THESIS

Jesus Is Lord Colleges Foundation, Inc.
101 Bunlo, Bocaue, Bulacan

Senior High School Department
Chapter 1
The Problem and Its Background
Introduction
The students chose Science, Technology, Engineering, and Mathematics (STEM)
because of their interests on the subjects of mathematics and science (Wang, 2013) in which
the STEM students deal mostly with mathematical and scientific lessons (Gonzales & Kuenzi,
2012). Reading Comprehension (RC) is an ability of an individual to process text in order to
understand the meaning of the passage (Wenceslao, 2019). For it is a process of constructing
meaning from text by decoding and using background knowledge, critical thinking, active
reading, fluency and vocabulary to understand the writer’s message. Improving one’s mental
skill, development of logical analysis and creative thinking of the students are the goals of
enhancing upon answering math word problems (Marsh, 2018).
Even students who are very skilled in mathematics are also struggling in translating
mathematical meaning for its practical meaning. Because of that, students do not comprehend
well with the given problem because of misunderstanding to the given question. Difficulty in
solving math word problems became a common problem because it is caused by limited or
lack of vocabulary in mathematics and lack of technique in solving word problems
(Hewson,2011).
Özsoy et.al (2015) stated that they had an interview to a group of students, and they
checked the reading comprehension by answering the mathematical word problem and it
showed that the students struggled in answering the question. That is why the researcher of the
study correlated the two variables important to each other.
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A study of Imam stated that reading comprehension has no significant relationship on
solving mathematical problem. Also, there are no attributes for students to improve their
reading comprehension on mathematical word problem (Imam, 2016).
The study would like to determine if there is a relationship between the students
reading comprehension on Mathematical Problem-Solving Self-efficacy (MPSSE). Improving
their RC will help the student to gain knowledge about mathematical word problem.
Wenceslao (2019) stated that for a student to understand the problem is they should first know
the meaning of the words that they are reading.
Learning the relationship between reading comprehension and mathematical problem
solving self-efficacy helps teachers specifically math teachers if they need to change that way
they present their lessons when the questions being asked are related to reading
comprehension, this can also help the school in to inform how their students in STEM has
been affected by the level of their reading comprehension in solving mathematical problems.
Significance of the Study

The study focuses in the relationship between the students reading comprehension on
mathematical problem-solving self-efficacy. The result of the study has significant
contributions to the followings:
STEM Teachers
Having the results may be used to be a reference or validation on how they will
deliver their lessons to the STEM students concerning their ability to grasp the
learning and apply mathematical problem-solving self-efficacy.
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JILCF Institution
For the school to know what reading comprehension is and how it can help a
lot of their students to improve performance in mathematics.
Incoming Senior Highschool Students
For them to have a background knowledge about reading comprehension skills
and mathematical problem-solving self-efficacy and to use it as their reference for
future researches and for their future lessons on how they will cope up to understand it.
Future Researchers
They have the benefit of having a basis for their future research papers they can
use this paper for their future references to see the relationship between reading
comprehension and mathematical problem-solving self-efficacy.
Theoretical Framework
This study is theoretically anchored on a theory that the researchers gathered, which is
The Schema Theory.
Schema Theory was proposed in 1932 by a British psychologist Sir Frederic Bartlett.
Schema Theory is about how important prior knowledge is to comprehend the given text for
the students to understand the given passage or problem in any subjects in schools or even in
day to day life (Rumelhart, 2010). The fundamental principle of Schema Theory is that the
text will not give the reader the real meaning of the passage, thus, the text will only provide
directions for the readers on how they will understand the text from their own perspective and
previously acquired knowledge. In addition, Schema Theory is an interactive process with the
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reader’s background knowledge and the text. For the reader to answer the questions, the
reader should first learn how to comprehend the given texts. (Seymour, 2017).
In relation to the study, in order for the students of Science, Technology, Engineering,
and Mathematics (STEM) to understand and comprehend the given word problems, the
students will first need to have a prior knowledge about their vocabularies and how they will
read the text in order to comprehend it well. Also, with lack of reading comprehension comes
lack of understanding to the given word problems in mathematics (Eby, 2016).
Conceptual Framework
INDEPENDENT VARIABLE
Reading Comprehension DEPENDENT VARIABLE
- Background Knowledge CORRELATIONAL
- Vocabulary
ANALYSIS Mathematical Problem-
- Active Reading
- Critical Thinking
Solving Self-Efficacy
- Fluency
Figure 1: The Independent Variable (IV)-Dependent Variable

(DV) flow of the study.
The flow of the research study is to find the relationship between reading
comprehension and mathematical word problem-solving self-efficacy on the respondents of
JILCF STEM students which is shown on the paradigm above. Reading comprehension serves
as independent variable while Mathematical Problem-Solving Self-Efficacy is the dependent
variable, it has five factors which are Background Knowledge, Vocabulary, Active Reading,
Critical Thinking, and Fluency. In gathering data through survey, the respondents were given
two sets of questionnaires that would determine the level of their reading comprehension and
Mathematical Problem-Solving self-efficacy, and then correlates them with the results gained
from gathering the data. In analyzing the data, Pearson Correlation is used to interpret the data
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for correlating the variable, reading comprehension and mathematical word problem-solving
self-efficacy.
Statement of the Problem

The study would like to determine if there is a relationship between the students’
reading comprehension on problem-solving self-efficacy in Mathematics. The researchers aim
to answer the following questions:
1. What is the level of reading comprehension of STEM Students in terms of their:
1.1. Background Knowledge
1.2. Vocabulary
1.3. Active Reading
1.4. Critical Thinking
1.5. Fluency
2. What is the level of the students self-efficacy in solving mathematical problem?
3. Is there a relationship between reading comprehension and self-efficacy in solving
mathematical word problem?
Hypothesis of the Study
This study predicts that there is no significant relationship in reading comprehension
on the problem-solving self-efficacy in mathematics of the STEM students in Jesus Is Lord
Colleges Foundation Inc.
Definition of Terms
For better understanding of the study, the following terms are operationally defined:
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Background Knowledge. It is their prior knowledge, their previous knowledge about
a certain topic or a context, in which learned and gained through their experiences.
Correlation. A mutual relationship or connection between two or more things.
Fluency. The quality or condition of being fluent in reading.
JILCF. Jesus Is Lord Colleges Foundation, Inc., an institution on educating
individuals.
MPSSE. Mathematical Problem-Solving Self-Efficacy, the person’s belief and
confidence on their capabilities in solving mathematical problems.
RC. Reading Comprehension, is the ability to process text, understand its meaning,
and to integrate with what the reader already know.
STEM. Science Technology Engineering and Mathematics, a strand under Academic
Track of Senior Highschool Department that have specialized subject dealing in
mathematics and science.
Vocabulary. The literal meaning or the definition of term or words.
Word Problem. Is the mathematical exercise where significant background
information on the problem is presented as text rather than in mathematical notation.
Very Low (Beginning). It means that the respondent is not capable of doing it or not
willing to do it with all proficiency and understanding.
Very High (Advance). It means that the respondent is capable of doing it or willing to
do it with all proficiency and understanding.
Scope and Delimitation

The study aims to find the relationship of reading comprehension and problem-solving
self-efficacy in mathematics of STEM students of Jesus Is Lord Colleges Foundation Inc. The
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researchers gathered the data through the use of survey providing questionnaires handed to the
268 respondents, which is the sample size computed through Slovin’s formula of STEM
students. Implementing stratified random sampling for selecting samples in the population and
the research design of this study is a correlational study.
The study is delimited only for students taking the track of STEM in Jesus Is Lord
Colleges Foundation Inc. because of their study environment that deals with mathematics and
reading comprehension. Vocabulary, background knowledge, active reading, critical thinking
and fluency will be tested through the questionnaires of reading comprehension, while
problem-solving self-efficacy in mathematics will be tested with efficacy questions.
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Chapter 2
Review of Related Literature
This chapter holds the literatures and studies that are related and relevant to the
study being undertaken. To help elaborate and be familiar to the discourse of this study,
the researchers discussed in this chapter the different factors connected to the concept
of the study, namely, Reading Comprehension and Mathematical Problem-Solving Self-
Efficacy.
Reading Comprehension
According to the article of K12reader, Reading Comprehension is an important
act of reading, in order for the reader to understand fully the text, the reader will first
engage in a complex process wherein awareness and the ability to construct and
comprehend the meaning of the text takes place. One important part of reading
comprehension is for the reader to have background knowledge about vocabularies. If
the individual reads a text where they do not know the meaning of some words the
whole question or literary piece will not be understood.
In another article, (Kieth, 2009) stated that Reading Comprehension is a process
of constructing what the writer is trying to say to the readers. It is affected when the
reader has poorly developed skills and vocabularies for they will not have tools to take
advantage of the context clues given to the problem in order to understand the meaning
of the text.
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Lucy (2017) said that in order to comprehend a text it requires skills and
strategies to perceive what the text means. Lucy also added different factors of reading
comprehension, background knowledge, vocabulary, active reading, critical thinking and
fluency. Background knowledge plays an essential role in reading for the readers will
rely on their prior knowledge to link what they already know about the given problem or
statement, also, it includes both reader’s real-world experiences and literary knowledge.
Like background knowledge, vocabulary of a reader is also an important factor in order
to process the given texts and questions, because if a reader encounter unfamiliar words
it would cause them difficulties in processing the text (Moghadam, 2013).
Bailey (2019) stated that reading comprehension composed of 5 factors:
Background Knowledge, Vocabulary, Critical Thinking, Active Reading, and Fluency.
Moreover, background knowledge is the experience of the readers in their lives or what
their concept or idea about the statement is, including information they have learned
elsewhere. They use background knowledge in order to understand the text clear for
they internalize and imagine what the question or the story is trying to say to them.
Bailey also added that in vocabulary it is always important for their teachers to teach
words in order to understand the sentences.
In addition, Bailey added that in teaching math, prior knowledge of the students
plays a vital role for the students to understand the given problem, because if they do
not have enough background of the topics, they will have a difficult time on
understanding new mathematical concepts.
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According to the article of Carniege Mellon University, if students lack
background knowledge necessary to understand reading they may appear not to have
read carefully or at all. The students who lack background knowledge of any given topic
will have a hard time on coping up with the topic for they do not have the information
needed.
Susanto (2017), the author stated that vocabulary is often considered as a critical
aspect of reading comprehension because in order to understand a question, the reader
should first know the literal meaning of the words used in the statement.
Correlating to the other variable, Mathematical Problem-Solving, an article stated
that Reading Comprehension should be given priority in order to understand clearly the
problems of mathematics. Also, some of the students who lacks background knowledge
of the topics and lack of vocabulary about mathematics find a hard time of answering the
mathematical word problems given to them (Laurito P. et.al., 2016)
In an article of Czarnecki (2014) one of the factors of reading comprehension -
active reading is not just passively reading the text you were given, but you question the
validity of the text and also what the text is really talking about. In order to read actively,
the reader should read it passionately and with determination in order to understand
the text. Critical thinking is how a person thinks of ways on how to solve something or
how they think critically in a certain situation, critical thinkers are a careful goal-
directed thinker. They do not jump into conclusions without evaluating first the current
situation (Hitchcock , 2018).
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Fluent readers do not decode anymore the words that they read, fluency in
reading also means that the readers read it with the correct pronunciations and also
reading it fast and correctly. A fluent reader do multiple task while reading such as,
decoding the words, comprehending the information, and relating the information about
their background knowledge (Wolf & Cohen , 2009).
In Mathematics, students cannot just rely on computation skills and
understanding the concept of the topic. The ability to understand the reading also plays
an important role in determining the success of students in solving problems, especially
in a form of word problems (Sanhadi, 2017).
Also, Gooding (2009) in her study suggests that one of the difficulties of students
in solving word problem due to a lack of understanding of the students about the word
problem given. The same phenomenon has been investigated by Cruz and Lapinid
(2014) at the lower levels of education that suggested a link between reading
comprehension ability and ability to solve word problems.
Ramos et.al.,(2015) in the conclusion of their study about reading
comprehension and mathematical word problem, there are no significant relationship
between the two variables for the students in their area excelled in both questionnaires
they provided.
In addition to the study of Ramos, Ulu (2015) also concluded that the ability to
comprehend a text or a problem does not have any relationship in solving mathematical
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word problem. It was found on their study that mathematical strategy is more important
in order to answer the questions correctly.
Mathematical Problem-Solving Self-Efficacy
In defining the mathematical word problem-solving self-efficacy, according to
Gonsalves and Krawee (2014) that Mathematics require deep thinking in calculating
mathematical equations and that it requires specific procedural and conceptual
knowledge.
In this case, by analyzing the information given problem, maintain a mental
model of the problem based on its components and conclude what practical solution or
equation should be done is how would a student solve the problem. In addition, that the
student will also reason and check for its accuracy because of their right understanding
on the problem. They also stated (Zorfass, Gray & PowerUp, 2014) that a word problem
are just combinations of words and numbers. They also expressed that a proficient
student can conceptualize the problem, in reality, and look for entry points to its
solution. In contrast, they stated that an uncapable student in mathematics are unable to
think logically to find solutions to the given word problem.
With the given meaning of what mathematical word problem is, the students or
children tend to struggle with mathematical word problems that are stated in the study
of Gooding (2009) factors affected by their difficulties in extracting or decoding the
words used in the problem, cannot conceptualize or picturize the problem, unable to
perform well in converting word sentence into a number sentence or equations,
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difficulties in choosing what strategies to take due to numbers involved in problem that
affects, and last, cannot apply and conceptualize in real-life situations to seek solutions
for the problem. (Staple, 2018) They even intensify that decoding word problem into a
mathematical equation are hard to do. Another, as Mangulabnan (2019) stated that lack
comprehension is one of the difficulties of the students in solving mathematical word
problems. Also, their interpretation, visualizations and memorizations of facts and
formulas. Leading them to large room for errors.
Upon the issue encountered, in this article (Akins, 2019) showed on how they will
understand mathematical word problems by relating it to real-life situations, application
so conceptualization of the solution would be possible for the students.
Also, with critical thinking and reasoning, would gain deep understanding of
concepts and last to have socialization and interactions to others are the students’
benefits for solving mathematical word problems. Giving factors and skills that are
needed for solving mathematical problems, these are, concept and facts, skills, thinking
and reasoning, metacognition, attitudes and group work (Abdelkader,2009).
With this, the study used questionnaires that is related to the study of
Zimmermann, Bescherer and Spannagel (2009) that self-efficacy has a relationship in the
math performance of every respondents that also made them to conclude the higher the
person rates himself or herself on their belief and confidence in mathematics
performance, the better they perform in mathematics.
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Attitude and Thinking & Reasoning are one of the skills needed for
Mathematical Problem-Solving (Abdelkader, 2009). Addition, thinking & reasoning is
substituted to term proving that Tess India (2014) stated it is a perfect way to
understand mathematics. Heuristic Approach are the use to solve a mathematical
problem in discovery and which encourages their mathematical thoughts through
diagram, generalizing the problem and others (Hoon, Kee & Singh, 2013). Zimmerman,
Bescherer and Spannagel (2009) A study stated that self-efficacy or the confidence is
related to math and concluded that a person performs better on mathematical problem-
solving if that person has a high self-efficacy scale and make this as the basis for
determining the level of MPSSE.
Alcantara and Basca (2017) stated in their study that there is a correlation or
significant relationship between critical thinking and mathematical word problem-
solving. In addition, Laorenmurcia (2018) emphasizes the need of good reading
comprehension to be able to solve and understand math problems properly. Even
Laurito,Jr., Duallo and Pecajas (2016) stated in their study that there is a direct
proportion in reading comprehension and mathematical word problem-solving skills.
Wenceslao (2019) even stated that vocabulary plays vital role on problem solving
process.
However, there are studies that negates the above conclusions and one of them is
Imam, Masutra, and Jamil (2013) states that reading comprehension is not significantly
related to mathematical abilities of a students. Another, (Imam, 2016) said that drawing
conclusions, noting details and making inferences have been concluded that has no
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influences that may attribute the students to improve their comprehension on
Mathematics and even Science.
But as what Boonen, Jolles, Jelle, School and Menno (2016) recommended,
reading comprehension skills should be a priority during word problem-solving, in
reflection their gathered data that even the best problem solver students tend to have
lower score on a complex word problem rather than a non-complex one.
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Chapter 3
Methodology of the Study
Methods and Techniques Used
This research aimed to know if reading comprehension affects the mathematical
problem-solving skills of STEM students. The researchers use Correlational Study approach
under the quantitative research design which is a type of non-experimental research method,
in which a researcher measures two variables, understands and assess the statistical
relationship between them with no influence from any extraneous variable. According to
McCombes (2019), a correlational research design measures a relationship between two
variables without the researcher controlling either of them. The researchers picked this
research design in order to know if there is a relationship between reading comprehension and
mathematical problem-solving self-efficacy of Grade 11 and 12 STEM Students.
Respondents of the Study
The researchers gathered the data from the 268 respondents of Grade 11 and 12 STEM
students. In order for the researchers to get the sample size of the population, they had used
the margin of error of 0.05 to Slovin’s formula.
Stratified random sampling is a method in choosing respondents by dividing them into
smaller sub-groups known as strata. The strata are formed based on the respondents shared
attributes or characteristics. Wherein by dividing the population into strata the researchers can
now take a random sample from the strata. (Hayes, 2019). The researchers chose Grade 11
and 12 STEM students for they are also known for the topics related in Mathematics which
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contains word problem solving. The researchers gathered data in every sections of Grade 11
which are Sections A, B, C, D, E, F, G, H, and I while Grade 12 has sections A, B, C, D, E, F,
G, and H. each section has 16 chosen respondents.
Instruments of the Study
The researchers adapted and modified instruments from the study of
Zimmerman, M., Beschrer, C., and Spannagel, C. (2009), Smith (2008) and Wismath, Orr,
and Zhong (2014), Yuliani, Kusumah and Sumarmo (2019) and May (2009) for the
Mathematical Problem-Solving Self-efficacy while Wutthisingchai (2011), Organisation
for Economic Co-operation and Development (OECD, 2009), Palilonis and Butler (2015),
Sarigoz (2012) and mnsu.edu (n.d) for the Reading Comprehension. These instruments
will assess the level of mathematical problem-solving self-efficacy and the level of
reading comprehension to achieve the following data needed for this study. The
instruments are entitled as, Students Reading Comprehension Assessment and
Mathematical Problem-Solving Self-Efficacy Assessment.
The Students Reading Comprehension Assessment will determine the level of
reading comprehension of the respondents within the factors that are divided into five
as follows: Background Knowledge, Vocabulary, Active Reading, Critical Thinking and
Fluency with five statements each factor. Overall, the questionnaire consists of 25 items
that will determine the total reading comprehension of the respondents.
Upon answering the Students Reading Comprehension Assessment, they will be
guided as through the following:
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1 – Strongly Disagree
2 – Disagree
3 – Undecided
4 – Agree
5 – Strongly Agree
The data that was gathered that would be processed will be interpreted according
to the following criteria for both Student’s Reading Comprehension and Mathematical
Problem-Solving Self-Efficacy Assessment:
Very Low (Beginning) 1.00 – 1.80

Low (Developing) 1.81 – 2.60
Moderate (Approaching Proficiency) 2.61 – 3.40
High (Proficient) 3.41 – 4.20
Very High (Advanced) 4.21 – 5.00
Where the Mathematical Problem-Solving Self-Efficacy Assessment is composed of
24 questions determining their mathematical problem-solving self-efficacy.
While the respondents answer the Mathematical Problem-Solving Self-Efficacy
Assessment, they will be guided with the following criteria for rating their efficacy:
1-Strongly Disagree
2- Disagree
3- Undecided
4- Agree
5- Strongly Agree
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Data Gathering Procedure
The enumerated procedures are to be followed in gathering the data of this study. The
following are:
1. The researchers drafted a letter to be approved by their research teacher and the
principal. Thereafter, they will distribute the survey forms to the respondents which
are Grade 11 and 12 STEM students of Jesus Is Lord Colleges Foundation.
2. The respondents will be handed two questionnaires, one for testing the level of their
reading comprehension and the second questionnaire is to test their mathematical word
problem-solving self-efficacy.
3. The respondents was given no time limitations so they can answer the questionnaires
without any pressure in order to get the best result. The researchers will wait for them
to finish answering just in case there are questions regarding to the questionnaires.
Also, respondents can ask questions or concerns regarding the questionnaire given to
them.
4. The researchers distributed the questionnaires to STEM students in Jesus Is Lord
Colleges Foundation Inc. to scale the respondent’s level of reading comprehension and
mathematical word problem-solving self-efficacy.
5. Right after the respondents answer the questionnaires, the researchers will gather the
questionnaires and went to other STEM classrooms to hand the questionnaires.
6. This continued until 268 or more respondents have answered the questionnaires. The
researchers started to record and analyze the data that will be gathered in order to put it
in a numerical data and graphs.
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Data Processing and Statistical Treatment
This study used the following statistical treatment to process, analyze and tabulate the
data gathered, to determine the relationship between reading comprehension and
Mathematical problem-solving self-efficacy of STEM students in Jesus Is Lord Colleges
Foundation, Inc.
Mean
Mean gives important information about the data set at hand, and may be used
as a single number representing the whole data that can eliminate random errors from
the data (Siddharth, 2009). The researchers will use this to determine the average of
the reading comprehension and problem-solving self-efficacy of the students.
Standard Deviation
The standard deviation is defined as the measure of the spread of scores within
a set of data (Laerd Statistics, 2018). Using the standard deviation, we will be able to
determine if there will be a relationship between the sample and the sample mean of
the reading comprehension and problem-solving self-efficacy of the students.
Pearson Correlational Coefficient
It is a type of statistical analysis that is used to measure the degree of the
relationship between two sets of data. (Statistics Solutions, 2019). This will be used to
determine the relationship of the reading comprehension and problem-solving self-
efficacy of the students.
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Chapter 4
Presentation, Analysis and Interpretation of Data
In this chapter, the study uses its modified questionnaires: Student’s Reading
Comprehension Assessment (SRCA) and Mathematical Problem-Solving Self-Efficacy
Assessment (MPSSEA) in order to attain the results, interpretation and analysis of the data.
This chapter will be divided into three parts.
First, part one discusses the interpretation on what level of reading comprehension
does the students have. This includes the mean on each factor that is under reading
comprehension and the total mean of it.
Second, part two shows the analysis of what level of mathematical problem-solving
self-efficacy does the students have. The mean of mathematical problem-solving self-efficacy
of the respondents.
Third, part three presents the correlation between reading comprehension and
mathematical problem-solving self-efficacy of the respondents.
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Part I
Level of Reading Comprehension of the Respondents

This part shows the Reading Comprehension of the respondents through the following
factors: Background Knowledge, Vocabulary, Active Reading, Critical Thinking and Fluency.
Table 1
Level of the Reading Comprehension of the Respondents

Reading Mean Standard Verbal Interpretation
Comprehension Deviation
Background 3.45 0.90 High (Proficient)
Knowledge
Vocabulary 3.62 0.96 High (Proficient)
Active Reading 3.45 1.02 High (Proficient)
Critical Thinking 3.40 0.92Moderate (Approaching
Proficiency)
Fluency 3.26 1.09 Moderate (Approaching
Proficiency)
Weighted Mean 3.44 0.98 High (Proficient)
The table above presents the level of reading comprehension of the respondents, in
terms of its factors: background knowledge, vocabulary, active reading, critical thinking, and
fluency. Mostly, the respondents had a high (proficient) level of reading comprehension in the
following factors: background knowledge, vocabulary, active reading. And a moderate
(approaching proficiency) level of reading comprehension in the factors of critical thinking
and fluency. The weighted mean for these five factors leaded to 3.44 with a standard deviation
of 0.14 that shows the high accuracy of the respondents’ scores to the average. This says that
the respondents have a high (proficient) level of reading comprehension that signifies of great
interpretations in text and readings.
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Part II
Level of Mathematical Problem-Solving Self-Efficacy of the Respondents

This part reveals the mathematical problem-solving self-efficacy of the respondents
according to the gathered data.
Table 2
Level of the Mathematical Problem-Solving Self-Efficacy of the Respondents
Mathematical Problem- Mean Standard Verbal Interpretation

Solving Self-Efficacy Deviation
1. I enjoy solving problems in 3.24 1.17 Moderate
math. (Approaching Proficiency)
2. Problem solving in math is 2.85 1.00 Moderate
easy to me. (Approaching Proficiency)
3. When I get stuck on a problem, I try 3.46 1.00 High (Proficient)
to persevere to find the answer.
4. I am good at math. 3.00 1.01 Moderate
(Approaching Proficiency)
5. I am confident to give a correct 3.00 1.01 Moderate
answer during my mathematics (Approaching Proficiency)
class.
6. I am confident in estimating whether 2.81 0.99 Moderate
a 2.5-meter-long board can be
transported in a van.
7. I know that I can use a variety of 3.21 0.99 Moderate
problem using strategies. (Approaching Proficiency)
8. Writing about mathematics 3.38 1.02 Moderate
helps me understand a problem. (Approaching Proficiency)
9. Others can understand how I solve 3.25 1.02 Moderate
problems by reading my written
explanations.
10. It is important to write about math 3.50 1.00 High (Proficient)
problems.
11. I feel confident enough to ask 3.29 1.04 Moderate
questions in my mathematics class. (Approaching Proficiency)
12. I believe I can do well on a 3.34 0.99 Moderate
mathematics test. (Approaching Proficiency)
13. I believe I can complete all of the 3.34 1.01 Moderate
assignment in a mathematics course.
14. I believe I am the kind of 3.06 1.02 Moderate
person who is good at (Approaching Proficiency)
mathematics.
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15. I believe that I will be able to use 3.51 1.13 High (Proficient)
mathematics in my future career when
needed.
16. I believe I can understand the 3.35 1.05 Moderate
content in a mathematics course. (Approaching Proficiency)
17. I believe I can get an “A” 3.12 1.01 Moderate
when I am in a mathematics (Approaching Proficiency)
course.
18. I believe I can learn well in a 3.49 1.05 High (Proficient)
mathematics course.
19. I feel confident when 3.15 0.97 Moderate
taking a mathematics test. (Approaching Proficiency)
20. I believe I am a type of 3.28 0.98 Moderate
person who can do (Approaching Proficiency)
mathematics.
21. I feel that I will be able to do 3.28 1.05 Moderate
well in future mathematics course. (Approaching Proficiency)
22. I believe I can do the 3.26 1.07 Moderate
mathematics in a mathematics (Approaching Proficiency)
course.
23. I believe I can think like a 2.85 1.10 Moderate
mathematician. (Approaching Proficiency)
24. I feel confident when using 3.14 1.09 Moderate
mathematics outside of school. (Approaching Proficiency)
Weighted Mean 3.21 1.03 Moderate
Table 2 shows the result of the answered questionnaire for the level of mathematical
problem-solving self-efficacy of the respondents. The weighted mean for these 24 questions
led to 3.21 with a standard deviation of 1.03 depicts that the scores of the respondents are
moderately low in accuracy to the mean. This result tells us that the respondents have a
moderate (approaching proficiency) overall mathematical problem-solving self-efficacy. This
says that the respondents have a moderate (approaching proficiency) level of mathematical
problem-solving self-efficacy, which means that students are more capable and confident to
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solve mathematical word problem based from a study of Zimmermann, Bescherer, and
Spannagel, C. (2009).
Part III
Correlation between Reading Comprehension and
Mathematical Problem-Solving Self-Efficacy of the Respondents
This part presents the analysis of correlation of the respondents’ reading
comprehension and mathematical problem-solving self-efficacy. The data below shows
whether the given hypothesis is rejected or not.
Table 3
Relationship between Reading Comprehension and Mathematical Problem-Solving Self-
Efficacy
Variables Mean Standard Verbal
Deviation Interpretation
Reading Comprehension 3.44 0.98 High (Proficient)
Mathematical Problem-Solving Self- 3.21 1.03 Moderate
Efficacy (Approaching
Proficiency)
Correlation Coefficient r 0.378**
P-Value 0.000
Level of Significance 0.05
Decision Reject H0
Verbal Interpretation There is Significant Correlation
The table above shows the relationship between the two variables – Reading
Comprehension and Mathematical Problem-Solving Self-Efficacy.
The data gathered a Pearson correlation coefficient of 0.378l; there is significant
positive correlation with the two variables - reading comprehension and mathematical
problem-solving self-efficacy. The researchers rejected the null hypothesis as the p-value
0.000 is significantly lower than the critical value which shows that there is significant
25
relationship between the said variables. This depicts directly proportional relationship with the
variables and thus, having a significant relationship with each other.
26
Chapter 5
Summary, Conclusions and Recommendations
Introduction
This chapter shows the results of the research in relation with the questions in the
statement of the problem.
To validate if the result of the study is correct; the researchers sought 268 stratified and
randomly picked Grade 11 and 12 STEM students to be the respondents of the study. The data
gathered were processed, analyzed, and interpreted with the help of the statistical treatment
such as mean, standard deviation, and person correlational coefficient were done mechanically
with the use of Microsoft word and SPSS software.
Summary of Findings
1. Level of Reading Comprehension of the Respondents
The data revealed that the respondents’ reading comprehension associated with
five factors results that the reading comprehension of the respondents are mostly
high and can interpret text and passages, they have their own application on what
they understand on text and passages. With an accurate raw score to the mean means
that they all have the same level of reading comprehension.
2. Level of Mathematical Problem-Solving Self-Efficacy
Based on the results from the data gathered, it revealed that the Mathematical
Problem-Solving Self-Efficacy of the respondents showed moderate proficiency and
high proficiency, high proficiency comes second. With a standard deviation of 1.03
that means that it has moderate low accuracy of each raw score of the respondents to
27
the mean that depicts they have some difference in mathematics problem-solving
self-efficacy. This means that the respondents have the ability to understand
mathematical problem-solving, also that they have the confidence to answer and
apply the understanding of their knowledge to their comprehended math problem.
3. Correlation of Reading Comprehension and Mathematical Problem-Solving Self-
Efficacy.
Based on the analysis of the data, the researchers collected a total mean for
Reading Comprehension, 3.44 with a Standard Deviation of 0.98 and Mathematical
Problem-Solving Self-Efficacy, 3.21 with a standard deviation of 1.03. It shows that
reading comprehension and mathematical problem-solving self-efficacy has High
(Proficient) and Moderate (Approaching Proficiency) respectively.
With the correlation of the two variables, it is shown that there is
significantly positive correlation between the two. The level of significance is higher
than the p-value and that is why it is concluded that the two variables has positive
correlation, rejecting the null hypothesis. Thus, these two variables are directly
proportional. This means that when a student has a high reading comprehension,
students also has high mathematics problem-solving self-efficacy.
Conclusions
In accordance with the result of the study, the following conclusions are formed:
1. Level of reading comprehension of the respondents has high proficiency based on
the given data that the respondents answered to the questionnaires.
28
2. The level of mathematical problem-solving self-efficacy shows that most of the
respondents has moderate (approaching proficiency) that explains that they are
confident when answering or facing mathematical questions.
3. Based on the data gathered, the level of reading comprehension and mathematical
problem-solving self-efficacy has a significant relationship from the data answered
by the respondents. It shows that the level of significance is higher than the P-value
that proves that there is correlation between the two variables and they are directly
proportional to each other.
Recommendation
Upon consideration of the conclusion made in the study, the following
recommendations are hereby given:
1. Since the study stated that the level of reading comprehension and level of
mathematical problem-solving self-efficacy of the respondents has a significant
correlation. The mathematics and English teachers may reconsider their ways of
teaching their students. As having a high reading comprehension can result to a high
mathematical problem-solving self-efficacy.
2. The administrators of the school may use the study as reference in exploring the
effects of reading to the mathematical problem-solving self-efficacy of the students.
This may also serve as reference for their past or on-going studies.
3. Future researchers may use the findings of our study as reference for their study in
assessing the level of reading comprehension and level of mathematical problem-
solving self-efficacy of students. They may also further improve the study by using a
higher number of respondents to attain more information and explore the concept of
29
mathematical problem-solving self-efficacy. Further description about the factors of
mathematical problem-solving self-efficacy may be studied by the future researchers
to further improve and validate their study.
30
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Jesus Is Lord Colleges Foundation, Inc.

101 Bunlo, Bocaue, Bulacan

The Problem and Its Background

The students chose Science, Technology, Engineering, and Mathematics (STEM)

2012). Reading Comprehension (RC) is an ability of an individual to process text in order to

enhancing upon answering math word problems (Marsh, 2018).

lack of vocabulary in mathematics and lack of technique in solving word problems

study correlated the two variables important to each other.

A study of Imam stated that reading comprehension has no significant relationship on

reading comprehension on mathematical word problem (Imam, 2016).

reading comprehension on Mathematical Problem-Solving Self-efficacy (MPSSE). Improving

the meaning of the words that they are reading.

Learning the relationship between reading comprehension and mathematical problem

Significance of the Study

mathematical problem-solving self-efficacy. The result of the study has significant

contributions to the followings:

learning and apply mathematical problem-solving self-efficacy.

lot of their students to improve performance in mathematics.

Incoming Senior Highschool Students

For them to have a background knowledge about reading comprehension skills

and mathematical problem-solving self-efficacy and to use it as their reference for

comprehension and mathematical problem-solving self-efficacy.

The Schema Theory.

lack of understanding to the given word problems in mathematics (Eby, 2016).

Figure 1: The Independent Variable (IV)-Dependent Variable

comprehension and mathematical word problem-solving self-efficacy on the respondents of

as independent variable while Mathematical Problem-Solving Self-Efficacy is the dependent

Statement of the Problem

reading comprehension on problem-solving self-efficacy in Mathematics. The researchers aim

to answer the following questions:

1. What is the level of reading comprehension of STEM Students in terms of their:

1.1. Background Knowledge

1.3. Active Reading

1.4. Critical Thinking

2. What is the level of the students self-efficacy in solving mathematical problem?

3. Is there a relationship between reading comprehension and self-efficacy in solving

mathematical word problem?

Hypothesis of the Study

This study predicts that there is no significant relationship in reading comprehension

on the problem-solving self-efficacy in mathematics of the STEM students in Jesus Is Lord

Colleges Foundation Inc.

Background Knowledge. It is their prior knowledge, their previous knowledge about

Correlation. A mutual relationship or connection between two or more things.

Fluency. The quality or condition of being fluent in reading.

JILCF. Jesus Is Lord Colleges Foundation, Inc., an institution on educating

MPSSE. Mathematical Problem-Solving Self-Efficacy, the person’s belief and

confidence on their capabilities in solving mathematical problems.

and to integrate with what the reader already know.

STEM. Science Technology Engineering and Mathematics, a strand under Academic

Track of Senior Highschool Department that have specialized subject dealing in

mathematics and science.

Vocabulary. The literal meaning or the definition of term or words.

Word Problem. Is the mathematical exercise where significant background

information on the problem is presented as text rather than in mathematical notation.

willing to do it with all proficiency and understanding.

do it with all proficiency and understanding.

Scope and Delimitation

the research design of this study is a correlational study.

reading comprehension. Vocabulary, background knowledge, active reading, critical thinking

problem-solving self-efficacy in mathematics will be tested with efficacy questions.

Review of Related Literature

of the study, namely, Reading Comprehension and Mathematical Problem-Solving Self-

According to the article of K12reader, Reading Comprehension is an important