Reading Comprehension in Relation to Class Performance in Mathematical Word Problems of Selected Grade Six Pupils of Bagong Pook Elementary School, Trece Martires City, Cavite School Year 2018-2019

Abstract

INTRODUCTION

Mathematics education have revealed that students' reading comprehension of mathematics proof is complex and calls for developing comprehensive frameworks for assessing students' ability to learn mathematics by reading. Children are usually asked to read (or listen to) the math's story or the problem presented, write down the mathematical operations necessary for completing the task, and then solve the problem and come up with an answer. It aims to investigate the connection between mathematical word problem skills and reading comprehension.

METHODS

The research determined the relationship between the levels of reading comprehension (literal, lexical, and interpretative) and class performance in mathematical word problems among selected grade six pupils of Bagong Pook Elementary School Trece Martires City, Cavite during the School Year 2018-2019. It utilized quantitative methods of research using the simple random sampling. A research-made questionnaire was used on the level of reading comprehension and in class performance in mathematical word problem of grade 6 pupils. The frequency and mean were computed to describe the variables while Pearson-Product Moment Correlation was computed to determine the relationship between the variables.

RESULTS

The results of the study in terms of "literal", 67 out of 147 selected grade 6 pupil respondents had advanced in literal reading comprehension, 51 had proficient, 29 had approaching proficiency while none of the respondents had developing and beginning in terms of literal reading comprehension. 84 out of 147 grade 6 pupil respondents had approaching proficiency in terms of lexical. Only 5 had advanced, 26 had proficient, 31 had developing and 1 had beginning. 62% of the respondents had approaching proficiency in terms of "interpretive" The class performance showed that the selected grade 6pupils had "moderate" performance in mathematical word problem. The pupils might have found the items that involved the lexical and interpretive comprehension questions in the mathematical word problem difficult.

DISCUSSIONS

Based on the responses derived from the study, the researchers identified that drawing of a picture of the situation is helpful to visualize a story or imagine a movie scene, most especially for those with difficulty in reading comprehension. Re-reading the word problem with annotations helps the students to sort out the information. Giving a word clue also helps the pupils find it easier to come up with the correct solution.