Reading Comprehension and Mathematical Problem Solving Skills

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21 April 2016

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ABSTRACT

This study determined the relation between reading comprehension skills and mathematical problem-solving skills of fourth year high school students of Tagaytay City Science National High School. Specifically, the study aimed to: describe the profile of the students in terms of age, gender, birth order, parents’ educational attainment, parents’ occupation, and monthly family income; determine the level of reading comprehension skills of the students; determine the level of mathematical problem-solving skills of the students; determine the significant differences in the students’ reading comprehension skills when grouped according to age, gender, birth order, parents’ educational attainment, parents’ occupation, and monthly family income; determine the significant differences in the students’ mathematical problem-solving skills when grouped according to age, gender, birth order, parents’ educational attainment, parents’ occupation, and monthly family income; and determine the significant relationship between students’ reading comprehension skills and mathematical problem-solving skills. The descriptive-correlational research design was used in this study.

The respondents of the study were the 222 fourth year high school students under the general curriculum. In order to collect data and provide answers to the research hypotheses, Students’ Questionnaire, researcher-made test on mathematical problem solving, and Gates-MacGinitie Reading Test were used by the researcher in gathering data. For data analysis, the following statistical tools were used: frequency, percentage, mean, t-test, analysis of variance and Pearson Product-Moment Coefficient of Correlation. The significance of the differences and relationship were tested at 0.05 level. Based on the findings, the following conclusions were drawn: The fourth year high school students of Tagaytay City Science National High School are mostly of average age, their ages range from 15 – 16 years old. There are more female students than male students. A big percentage of the respondents are middle born. Majority of the respondents’ parents finish high school. Majority of the respondents’ fathers and mothers are unskilled workers. Most of the respondents’ family are low income earners, the monthly family income range from P 10,000 – P 19,999. The level of reading comprehension skill of the students is “good.”

The level of mathematical problem-solving skill of the students is “fair.” There are no significant differences in the students’ reading comprehension skills when grouped according to age, gender, birth order, parents’ educational attainment, and monthly family income. However, there is a significant difference between reading comprehension skills and fathers’ occupation but there is no significant difference between reading comprehension skills and mothers’ occupation. There are no significant differences in the students’ mathematical problem-solving skills when grouped according to age, gender, birth order, parents’ educational attainment, parents’ occupation, and monthly family income. Finally, there is a significant relationship between students’ reading comprehension skills and mathematical problem-solving skills. The following are hereby recommended by the researcher: Students should observe proper study habits. They should develop a study schedule to help them maximize their time for studying that could lead to improvement of their reading comprehension and mathematical problem solving skills. There is a need to assist students develop favorable attitude toward reading different reading materials that suit their interest and age. Students should constantly practice solving mathematical problems, for them to master and to improve their skill. English teachers should motivate students to engage in recreational reading to facilitate language learning.

They should help them develop the attitude of learning while enjoying. They should give quarterly reading reports using books, magazines, newspapers, and other reading materials that test their level of comprehension along literal, interpretative, and critical areas. These reports can be used to evaluate the progress of reading comprehension of the students. Likewise, mathematics teachers should provide students with proper motivation related to problem solving and create a positive learning environment to improve their performance. Further, mathematics teachers should introduce varied techniques and strategies in solving word problems. During classroom instruction, they should check the steps adapted by the students in solving mathematical problems to correct their mistakes in that instance and to enhance their performance in mathematics. Parents must see to it that their children observe proper study habits and if possible guide them in their homeworks and other class activities. They must advise and encourage their children to read different reading materials.

In addition, parents must understand that their children need to be guided most especially in their weaknesses in problem solving. The administrators should continuously train teachers in reading strategies to update them on the latest trends and issues so that they can use these in teaching students on how to read effectively and meaningfully. Similarly, the administrators should provide seminars and trainings about mathematical problem solving techniques to equip their teachers with new methods in problem solving, which they can later impart to their students in solving problems systematically and analytically. Moreover, school administrators should be supportive of their teachers to help them grow professionally.

They should encourage teachers to pursue graduate studies in English and mathematics. Finally, school administrators should exert efforts to conceptualize programs and activities on how reading can be involved in mathematics instruction. Curriculum makers should develop learning materials that will enhance the reading comprehension and mathematical problem solving skills of the students. They should also focus on improving the curriculum of English and mathematics. Lastly, future researchers may conduct studies of this nature to validate the results of the present study and to include other variables which were not investigated in this study such as attitude toward mathematics and English, study habits, and some teacher related factors.

MATEL, PABLO B., Reading Comprehension and Mathematical Problem-Solving Skills of Fourth Year High School Students of Tagaytay City Science National High School, SY 2013 – 2014. Master’s Thesis. Master of Arts in Education major in Mathematics Cavite State University, Indang, Cavite. Octber 2013. Adviser: Dr. Constancia G. Cueno.

"Reading Comprehension and Mathematical Problem Solving Skills" StudyScroll, 21 April 2016, https://studyscroll.com/reading-comprehension-and-mathematical-problem-solving-skills-essay

StudyScroll. (2016). Reading Comprehension and Mathematical Problem Solving Skills [Online]. Available at: https://studyscroll.com/reading-comprehension-and-mathematical-problem-solving-skills-essay [Accessed: 9 December, 2022]

"Reading Comprehension and Mathematical Problem Solving Skills" StudyScroll, Apr 21, 2016. Accessed Dec 9, 2022. https://studyscroll.com/reading-comprehension-and-mathematical-problem-solving-skills-essay

"Reading Comprehension and Mathematical Problem Solving Skills" StudyScroll, Apr 21, 2016. https://studyscroll.com/reading-comprehension-and-mathematical-problem-solving-skills-essay

"Reading Comprehension and Mathematical Problem Solving Skills" StudyScroll, 21-Apr-2016. [Online]. Available: https://studyscroll.com/reading-comprehension-and-mathematical-problem-solving-skills-essay. [Accessed: 9-Dec-2022]

StudyScroll. (2016). Reading Comprehension and Mathematical Problem Solving Skills. [Online]. Available at: https://studyscroll.com/reading-comprehension-and-mathematical-problem-solving-skills-essay [Accessed: 9-Dec-2022]

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