Reading comprehension and mathematical problem-solving skills of grade 10 students: A correlational study

Abstract

RELATIONSHIP BETWEEN READING COMPREHENSION AND MATHEMATICAL PROBLEM- SOLVING ABILITY

OF GRADE 10 STUDENTS

Authors: Frank V. Pascua MAED student, St. Mary’s College Sta. Maria, Ilocos Sur

            Marife Lynn Azares MAED student, St. Mary’s College Sta. Maria, Ilocos Sur

            Elita B. Valdez, Ed.D, Professor, St. Mary’s College Sta. Maria, Ilocos Sur

Abstract

This study aimed to determine the relationship between reading comprehension and mathematical problem-solving ability of Grade 10 students of Bantay National High School, Ilocos Sur, during the School Year 2025–2026. Using a descriptive-correlational research design, the study investigated students’ reading comprehension across three domains—identifying main ideas and relevant details, understanding mathematical vocabulary and symbols, and interpreting multi-step or context-based word problems and assessed their proficiency in solving single-step and multi-step mathematical word problems. A total of 100 Grade 10 students from three sections were selected through total sampling.

Data were gathered using two validated instruments adapted from Diaz (2022): the Reading Comprehension Diagnostic Test (RCDT) and the Mathematics Problem-Solving Test (MPST). Statistical tools such as mean, standard deviation, and Pearson’s r were used, with significance set at 0.05.

Findings showed that students demonstrated Satisfactory mastery in identifying main ideas and understanding mathematical vocabulary but struggled significantly in interpreting multi-step or context-based word problems, where most fell under Developing and Beginning levels. Overall reading comprehension reflected a moderate level of mastery. In mathematical problem solving, nearly half of the students were at the Basic level, with notably low performance in multi-step problems, resulting in an overall low mastery classification. Pearson correlation analysis revealed a weak but statistically significant positive relationship between reading comprehension and mathematical problem-solving ability indicating that higher reading comprehension is associated with better problem-solving performance.

The study concludes that while students possess foundational comprehension and problem-solving skills, they experienced substantial difficulty with higher-order, multi-step tasks in both literacy and mathematics. Strengthening instruction in mathematical vocabulary, contextual reading, and multi-step problem interpretation is recommended to improve overall academic performance.

Keywords: Reading comprehension, mathematical problem- solving ability, Grade 10 students, Descriptive correlational.