Pupil Level Research Articles

Health-promoting school. Mediation effects on health behaviors and the socio-economic level of pupils

Abstract Pupils health indicators and behaviors are marked by social and territorial inequalities which develop early (DREES, 2015, 2019). In order to combat these inequalities and improve the health behaviors and well-being of pupils, the “health-promoting school” approach is recognized as convincing. It is endorsed by the World Health Organization (Langford, 2015; WHO, 2021). The health policy currently implemented in French schools is convergent (MEN, 2018, 2021). In order to disseminate this policy, since 2019, the Alliance project has been implemented in 101 French schools (9 - 12 years old) and 97 municipalities in the AURA region. Each school and community are trained and supported to promote the development of professional practices and a health promotion project to improve the health behaviors of pupils. The question arises as to the extent to which the development of health-promoting teaching projects and practices participating in the strengthening of health protective factors - life skills and health literacy - of pupils would have a mediating effect from the point of view of socio-economic level and health behaviors of pupils? Each year, data are collected from pupils by questionnaire, mesuring their well-being, health habits, psychosocial competencies and their families’ socio-economic level. 11500 questionnaires collected during 3 years have been analyzed. Descriptive and bivariate analysis indicate sevreral improvements between years in their health habits like for example daily physical activities (6% for T0 and 16% for T2) or daily consumption of sweets (17% for T0 and 13% for T2). They confirm negative influence of risk factors as low socio-economic level on health habits. But mediation analysis show that psychosocial competencies, especially emotionnal and social competencies, mediate significatively this influence (mediation effect range from 5% to 21%). Key messages • The health indicators and behaviors of young people are marked very early on by social and territorial health inequalities. • Health-promoting school approach and particularly – life skills and health literacy – would have a mediation effect on health behaviors and the socio-economic level of students.

Impacts of the Mindset Teams Programme on Teacher Outcomes and Pupil Educational Attainment: Secondary Data Analysis

We evaluated the impact of a growth mindset intervention on pre-specified teacher outcomes and pupil academic attainment and attendance. Delivered over 12 months, the Mindset Teams intervention provides teachers with formal and self-directed online learning, and an opportunity to implement evidence-based growth mindset practice in the classroom setting. The intervention aims to influence teacher practices to improve pupil resilience for learning and bring about positive impacts on pupil attainment and health outcomes. Impacts on teachers were explored through pre- and post-intervention survey data (570 and 301 respectively). Pupil attainment and attendance data from 1220 schools, 72 of which received the intervention, across years 2017–2021 (minus 2020), were analyzed using weighted mixed effects models, using a Difference-in-differences framework. Bayes factors were calculated as a measure of strength of evidence. Results suggest positive impacts of the intervention on teacher outcomes and indicate a moderate effect (+3% (95%CI +1%, +6%)) of programme delivery on writing attainment, but no evidence of effect for other outcomes. Findings highlight important issues for further research, specifically the need to explore programme impacts using pupil or classroom level data.

Behaviour change intervention (education and text) to prevent dental caries in secondary school pupils: BRIGHT RCT, process and economic evaluation.

The presence of dental caries impacts on children's daily lives, particularly among those living in deprived areas. There are successful interventions across the United Kingdom for young children based on toothbrushing with fluoride toothpaste. However, evidence is lacking for oral health improvement programmes in secondary-school pupils to reduce dental caries and its sequelae. To determine the clinical and cost effectiveness of a behaviour change intervention promoting toothbrushing for preventing dental caries in secondary-school pupils. A multicentre, school-based, assessor-blinded, two-arm cluster randomised controlled trial with an internal pilot and embedded health economic and process evaluations. Secondary schools in Scotland, England and Wales with above-average proportion of pupils eligible for free school meals. Randomisation occurred within schools (year-group level), using block randomisation stratified by school. Pupils aged 11-13 years at recruitment, who have their own mobile telephone. Two-component intervention based on behaviour change theory: (1) 50-minute lesson delivered by teachers, and (2) twice-daily text messages to pupils' mobile phones about toothbrushing, compared with routine education. Primary outcome: presence of at least one treated or untreated carious lesion using DICDAS4-6MFT (Decayed, Missing and Filled Teeth) in any permanent tooth, measured at pupil level at 2.5 years. Secondary outcomes included: number of DICDAS4-6MFT; presence and number of DICDAS1-6MFT; plaque; bleeding; twice-daily toothbrushing; health-related quality of life (Child Health Utility 9D); and oral health-related quality of life (Caries Impacts and Experiences Questionnaire for Children). Four thousand six hundred and eighty pupils (intervention, n = 2262; control, n = 2418) from 42 schools were randomised. The primary analysis on 2383 pupils (50.9%; intervention 1153, 51.0%; control 1230, 50.9%) with valid data at baseline and 2.5 years found 44.6% in the intervention group and 43.0% in control had obvious decay experience in at least one permanent tooth. There was no evidence of a difference (odds ratio 1.04, 95% confidence interval 0.85 to 1.26, p = 0.72) and no statistically significant differences in secondary outcomes except for twice-daily toothbrushing at 6 months (odds ratio 1.30, 95% confidence interval 1.03 to 1.63, p = 0.03) and gingival bleeding score (borderline) at 2.5 years (geometric mean difference 0.92, 95% confidence interval 0.85 to 1.00, p = 0.05). The intervention had higher incremental mean costs (£1.02, 95% confidence interval -1.29 to 3.23) and lower incremental mean quality-adjusted life-years (-0.003, 95% confidence interval -0.009 to 0.002). The probability of the intervention being cost-effective was 7% at 2.5 years. However, in two subgroups, pilot trial schools and schools with higher proportions of pupils eligible for free school meals, there was an 84% and 60% chance of cost effectiveness, respectively, although their incremental costs and quality-adjusted life-years remained small and not statistically significant. The process evaluation revealed that the intervention was generally acceptable, although the implementation of text messages proved challenging. The COVID-19 pandemic hampered data collection. High rates of missing economic data mean findings should be interpreted with caution. Engagement with the intervention and evidence of 6-month change in toothbrushing behaviour was positive but did not translate into a reduction of caries. Future work should include work with secondary-school pupils to develop an understanding of the determinants of oral health behaviours, including toothbrushing and sugar consumption, particularly according to free school meal eligibility. This trial is registered as ISRCTN12139369. This award was funded by the National Institute for Health and Care Research (NIHR) Health Technology Assessment programme (NIHR award ref: 15/166/08) and is published in full in Health Technology Assessment; Vol. 28, No. 52. See the NIHR Funding and Awards website for further award information.

School Security and Academic Self-Concept Among Pupils in Primary Schools in Informal Settlements in Kibra Sub-County, Nairobi County, Kenya

This study purposed to investigate the influence of school security on the academic self-concept of pupils in primary schools in informal settlements in Kibra Sub-County, Nairobi County, Kenya. The social cognitive theory guided this research. The study employed a survey research design. The target population comprised 138 head teachers, 203 teacher counsellors, and 9536 learners in Class VII, totaling 9877 respondents, from which a sample of 385 respondents was determined using Yamane’s formula. Questionnaires were used to collect data from learners in Class VII, as were interview guides for head teachers and teacher-counsellors. Piloting was conducted among 38 respondents from primary schools in informal settlements in Kibra sub-county to establish validity and reliability. The opinions of educational psychology professionals were used to confirm the study's validity. The split-half method was used to calculate reliability, and the reliability coefficient (r = 0.728; p<0.05) at the 0.05 level of significance revealed a high degree of internal dependability. The tests were carried out at a 0.05 level of significance. Test of the null hypothesis indicated that there was a significant statistical relationship between school security and academic self at r=0.668, p=0.001<0.05. The study concluded that levels of pupils’ academic self-concept in primary schools in informal settlements can be enhanced through provision of adequate school security. The study recommended that the Ministry of Education should ensure that primary schools have security guards and fences and should comply with standards for child-friendly school environment. The main beneficiaries of this study will be learners in the primary schools in the informal settlements when the policy makers improve the school environment hence their academic self-concept will be enhanced.

RELATIONSHIP BETWEEN PARENTS’ LEVEL OF EDUCATION AND PUPIL’S ACADEMIC PERFORMANCE IN SELECTED PRIMARY SCHOOLS IN KAYUNGA DISTRICT. A CROSS SECTIONAL-STUDY.

Background Academic performance among pupils is influenced by numerous factors. Yet, excelling in academics is important in ensuring pupils not only pass exams but also lead rewarding lives. This study sought to determine the relationship between the parent’s level of education and pupils’ academic performance in primary schools. Methodology A mixed-method research approach was used in this study to generate data from 453 respondents drawn from eight primary schools in the Kayunga district. Using questionnaires and interview guides, data was collected from pupils, teachers, head teachers, parents, and the Area Education Officer. Results The correlation findings indicated a positive relationship between parents’ level of education and pupils’ academic performance (r = 0.297**, p =, 0.000) thus there was a positive relationship between parents’ level of education and pupils’ academic performance in Kayunga District. Conclusion There is a significant positive relationship between parents’ level of education and pupils’ academic performance. Attributed to parents checking books and homework of their children, assisting pupils in doing their homework, and assigning minimal domestic work to pupils at home to allow them to revise. Some of the parents visit schools to follow up on the academic progress of their pupils. Recommendation The study strongly recommends that parents should be made aware of the importance of the home environment in their children's academic performance. Teachers, educationists, and leaders should create awareness among parents of the importance of the home environment in improving the academic performance of pupils.

Self-Esteem and the Level of Pupils’ Educational and Professional Aspirations

Self-Esteem and the Level of Pupils’ Educational and Professional Aspirations

Parental Support and Pupils’ Observed Values

Parental support helps in developing children's observed values, moral guidance, social behaviors, and general character development. This study was undertaken to determine the level of parental support to pupils’ classroom performance in terms of attendance, behavior, and reading; to determine the level of pupils’ observed values in terms of makatao, maka-Diyos, makakalikasan, at makabansa; and find the significant relationship between the levels of parental support to pupils’ observed values. The study was conducted in three schools of Alubijid West District, Division of Misamis Oriental with one hundred thirty-seven (137) Grade 5 pupils as actual respondents selected through purposive universal sampling. The study used a descriptive correlational research design with documentary analysis which incorporated a quantitative approach in gathering numerical data through a questionnaire. It also used Mean and Standard Deviation and Pearson Product-Moment Correlation Coefficient (r). Results showed that in the level of parental support to pupil’s classroom performance, Behavior got the highest at Very High Support Level. On the level of pupils’ observed values, Makabansa got the highest at Always Observed Level. Moderate positive correlation between the two variables was evident and it shows that there was a significant relationship between the level of parental support in terms of attendance, behavior, and reading to pupils’ observed values. Thus, parental support to pupils’ classroom performance is essential not only for increased academic performance but more importantly the improved core values which are necessary for the holistic development of a child. It is recommended that parents may support their children's classroom performance by creating regular study time at home and maintaining open communication with children and with their teachers.

Parenting Styles and Pupils’ Morals in Upper Primary Schools of Kabula County, Lyantonde District

The purpose of the study was to examine the relationship between parenting style and pupils’ morals in upper primary schools of Kabula County, Lyantonde District. Specifically, to examine the effects of single parenting style on pupils’ morals in upper primary schools; to assess the influence of co-operating style on pupils’ morals in upper primary schools and to establish the effect of co-opted parenting style on pupils’ morals in upper primary schools of Kabula County, Lyantonde District. A cross-sectional design was employed using both quantitative and qualitative approaches to allow triangulation. Both simple random sampling and purposive sampling techniques were applied to select respondents. Data was analysed with descriptive, inferential statistical techniques and thematic analysis. Descriptive statistics involved the use of frequencies and mean while inferential statistics included Pearson correlation and multiple regression analysis. It was revealed and concluded that there is a significant positive correlation coefficient between single parenting style and the level of pupils' moral development in upper primary schools. It was concluded that there is a significant positive correlation between co-parenting style and pupils' moral development in upper primary school education. It was further indicated a statistically significant positive correlation between co-opted parenting style and the level of pupils' morals in upper primary schools. It was recommended to organize parenting workshops in Lyantonde district to educate single parents, co-parents, and co-opted parents about effective parenting styles which would provide information on positive parenting practices that contribute to the moral development of children. It was also recommended to establish parenting support groups where parents can share experiences, challenges, and successes related to their parenting styles. It was recommended that the promotion of increased parental involvement in schools fosters collaboration between parents and educators

Pupils Attitude and Performance In English

Pupil’s attitude towards learning English is evident in everyday teaching –learning process that may affect its academic performance specifically in English. This study sought to determine the level of pupil’s attitude in terms of affective, behavioral and cognitive dimensions, the level of pupil’s performance in English and the significant relationship between the pupil’s attitude and performance in English among the three (3) schools of Talisayan District, Division of Misamis Oriental during the Second Quarter of the School Year 2023-2024. There was a total of one hundred thirteen (113) Grade 4 and 5 pupils’ respondents through total enumeration sampling method. This study utilized a researcher-made survey questionnaire. Descriptive statistics such as Mean, Standard Deviation, and Pearson Product Moment Correlation Coefficient (r) were used. Results showed that the Cognitive Attitudes received the highest average rating, while affective attitudes got the lowest. There was no substantial correlation between pupils' attitudes about the English language and their performance in language. As a result, pupils should focus on studying difficult English subjects.

The Effectiveness of 'Program Intervensi 2M' in Helping to Improve the Minimum Mastery Level of Primary School Pupils

The Effectiveness of 'Program Intervensi 2M' in Helping to Improve the Minimum Mastery Level of Primary School Pupils

School Climate and Pupils’ Progress

The school climate shapes the day-to-day learning experiences of the pupils, which influences their motivation, engagement, and academic achievement. This study sought to determine the parents’ perception of school climate, the level of pupils’ progress, and the significant relationship between the school climate and pupils’ progress among the six (6) schools of Talisayan District, Division of Misamis Oriental, during the Second Quarter of the School Year 2023-2024. There was a total of one hundred twelve (112) Grade 2 parents’ respondents through stratified random sampling method. This study utilized an adapted and modified survey questionnaire developed by Karen Parker Thompson, coordinator of family involvement and community resources for the Alexandria City Public Schools. It employed the mean, standard deviation, and Pearson Product Moment Correlation Coefficient (r) to ascertain the significant relationship between parents’ perception of school climate and pupils’ progress. The study found that the respondents have a Very High perception of the school climate, specifically the caring learning environment. Almost half of the respondents have an Outstanding rating. A significant strong positive correlation exists between the school climate and pupils’ progress, thus rejecting the null hypothesis and that the school climate fosters a caring learning environment. It is therefore recommended to create a school environment that is conducive, safe, and supportive to pupils’ learning and academic growth. Meanwhile, it is believed that parents agree with enhancing the effectiveness of problemsolving strategies in school.

Determinants Affecting the Reading Proficiency Among the Primary Pupils in Relation to Academic Performance: Basis for an Enhanced Reading Program

Reading is an extremely complex process that no one can explain satisfactorily. Those who are interested in reading have their fundamentally diverse views, which result from two different schools of psychology: behaviorism and cognitivism. This study aims to find out the determinants affecting the reading levels of the Grades 1, 2 and 3 learners of Cluster 3 as basis for a reading intervention. This study will use a Descriptive Statistic Design, a type of method that is basically used to calculate, describe, and summarize collected research data in a logical, meaningful, and efficient way (Vetter, 2017). The respondents of this study were Grades 1, 2, and 3, which was conducted in Cluster 3, District 2 of the Division of San Carlos, Negros Occidental. On the other hand, three hundred twelve (312) sampled pupils became the respondents. The actual samples for every school were determined using purposive sampling employing an odd-even number scheme. The findings suggest that there is a significant relationship between the factors affecting the reading level of pupils and their academic performance. The results present a comprehensive picture of the student demographic, showcasing diversity in age, gender, and socio-economic backgrounds. While learning strategies and motivation are positively regarded, there is a potential need for more emphasis on school instruction and family support to improve students' reading proficiency.

Pupils’ Study Habits and Academic Performance

Reading, taking notes, and holding study sessions are all examples of routine, habitual study behaviors that pupils engage in to fulfill the learning objective. This study was conducted to the two hundred-five (n=205) grade 6 pupils at Malitbog 1 District, Division of Bukidnon, School Year 2022-2023. It attempted to answer the level of pupils’ study habits and academic performance and determine the significant relationship between the study habits and academic performance. The study utilized the descriptive-correlational research design with documentary analysis and used an adapted and modified questionnaire to gather the necessary data to answer the specific questions of the study. Purposive sampling was employed to determine the respondents. Mean, Standard Deviation, Frequency, Percentage and Pearson Product Moment Correlation Coefficient or Pearson r were used as statistical tools. Results revealed that pupils’ overall level of study habits was high while their overall academic performance was at very satisfactory level. Significant correlation was registered between pupils’ study habits and their academic performance. Thus, teachers, parents and stakeholders may collaborate with each other to create and conduct activities that will continue to enhance and improve the pupils study habits to improve their academic performance.

A Nonrandomized Pilot Implementation Trial of the CLASS PAL (Physically Active Learning) Project

ABSTRACT Purpose To determine the a) implementation of CLASS PAL (Physically Active Learning), b) implementation process of CLASS PAL, and c) influence of the inner setting (i.e., school) and individuals (teachers and pupils) on the implementation of CLASS PAL. Methods CLASS PAL is a co-produced movement integration (MI) intervention that includes a professional development workshop for teachers and bespoke teaching resources. This study was a nonrandomized pragmatic pilot implementation trial using a mixed-methods design. Ten year-5 teachers and 232 pupils from seven state-funded UK primary schools participated. Data were collected over one academic year via mixed methods at multiple levels (school and individual) and timepoints. All qualitative data were analyzed using a priori thematic analyses, and quantitative data were summarized using descriptive statistics. Results Implementation: Teacher-reported MI activities were delivered on average 2 d·wk−1 (and once per day). The most frequently delivered activities were movement breaks (2.8 d·wk−1) and physically active routines (2.4 d·wk−1), with the majority lasting <5 min. One hundred percent of attendees rated both the professional development workshop and practical content of the workshop as “quite useful/very useful;” however, the resources on the website were only utilized by 30% of teachers. Implementation process: Teachers primarily amended personal resources, with only 5% of deliveries supported by resources from the CLASS PAL website/workshop. Inner setting/individuals: Teachers reported barriers including classroom misbehavior, curriculum pressures, and access to resources. Facilitators to MI included the intervention workshop and senior school leadership support. Conclusion Teachers receiving a low touch professional development and resource program reported regular implementation of MI. A key implementation strategy was teacher-level decisions. In relation to the influence of the inner setting/individuals, a range of factors which operated at pupil, school, and teacher levels were identified. Further work is required to understand how best to support MI implementation.

Safety competence promotion in secondary education – A case of the Finnish NouHätä! Programme

The Nouhätä! safety education programme has been organised in secondary schools in Finland for over 25 years. However, to date, it has not been systematically evaluated. The purpose of this quantitative survey is to provide information about good practices, benefits and limitations of the NouHätä! Programme; this has been done by answering the research question what variables explain pupils' safety competence after participating in a NouHätä! safety education programme? The results show that the best learning outcomes in safety education are achieved when training is organised in collaboration with teachers and safety experts. Practical training also seems to have a significant impact on the safety competence of pupils. The results suggest that background variables like school success and the sources of safety knowledge affect the level of pupils' safety competence. The results of the study can be used to develop the programme and other safety education programmes for children and young people.

Towards more robust evaluation of policies and programmes in education: identifying challenges in evaluating DEIS and Reading Recovery

ABSTRACT In recent years, countries including the UK and USA have seen advancements in the use of Randomised Controlled Trials in education, progress that has not been mirrored in Ireland. Ireland does not have a strong tradition of using experimental or quasi-experimental evaluation designs for monitoring and evaluation of education policy despite well-articulated commitments to the latter activities. An example is the evaluation of the Delivering Equality of Opportunity in Schools (DEIS) programme where little is known about the causal impact of DEIS on student outcomes, despite considerable State investment over almost 20 years. There appears to have been comparatively little critical review of the literacy and numeracy programmes offered to DEIS schools, with those included at the outset largely still on offer. Here, we draw on the wider literature on the evaluation of complex interventions and consider what lessons may be learned for Ireland, illustrating challenges and opportunities by focusing on DEIS and Reading Recovery (a literacy support programme widely used in DEIS schools). We advocate for greater use of experimental designs where feasible and appropriate; further gathering of comparable measures of achievement at pupil level to facilitate monitoring; and detailed consideration of quasi-experimental methods that can support causal conclusions.

Anxiety-provoking factors in consecutive interpreting: a qualitative study of Iranian student interpreter trainees

Given the inherent association of interpreting with feelings of anxiousness, the subject of interpreting poses a formidable challenge for students in this field. A large number of prospective interpreters assert that they are unable to complete the assignment to a satisfactory level because they are unable to get past their fear. The harmful effect of anxiety on the interpreting performance of student trainees could result in failure and fully inhibit their accomplishment. Despite the growing recognition of anxiety as a significant challenge in interpreting education, there is a lack of comprehensive studies investigating the specific factors contributing to anxiety in consecutive interpreting and effective strategies for its reduction. To address this issue and in order to identify the factors contributing to trainees’ anxiety and those that might help to reduce consecutive interpreting (CI) anxiety, thirty students were chosen to participate in semi-structured interviews. Different factors exerting an effect on the anxiety levels of Iranian CI pupils were identified through qualitative research. These factors were categorized into six groups, i.e., individual, input (language-related factors, speaker-related factors), note- taking (inappropriate note-taking skill, lack of creativity in taking notes), environmental (noise and distraction, peer-related factors), output (meaning transfer, delivery), and teacher-related (testing, teachers’ behavior). Moreover, the study found that factors to reduce anxiety in consecutive interpreting could be classified as teacher-related and trainee-related factors each with additional sub-factors.

An Investigation of the Cross-Language Transfer of Reading Skills: Evidence from a Study in Nigerian Government Primary Schools

This paper investigates the linguistic interdependence of Grade 3 children studying in government primary schools in northern Nigeria who are learning to read in Hausa (L1) and English (L2) simultaneously. There are few studies in the African context that consider linguistic interdependence and the bidirectional influences of literacy skills in multilingual contexts. A total of 2328 Grade 3 children were tested on their Hausa and English letter sound knowledge (phonemes) and reading decoding skills (word) after participating in a two-year English structured reading intervention programme as part of their school day. In Grade 4, these children will become English immersion learners, with English becoming the medium of instruction. Carrying out bivariate correlations, we find a large and strongly positively significant correlation between L1 and L2 test scores. Concerning bidirectionality, a feedback path model illustrates that the L1 word score predicts the L2 word score and vice versa. Multi-level modelling is then used to consider the variation in test scores. Almost two thirds of the variation in the word score is attributable to the pupil level and one third to the school level. The Hausa word score is significantly predicted through Hausa sound and English word score. English word score is significantly predicted through Hausa word and English sound score. The findings have implications for language policy and classroom instruction, showing the importance of cross-language transfer between reading skills. The overall results support bidirectionality and linguistic interdependence.

Pupils’ Attitude and English Performance in Primary Schools in Lwengo Sub-County, Lwengo District

This study aimed to examine the relationship between pupils' performance in English and their attitudes toward the subject in primary schools. The study had two main objectives: to identify the factors that influence English performance in Lwengo subcounty and to assess the level of pupils' attitudes towards English in the same subcounty. A descriptive survey research design was used, with a study population of 170 respondents and a sample size of 133 participants. The findings revealed that factors such as instructional materials, government policies, and teacher-related factors played a significant role in English performance. Additionally, the study found that positive attitudes towards English were associated with higher levels of performance. The government should prioritize the training of more teachers to accommodate the growing number of students in English classes. District education officers and school administrators should also arrange workshops and refresher courses to enhance teachers' skills in teaching the English language. Furthermore, the government should consider improving teachers' remuneration to ensure sufficient numbers of full-time teachers. Regular school inspections should be conducted to monitor teacher and student attendance. Finally, the school administration should organize debates, seminars, and presentations to enhance the communication skills and competencies of both students and teachers. Keywords: English language, government, absenteeism, pupils

Reading Performance of The Grade II Pupils in the Different Teaching Approaches

This study aimed determine the level of reading performance of 210 Grade 2 pupils of Sta. Cruz District, Division of Zambales using Marungko Reading Approach and Phonic Reading Approach.
 The researcher utilized a quantitative descriptive research design and comparative study which helped the researcher collect information that best describe the existing problem by asking respondents of their perceptions about the strategies of teachers in improving the reading preparedness of Grade 2 pupils during modular distance learning.
 The study revealed that the level of pupils’ reading performance using the Marungko Reading Approach was outstanding while excellent in the use of Phonic Reading Approach was excellent. The level of pupils’ reading difficulty using both the Marungko Reading Approach and the Phonic Reading Approach was very easy. The level of pupils’ reading performance using the Marungko Reading Approach and Phonic Reading Approach has no significant difference. The level of pupils’ reading performance using both the Marungko Reading Approach and the Phonic Reading Approach has significant relationship to their academic performance in English and Filipino.
 Based on the summary of the investigations conducted and the conclusions arrived at, Teachers use the Marungko Reading Approach and Phonic Reading Approach to improve the reading performance of pupils. Teachers should develop reading program and activities responsive to pupils who are facing difficulty in reading using the Marungko Reading Approach and Phonic Reading Approach. Teachers should seek support from stakeholders for the provision of reading materials appropriate to the garde of pupils. A follow up study may be conducted to validate the results of this research by extending the study in other schools or districts. Teachers should develop reading materials such as strategic intervention material appropriate to the level of pupils using the Marungko Reading Approach and Phonic Reading Approach.