Reading Ability Attribution to Math Problem Comprehension Ability of Upper Grade School Students

AUTHOR/S: Kerenza Isabel R. Lee, Stephen Joy P. Dapiton

DATE COMPLETED: August 23, 2013



             This study was conducted to determine the relationship between students’ reading comprehension and Math word problems comprehension of Grades 4-6 pupils of Ateneo de Davao University.

             The descriptive- correlational method of research was used in this study. Primary data were obtained through the respondents’ Scholastic Reading Inventory (SRI) lexile scores and the researcher-made Math word problem questionnaire, which was used for the pretest and the posttest.

             Pearson-r (for correlation) and descriptive mean were used in the analysis of the data.

             The findings support the conclusion that reading comprehension is correlated in Math word problems. And since they are correlated, it can be inferred that reading comprehension attributes the way students comprehend Math word problems. 

              Based on conclusions derived from the findings, it is recommended to continually employ the reading program used by the pupils for it positively improved the reading ability of the pupils. Second, Math teachers may also be trained on reading strategies as these will also be helpful when they teach worded problems. Third, giving emphasis on relative meaning of words or phrases in the problem to its mathematical problem can also help the students improve their Math word problems comprehension. Teaching only keywords is highly discouraged as it promotes rote learning. Fourth, further investigation and study must be done on the possibility of a cause and effect relationship between reading and comprehension on worded problems. 

Request for Full Article (Please fill in the needed details. We will promptly respond to your request thru your e-mail.)

[contact-form-7 404 "Not Found"]