Mathematical Reading Comprehension in Problem-Solving Skills of Students: An Experimental Study
Keywords:
education, Mathematics, teachingAbstract
The major purpose of this study was to find out how much better the Mathematical Reading Comprehension (MRC) intervention made pupils at solving problems. A quantitative pre-experimental design used one group for a pre-test and a post-test. We looked at the average and standard deviation of the students' scores and performed a paired t-test to check if there was a statistically significant difference between the scores on the pre-test and the post-test. The results showed that students' ability to solve problems was limited at first, but it got much better after the intervention and reached a high level. The t-value and p-value that were determined showed a very significant difference, even though the effect size was negative. These results showed that how well students could read and understand math materials had a big effect on how well they could solve problems. The study indicated that adding reading comprehension strategies to math instruction helped pupils think critically and solve problems better. People proposed that teachers utilize these methods in class to assist kids understand arithmetic better.
References
Abedi, J., & Lord, C. (2001). The language factor in mathematics tests. Applied Measurement in Education, 14(3), 219–234.
Adams, R., & Pegg, J. (2022). Integrating quantitative literacy into secondary education: Outcomes and student engagement. Journal of Mathematical Behavior, 65, 100946.
Alcock, L. (2019). Mathematical problem solving: A review of the literature. Journal for Research in Mathematics Education, 50(3), 247-283.
Ambasa, R. and Tan, D. (2022). Student Mathematics Performance and Problem-Solving Skills among STEM and social sciences students: the roles of mathematics self efficacy, and deep and surface approach to learning. Int. J. STEM Educ. 7:46.
Aquino, L. N., Mamat, N., & Mustafa, M. C. (2019). Levels of Competence in the Learning Domains of KindergartenEntrants.Southeast Asia Early Childhood Journal , 8(1),3746.
Background Knowledge and Reading Comprehension Strategies - Keys to Literacy (2019) from keystoliteracy.com.
Bailey, D. H., Watts, T. W., Littlefield, A. K., & Geary, D. C. (2020). State and trait effects on individual differences in children's mathematical development. Psychological Science, 31(10), 1241–1253.
Baroja, J. (2019). Effects of Singapore's model method on the mathematical problem-solving skills of select grade 3 students in Sico Elementary School, division of Lipa City, s.y. 2017-2018. Asecendens Asia Journal of Multidisciplinary Research Abstracts.
Birsh, J. R., & Carreker, S. (2018). Multisensory teaching of basic language skills. Paul H. Brookes Publishing.
Bittermann, A., McNamara, D., Simonsmeier, B.A. et al. The Landscape of Research on Prior Knowledge and Learning: a Bibliometric Analysis. Educ Psychol Rev 35, 58 (2023).
Blair, C., Ursache, A., & Vernon-Feagans, L. (2015). Executive function and the development of academic skills across content areas. Early Childhood Research Quarterly, 36, 1–9.
Booth, J. L., & Newton, K. J. (2018). Fractions: Could visuals help bridge the gap between informal and formal mathematical knowledge? Educational Psychology Review, 30(3), 607–630.
Brandon, D. (2021, March 26). Importance of reading comprehension. Alabama Cooperative Extension System.
Bull, R., & Lee, K. (2018). Executive functioning and mathematics achievement. Child Development Perspectives, 12(3), 134–139.
Can, D. The Mediator Effect of Reading Comprehension in the Relationship between Logical Reasoning and Word Problem Solving Participatory Educational Research (PER)
Capone, R., Filiberti. F. & Lemmo, A. (2021). Analyzing Difficulties in Arithmetic Word Problem Solving: An Epistemological Case Study in Primary School. Educational Sciences. 596.
Cariaga, R. (2022). Delivering Mathematics Instruction in the Senior High School Amidst the Pandemic: Basis for Enhanced Learning Continuity Plan. Available at SSRN 4943242.
Cariaga, R. (2023). Parental Involvement In Relation To The Literacy And Numeracy Skills Of Teenagers. Available at SSRN 4941107.
Cariaga, R. (2023). The Philippine Education Today and Its Way Forward. Journal of ongoing educational research, 1(1), 40-42.
Cariaga, R. (2024). Student Performance Through 21st-Century Skills: Integrating Critical Thinking, Communication, Teamwork, and Creativity in Modern Education. Communication, Teamwork, and Creativity in Modern Education (August 12, 2024).
Cariaga, R. (2024). Student Performance Through 21st-Century Skills: Integrating Critical Thinking, Communication, Teamwork, and Creativity in Modern Education. Communication, Teamwork, and Creativity in Modern Education (August 12, 2024).
Cariaga, R. (2024). What Is Student Performance?. J Uniq Crazy Ideas, 1(1), 42-46.
Cariaga, R., & ElHalaissi, M. (2024). Enhancing Graduate Employability and Social Impact Through Culturally Responsive Social Business Education and Design Thinking: A Global Perspective. Available at SSRN 4943411.
Cariaga, R., Pospos, R. S., & Dagunan, M. A. S. (2024). Educational Experiences on Numeracy Education Using Information And Communication Technology Tools, Remedial Education Programs, And Creative Teaching Methods: A Qualitative Inquiry in Rural Areas. Remedial Education Programs, And Creative Teaching Methods: A Qualitative Inquiry in Rural Areas (May 17, 2024).
Cariaga, R., Sabidalas, M. A. A., Cariaga, V. B., & Dagunan, M. A. S. (2024). Exploring Parental Narratives Toward School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for Public School Learners: Basis for School Improvement Plan. Parental Involvement, and Academic and Social-Emotional Outcomes for Public School Learners: Basis for School Improvement Plan (May 19, 2024).
Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest, 19(1), 5-51.
Cirino, P. T., Tolar, T. D., Fuchs, L. S., & Fuchs, D. (2018). Cognitive and academic profiles of struggling learners in mathematics. Journal of Learning Disabilities, 51(2), 120–131.
Colenbrander, Danielle (2016). Understanding the role of oral vocabulary in reading comprehension difficulties. Macquarie University. Thesis.
Collado, R. Jr. (2020). Enhancing the problem-solving skills of selected grade 11 students of highway hills integrated school through one word problem a day (OWPaD).
Corpuz, J. M. M., Morales, A. N., Clarin, A. S., Dionio, B. B., & Cocolan, J. V. (2024). Students’ Vocabulary Skills in Relation to their Reading Comprehension in Language Literature. International Journal of Research and Innovation in Social Science, 8(10), 2137-2149.
Demitra, & Sarjoko. (2018). Effects of handep cooperative learning based on indigenousknowledge on mathematical problem solving skill. International Journal of Instruction, 11(2), 103–114.
Desoete, A., & De Craene, B. (2019). Metacognitive skills in solving math word problems. European Journal of Psychology of Education, 34(4), 801–816.
Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5-21.
Fagella-Luby, M., Graner, P. S., Deshler, D. D., & Drew, S. V. (2012). Building a house on sand: Why disciplinary literacy is not sufficient to replace general strategies for adolescent learners who struggle. Topics in Language Disorders, 32(1), 69–84.
Fisher, D., & Frey, N. (2014). Rigorous reading: 5 access points for comprehending complex texts, grades 3-8. Corwin Press.
Foley, A. E., Herts, J. B., Borgonovi, F., Guerriero, S., Levine, S. C., & Beilock, S. L. (2017). The math anxiety-performance link: A global phenomenon. Current Directions in Psychological Science, 26(1), 52–58.
Foorman, B. R., Beyler, N., Shapiro, R. B., Sattar, S., & Smith, K. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade. Institute of Education Sciences.
Gunawan, G., Harjono, A., Nisyah, M. A., Kusdiastuti, M., & Herayanti, L. (2020). Improving students' problem-solving skills using inquiry learning model combined with advance organizer. International Journal of Instruction, 13(4), 427-442.
Hall, C., & Barnes, M. A. (2017). Inference Instruction to Support Reading Comprehension for Elementary Students With Learning Disabilities. Intervention in School and Clinic, 52(5), 279-286.
Hall, C., Vaughn, S., Barnes, M. A., Stewart, A. A., Austin, C. R., & Roberts, G. (2020). The Effects of Inference Instruction on the Reading Comprehension of English Learners With Reading Comprehension Difficulties. Remedial and Special Education, 41(5), 259-270.
Hoover, Wesley & Gough, Philip. (1990). The Simple View of Reading. Reading and Writing. 2. 127-160.
Horne, P., & Lowe, S. (2018). Improving problem solving through mathematical reading comprehension. Teaching Mathematics and Its Applications, 37(4), 164–171.
Hudson, R. F., Lane, H. B., & Pullen, P. C. (2016). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, 69(2), 141-149.
Hudson, R. F., Pullen, P. C., Lane, H. B., & Torgesen, J. K. (2008). The Complex Nature of Reading Fluency: A Multidimensional View. Reading & Writing Quarterly, 25(1), 4–32.
Ilker Etikan, Sulaiman Abubakar Musa, Rukayya Sunusi Alkassim. (2015). Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.
Inci Kuzu, C. (2021). Basic problem-solving-positioning skills of students starting first grade in primary school during theCOVID-19 pandemic. Southeast Asia Early Childhood Journal , 10(2), 84-103.
Isnaniah., & Imamuddin, M. (2020). Students' Understanding of Mathematical Concepts Using Manipulative Learning Media in Elementary Schools Journal of Physics Conference Series.
Jitendra, A. K., Griffin, C. C., Deatline-Buchman, A., & Sczesniak, E. (2007). Mathematical word problem-solving in third-grade classrooms. The Journal of Educational Research, 100(5), 283–302.
Kalyuga, S., & Singh, A. M. (2016). Rethinking the boundaries of cognitive load theory in complex learning. Educational Psychology Review, 28, 831–852.
Khasawneh, M. A. S. (2022). Improving english students'reading comprehension and learning difficulty based on some variables. Jurnal Pajar (Pendidikan Dan Pengajaran), 6(2), 304.
Khataee, E. (2018). Exploring the Effectiveness of Cultural Familiarity, Cultural Schemata, and a Combination of Both.
Kiili, C., Laurinen, L., Marttunen, M., & Leu, D. J. (2018). Working on understanding during collaborative online reading. Journal of Literacy Research, 50(3), 309–332.
Kim, J.Y. and Lim, K.Y. (2019). Promoting learning in online, ill-structured problem solving: The effects of scaffolding type and metacognition level. Computers & Education, 138, pp.116 129.
Kim, Y.-S. G. (2020). Toward Integrative Reading Science: The Direct and Indirect Effects Model of Reading. Journal of Learning Disabilities, 53(6), 469-491.
Kintsch, W. (2009). Learning and constructivism. In S. Tobias & T. M. Duffy(Eds.), Constructivist Instruction: Success or failure? New York, NY: Routledge.
Kowalczyk, D. (2021). Quasi-Experimental Designs: Definition, Characteristics, Types & Examples. Scribbr.
Kuhn, M. R., Schwanenflugel, P. J., Meisinger, E. B., Levy, B. A., & Rasinski, T. (2015). Aligning theory and assessment of reading fluency: Automaticity, prosody, and deep understanding. Reading Research Quarterly, 50(2), 230-251.
Lee, S. Y. (2021). Revisiting Students' Reflection in Mathematics Learning: Defining,Facilitating, Analyzing, and Future Directions. Universal Journal of Educational Research,9(1), 154–60.
Liu, T., Li, H., & Peng, P. (2021). Artificial intelligence–assisted math learning platforms and student outcomes: A longitudinal study. Computers & Education, 168, 104206.
Logan, S., & Johnston, R. (2009). Gender differences in reading ability and attitudes: Examining where these differences lie. Journal of Research In Reading, 32(2), 199- 214.
Luna, L. , Alviar, M. , Conde, I. , Hapon, A. , Juaton, M. , Landasan, A. & Misuari, N. (2023). Reading Comprehension and Mathematical Performance in Solving Word Problems Among Grade 4 Learners. Psychology and Education: A Multidisciplinary Journal, 16(7), 719-729.
Maegala, N M., Suhaila, N., Hasdianty, A., Marini, I., & Hazeeq Hazwan, A., (2021). Assessing the problem-solving skills among foundation level students: A STEM case study. Journal of Physics.
Mamona-Downs, J., & Downs, M. (2005). The identity of problem solving. The Journal of Mathematical Behavior, 24(3–4), 385–401
Mayer, R. E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33(5), 403–423.
Melawati, O., Evendi, E., Halim, A., Yusrizal, Y., & Elisa, E. (2022). The influence of the use of student worksheet problem-based to increase problem solving skills and learning outcomes. Jurnal Penelitian Pendidikan IPA 8:2022.
Mercer, N., Hennessy, S., & Warwick, P. (2019). Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiry. International Journal of Educational Research, 97, 187–199.
Montague, M. (2008). Self-regulation strategies to improve mathematical problem solving for students with learning disabilities. Learning Disability Quarterly, 31(1), 37–44. https://doi.org/10.2307/25474699
Moschkovich, J. N. (2015). Academic literacy in mathematics for English learners. The Journal of Mathematical Behavior, 40, 43–62.
Moschkovich, J. N. (2020). How language and culture matter for mathematics learning. Journal of Urban Mathematics Education, 13(1), 26–37
Mukuka, A., Mutarutinya, V., & Balimuttajjo, S. (2021). Mediating Effect Of Self-EfficacyOn The Relationship Between Instruction And Students' Mathematical Reasoning Journal on Mathematics Education 2407-0610
Bangayan-Manera,A. (2019). Textual Analysis of School Graffiti . The Asian EFLJournal.17381460, 21 ( 2.3) 273-285.
Ngeno, J. K., Oloyede, G. K., & Yadar, R. S. (2019). The relationship between reading comprehension and performance in mathematics word problems among upper primary pupils in Nakuru County, Kenya. European Journal of Education Studies, 6(12), 132–143.
Noriega, A. A., Licudine, J. D., & Tan, M. C. (2024). Strengthening reading comprehension skills to enhance word problem-solving ability in mathematics: An action research. International Journal of Latest Technology in Engineering, Management & Applied Science, 9(5).
Nurhayanti, H., Riyadi, & Usodo, B. (2020). Analysis of mathematical problem-solvingskills viewed from initial ability and gender differences in an elementary school. Elementary Education Online, 19(3), 1127–1141.
Ompok, C. C., Teng, L. M., Pang, V., Mun, H.C., Abdullah, A. C., & Sapirai, J. (2018). Early mathematics learning inreading and writing numerals: Learning through "What are the numbers?" A picture book made up of Flora and Fauna in Borneo. Southeast Asia Early Childhood Journal , 7, 52-59.
Ouellette, Gene & Beers, Ashley. (2010). A Not-So-Simple View of Reading: How Oral Vocabulary and Visual-Word Recognition Complicate the Story. Reading and Writing. 23. 189-208.
Ouellette, Gene & Shaw, Emma. (2015). Oral vocabulary and reading comprehension: An intricate affair. L’Année psychologique. 114. 623-645.
Paige, D. D., Rasinski, T., Magpuri-Lavell, T., & Smith, G. S. (2014). Interpreting the Relationships Among Prosody, Automaticity, Accuracy, and Silent Reading Comprehension in Secondary Students. Journal of Literacy Research, 46(2), 123-156.
Pape, S. J., Bell, C. V., Yetkiner, Z. E., Tchoshanov, M. A., & Wisenbaker, J. M. (2017). Developing mathematical thinking in the context of digital learning environments. Educational Studies in Mathematics, 94(3), 301–324.
Pikulski, J. J., & Chard, D. J. (2014). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58(6), 510-519.
Prediger, S., Wilhelm, A., & Gürsoy, E. (2019). Academic language demands in mathematics: The case of algebraic problems. International Journal of Science and Mathematics Education, 17(6), 1219–1240.
Privitera, G. J., & Delzell, L. A. (2019). Quasi-experimental and single-case experimental designs. Research methods for education, 333-70.
Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math anxiety: Past research, promising interventions, and a new interpretation framework. Educational Psychologist, 53(3), 145–164.
Rasinski, T. V. (2014). Delivering supportive fluency instruction: Especially for students who struggle. Reading Today, 31(3), 26-28.
Rasinski, T., Homan, S., & Biggs, M. (2009). Teaching Reading Fluency to Struggling Readers: Method, Materials, and Evidence. Reading & Writing Quarterly, 25(2–3), 192–204.
Rauf, I., Aisyah, N., Nawawi, E., Yusuf, M. (2020). Problem-solving skill: What is the difference between practitioners and experts?
Rittle-Johnson, B., & Star, J. R., (2020). How can cognitive-science research help improve education? The case of comparing multiple strategies to improve mathematics learning and teaching. Current Directions in Psychological Science, 29(6), 599–609.
Riyadi, Syarifah, T. & Nikmaturrohmah, P. (2021). Profile of students' problem-solving skills viewed from polya's four steps approach and elementary school students. European Journal of Educational Research.
Rojas-Drummond, S., & Padilla-Meléndez, A. (2019). Devising a problem-solving plan for a geometrical task: A case studyof high-achieving primary students. Mathematics Education Research Journal , 31(1), 53-72.
Savic, Vera. (2018). Reading in English: Inference skills of young language learners. Nastava i vaspitanje. XVII. 285.
Schleppegrell, M. J. (2007). The linguistic challenges of mathematics teaching and learning. Reading & Writing Quarterly, 23(2), 139–159.
Schoen, R. C., Lavenia, M., Ozsoy, G., Schoen, R. C.,Lavenia, M., & Ozsoy, G. (2019). Teacher beliefs about mathematicsteaching and learning: Identifying and clarifying three constructs.
Schweizer, M. L., Braun, B. I., & Milstone, A. M. (2016). Research methods in healthcare epidemiology and antimicrobial stewardship—quasi-experimental designs. Infection control & hospital epidemiology, 37(10), 1135-1140.
Shaftel, J., Belton-Kocher, E., Glasnapp, D. R., & Poggio, J. (2022). Relationships between reading ability and performance on mathematical word problems. Journal of Educational Research, 115(3), 217–228.
Siddiek, A. G., & Alfaki, I. M. (2013). The role of background knowledge in enhancing reading comprehension. World Journal of English Language, 3(4).
Sinaga, B., Sitorus, J., & Situmeang, T. (2023, February). The influence of students' problem-solving understanding and results of students' mathematics learning. In Frontiers in Education (Vol. 8, p. 1088556). Frontiers Media SA.
Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The Role of Background Knowledge in Reading Comprehension: A Critical Review. Reading Psychology, 42(3), 214–240.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.
Tabach, M., Schwarz, B.B. Professional development of mathematics teachers toward the facilitation of small-group collaboration. Educ Stud Math 97, 273–298 (2018).
Thngkingdang, A. and Thongmoon, M. (2018). A survey of the mathematics problem solving ability of university learning and education. International Conference (SULE-IC 2020).
Thomson, S., Rowe, K., Underwood, C., & Peck, R. (2021). Looking back in problemsolving with future primary school teachers. Broadening experiences in elementary school mathematics, 157.
Timario, R. (2020). Reading comprehension and problem solving Skills of grade seven students: a mixed Sequential explanatory approach American Journal of Humanities and Social Sciences Research (AJHSSR)
Torgesen, Joseph. (2018). Phonologically Based Reading Disabilities: Toward a Coherent Theory of One Kind of Learning Disability.
Tyner, A., & Kabourek, S. (2020). Social Studies Instruction and Reading Comprehension: Evidence from the Early Childhood Longitudinal Study.
Valdez, J. and Bungihan, M. (2019). Problem-based learning approach enhances the problem-solving skills in chemistry of high school students. Journal of Technology and Science Education.
Van Garderen, D., & Montague, M. (2003). Visual-spatial representation, mathematical problem solving, and students of varying abilities. Learning Disabilities Research & Practice, 18(4), 246–254.
Velez, Arrel Jay & Abuzo, Emmanuel. (2024). Mathematics Self-Efficacy and Motivation as Predictors of Problem-Solving Skills of Students. Twist. Vol.19. 417-430.
Wang, A. & Tahir, R. (2020). The effect of using kahoot! For learning-a literature review. Computers & Education, 149,103818.
Xie, D., & Zhang, L. (2021). Knowledge Accumulation, Privacy, and Growth in a Data Economy. Management Science.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 John Clyde C. Goc-Ong, Romulo G. Doronio
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
