Reading Comprehension and Mathematical P

ABSTRACT
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.
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.

Reading Comprehension and Mathematical P

Uploaded by

Copyright:

Available Formats

Reading Comprehension and Mathematical P

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Reading Comprehension and Mathematical P

Uploaded by

Copyright:

Available Formats

ABSTRACT

MATEL, PABLO B., READING COMPREHENSION AND MATHEMATICAL

students; determine the significant differences in the students’ reading comprehension

differences in the students’ mathematical problem-solving skills when grouped according

reading comprehension skills and mathematical problem-solving skills.

The descriptive-correlational research design was used in this study. The

Students’ Questionnaire, researcher-made test on mathematical problem solving, and

analysis of variance and Pearson Product-Moment Coefficient of Correlation. The

significance of the differences and relationship were tested at 0.05 level.

comprehension skill of the students is “good.” The level of mathematical problem-

parents’ educational attainment, and monthly family income. However, there is a

there is no significant difference between reading comprehension skills and mothers’

occupation. There are no significant differences in the students’ mathematical problem-

attainment, parents’ occupation, and monthly family income. Finally, there is a

significant relationship between students’ reading comprehension skills and mathematical

The following are hereby recommended by the researcher: Students should

comprehension and mathematical problem solving skills. There is a need to assist

students to engage in recreational reading to facilitate language learning. They should

solving and create a positive learning environment to improve their performance.

Further, mathematics teachers should introduce varied techniques and strategies in

guided most especially in their weaknesses in problem solving. The administrators

systematically and analytically. Moreover, school administrators should be supportive of

pursue graduate studies in English and mathematics. Finally, school administrators

involved in mathematics instruction. Curriculum makers should develop learning

and some teacher related factors.

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.