Research Preliminary Pages

TANZA NATIONAL COMPREHENSIVE HIGH SCHOOL - SHS
IOT-BASED SCHOOL BUS MONITORING SYSTEM
A CORRELATIONAL STUDY BETWEEN READING COMPREHENSION AND

MATHEMATICAL PROBLEM SOLVING AMONG G-10 STUDENTS OF
TNCHS
A Research Paper presented to the

Science, Technology, Engineering, and Mathematics
Tanza National Comprehensive High School – Senior High School
In Partial Fulfillment of the requirements for the subject

Inquiries, Investigations, and Immersion
FULL NAME OF RESEARCHERS

CLINT G. SUCK
JOHNSMITH F. ATIENZA
ROMELAN CALLE
JASTINE HERO IBONG
JAMES EARL A. MOZO
FIDELIS AZINEL A. SISANTE
LJ BATINGAL
CRISTINE R. FORTUNO
RHAZEL ANN G. LANGIT
MIKAELLA TRISHA A. OLAES
January 2023
HUMANITIES AND SOCIAL SCIENCES
i
APPROVAL SHEET
The Research Paper entitled “IOT-BASED SCHOOL BUS MONITORING

SYSTEM” prepared and submitted by REINIER F. ALVAREZ, MARK ALLEN P.
LERIO, CHARMAINE LOUISE N. OLAES AND PAULINE JOY R. SAYO. In partial
fulfillment for the subject Inquiries, Investigations, and Immersion.
JOHN RUEL A. MONTALLANA

Subject Teacher
Examined and reviewed by the committee on Research Paper Oral Presentation

and was given a grade of ___________ .
PANELIST 1 PANELIST 2
Panel Member Panel Member
PANELIST 3
Panel Chairman
As approved as a partial fulfillment of the requirements for Senior High School –

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) strand.
ELIZABETH A. SORIANO NORMAN C. BARROSO

Research Coordinator SHS Coordinator
Approved:
FLORENCIO C. COSTA
ii
School Principal
TABLE OF CONTENTS
Approval Sheet ……………………………………………………………………….. i
Acknowledgement ……………………………………………………………………. ii
List of Figures ………………………………………………………………………… iii
List of Tables …………………………………………………………………………. iv
Abstract ………………………………………………………………………………. v
Chapter 1. INTRODUCTION
Background of the Study …………………………………………………….. 1
Statement of the Problem ……………………………………………………. 2
Objectives of the Study ……………………………………………………… 2
Conceptual Framework ……………………………………………………… 3
Scope and Delimitation ……………………………………………………… 4
Definition of Terms ………………………………………………………….. 5
Chapter 2. REVIEW OF RELATED LITERATURE AND STUDIES …………….. 6
Chapter 3. RESEARCH METHODOLOGY
Research Design ……………………………………………………………….. 7
Research Locale ……………………………………………………………….. 8
Research Participants ………………………………………………………….. 9
Research Instruments ………………………………………………………….. 10
Data Gathering Procedure …………………………………………………….. 11
iii
Data Analysis …………………………………………………………………. 12
(List up to chapter 5)
REFERENCES ……………………………………………………………………….. 39
APPENDICES
Appendix 1 ……………………………………………………………………………. 47
List of Figures
Figure 1. Design Process …………………………………………………………….. 3
List of Tables
Table 1. School Bus List …………………………………………………………….. 20
iv
ACKNOWLEDMENT
v
ABSTRACT
vi
Chapter I
INTRODUCTION
Background of the Study
People are adjusting to the situation in this new normal. People believe they have
back to their original system, but they have not; they are back in school, but they are still
wearing facemasks to protect themselves. They go to school to gain knowledge, solve
mathematical problems, and understand what reading comprehension is. So, what exactly
is reading comprehension? Reading comprehension is the ability to read text as well as
process and comprehend its meaning. It is based on two interconnected qualities: word
reading (decoding the symbols on the page) and language comprehension (understanding
the meaning of words and sentences). The ideal goal of reading is comprehension, but
understanding a text accurately requires ability in four skill areas: alphabets, vocabulary,
fluency, and comprehension. If a reader isn't understanding what he or she is reading, it's
essential to figure out where the breakdown is. The most important academic
fundamental, with immeasurable benefits, is reading comprehension. Some of the
benefits of reading comprehension are well-documented: improved reasoning skills,
better, more insightful writing, faster reading, and improved performance in a number of
subjects. Following that is mathematical problem solving, which is related to counting
and daily transactions of commerce and has been present since the dawn of human
experience. Mathematics is now used to numerically and spatially accurately measure
both natural and man-made situations. It is used to solve problems, and with the advent of
vii
computer technology, it has assisted in making social, economic, and technological
advances that would have been unthinkable just very few decades ago. Learning
mathematical facts and concepts is essential, but it is not enough. Students should learn
how to apply these facts to improve their thinking skills and problem-solving abilities.
Mathematics educators have accepted the notion that the development of problem-solving
ability deserves special attention and that genuine mathematical problem solving is one of
the most important components of any mathematics curriculum or program.
Statement of the Problem:
This study addresses the skills of G-10 Students of TNCHS based on their:
Age:
Gender:
What is the level of the student’s Reading Comprehension?
 High
 Mid-High
 Medium
 Mid-Low
 Low
viii
What is the level of student’s Mathematical Problem Solving?
 High
 Mid-High
 Medium
 Mid-Low
 Low
This study also refers by these following questions:
1. What is the relationship between Reading Comprehension and Mathematical
Problem Solving?
2. On what gender is capable in Reading Comprehension? Is it from Male or Female?
3. On what gender is also capable in Mathematical Problem Solving? Male or Female?
4. On what gender is also suitable in both Reading Comprehension and Mathematical
Problem Solving?
5. What are the impacts of learning these skills among the G-10 Students?
Scope and Delimitations of the Study:
The researchers estimated the G-10 Students’ count by 50 per section, and 15
sections in 10th level. The respondents of this study could be 750 Students. Specifically,
750 students in face-to-face program are present to take a survey.

ix
Significance of the Study:
This study result will benefit to the following audience and will bear a
significance to the people on what is the relationship between Reading Comprehension
and Mathematical Problem Solving among G-10 Students of TNCHS:
Principal – He or she must be informed about these relationships for the
G-10 Students and how will affect and apply these to them.
School Personnel – They can guide the students and inform them about
how important the Reading Comprehension and Mathematical Problem
solving is.
Teachers - They can help G-10 Students on how to apply the Reading
Comprehension in Mathematical Problem Solving.
Students – This Research Study will help them identify the importance of
Reading Comprehension in terms of Mathematical Problem Solving.
Parents – They can inform their son and daughter to pursue them for
learning English to apply on Mathematical Problem Solving.
Future Researchers – This study will help them to gain some more ideas
and information about the relationship of learning skills in reading to Math
Problem Solving.
x
Conceptual Framework:
Definition of Terms:
Math – This is a subject in Elementary or Junior High School or even in ABM or
STEM that contains number, variable, and problem solving.
English – English in School is a subject that tells the proper grammar, Figures of
Speech and right pronunciation of every words.
xi
Chapter 2
REVIEW OF RELATED LITERATURE
Related Legal Bases:
Related Literature:
The literature on the association between reading comprehension and
mathematics skills is complicated and conflicting. This study seeks to illuminate the
nature of the association between mathematics skills and reading comprehension by
incorporating potential moderators, namely components of mathematics skills, domains
of content standards in mathematics, age, language status, and developmental issues. The
dataset for this study included 49 studies with 91 correlation coefficients representing
37.654 participants. The findings obtained in this study showed that reading
comprehension had a significantly strong effect on students’ mathematics skills. This
association was moderated by components of mathematics skills, domains of content
standards in mathematics, age, language status, and developmental issues. Moderation
analyses revealed that problem-solving was the strongest moderator of the association
between reading comprehension and mathematics skills, whereas spatial skills were the
weakest moderator of this relationship. Based on domains of content standards in
mathematics, geometry was the weakest moderator of the association between
mathematics skills and reading comprehension. Moreover, the effects of reading
xii
comprehension on students’ mathematics skills significantly differed in favor of
elementary students, students with learning disabilities, and second language learners.
Therefore, this research can shed light on the literature by synthesizing the effects of
reading comprehension on students’ mathematics skills
The undeniable relationship between reading comprehension and mathematics
performance Anna L Gomez, Elena D Pecina, Sara Abi Villanueva, Tonya Huber Issues
in Educational Research 30 (4), 1329-1354, 2020. In a world driven by literacy, there is
still unfortunately a stigma about teachers who are not English, language arts or reading
teachers, undertaking teaching of reading skills and/or strategies in their courses. The
maths world still does not accept reading as a major component; however, the
consequences are too noticeable to ignore. It is time for the education system to accept
the importance of implementing reading skills in mathematics classes to curtail the issues
that arise with students doing poorly in maths because it is much more than the
manipulation of numbers. Fuchs et al. (2015) clarified "[w]ord-problem (WP) solving
differs from other forms of mathematics competence because it requires students to
decipher text describing a problem situation and derive the number sentence representing
the situation" (p. 204). Content-area teachers are becoming aware of the relationship
between these two subjects and are adding reading into the mathematics curriculum
because of the necessity. Bernadowski (2016) stated "[i]n an era of accountability and
standards-based instruction, it is no secret that content area teachers are finding
xiii
themselves in the throes of literacy instruction" (p. 3). The purpose of this literature
review is to identify how reading comprehension contributes to the mathematics
performance of elementary and middle school students.
Related Foreign Studies:
The results demonstrated a strong correlation between reading comprehension
performance and arithmetic word problem performance, according to Aunola & Nurmi
(2008). The aforementioned capabilities were improved by having good technical reading
skills. Performance in math word problems was connected to reading comprehension
even after adjusting for the amount of technical reading required, indicating that both of
these skills require generalized reasoning ability. There were no variations in
performance between the genders when answering math word problems, but the females
performed better when it came to reading comprehension and technical reading. Reading
comprehension and math word problem solving abilities in children were both favorably
predicted by the educational degrees of their parents.
It is not easy to understand the association between mathematics skills and reading
comprehension since mathematics skills are a set of different skills consisting of
arithmetic skills, logical reasoning, and spatial skills (Lin, 2011). Arithmetic skills are
related to procedural knowledge and the correctness, flexibility, and fluency of arithmetic
xiv
operations in natural numbers, integers, fractions, decimals, real numbers, percentages,
algebra, and calculus (Xie et al., 2020). Logical reasoning covers the comparison,
generalization, induction, analysis, and synthesis of real-world situations, rules, and
quantitative relationships in the context of mathematics (Lin, 2011). Spatial skills are
associated with mental rotation, visualization, spatial memory, spatial orientation, spatial
perception, understanding symmetry, translation, and transformation of geometric
figures, along with the interpretation of algebraic rules in the context of geometry (Xie et
al., 2020). Moreover, the first thing that comes to mind when thinking of mathematical
skills is problem-solving because the application of mathematical ideas in the real world
and STEM fields can be reflected by problem-solving (Fuchs et al., 2020). Problem-
solving has great prominence in each part of the mathematics curriculum and at each
grade level from kindergarten to high school (Fuch et al., 2015). Therefore, problem-
solving performance is the greatest indicator of mathematics achievement, as students’
mathematics skills are generally assessed based on problem-solving tasks (Fuchs et al.,
2020)
Reading comprehension is a crucial part of a student’s educational development
and is a strong predictor of mathematics skills (Mckee, 2012; García-Madruga et al.,
2014). Reading comprehension is closely related to mathematics as it is a cognitive skill
that supports students' smooth understanding of mathematical concepts and problem-
solving (García-Madruga et al., 2014). A student's mathematics skills and learning
process in mathematics can be influenced by reading comprehension, which is one of the
most important predictors of academic performance (Bullen et al., 2020). There are many
xv
studies investigating the association between reading comprehension and mathematics
skills. The IOJPE ISSN: 1300 – 915X www.iojpe.org International Online Journal of
Primary Education 2022, volume 11, issue 1 Copyright © International Online Journal of
Primary Education 48 studies indicate that a significant and positive relationship between
reading comprehension and mathematics skills (e.g., Vilenius-Tuohimaa et al., 2008;
Boonen et al., 2013; Schaffner & Schiefele, 2013; Bullen et al., 2020). In contrast, the
results of several studies showed no statistically significant relationship between reading
comprehension and mathematics skills (e.g., Imam et al., 2013; Bullen et al., 2020;
Trakulphadetkrai et al., 2020). Although it has been seen that a genetic overlap between
reading comprehension and mathematics skills has been reported in the literature, little is
still known about the association between mathematics skills and reading comprehension
(Vilenius-Tuohimaa et al., 2008; Harlaar et al., 2012). Additionally, the previous studies
on the relationship between mathematics skills and reading comprehension are
complicated and conflicting. Studies on this topic have indicated ambiguous findings. Up
to this point, studies have not provided much insight into how reading comprehension
and mathematics skills are related. Therefore, a meta-analysis study investigating the
association between reading comprehension and mathematics skills could provide a
comprehensive and up-to-date understanding of the correlation between these structures,
but the literature does not provide such a meta-analysis study. In conclusion, a study that
focuses on the association between mathematics skills and reading comprehension while
incorporating potential moderators may provide comprehensive, updated, and valuable
findings on this topic. Potential Moderators in the Context of Mathematics Skills and
xvi
Reading Comprehension It is not easy to understand the association between mathematics
skills and reading comprehensio
According to Ozturk et al. (2019), reading comprehension as a cognitive
component, mathematics attitude as an affective element, and mathematics self-efficacy
as an affective factor all have a significant impact on middle school pupils' ability to
solve problems. In this study, the effects of reading comprehension ability, perceptions of
one's own mathematical efficacy, and attitude toward mathematics were examined in
relation to non-routine mathematical problem-solving abilities. The analysis also revealed
that all related factors—reading comprehension, mathematics self-efficacy perception,
and mathematics attitude—were significant for middle-school students' non-routine
mathematical problem-solving abilities. It is hypothesized that non-routine problem-
solving abilities are related to reading comprehension skills, mathematics self-efficacy
perception, and mathematics attitudes. Problem-solving abilities were significantly
predicted by reading comprehension and mathematical self-efficacy perception, which
together accounted for 22% of the total variance.
The language background is one of the variables that moderate the relationship
between reading comprehension and mathematics skills. Many studies reveal that
mathematics achievement scores of first language learners are significantly higher than
that of second-language learners (e.g., Martiniello, 2008; Goodrich & Namkung, 2019;
Trakulphadetkrai et al., 2020). Second language learners' difficulties in reading
comprehension cause them to lag behind their peers, especially in mathematics.
Moreover, recent studies (Goodrich & Namkung, 2019; Trakulphadetkrai et al., 2020)
xvii
reveal that there are differences in the relationship between mathematics skills and
reading comprehension for first language learners and second-language learners. For
example, Goodrich and Namkung (2019) and Trakulphadetkrai et al. (2020) find a strong
relationship (r = .74) between problem-solving and reading comprehension for second
language learners, whereas a weak or nonsignificant relationship (r = .49) between
problem-solving and reading comprehension is obtained for first language learners.
Although it can be argued that the relationship between reading comprehension and
mathematics skills is stronger for second-language learners than for first-language
learners, more extensive research is needed to confirm this claim.
Related Local Studies:
The Department of Education ascribed this issue to students' fairly poor reading
comprehension, according to Imam, Mastura, and Jamil (2013). The correlation between
reading and arithmetic variables has been the subject of a variety of prior research.
Comparatively speaking, students in private schools outperformed their peers in reading
comprehension and mathematics. While reading comprehension abilities and math
performance in private schools were not significantly correlated, this was not the case in
public schools, where three skills—understanding vocabulary in context, grasping the
main idea, and drawing inferences—came to light as having a connection to math. The
performance in mathematics was not significantly connected with the general student
xviii
population's reading comprehension abilities. Therefore, issues unrelated to reading
comprehension abilities could account for the low mathematical performance.
xix
xx
xxi
APPENDICES
Appendix 1
xxii
xxiii

Research Preliminary Pages

Uploaded by

Document Information

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

Research Preliminary Pages

Uploaded by

Copyright:

Available Formats

TANZA NATIONAL COMPREHENSIVE HIGH SCHOOL - SHS

IOT-BASED SCHOOL BUS MONITORING SYSTEM

A CORRELATIONAL STUDY BETWEEN READING COMPREHENSION AND

A Research Paper presented to the

In Partial Fulfillment of the requirements for the subject

FULL NAME OF RESEARCHERS

The Research Paper entitled “IOT-BASED SCHOOL BUS MONITORING

JOHN RUEL A. MONTALLANA

Examined and reviewed by the committee on Research Paper Oral Presentation

As approved as a partial fulfillment of the requirements for Senior High School –

ELIZABETH A. SORIANO NORMAN C. BARROSO

HUMANITIES AND SOCIAL SCIENCES

Approval Sheet ……………………………………………………………………….. i

List of Figures ………………………………………………………………………… iii

List of Tables …………………………………………………………………………. iv

Background of the Study …………………………………………………….. 1

Statement of the Problem ……………………………………………………. 2

Objectives of the Study ……………………………………………………… 2

Conceptual Framework ……………………………………………………… 3

Scope and Delimitation ……………………………………………………… 4

Definition of Terms ………………………………………………………….. 5

Chapter 2. REVIEW OF RELATED LITERATURE AND STUDIES …………….. 6

Chapter 3. RESEARCH METHODOLOGY

Research Design ……………………………………………………………….. 7

Research Locale ……………………………………………………………….. 8

Research Participants ………………………………………………………….. 9

Research Instruments ………………………………………………………….. 10

Data Gathering Procedure …………………………………………………….. 11

HUMANITIES AND SOCIAL SCIENCES

Data Analysis …………………………………………………………………. 12

Figure 1. Design Process …………………………………………………………….. 3

Table 1. School Bus List …………………………………………………………….. 20

HUMANITIES AND SOCIAL SCIENCES

HUMANITIES AND SOCIAL SCIENCES

HUMANITIES AND SOCIAL SCIENCES

Background of the Study

wearing facemasks to protect themselves. They go to school to gain knowledge, solve

is reading comprehension? Reading comprehension is the ability to read text as well as

fundamental, with immeasurable benefits, is reading comprehension. Some of the

benefits of reading comprehension are well-documented: improved reasoning skills,

subjects. Following that is mathematical problem solving, which is related to counting

experience. Mathematics is now used to numerically and spatially accurately measure

computer technology, it has assisted in making social, economic, and technological

the most important components of any mathematics curriculum or program.

Statement of the Problem:

What is the level of the student’s Reading Comprehension?

HUMANITIES AND SOCIAL SCIENCES

What is the level of student’s Mathematical Problem Solving?

This study also refers by these following questions:

1. What is the relationship between Reading Comprehension and Mathematical

2. On what gender is capable in Reading Comprehension? Is it from Male or Female?

3. On what gender is also capable in Mathematical Problem Solving? Male or Female?

4. On what gender is also suitable in both Reading Comprehension and Mathematical

Scope and Delimitations of the Study:

750 students in face-to-face program are present to take a survey.

Significance of the Study:

significance to the people on what is the relationship between Reading Comprehension

and Mathematical Problem Solving among G-10 Students of TNCHS:

Principal – He or she must be informed about these relationships for the

how important the Reading Comprehension and Mathematical Problem

Comprehension in Mathematical Problem Solving.

Reading Comprehension in terms of Mathematical Problem Solving.

learning English to apply on Mathematical Problem Solving.

and information about the relationship of learning skills in reading to Math