Reading Comprehension,

Mathematical
Comprehension, and
Problem-solving Skills
Presented by:
Adonis, Precil
Badilla, Jeffrey
Camposano, Nicole
Miralles, Mikeful
Ordaniza, John Kenneth
Palacio, Windy Grace
Villamor, Johnnas
(BSED MATH-3B)
 Chapter
1
INTRODUCTION
 Background of
the Study
Reading comprehension is the process of making meaning
from text and gaining understanding of what is described in
the text (Imam et al., 2014). Similarly, Galang et al. (2023),
defined reading comprehension as one of the elements of
the reading process where the learners understand what they
read, rather than just accurately read words on a page.
Hence, when there is comprehension, students are able to
analyze, summarize, criticize, and utilize the information
from reading the text (Rivera & Taglucop, 2019).
Aside from reading comprehension, numerous research have also
delved into mathematical problem comprehension (Phonapichat et
al., 2014). Mathematics has its own grammar rules and syntaxs
structure like other languages which are difficult for students to
learn (Capraro & Joffrion, 2006). According to Lager (2006), aside
from being proficient in English as a medium of instruction,
students must also be proficient in language in mathematics to
successfully learn from the subject.
Word problems in mathematics pose a great challenge
as they require students to comprehend the text of the
mathematical word problems (Hijada & Dela Cruz,
2022). With low math comprehension skills, solving a
mathematical word problem consequently imposes
difficulty in solving it. Thus, the need to comprehend
word problems is pivotal and provides a successful
solution (Valentin & Sam, 2004).
What is the mean level of students in terms of:
 Reading Comprehension
 Mathematical Comprehension
 Problem Solving Skills

Is there a significant relationship between:

 Reading Comprehension and mathematical comprehension
 Mathematical comprehension and problems solving skills

Is there a significant difference in problemsolving

skills according to:
 Reading Comprehension Level
 Mathematical Comprehension Level
 HYPOTHESES
THEORY 1 THEORY 2 THEORY 3 THEORY 4
There is a significant There is a significant There is a significant There is asignificant
relationship between relationship between difference in difference in problem-
reading mathematical problem-solving solving skills according
comprehension and comprehension and skills according to to mathematical
mathematical problem solving reading comprehension level
comprehension skills comprehension level
Signifance of the Study
The study will offer benefits to the following :

Teachers. They will be able to design complementary activities that will

enhance the the mathematical ability of students in general.
Students. Allows them to become efficient in dealing with mathematical
problems.
School Administration. Implement programs and initiatives that will
alleviate the mathematical skills of students.
Future Researchers. Serves as a reference that will guide them in
conducting future related studies.
 CONCEPTUAL FRAMEWORK
Reading Mathematical Problem-
Comprehension Comprehension solving Skills

THEORETICAL FRAMEWORK
Metacognition proposed by Flavell (1971). This
1 theory also explained metacognition as a system of
information, experience, goals, and strategies.
Problem-Solving Process according to
2 George Polya (1945). The theory suggests a
four-phase model of the problem-solving
process.
 Review of Related Literature

1 2
Pongsakdi 2020 shows that difficulty on they state that problem solving poses
answerithere was a positive and vital relationship particular difficulties fundamental language
between the adolescents reading comprehension demands and multi-step processes. It also
skills towards their mathematical self-efficacy requires to understand the problem
perception, attitude, and their mathematical narrative, make hypothesis, identify
problem-solving skills. relationships among quantities that are
presented. Goodrich & Namkung (2019).
 Review of Related Literature

3
According to Öztürk et. al (2019) there was a positive
and vital relationship between the adolescents reading
comprehension skills towards their mathematical self-efficacy
perception, attitude, and their mathematical problem-solving
skills
 Review of Related Literature

As cited in the study of Yonson, Solving problems

01 performance as of 2017. Philippines has placed 23rd
among 25 countries for both Science and Mathematics.

Nicolas (2018) had found out that Filipino learners

02 do have reading difficulties.
 CHAPTER III
Research Design Sampling Procedure
Correlational Simple Random Sampling
Causal -Comparative

Research Locale Research Instrument

Assessment Type

Validity of Instrument
Assessment Type
Method of Scoring and
Research Interpretation
Respondents
BSEd Math 1st Year Scale
Students
 Results and Findings

Frequency Distribution on Level of Reading Comprehension of Students

Scale Interpretation Frequency percentage

25-30 High comprehension 14 26.9%
19-24 Moderately high comprehension 36 69.2%
13-18 Average comprehension 2 3.8%
7-12 Moderately low comprehension 0 0%
0-6 low comprehension 0 0%
Total 52 100%

69.2% and 26.9% of the respondents were able to obtain

moderately high and high comprehension, respectively.
 Results and Findings
Mean Level of Reading Comprehension of Students
Mean Std. Interpretation
Deviation
Moderately High
Reading Comprehension 23.46 1.754
Comprehension

This result shows that students were not just reading accurately, but were
advanced in understanding what they read on a page.
 Results and Findings
Frequency Distribution on Level of Mathematical
Comprehension of Students
Scale Interpretation Frequency percentage
4-5 High 12 23.08%
2-3 Average 15 28.85%
0-1 Low 25 48.08%
Total 52 100%
Level of Mathematical Comprehension of Students

Mean Std. Deviation Interpretation

Mathematical Comprehension 3.67 .474 Average

First-year college students of Visayas State University – Alangalang taking up

Bachelor of Secondary Education major in Mathematics have average (M = 2.40,
SD = 0.87) of mathematical comprehension.
 Results and Findings
Frequency Distribution on Level of Problem-Solving Skills of Students
Scale Interpretation Frequency percentage
21-25 Exceptional 0 0%
16-20 Proficient 52 100%
11-15 Basic 0 0%
6-10 developing 0 0%
0-5 inadequate 0 0%
Total 52 100%
Std.
Mean Interpretation
Deviation
Problem-Solving Skills 18.19 .561 Proficient
First-year college students of Visayas State University – Alangalang taking up Bachelor of
Secondary Education major in Mathematics have an average level (M=18.19, SD=) of
problem-solving skills.
 Results and Findings
Reading Comprehension and its correlation to Mathematical
Comprehension
r Interpretatio Interpretatio
value p value
n n
Reading Comprehension and .325 Weak .019 Highly
Mathematical Comprehension Significant

The Pearson correlation coefficient appears a weak positive correlation r(60)=.325

between reading comprehension and mathematical comprehension among first-year
college students of Visayas State University- Alangalang. The p-value is .019 which
implies that there is high significant correlation between the measured variables.
 Results and Findigs
Mathematical Comprehension and its correlation to
Problem-Solving Skills
r
value Interpretation p
Interpretation
value
Mathematical .315 Weak .023 Highly
Comprehension and significant
Problem-Solving Skills

The Pearson correlation coefficient appears a weak positive correlation r(60)= .315
between mathematical comprehension and problem-solving skills among first-year
college students of Visayas State University- Alangalang.
 Results and Findings
Significant Difference in Problem-Solving Skills according
to Reading Comprehension Level
t p
df Interpretation
value
Problem Solving Skills According to .625 15 0.541 Not
Reading Comprehension Level Significant

There is no significant difference according to Reading Comprehension Level in problem

Solving Skills.
 Results and Findings

Significant Difference in Problem Solving Skills according to

Mathematical Comprehension Level
Sum of Mean
Squares df F p Interpretation
Score
Problem Solving 10.463 2 5.232 0.2 0.621 Not
Skills According to 17 Significant
Mathematical
Comprehension
 Recommendations
To the students:
A. reading more to improve comprehension of mathematical problems
to improve their problem-solving skills.2.To the teachers, the
following are highly recommended:
To the teachers:
A.The teacher should make use of reading comprehension to further
the knowledge of the along way make use of mathematical problems
selection so that they will understand more the problem solving.
B.The teacher should utilize problem solving activities to make
problem solving become easy for the students.
 Recommendations
3. To the school administration the following are highly
recommended:
A.The school administration should indicate on the course
syllabus on math related courses more practice on problem solving skills so
that the student can further improve their problem-solving skills.
4..To the future researchers the following are highly recommended:
A.The future researchers can choose to conduct their study at any
school that offers a program of BSEd Mathematics.
B.They should also use bigger population size to know if there is
really a relation between the variables at bigger population size
and the result may vary at that level.
 THANKS
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