INVESTIGATING THE RELATIONSHIP OF READING COMPREHENSION ON THE SOLUTION PROCESSES OF MATHEMATICAL WORD PROBLEMS

Jeremias E. Obina, Rhoda Queenie S. Tecson, Gaddah Lea G. Kalis, Deo C. Bura-ay

Abstract


This study investigates the relationship between reading comprehension and the solution processes of mathematical word problems and the difference in the solution processes in solving mathematical word problems when grouped according to reading comprehension skills. A descriptive-correlational research design was utilized to explore this relationship, while causal-comparative analysis was employed to examine these differences. The study included one hundred seventy-nine (179) students from Grades 7 to 10 enrolled in a private institution for the school year 2023-2024. The findings revealed that junior high school students exhibited poor levels in their reading comprehension skills, and their solution processes in solving mathematical word problems were at a low level. The investigation showed no significant relationship between respondents’ reading comprehension skills and their ability to solve mathematical word problems, indicating a weak positive relationship. Moreover, the findings indicate that there is a significant difference between the respondents' solution processes in solving mathematical word problems when grouped according to frustration/poor, instructional, and independent. The poor level, representing the lowest proficiency in reading, exhibits higher performance in solving mathematical word problems compared to the instructional level, which is at a middle proficiency level. The independent level, representing the highest proficiency in reading, demonstrates the highest performance in solving mathematical word problems compared to the other two levels.

 

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reading comprehension, solution processes, mathematical word problems

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DOI: http://dx.doi.org/10.46827/ejes.v12i1.5776

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