’s
ability to read. Research conducted by Bufalino and Wang (2010)
suggests that effective remedial instruction occurs in a homogeneous
small group or in a one-onone setting. To say that one instructional
method provides a perfect fit for students requiring remedial
instruction would be deceptive, as individuals in the SRA Reading
Mastery and Guided Reading research groups made gains in reading.
In a perfect world, no child would require remedial reading
instruction. However, as educators there is a need to consider those
students who require additional support and instruction in learning the
skills necessary to read. Existing research examining a variety of
remedial reading methods available to teachers tends to focus on the
progress of students receiving remediation in reading in addition to
classroom instruction, compared with peers receiving classroom
instruction without additional support. However, few studies compare
groups of students receiving different reading remediation methods in
addition to classroom instruction. Consequently, this research may
provide insight and direction for teachers looking for a remedial
reading program that may be offered in addition to regular classroom

Action Research Question
Proposed Innovation, Intervention,
Strategy
Action Research Methods
a. Participants/ other sources of
data
b. Data gathering methods
c. Data analysis plan
setting. The goal is to try to ensure a recommendation for a remedial
program is based on research evidence rather than assumptions.
This study is to determine the effectiveness of Marungko and Fuller
approach in
teaching reading to the Grade-V, Non-Reader pupils of Tanzang
Luma Elementary
School. It sought to answer the following questions:
1. What is the reading readiness level of the pupils prior to the use of
1.1 Marungko and 1.2 Fuller Approach?
2. What is the reading readiness level of the pupils after the conduct of
the 1.1 Marungko and 1.2 Fuller Approach?
3. What are the learning developments of the pupils after the conduct
of the said Approaches?
4. How significant are these differences in the reading Readiness level
before and after the conduct of the two Approaches?
5. What suggestions can further be suggested to reinforce the Reading
readiness of the said subject?
Thus every weekday, pupils were given at least 15-20 minutes of
their reading remediation using the two Approaches.
SCOPE AND LIMITATION
Participants in this study were the Non-Reader Grade V pupils under
the two sections (Peace and Hope) of Tanzang Luma Elementary
School, school year 2017-2018. Respondents were seen as at-risk
readers and had been identified as having difficulty acquiring reading
skills through the Phil-Iri Assessment. The researchers
come-up with two groups of Non-Reader pupils that will undergo a
three-week rigid remediation using the two varied reading
interventions; Marungko and Fuller Approach. Each Group of the
pupils will have a different intervention within the span of
remediation.
RESEARCH METHODOLOGY
The researchers made use of the purposive experimental method of
research to identify the effectiveness of a reading approach of a
Grade-V Non-Reader pupils of Tanzang Luma Elementary School
with reference to three dimension levels in reading namely; literal,
evaluation and application. Hence, this research helped the
researchers to identify what approach will be used as a best
intervention for the NonReader pupils of the said school. The
researchers used the Quasi-experimental design since the study was
entitled the effectiveness of Marungko and Fuller Approach to the
Grade- V Non-Reader pupils.
DATA SAMPLING
The researchers made use of the Grade-V Non-Reader pupils of
TLES. The purposive experimental sampling is done through the
advisers’ assessment of the pupils in the recent Philippine Informal
Reading Inventory of the school. The researchers use the First group
as an Experimental Method that consists of 4 boys Non-Reader pupils
and 1 girl Non-Reader. While the Control group also consists of
4 boys Non-Reader pupils and 1 girl Non-Reader pupil. All of them
were from the two sections of the Grade-level of Tanzang Luma
Elementary School.
DATA COLLECTION
After the approved permit from the schools’ principal, the researchers
proceed to the conduct of the study that started from the pretest and
followed by the three weeks remediation of the two groups namely;
the experimental and control group through the use of Marungko and
Fuller Approach , afterwards the Posttest was given to the
respondents. To determine the effects of the Marungko and Fuller
Approach to the Grade-V NonReader pupils the data were gathered,
organized, tallied, and tabulated.

Action Research Work plan
The data from the pretest and posttest were treated using the following
statistical treatment.
To find out if there was a significant difference in the performance of
the students in the two groups, the researchers use the following data:
Word Recognition:
WR= M/Nx100=% of Miscues
% of correct= 100% - % of Miscues
Where:
M= Miscues
N= number of words
WR= Word Recognition
Comprehension:
C= NCA/ NWx100%
Where:
NCA= Number of Correct Answers
NW= Number of Words in the passage
C= Comprehension
Every weekday, pupils were given at least 15-20 minutes of
their reading remediation using the two Approaches.
DISSEMINATION AND ADVOCACY PLANS
School-Based Implementation School-Based Activities
LAC-Session The researchers will conduct a LAC
session in preparation and planning of the implementation of the
Marungko as a tool in the Reading Remediation.
First Quarter Implementation (June-August)
Implementation of the Marungko as a tool of Remedial Reading
Second Quarter (August-October)
Continuous remediation/Intervention
Assessment Feed backing
LAC-Session One of the best Practices of the school.
Planning for a continues and better implementation of the program

Cost Estimate FINANCIAL REPORT

Plan for Dissemination and Utilization
No. Description of Particulars Unit Price Total Price
1 2 pcs. Hard Bound Bookbinding P 200.00 per
Hard Bound
P 400.00
2 Food /Token for the Statistician P 500.00 P 500.00
4 Printing of Documents, Supplies, and
Instructional Materials
P 5000.00 P 5000.00
5 Transportation P 1000.00 P 1000.00
GRAND TOTAL COST P 6,900.00
LAC Sessions

References (Eurydice Network, 2011)

Bufalino and Wang (2010), Reading Recovery Interventions
Chall, Stages of Reading Development

Reflective Questions:
1. How will you describe the process of Action Research?
 It is not simple, it needs a systematic way of planning and conducting.

2. What are some models of Action Research? How do they differ from each other?
 Mcniff and Whitehead Model – it has 5 discipline and systematic steps in research cycle known as “action-
reflection”
  DepEd Action Research - a process of systematic, reflective inquiry to improve educational practices or resolve
problems in any operating unit

3. As a future teacher, is conducting AR worth doing? How can AR be useful for classroom teachers?
 Yes, because it shows a solution on different classroom setting problems. It is useful for classroom teachers because
you can learn how to improve your practice as a teacher in terms of teaching methodologies.