Dr. Francisco L.

CalingasanMemorial Colleges Foundation,

Inc.

Former I.B. Calingasan Memorial Institution

Camp. Avejar Nasugbu, Batangas

READING COMPREHENSION SKILLS AND PROBLEM SOLVING SKILLS

OF BSED MATHEMATICS STUDENTS IN DR. FRANCISCO L.
CALINGASAN MEMORIAL COLLEGES
FOUNDATION INC

In Partial Fulfillment of the Requirements for

Research in Mathematics

(Action Research)

By:

Bentir, Kimberly D.

Botones, Marissa A.

Viado, Chris MayA.

2019
Dr. Francisco L. CalingasanMemorial Colleges Foundation,
Inc.

Former I.B. Calingasan Memorial Institution

Camp. Avejar Nasugbu, Batangas

READING COMPREHENSION SKILLS AND PROBLEM SOLVING SKILLS

OF BSED MATHEMATICS STUDENTS IN DR. FRANCISCO L.
CALINGASAN MEMORIAL COLLEGES
FOUNDATION INC

In Partial Fulfillment of the Requirements for

Research in Mathematics

(Action Research)

Presented to:

Mr. Vikzon Estrella

Abstract

Students have difficulty in solving mathematical problems. They have a hard time
translating the problem into equation which results to low acquisition of problem solving skills.
Thus, this study investigates the relationship of the reading comprehension skills and problems
solving of the 30 BSED Mathematics students in DFLCMCFI. The study made use of a
researcher-made questionnaire in reading comprehension and problem solving skills. Moreover,
frequency, percentage, weighted mean, rank, t-test, one-way ANOVA and Spearman’s Rho were
use as statistical tools. The results of the study revealed that the level of reading comprehension
skills and problem solving skills of the students was outstanding, and significance of relationship
exists between reading comprehension skills and problem solving skills. This implies the
importance of students’ need to understand the problem before they can solve it.

Introduction

It cannot be denied that problem solving is an important part of Mathematics education.

Mathematics as a whole is an important subject because of its practical role to a person and the
society. Problem solving in mathematics and reading comprehension go hand in hand. Solving
Math problems entails the students to apply two skills at the same time: reading and computing.
It is a double-edged sword.

Reading comprehension is comprised of several levels: literal, interpretive, critical and

creative. In problem solving, process are listed as problem comprehension, choosing the required
information among the data, converting this information into mathematical symbols and reaching
a solution through required operations.

Although these constituents do not follow a linear path (Olkun and Toluk, 2004), it is
thought that the first and key step of problem solving is reading comprehension problem and that
when reading comprehension process doesn’t occur, meaningless results arise by using the
numbers given in the problem randomly (Mayer, 1985; Artzt and Thomas, 1992; Hong, 1995;
Morales, 1998; Goos, Galbraith and Renshaw, 2000).

As BSED Mathematics students, the researchers have encountered difficulties in problem

solving including both comprehending and analysing math word problems. They fear that their
limited techniques in problem solving and vocabulary in mathematics may affect their
performance as future teachers. Thinking about this issue of reading comprehension difficulties
relating to solving math problems, the researchers conducted the study to prove that enriching
the students’ vocabulary in math may improve the problem solving skills; and to determine the
relationship between the reading comprehension skills and problem solving skills of BSED
Mathematics students in DFLMCFI.
Statement of the Problem
The study aimed to determine the relationship between reading comprehension skills and
problem solving skills of BSED Mathematics students in DFLCMCFI.

Specifically, it sought to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 year level; and

1.2 sex?

2. What is the level of reading comprehension skills of BSED Mathematics students in

DFLCMCFI?

3. What is the level of problem solving skills of BSED Mathematics students in

DFLCMCFI?

4. Is there a significant difference between the reading comprehension skills and the
respondents when they are grouped according to their profile?

5. Is there a significant difference between the problem solving skills and the respondents
when they are grouped according to their profile?

6. Is there a relationship between reading comprehension skills and problem solving

skills of BSED Mathematics students in DFLCMCFI?

7. What action plan can be proposed to enhance the problem solving skills of BSED
Mathematics students in DFLCMCFI?

Scope and Limitation

The study aims to determine the relationship between the reading comprehension skills
and problem solving skills of college students, specifically the BSED Mathematics students of
DFLCMCFI. This research also seeks to identify the difference between reading comprehension
skills and problem solving skills when grouped according to year level and sex.
It is conducted in a half year time frame which includes one semester, and the gathering
of data is conducted on First (1st) Semester, Academic Year 2019-2020.
The limitations of the study or the level of the reading comprehension skills and problem
solving skills of BSED Mathematics students which affect the gathering of data due to it is
beyond the control of the researchers are the following: 1) through the use of descriptive method,
it provides questions that determine the level of the reading comprehension skills and problem
kills of the BSED Mathematics students. 2) The respondents must answer the questions honestly
and reliably according to their acquired skills in terms of reading comprehension and problem
solving.

Review of Literature

This part established the concepts and studies related to the present study.
For many students, reading comprehension skills can be challenging. Teachers may hear
students read with fluency and accuracy and assume they're doing well in reading. But if asked
questions about what they read, those same students may struggle
When students read, they need to be able to understand text on all of these levels.
Sometimes they're reading for literal information, such as a recipe or directions. Other times,
they may need to get deeper than surface area knowledge and ask questions about what the
author may mean, using interpretive skills. They may also need to read with a critical eye, fact-
checking information. Finally, some reading calls for students to be creative in their
understanding and make judgments about their thinking in relation to the author's writing.

This paper argues for the need for critical reading comprehension in an era of
accountability that often promotes reading comprehension as readily assessable through students
answering multiple choice questions of unseen texts Barbara Comber (2011).

In relation to this study, this is the way of strong performing and serious in-depth reading
for learning are explored and enriching students vocabulary in Math. The school and teachers
feature which allow for the development of sophisticated pedagogical repertoires and space for
critical reading comprehension in problem solving.

Nadine Sporer (2009) investigate the effects of three different forms of strategy
instruction on 210 elementary school students’ reading comprehension. To support this study,
training students were taught for reading strategies such as clarifying and analyzing the given
problem, students who practice reading strategies and strategy instruction can easily analyze it.

Simbulas, Regidor, and Catulpos (2015), conducted a study that investigates the influence
of the reading comprehension and problem solving of 115 first year students. This implies the
importance of students needs to understand the problem before they can solve it. Furthermore,
the best predictor to problem solving skills of the students was vocabulary.

In relation to this study, Nicolas and Emata (2018) conducted a study about the
effectiveness of the integrative approach through reading comprehension as a strategy in
teaching Mathematics to enhance the problem-solving skills of Grade 7 students. The researchers
stressed that poor listening ability, limited vocabulary, and poor retention were the problems that
they experienced. They also recommended that in order to improve the implementation of the
strategy, teachers may provide more examples, discussion, evaluation and intervention activities,
and collaborative activities; enrich the vocabulary of the students; and improve the means of
instruction.

Methodology

Research Design
This study employed the descriptive-correlational method. It is descriptive since it
examined the profile of the students and the students’ level of reading comprehension skills and
level problem solving skills. It is correlational since the study into the possible relationship
between reading comprehension skills and reading comprehension skills.

Respondents of the Study

The respondents of the study were the 30 BSED Mathematics students of DFLCMCFI
under the OBE curriculum.

They were taken on the purpose of random sampling from the total population of 44.

Data Collection
The study was conducted at Dr. Francisco L. Calingasan Memorial Colleges Foundation
Inc. located at Camp Avejar, Nasugbu, Batangas. The said school has a population of 44 students
from college who are taking up Bachelor of Secondary Education, Major in Mathematics. It is a
private institution that offers K to 12 Basic Education Curriculum which provides a solid
foundation in Mathematics Education.
In order to collect data and provide answers to the research hypotheses, Researcher-Made
Questionnaire is used by the researchers in gathering data.

Data Gathering Procedure

Before the distribution of the questionnaire, the proponents asked the permission of the
College Dean, Dr. Remedios Razon. After which, the data gathering ensued the retrieval before
September 30. To ensure smooth process, the researcher personally conducted the gathering of
data.

Statistical Treatment
In order to analyze the data gathered, the following statistical tools were used:

Percentage determined the profile of the respondents.

Weighted Mean established the level of reading comprehension skills and level of
problem skills of the students.
 The t-test and one-way ANOVA was used to find out if there is a significant difference
on the level of reading comprehension skills and problems skills of the students when they are
grouped according to their profile.

Spearman’s Rank Correlation was utilized to determine the relationship between reading
comprehension skills and problem skills of the students.

Results and Discussion

This chapter presents the data collected which were given interpretation and analysis.

1. Profile of the BSED Mathematics students with respect to their year level and sex.

Table 1

Percentage Distribution of the

Respondents’ Profile

N=30

1.1 YEAR LEVEL f %

First Year 6 20

Second Year 9 30

Third Year 7 23.33

Fourth Year 8 26.67

1.2. SEX______________________________________________________________________

Male 12 40

Female 18 60

As can be seen from the table, 6 or 20 percent of the respondents are on their first year, 9
or 30 percent are on their second year, 7 or 23.3 percent are on their third year, and 8 or 26.67
percent are on their fourth year. These students are in their college years, skilled and mature
enough to determine their level of reading comprehension skill and problem solving skills.

Majority or 18 with a percentage of 60 are female while 12 or 40 percent are male among
the respondents. The secondary education students are almost equal in terms of number of
students from the class. Both men and women are attracted with the line of teaching profession.
2. Level of Reading Comprehension Skills of Students

Table 2

Composite Average of the Reading Comprehension Skills

N=30
Reading Comprehension Skills WM Rank VI

1. I can read words correctly. 3.73 1 Outstanding

2. I know the meaning of the words. 3.37 5 Very Satisfactory

3. I can understand the significance of each word. 3.67 3 Outstanding

4. I can understand the concept of what I am 3.5 4 Outstanding

reading.

5. I can tell what actually happens in what I am 3.7 2 Outstanding

reading.

Composite Weighted Mean 3.50 Outstanding

Table 2 shows the composite weighted mean of the reading comprehension skills of the
students which is 3.50. This means that students have an “outstanding” reading comprehension
skills. Among the questionnaire items, the skill to read words or to decode symbols correctly is
the most acquired but the ability to know the meaning of the words or the vocabulary skill
received the lowest extent of acquisition.

3. Level of Problem Solving Skills of Students

Table 3

Composite Average of the Problem Solving Skills

N=30
Reading Comprehension Skills WM Rank VI

1. I have deep understanding of facts 3.5 1 Outstanding

to solve challenging problems.

2. I can determine the concept involve 3.53 2 Outstanding

in the problem.

3. I can convert information into mathematical 3.73 4.5 Outstanding

symbols or statements.
4. I can tell what operation is to be used to solve 3.73 4.5 Outstanding

the given word problem.

5. I can choose the required information among 3.57 3 Outstanding

the given data in the problem.

Composite Weighted Mean 3.61 Outstanding

Table 3 shows the composite weighted mean of the problem solving skills of the students
which is 3.61. This indicates that students have an “outstanding” problem solving skills. Base on
the questionnaire items, most of the students have deep understanding of facts to solve
challenging problems. However, students are not good enough in converting information into
mathematical symbols or statements and in reaching the solutions through required operations.

4. Difference between Reading Comprehension Skills when grouped according to year level
and sex.

Table 4.1

ANOVA Results on Difference of Reading Comprehension Skills

Between Year Levels
N=30

Year Level n mean SD Std. err

First Year 6 3.83 0.41 0.17

Second Year 9 3.44 0.53 0.17

Third Year 7 3.71 0.49 0.18

Fourth Year 8 3.86 0.35 0.13

Source SS df MS F-value P-value

Treatments 0.94 3 0.31 1. 52 0.232

Error 5.36 26 0.21

Total 6.3 29

Note: * - significant at 0.05 level

Table 4.1 reveals the comparison of the reading comprehension skills between year
levels. The p-value 0.232 is greater the level of significance 0.05 which indicates that the
difference between the reading comprehension skills in different year levels has no significant
difference.
 Table 4.2

Comparison of Reading Comprehension Skills

Between Male and Female
N=30

Sex mean SD t-value p-value df

Male 3.83 0.39

Female 3.61 0.50

1.2941 2.048 28

Note: * - significant at 0.05 level

Table 4.2 reveals the comparison of the reading comprehension skills between male and
female. The t-value 1.2941 and p-value 2.048 with a degrees of freedom of 28 indicates that
there is enough evidence to accept the null hypothesis. The researchers can say that there is no
significant difference between the reading comprehension skills of the students when grouped
according to sex.

5. Difference between Problem Solving Skills when grouped according to year level and
sex.

Table 5.1

Comparison of Problem Solving Skills

Between Year Levels
N=30

Year Level n mean SD Std. err

First Year 6 3.83 0.41 0.17

Second Year 9 3.66 0.5 0.17

Third Year 7 3.43 0.53 0.20

Fourth Year 8 3.63 0.52 0.18

Source SS df MS F-value P-value

Treatments 0.54 3 0.18 0.73 0.54

Error 6.42 26 0.25

Total 6.97 29

Note: * - significant at 0.05 level

 Table 5.1 reveals the comparison of the r skills between year levels. The p-value 0.54 is
greater the level of significance 0.05 which indicates that the difference between the problem
solving skills in different year levels has no significant difference.

Table 5.2

Comparison of Problem Solving Skills

Between Male and Female
N=30

Sex mean SD t-value p-value df

Male 3.58 0.51

Female 3.67 0.49

0.4499 2.048 28

Note: * - significant at 0.05 level

Table 5.2 reveals the comparison of the problem solving skills between male and female.
The t-value 0.4499 and p-value 2.048 with a degrees of freedom of 28 indicates that there is
enough evidence to accept the null hypothesis. The researchers can say that there is no
significant difference between the problem solving skills of the students when grouped according
to sex.

6. Relationship between Reading Comprehension Skills and Problem Solving Skills

Table 6

Relationship between Reading Comprehension Skills and Problem Solving Skills

of BSED Mathematics Students
N=30

Descriptive Statistics

Variables n mean SD

Reading Comprehension Skills 30 3.59 0.21

Problem Solving Skills 30 3.62 0.24

Correlations

X Y

Spearman’s Rho X Correlation Coefficient 0.0191 0.4253

Sign (2-tailed) 0.362

 N 30 30
____________________________________________________________

Y Correlation Coefficient 0.4253 0.0191

Sign (2-tailed) 0.362

N 30 30

X = Reading Comprehension Skills Y = Problem Solving Skills

Note: * - significant at 0.05 level

A Spearman’s rank-order correlation was run to determine the relationship between the
reading comprehension skills and problems solving skills of BSED Mathematics students. Table
6 reveals that there is a moderately strong and a low positive correlation between the problem
solving skills and problem skills. Thus, the researchers have enough evidence to reject the null
hypothesis.

Conclusion
Based on the findings, the following conclusions are drawn:

There are more female than male BSED Mathematics students in DFLCMCFI. Majority
of them are second year college.

The students have an outstanding reading comprehension skills. Among the skills
acquired by the students, to read words or to decode symbols correctly is the most but the ability
to know the meaning of the words or the vocabulary skill received the least acquired.

The students have an outstanding problem solving skills. Most of the students have deep
understanding of facts to solve challenging problems. However, students are not good enough in
converting information into mathematical symbols or statements and in reaching the solutions
through required operations.

There is no significant difference in the students’ reading comprehension skills when

grouped according to year level and sex.

There is no significant difference in the students’ problem solving skills when grouped
according to year level and sex.

Finally, there is a significant relationship between students’ reading comprehension skills

and problem solving skills.

Suggestions and Recommendations

Based on the conclusions made, the following recommendations are given:

 Reading should be practiced by students the students, for them to improve their
vocabulary ability as advancement on their problem solving skills.

Teachers need to know which part of the mathematical problem students find harder to
understand, to give solution or a strategy for the students to easily understand the lesson.
Teachers need to provide more word problem exercises as a practice for the students to
solve problems correctly, to increase the students’ ability on identifying the problem, converting
information into mathematical symbols or statements, to reach the solutions through required
operations and to give the correct final answer.

References

[1] Barbara Comber, Critical reading comprehension in an era of accountability. Available from:
https://scholar.google.com.ph/scholar?q=barbara+comber+2011

[2] Cherry Ann T. Nicolas, Charlyn Y. Emata, An Integrative Approach through Reading Comprehension
to Enhance Problem Solving Skills of Grade 7 Mathematics Students Available from
https://openjournals.library.sydney.edu.au/index.php/CAL/article/view/12497

[3] Nadine Sporer, Improving students' reading comprehension skills: Effects of strategy instruction and
reciprocal teaching
Available from: https://www.google.com/amp/s/www.researchgate.net/publication

[4] Lolly Jean Simbulas, Beverly Regidor, Robelyn Catulpos, Reading Comprehension and
Mathematical Problem Solving Skills of University of the Immaculate Conception. Available from:
research.uic.edu.ph/ojs/index.php/URJ/article/view/285