European Journal of Education Studies

ISSN: 2501 - 1111

ISSN-L: 2501 - 1111
Available online at: www.oapub.org/edu

DOI: 10.46827/ejes.v12i1.5776 Volume 12│Issue 1│2025

INVESTIGATING THE RELATIONSHIP OF READING

COMPREHENSION ON THE SOLUTION PROCESSES OF
MATHEMATICAL WORD PROBLEMS

Obina, Jeremias E.1i,

Tecson, Rhoda Queenie S.2,
Kalis, Gaddah Lea G.2,
Bura-ay, Deo C.2
Mathematics Coordinator,
1

College of Arts and Sciences,

Notre Dame of Midsayap College,
Midsayap, Cotabato,
Philippines
2BSED major in Mathematics student,

College of Education,
Notre Dame of Midsayap College,
Midsayap, Cotabato,
Philippines

Abstract:
This study investigates the relationship between reading comprehension and the solution
processes of mathematical word problems and the difference in the solution processes in
solving mathematical word problems when grouped according to reading
comprehension skills. A descriptive-correlational research design was utilized to explore
this relationship, while causal-comparative analysis was employed to examine these
differences. The study included one hundred seventy-nine (179) students from Grades 7
to 10 enrolled in a private institution for the school year 2023-2024. The findings revealed
that junior high school students exhibited poor levels in their reading comprehension
skills, and their solution processes in solving mathematical word problems were at a low
level. The investigation showed no significant relationship between respondents’ reading
comprehension skills and their ability to solve mathematical word problems, indicating
a weak positive relationship. Moreover, the findings indicate that there is a significant
difference between the respondents' solution processes in solving mathematical word
problems when grouped according to frustration/poor, instructional, and independent.
The poor level, representing the lowest proficiency in reading, exhibits higher
performance in solving mathematical word problems compared to the instructional level,
which is at a middle proficiency level. The independent level, representing the highest

i
Correspondence: email jeriobina.1978@gmail.com, tecsonqueenie06@gmail.com

Copyright © The Author(s). All Rights Reserved. 183

 Obina, Jeremias E., Tecson, Rhoda Queenie S., Kalis, Gaddah Lea G., Bura-ay, Deo C.
INVESTIGATING THE RELATIONSHIP OF READING COMPREHENSION
ON THE SOLUTION PROCESSES OF MATHEMATICAL WORD PROBLEMS

proficiency in reading, demonstrates the highest performance in solving mathematical

word problems compared to the other two levels.

Keywords: reading comprehension, solution processes, mathematical word problems

1. Introduction

Teaching mathematics among junior high school students holds immense significance as
it lays the foundation for crucial cognitive and analytical skills essential for future
academic and professional success. Mathematics education at this stage imparts
numerical proficiency and cultivates logical reasoning, problem-solving abilities, and
critical thinking. These foundational skills are integral for students as they progress in
their education, providing a framework for understanding complex mathematical
concepts in higher grades and disciplines. Moreover, a strong mathematical foundation
enhances students' quantitative literacy, empowering them to navigate real-world
situations, make informed decisions, and pursue careers in various fields (Sabin & Smith,
2021).
According to Quiambao (2019), in her study among Grade 7 students, poor
reading comprehension impedes students' ability to accurately translate the verbal
context into mathematical expressions, leading to errors in problem-solving. Students
encounter difficulties in extracting relevant information from the text, understanding the
intricacies of the problem statement, and deciphering the mathematical operations
required for a solution. This issue highlights the interconnected nature of reading and
mathematical skills, emphasizing the need for targeted interventions to enhance both
literacy and numeracy competencies, ultimately improving students' proficiency in
solving word problems (Schult et al., 2021).
In recent years, increasing attention has been paid to reading and writing tasks
and their linguistic characteristics, such as academic language, that challenge the task's
processing (Gürsoy & Elif, 2018). Students with limited reading comprehension may
struggle to grasp the nuances of mathematical word problems, impeding their ability to
identify critical information and formulate appropriate strategies for solving the
problems. This struggle emphasizes the necessity of integrated educational approaches
that address literacy and numeracy to ensure students can effectively navigate and excel
in the interdisciplinary demands of word problem-solving (Torppa et al., 2020).
However, only a few studies focus on reading skills as a factor in explaining
students' difficulties in dealing with word problems. Since reading and comprehending
the text of the task are fundamental for solving word problems, it follows that reading
proficiency plays a crucial role in the solution process in addition to the task text's
linguistic features. (Spitzer & Musslick, 2021).
There has been a study also that focused on the reading comprehension level and
academic achievement of fifth graders as well as the teaching strategies employed by
their teachers (Cantero, 2005). However, the recent study will focus on the reading

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 Obina, Jeremias E., Tecson, Rhoda Queenie S., Kalis, Gaddah Lea G., Bura-ay, Deo C.
INVESTIGATING THE RELATIONSHIP OF READING COMPREHENSION
ON THE SOLUTION PROCESSES OF MATHEMATICAL WORD PROBLEMS

comprehension level of junior high school students and its relationship to their solution
process of solving word problems.

2. Review of Related Literature/Related Literature

2.1 Reading Comprehension Levels and Skills

2.1.1 The Foundation of Literacy Development through Reading
The development of literacy skills is essentially influenced by reading, as literacy
encompasses both reading and writing (Akın et al., 2015; Ekorini, 2018). When individuals
engage in reading, they embark on an interactive journey with the text, where the reader
actively seeks meaning to prevent misinterpretation and enhance information reception
(Kusumadewi et al., 2020). Reading serves as a pathway for students to expand their
minds, fostering critical thinking and problem-solving skills (Rogiers et al., 2020; Semerci
& Sumerci, 2017). Within the realm of language learning, reading is a vital component
that not only enhances cognitive abilities but also contributes to the broadening of
perspectives and the cultivation of critical thinking skills as students interpret and
comprehend texts (Wilson, 2016). Furthermore, reading serves as a valuable means for
students to acquire an extensive vocabulary and knowledge base (Duran & Yalçintaş,
2015).

2.1.2 The Program for International Student Assessment Results in the Philippines
The Program for International Student Assessment (PISA) is an international study
initiated in 2000. The Organization for Economic Co-operation and Development (OECD)
is conducting a global survey assessing the academic achievements of 15-year-old
students across various nations. PISA evaluates students' abilities in applying math,
reading, and science to real-world scenarios, aiming to uncover effective educational
policies and practices while providing governments with comparative data about their
education systems.
As a participant in PISA, the Philippines underwent multiple evaluations in 2018
and 2022, which facilitated an interesting longitudinal analysis of its educational system.
Filipino students continue to rank among the least proficient globally in math, reading,
and science. According to the CPBRD (2024) report, the Philippines performed poorly in
the Programme for International Student Assessment (PISA). In 2018, it ranked last out
of 78 countries, and in 2022, it ranked 77th out of 81. The PISA assesses 15-year-old
students in reading, mathematics, and science. Unfortunately, the Philippines’ scores
remained below the OECD average in both years. Despite the latest PISA 2022 test results,
the nation's performance in 2018 showed no significant improvement (Chi, 2023). The
Philippine government has implemented various measures to address these issues,
including curriculum revisions, infrastructure improvements, and teacher training
programs. Following a two-year research period, the Department of Education
introduced the MATATAG K-10 curriculum, reducing the number of competencies
students must master.

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INVESTIGATING THE RELATIONSHIP OF READING COMPREHENSION
ON THE SOLUTION PROCESSES OF MATHEMATICAL WORD PROBLEMS

2.1.3 Investigating Reading Comprehension Levels: A Philippine Perspective

A separate study in the Philippines targeted Junior High School (JHS) students at
Malibud National High School, comprising a total population of 200 students officially
enrolled for the 2020-2021 school year. The selection of respondents was deliberate,
focusing on those with Reading Efficiency Index levels predominantly categorized as
frustration level. Modeled after the Research and Development (R&D) framework, the
study resulted in the creation of a Reading Program for Junior High School. The
researchers performed a needs analysis to assess the reading comprehension levels of the
participants, utilizing the outcomes to formulate the reading program.
Moreover, the study utilized QDA (Qualitative Document Analysis) during the
assessment phase. This qualitative research method involves the researcher interpreting
documents to gain insights and understanding about a specific assessment topic, similar
to how content is coded in focus groups or interview transcripts (Bowen, 2009). The
document analysis process involves coding content for examination.
The findings revealed that sixty-seven percent of the respondents' Reading
Efficiency Index falls within the Frustration Level. This reading level indicates that the
readers lack sufficient background knowledge for a given lesson and do not meet the
criteria for instructional levels of accuracy and rate. Consequently, readers at this level
necessitate significant assistance from their teachers. The Frustration Level is the lowest
reading level, and it is characterized by students withdrawing from reading situations,
often manifested by a refusal to read (Palacio, 2022).

2.1.4 Enhancing Reading Comprehension Performance through Contextualized

Teaching
Incorporating reading comprehension instruction into real-life situations enhances
learners' interaction with the material and deepens their understanding of its importance
(Bonganciso, 2016). Achieving this involves designing reading lessons and activities
around the learners' interests and surroundings. As the study examined the impacts of
Contextualized Teaching and Learning on learners' reading comprehension
performance, the developed Reading Program proved beneficial in addressing the
respondents' comprehension challenges. Following the intervention, the learners'
reading comprehension performance improved from the lowest rank of the Frustration
Level to the Instructional Level. Evaluating reading comprehension involves appraising
one's grasp of literal and inferential aspects, critical thinking skills, recognition of text
structures, mastery of vocabulary, and proficiency in answering questions. The Phil-IRI
assessment tool employs various methods, including standardized tests and teacher
observations, to measure a reader's competency in understanding texts. This tool likely
considers elements like text complexity, comprehension strategies, and contextual
understanding, comprehensively evaluating a reader's abilities. These skills are typically
categorized into frustration, instructional, and independent levels (Mercado-Banguis,
2018).

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INVESTIGATING THE RELATIONSHIP OF READING COMPREHENSION
ON THE SOLUTION PROCESSES OF MATHEMATICAL WORD PROBLEMS

2.1.5 Factors Influencing Reading Comprehension

Findings of the study of Lynch (2020), suggested that an individual's reading
comprehension proficiency is impacted by various elements such as phonological
awareness, deficiencies in vocabulary, and learning disabilities. Suwanaroa (2021),
further highlighted that beyond challenges in reading, factors such as learners' attitudes,
parental support, and the quality of classroom instruction and learning also play crucial
roles in influencing reading comprehension. The reading comprehension of learners is
influenced by various factors, posing challenges, particularly for those at the frustration
level. Learners in this category benefit from a conducive and socially interactive
environment that fosters successful reading comprehension. Consequently, English
language educators should create supportive teaching environments to enhance reading
comprehension, as emphasized by Lazarus and Aransiola (2016).
Meanwhile, instructional readers are influenced by good factors, such as wide
background knowledge, good home environment, and interest level, this reader can read
and understand text but still needs enhancement, this reader still needs constant practice,
parents and teachers can be helpful to their development (Alicum, 2018). Independent
readers are those who can read and have good comprehension. Liu et al. (2022), assert
that independent reader is influenced by positive factors such as good family support,
high reading interest and motivation, good social and cultural status, excellent school
instruction, high IQ, good vocabulary skills and broad background knowledge and
experiences, these factors are really very helpful in developing the learner’s reading
comprehension. However, Guthrie et al. (2012) emphasized the importance of motivation
and engagement in reading, suggesting that frustrated readers may lack the intrinsic
motivation necessary to persist and overcome comprehension difficulties. Thus,
addressing these challenges requires a multifaceted approach that considers both
cognitive and affective aspects of reading development.

2.2 Solution Processes of Solving Mathematical Word Problems

2.2.1 The Significance of Mathematics in Education
Mathematics is a mandatory subject studied from primary to higher education, holding
a crucial role in advancing science and technology while directly contributing to human
survival. Beyond mere arithmetic, mathematics encompasses a range of thinking skills,
encompassing critical thinking, logical thinking, and creative thinking (Lince, 2016) and
advanced cognitive abilities (Apino & Retnawati, 2017, 2018). The global emphasis on the
significance of mathematics prompts continual innovation in teaching strategies, aiming
to enhance the comprehensibility and practical applicability of mathematics in real-life
scenarios. Problem-solving is identified as a key aspect of learning mathematics, aligning
with the fundamental spirit of mathematics as a tool for developing critical thinking skills
(Palmér & van Bommel, 2020; Van Zanten & Van den Heuvel-Panhuizen, 2018). In
mathematics education, problem-solving introduces students to understanding
phenomena related to mathematical concepts and their applications in everyday life
(Osman et al., 2018).

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INVESTIGATING THE RELATIONSHIP OF READING COMPREHENSION
ON THE SOLUTION PROCESSES OF MATHEMATICAL WORD PROBLEMS

2.2.2 Developing Critical Thinking through Problem-Solving

Through problem-solving, students are anticipated to develop the capacity to
methodically and logically plan and resolve diverse challenges (Albay, 2019). This skill is
fundamentally crucial, empowering students to confront increasingly intricate challenges
in life. Various sources consider problem-solving a critical competency for success in the
21st century, alongside critical thinking, creativity, collaboration, and communication
(Albay, 2019; Partnership for 21st Century Learning, 2019). Today, problem-solving is not
merely perceived as a written skill; instead, it has evolved into a vital competence
essential for thriving in the professional realm and addressing the challenges of this era.
In order to acquire this skill, additional capabilities are required. As NCTM (2000)
outlined in the mathematics learning standards, students are encouraged to practice
another skill, specifically mathematical connection, alongside problem-solving. NCTM
(2000) underscores that mathematical connection serves as a facilitator for problem-
solving. The application of mathematical connections assists students in identifying and
utilizing relationships between mathematical concepts, enabling them to apply these
connections in various contexts (Dolores Flores et al., 2019).

2.2.3 Mathematical Connections

The development of strong mathematical connections is also linked to an improved
comprehension of mathematics (García-García & Dolores-Flores, 2018; Kenedi et al., 2019)
and enhanced student performance (Kartikasari & Widjajanti, 2017; Ndiung & Nendi,
2018). Therefore, fostering mathematical connections becomes imperative for students to
thrive in mathematics education. These connections generally encompass three aspects:
the application of mathematics to real-life situations (Özgen, 2016), the integration of
mathematics with other disciplines (Özgen, 2016), and the interrelationships between
different mathematical ideas or concepts.
Businskas (2008) proposes a practical framework for conceptualizing
mathematical connections, operationalized through five categories that serve as
indicators of mathematical interconnections. This structure comprises five classifications:
1) diverse representations serving as mathematical connections;
2) relationships involving parts and wholes;
3) connections in which A implies B;
4) connections illustrating that A functions as a procedure for executing B; and
5) instructional-oriented connections reveal certain concepts as prerequisites for
comprehending associated concepts (Businskas, 2008).
Similarly, Siregar and Surya (2017) assessed the mathematical connection abilities
of junior high school students through mathematical connection tests, uncovering that
their proficiency is low.

2.2.4 Evaluating Mathematical Solution Processes

Ultimately, evaluating mathematical solution processes entails assessing an individual's
proficiency in approaching and solving mathematical problems. This evaluation

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INVESTIGATING THE RELATIONSHIP OF READING COMPREHENSION
ON THE SOLUTION PROCESSES OF MATHEMATICAL WORD PROBLEMS

encompasses a range of elements, such as problem-solving abilities, critical thinking, and

the application of mathematical concepts. Assessors consider the clarity and coherence of
the individual's presentation of solutions, along with the efficiency and accuracy
demonstrated throughout the solution process. The assessment tasks may require
individuals to adapt problem-solving strategies to diverse types of mathematical
problems, and, in some instances, real-world applications may be incorporated. Various
measurement methods, including written exams, projects, and observations, are
employed, with educators often employing rubrics to systematically assess and provide
feedback on the quality of the solution processes demonstrated by the individuals under
assessment. Detailing the sequence of steps involves a systematic process utilizing
formulas, substitution processes, and solution procedures and ultimately arriving at
accurate solutions (Hendrycks et al., 2021).

2.2.5 Factors Influencing Mathematical Performance

Acharya (2017) asserted that there are many factors affecting the numerical level of the
learners, it appeared that most of the learners struggle in mathematics because of math
anxiety, prior knowledge of the students, lack of parental support, non-conducive
environment, and poor learning motivation. Yusta et al. (2016) added that aside from
having math anxiety and poor understanding of how to perform mathematical
operations, there are also other factors that affect the mathematical performance of the
learners, such as dyscalculia, in which the learners have difficulty performing basic
calculations and manipulating numbers, dysgraphia where learners having a hard time
writing symbols and equations, and lastly, learners with visual processing disorders
might lack visual processing skills.
Moreover, Son and Fatimah (2020) emphasized that junior high school students
demonstrate difficulties in solving mathematical word problems, which corresponds to
research findings highlighting the complexity of this task and the various cognitive
processes involved. Solving word problems requires not only mathematical knowledge
but also language comprehension, problem representation, and strategic planning. These
findings underscore the multifaceted nature of mathematical problem-solving and the
need for instructional approaches that foster both mathematical understanding and
problem-solving skills. Thus, interventions should encompass strategies for improving
students' comprehension of mathematical language, enhancing their problem-solving
heuristics, and promoting flexible application of mathematical concepts in diverse
problem-solving scenarios.

2.3 Differences in Word Problem-Solving and Reading Comprehension Skills

Jordan et al. (2002) investigation states that difficulties in reading foretold student's
advancement in math, whereas challenges in math did not hinder their progress in
reading. They further observed that after controlling for demographic variables, the
group facing only math challenges showed a quicker improvement in math skills
compared to the group facing reading difficulties.

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 Obina, Jeremias E., Tecson, Rhoda Queenie S., Kalis, Gaddah Lea G., Bura-ay, Deo C.
INVESTIGATING THE RELATIONSHIP OF READING COMPREHENSION
ON THE SOLUTION PROCESSES OF MATHEMATICAL WORD PROBLEMS

Furthermore, Kurshumlia and Vula (2019) assert that employing reading

comprehension strategies significantly influences students' reading comprehension and
positively enhances their ability to solve mathematical word problems. Reading in
mathematics requires a correct understanding of mathematical terms and concepts to
develop and comprehend problem solutions. Students must grasp the meaning of word
problems, not just read them, to solve them effectively; they need to be proficient readers.
These strategies help students understand and interpret the word problems more clearly.
Consequently, after being taught these strategies, students demonstrate improved
performance in solving mathematical word problems.
Geary (2011) examined how mathematical skills are connected to various cognitive
functions. He proposed that while certain cognitive abilities, such as problem-solving
skills and working memory, are common to both mathematical tasks and other areas, a
deficiency in one does not inevitably result in poor performance in the other.

3. Methodology/Methods

3.1 Research Design

The study employs a descriptive-correlational and causal-comparative research design in
obtaining the data from the respondents. It describes the profile of the respondents in
terms of their grade level. This also includes describing the respondents’ level of
comprehension skills as well the respondents’ attainment of the solution processes in
solving mathematical word problems. It is correlational since it facilitates predicting and
explaining the relationship among interval variables between the level of comprehension
skills and attainment of the solution processes in solving mathematical word problems
(Seeram, 2019). In addition, it is causal-comparative since it is used to identify cause-effect
relationships between groups of reading comprehension skills and the solution processes
of solving mathematical word problems. This can assist in identifying the effects or
reasons for differences that currently exist among or between different groups, and the
variables are illustrated into two or more groups (Lawrence, 2023).

3.2 Sampling Design

Purposive sampling involves choosing participants likely to provide relevant and
valuable information, as stated by Kelly (2010). It helps identify and select cases
efficiently, using limited research resources optimally (Palinkas et al., 2015). In this study,
purposive sampling is utilized to select participants from the middle sections of Grade 7
to Grade 10 to ensure heterogeneity in the sample. Heterogeneous ensures diversity in
the sample, considering factors such as cognitive abilities, learning styles, and
educational backgrounds.

3.3 Locale and Respondents of the Study

The study was conducted in a High School Department of a private institution in the
municipality of Midsayap. It caters for learners from different walks of life regardless of

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INVESTIGATING THE RELATIONSHIP OF READING COMPREHENSION
ON THE SOLUTION PROCESSES OF MATHEMATICAL WORD PROBLEMS

tribe and religion. It also continually excels in the different aspects of academic and skills
development, as manifested by the honor and pride it gives to the community. The
respondents are junior high school students enrolled in school year 2023-2024.

3.4 Instrumentation
The instrument used in this study was the DepEd Philippine Informal Reading Inventory
(Phil-IRI) standardized reading assessment tool in determining the level of
comprehension skills as to independent, instructional, and frustration; and a
standardized scale skills assessment tool for the attainment of mathematical skills of
learners as to non-numerates, low, average and high.

4. Results

This chapter presents and discusses the results of the statistical treatment of the data
gathered.

4.1 The Level of Reading Comprehension Skills

Table 1a presents the frequency and percentage distribution of the respondents on the
level of reading comprehension skills.

Table 1a: Frequency and Percentage Distribution of the

Respondents on the Level of Reading Comprehension Skills
Level Frequency Percentage
Independent 29 16.20
Instructional 45 25.14
Frustration 105 58.66
Total 179 100.00

Table 1a above shows the frequency and percentage distribution of the respondents
based on the Phil-IRI in reading comprehension assessment. Based on the given table, the
majority of the students, specifically 105 out of 179, constituting 58.66%, are classified
under the Frustration Level. This suggests that although students can read, their
comprehension is limited, and they lack the necessary background knowledge.
In the meantime, 45 students, constituting 25.14%, fall into the Instructional Level.
This indicates that these students are not independent but possess sufficient background
knowledge of a given lesson and can quickly access text with minimal errors. On the
other hand, there were twenty-nine (29) students, constituting 16.20 %, whose level of
comprehension was Independent Level. This implies that students possess sufficient
prior knowledge about the lesson and can rapidly comprehend text with no or minimal
errors.
Table 1b presents the mean and interpretation of the junior high school's level of
reading comprehension skills.

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INVESTIGATING THE RELATIONSHIP OF READING COMPREHENSION
ON THE SOLUTION PROCESSES OF MATHEMATICAL WORD PROBLEMS

Table 1b: Mean and Interpretation of the Respondents

on the Level of Reading Comprehension Skills
Grade Level Mean SD Interpretation
Grade 7 3.17 1.38 Frustration
Grade 8 2.93 1.40 Frustration
Grade 9 3.40 .82 Frustration
Grade 10 3.73 1.21 Frustration
Mean 3.32 1.22 Frustration

Table 1b reveals that of the four grade levels, Grade 7 has a mean of 3.17, and a standard
deviation of 1.38 is interpreted as frustration. Then, Grade 8, with a mean of 2.93 and a
standard deviation of 1.40, interpreted as frustration, followed by Grade 9, with a mean
of 3.40 and a standard deviation of 0.82, interpreted as frustration. Lastly, Grade 10, with
a mean of 3.73 and a standard deviation of 1.22, was interpreted as frustration.
Generally, the mean reading comprehension level of the junior high school
students is 3.32, and a standard deviation of 1.22 is interpreted as frustration.

4.2 The Level of Solution Processes in Mathematical Word Problems

Table 2a: Frequency and Percentage Distribution of the Respondents

on the Level of Solution Processes in Mathematical Word Problems
Level Frequency Percentage
High 2 1.10
Average 48 26.81
Low 114 63.69
Non-numerates 15 8.49
Total 179 100.00

Table 2a shows the frequency and percentage distribution of the respondents based on
the solution processes of mathematical word problems of junior high school. The table
above indicates that the majority of students, specifically 114 out of 179, constituting
63.69%, fall under Low Level, which means they had little numerical comprehension and
limited understanding of mathematical concepts and struggled with basic arithmetic and
problem-solving. Meanwhile, 48 students, constituting 26.81%, fall under the Average
Level, which means they possess a basic understanding of mathematical concepts,
perform routine mathematical tasks, and solve problems within a standard range of
complexity.
However, from the 179 respondents, 2 of the students, constituting 1.10%, fall
under High Level, which means that these very few students have a strong proficiency
or advanced competence in mathematical concepts, skills, and problem-solving, and 15
students, constituting 8.49%, fall under Non-numerate Level, which means they lack
proficiency or comfort in dealing with numerical concepts or mathematical tasks and may
struggle with basic arithmetic, and problem-solving.

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 Obina, Jeremias E., Tecson, Rhoda Queenie S., Kalis, Gaddah Lea G., Bura-ay, Deo C.
INVESTIGATING THE RELATIONSHIP OF READING COMPREHENSION
ON THE SOLUTION PROCESSES OF MATHEMATICAL WORD PROBLEMS

Table 2b presents the mean and interpretation of the Junior High School's level of
solution processes in mathematical word problems.

Table 2b: Mean and Interpretation of the Respondents

on the Level of Solution Processes in Mathematical Word Problems
Grade Level Mean SD Interpretation
Grade 7 7.98 2.21 Low
Grade 8 9.35 2.12 Low
Grade 9 8.46 2.58 Low
Grade 10 9.93 3.45 Low
Mean 8.88 2.72 Low

Table 2b reveals that Grade 7 has a mean of 7.98 and a standard deviation of 2.21,
interpreted as low. Then, Grade 8, with a mean of 9.35 and a standard deviation of 2.12,
was interpreted as low. It was followed by Grade 9 with a mean of 8.46 and a standard
deviation of 2.58. Finally, Grade 10 has a mean of 9.93 and a standard deviation of 3.45,
interpreted as low.
Generally, the mean level of solution processes of mathematical word problems is
8.88, with a standard deviation of 2.72, which was interpreted as low.

4.3 The Relationship of Reading Comprehension and the Solution Processes of

Mathematical Word Problems
Table 3 presents the relationship between reading comprehension and mathematical
word problem-solving of the respondents.

Table 3: Relationship of Reading Comprehension and Mathematical Word Problems

Variables r-value Description p-value Indication Decision
MEANRCS Very weak
Not Do not reject the
0.146 positive 0.052
MEANMWPS significant null hypothesis
relationship
*. Correlation is significant at <0.05 level (2-tailed).

Table 3 shows the Pearson correlation and significance (2-tailed) between reading
comprehension and the solution processes of mathematical word problems.
The analysis shows a computed r-value of 0.146, which means a very weak positive
relationship exists between the students' reading comprehension and the solution
processes of mathematical word problems. It appears that the p-value is 0.052, which is
not significant, and the evidence is not enough to reject the null hypothesis.

4.4 The Difference in the Solution Processes of Mathematical Word Problems when
Grouped According to Frustration, Instructional and Independent
Table 4a presents the one-way Analysis of Variance (ANOVA) on the solution processes
of mathematical word problems when grouped according to frustration, instructional
and independent.

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INVESTIGATING THE RELATIONSHIP OF READING COMPREHENSION
ON THE SOLUTION PROCESSES OF MATHEMATICAL WORD PROBLEMS

Table 4a: Difference in the Solution Processes of Mathematical Word

Problems when Grouped According to Frustration, Instructional and Independent
RCL Mean SD p-value Indication Decision
1. (Frustration) 8.64 2.31
Reject the null
MWPS 2. (Instructional) 8.36 2.74 0.001 Significant
hypothesis
3. (Independent) 10.59 3.41
Total 8.88 2.72
*. The mean difference is significant at the 0.05 level.

Table 4a shows a One-Way ANOVA analysis of the difference in the solution processes
of mathematical word problems and groups of reading comprehension skills as to
frustration, instructional and independent.
The p-value of 0.001 indicates that there is a significant difference between the
solution processes of MWPS and the RCL groups which is less than the level of
significance of 0.05. As a result, the decision is to reject the null hypothesis, suggesting
that there is indeed a notable distinction between the solution processes of mathematical
word problems and the reading comprehension skill groups.
Table 4b presents the multiple comparisons using the Turkey HSD test on the
solution processes of mathematical word problems according to groups of reading
comprehension skills.

Table 4b: Multiple Comparisons on the Solution Processes of Mathematical

Word Problems according to groups of Reading Comprehension Skills
Multiple Comparisons
Turkey HSD
Dependent Variable (I) RCL (J) RCL Mean Difference (I-J) Sig.
1 2 .283 .818
MWPS 2 3 2.231* .001
3 1 1.948* .001

Table 4b shows multiple comparisons using the Turkey HSD test of the solution processes
of mathematical word problems and groups of reading comprehension skills as to
frustration, instructional, and independent.
The p-value of 0.818 indicates that there is no significant difference between
frustration and instructional levels in the solution processes of solving mathematical
word problems, which is greater than the level of significance of 0.05. Furthermore, the
p-value of 0.001 shows a significant difference between instructional and independent
levels in the solution processes of solving mathematical word problems, which is less
than the level of significance of 0.05. Similarly, the p-value of 0.001 indicates a significant
difference between independent and frustration levels in the solution processes of
solving mathematical word problems, also less than the level of significance of 0.05.

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 Obina, Jeremias E., Tecson, Rhoda Queenie S., Kalis, Gaddah Lea G., Bura-ay, Deo C.
INVESTIGATING THE RELATIONSHIP OF READING COMPREHENSION
ON THE SOLUTION PROCESSES OF MATHEMATICAL WORD PROBLEMS

5. Conclusions

Based on the findings of this study, many Junior High School students struggled to
comprehend written texts effectively, potentially hindering their ability to understand
and solve mathematical word problems that require reading comprehension. There is a
crucial challenge in students' mathematical abilities, indicating that they encountered
difficulties in applying problem-solving strategies and techniques effectively.
Moreover, while reading comprehension was important, it did not directly
correlate with students' abilities to solve mathematical problems. Factors beyond
comprehension alone may influence word problem-solving skills. Assessing and
considering these additional factors in the evaluation process is essential.
Individuals excelling in reading comprehension skills may not necessarily excel in
solving mathematical word problems, and vice versa. It can be concluded that although
some shared cognitive abilities are involved in both tasks, such as problem-solving skills
and working memory, a deficiency or poor performance in one area does not
automatically translate to poor performance in the other.

6. Recommendations

Based on the findings and conclusion of the study, the following recommendations are
proposed:

A. For Possible Courses of Action

1) Educational Institutions may implement targeted reading comprehension
interventions and math problem-solving workshops to address frustrations and
improve student skills.
2) Teachers may utilize differentiated instruction methods to cater to varied levels of
reading comprehension and mathematical abilities, integrating diverse teaching
strategies to enhance student learning.
3) Parents/Guardians may foster a supportive home environment by encouraging
reading activities and practicing problem-solving together, reinforcing both
literacy and math skills.

B. For Further Study

1) Future researchers may conduct a similar study but using experimental research
methods.
2) Future researchers may conduct other researches that concentrates on alternative
factors influencing students’ reading comprehension and mathematical word
problem-solving abilities.

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 Obina, Jeremias E., Tecson, Rhoda Queenie S., Kalis, Gaddah Lea G., Bura-ay, Deo C.
INVESTIGATING THE RELATIONSHIP OF READING COMPREHENSION
ON THE SOLUTION PROCESSES OF MATHEMATICAL WORD PROBLEMS

C. For Possible Policy Formulation

1) Mandatory weekly reading comprehension and math problem-solving sessions
tailored to students' proficiency levels.
2) Regular assessments and progress tracking to monitor improvements in reading
and math skills.
3) Implementing a buddy system where high-level readers help peers struggling
with reading comprehension.

Acknowledgements
The successful completion of this study owes much to the invaluable guidance and
assistance provided by significant individuals. We extend our gratitude to those who
played a crucial role in expanding our perspectives throughout the course of this
research: May C. Bedoya, MAED-Math, our research professor, for her invaluable
guidance, insightful feedback, and mentorship throughout the course of this research,
Angelo P. Florague, LPT, our statistician, for his patience and expertise in statistical
analysis which played a vital role in shaping the quantitative aspects of our study, Wilma
A. de la Cruz, MAREd, our reader, for investing time and expertise in reviewing and
enhancing our work.

Conflict of Interest Statement

The authors declare no conflicts of interest.

About the Author(s)

Jeremias E. Obina works as a full-time Mathematics at the College of Arts and Sciences
of Notre Dame of Midsayap College, Philippines. He has been in the academe for seven
(19) years, and now he is designated as director of the Human Resource Development
and Management Office of the said school.
Rhoda Queenie S. Tecson is a student researcher and is currently enrolled in the
program Bachelor of Science in Secondary Education major in Mathematics at Notre
Dame of Midsayap College, Philippines.
Gaddah Lea G. Kalis is a student researcher and is currently enrolled in the program
Bachelor of Science in Secondary Education major in Mathematics at Notre Dame of
Midsayap College, Philippines.
Deo C. Bura-ay is a student researcher and is currently enrolled in the program Bachelor
of Science in Secondary Education major in Mathematics at Notre Dame of Midsayap
College, Philippines.

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 Obina, Jeremias E., Tecson, Rhoda Queenie S., Kalis, Gaddah Lea G., Bura-ay, Deo C.
INVESTIGATING THE RELATIONSHIP OF READING COMPREHENSION
ON THE SOLUTION PROCESSES OF MATHEMATICAL WORD PROBLEMS

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