Comprehension Skills: Its Relation to the Mathematical Ability of

STEM Students in Maria Clara L. Lobregat National High School

PROPONENTS
JB T. Bolingkit
Allyna M. Cazar
Edirose G. Bordios
Lady Stephanie R. Aguilar
Milstar B. Daños
Sweetness Faith B. Gabo
Louie Anthony B. Balajadia
Kyla G. Saavedra
Nuf I. Adam
Ann Frances Fe L. Bucoy
Shayne Nazaree L. Avilla
Renan Paul B. Cayetano

SUBMITTED TO:
Leslie Grace Espinosa-Dollete
Practical Research II

November 2022
 CHAPTER 1
INTRODUCTION

1.1 Background of the Study

We live in a mathematical world. Mathematics is all around us in everything we do. Hom,

Gordon (2021) stated that it is the building block for everything in our lives, including mobile
devices, computers, software, architecture (ancient and modern), art, money, engineering, and
even sports. The level of mathematical ability needed in schools and workplace has increased
drastically. Undeniably, this field opens doors of opportunities. Students have different strengths
and weaknesses. Regardless of how a student is competent in every field, it is essential for them
to continue venturing into curriculum so that problems are strategically solved.

Despite the changes and adjustments witnessed within the educational system, a lot of
countries are facing struggles in terms of students’ mathematical abilities. Over the years, the
students’ underachievement in Mathematics was not just a concern for particular countries, but
had become a global concern (Altar, 2014). According to a research conducted in Seoul, South
Korea from a summary report of Mathematics curriculum in Africa year 2014, both primary and
secondary level mathematics education are weak in most African countries, reducing the
potential population of talented students who choose mathematics majors at the university level.
This condition has been attributed at least in part to inadequate teacher recruitment and laws
requiring universal elementary education, which has increased crowding in the primary schools
and brought a drop in quality. In some sub-Saharan countries, less than 10% of the secondary age
population is enrolled in school; in the rest for which figures are available, only South African
and Swaziland have gross enrolment ratios greater than 50%.

The deteriorating performance of Filipino students in the national and international

mathematics tests for the last decade has become a major challenge to Philippine education. The
Department of Education attributed this problem to students’ poor reading comprehension.
Previous studies showed varied findings on the association between variables in reading and
mathematics. The present study utilized the six elements of reading comprehension skills to
determine their relationship to students’ performance in mathematics. A total of 666 students
belonging to the randomly selected first year classes from 18 public and private high schools
were taken as sample. A correlation research design was used and a competency-based
achievement tests in reading comprehension and mathematics were the research instruments.
Students in private schools performed better in reading comprehension skills and mathematics
than their counterparts. While reading comprehension skills were insignificantly correlated to
private school students’ mathematics performance, the case is different in public schools wherein
three skills namely understanding vocabulary in context, getting main idea, and making inference
surfaced to have connection with mathematics. The overall students’ reading comprehension
skills were not significantly correlated to mathematics performance. Hence, the poor
mathematics performance could be explained by other factors not related to reading
comprehension skills (Imam, Mastura, Jamil, 2012).

Schools are aware of this issue knowing that this is already considered a global concern. Most
of the students find this subject too hard to understand. It is important that recent studies have
shown results to the correlation of the comprehension skills and mathematical ability of students
so that a major step will be done.

In this view, we came up with an idea to conduct research to discuss the relationship between
comprehension skills and mathematical ability of Senior High School Students in Maria Clara
Lorenzo Lobregat National High School, Zamboanga City. Mathematics is obviously aligned
with the STEM strand. It helps the STEM students to develop their critical thinking skills and
assess understanding in math-related problems. Mathematics is obviously aligned with the
STEM strand. It helps the STEM students to develop their critical thinking skills and assess
understanding in math-related problems.

This ongoing problem can be seen and experienced in a real-world classroom setting. Many
students struggle to meet the criteria set by the Department of Education because they enter high
school with significant gaps in their understanding of arithmetic ideas and skills. Although
number and number sense had been included in their elementary school curriculum, most kids
had not developed these skills. The kids' later years will be negatively impacted if they do not
possess even the most fundamental mathematical principles, Due to this condition, the
researchers will perform a significant study on this matter in order to have a deep knowledge and
propose solutions.

1.2 Statement of the Problem

The aim of this study is to identify the relationships between comprehension skills and
mathematical ability of STEM students in Maria Clara L. Lobregat National High School. This
study aims to answer the following:
1. Is there a significant relationship between the comprehension skills and mathematical
abilities of STEM students?

2. What are the ways to assess the comprehension skills of the STEM students to their
mathematical ability?

3. Does reading comprehension competence determine the level of solving mathematical

problems?
1.3 Conceptual Framework

This study revolves around two variables, comprehension skills as the independent variable,
and mathematical ability as the dependent variable. The two aforementioned variables are
included in the study in order to discover how they relate to each other.
Figure 1; Shows the relationship of input variables which contain the attributes of
comprehension skills of students. Contained in the process are the survey, data gathering, data
analysis, and data interpretation. And output variables contain the analysis of attributes of
comprehension skills and comprehension skills - mathematical ability relationship.

INPUT PROCESS OUTPUT

Attributes of Students’
Comprehension Skills

Decoding Survey An analysis of attributes

Fluency Data Gathering of comprehension skills
Vocabulary Skills Data Analysis
Data Interpretation An analysis of
comprehension skills –
mathematical ability
relationship

Figure 1. A conceptual paradigm shows the relationship of students’ comprehension skills in

mathematical ability.
1.4 Significance of the Study
This study could be of significance for future practice and research. The results of this study
could be used by several groups of practitioners. The one group that might benefit from this
study is the Grade 12 STEM Students of Maria Clara Lorenzo Lobregat National High School as
this will provide enough knowledge to contribute data and evidence on the relationship
between comprehension skills on the mathematical abilities of senior high school STEM
students of the said school.
The various sectors that will be benefitting from the study are the following:
Students. The direct recipients of this study are the students. This will help them know what
attributes of comprehension skills they need to work on to improve mathematical abilities in
case a relationship is proven.
English and Mathematics Teachers. This research will greatly benefit the said teachers for it
will greatly help them identify and understand the needs and abilities of STEM Students in the
two different learning areas.
School Administrator. The result of this study could serve as a basis for improving programs
for school improvement.
Guidance Counselor. The result of this study will help develop the guidance program in line
with students' various needs and competencies.
Parents. This research study will assist parents in understanding the relationship between
comprehension skills to their children's mathematical abilities. In that way, they will be aware
of the situation and be able to assist and lead their child.
Future researchers. Future researchers will get a better understanding and ideas of the topic
as a result of the study, making it easier for them to undertake this research topic on the
subject.

1.5 Scope and Delimitation of the Study

This study focuses on the correlation between STEM students' mathematical aptitude and
comprehension skills at Maria Clara L. Lobregat National High School. Decoding, fluency, and
vocabulary skills will be the focus of comprehension skills. The researchers will solely conduct
the study with STEM students in grades 11 and 12 who are enrolled in Maria Clara L. Lobregat
National High School in the academic year 2022-2023.
1.6 Definition of Terms
To further clarify and understand our study better, here are the breakdowns of the following
terms used in the study.
Comprehension Skills. Are skills that help people understand and decode a problem, situation,
or topic.
Mathematical Ability. An ability that a student acquires in order to solve mathematical
problems from simple to complex level.
School Administrator. A member of the education field where he/she is tasked to develop a
curriculum.
Guidance Counselor. A member of the education field where he/she is tasked to ensure
students' excellent educational experiences.
Decoding. A way of interpreting, analyzing, and understanding a particular information.
Vocabulary Skills. Refer to the skills used to understand a simple to complex level of words in
a given information.
Fluency. The ability of a person to write and/or speak a particular language easily and
flawlessly.