Reading Comprehension as a Predictor of Mathematical Word Problem-solving Ability among Grade 7 Students

Abstract

Reading comprehension is a foundational skill that significantly influences students' ability to solve mathematical word problems. This study investigated the predictive relationship between reading comprehension and mathematical word problem-solving ability among 100 selected Grade 7 students at Matiao National High School in Mati City, Davao Oriental, Philippines, using a predictive-correlational design. Using Pearson’s correlation analysis on data from 100 Grade 7 students, the study assessed performance across three reading comprehension levels—literal, inferential, and critical—and four basic mathematical operations. Results showed strong performance in literal comprehension (83.6%) and addition (86%), but substantial difficulty in critical comprehension (37.2%) and division (26.6%), indicating challenges in higher-order thinking and complex operations. A statistically significant positive relationship was found between reading comprehension and math problem-solving ability. Guided by Cognitive Load Theory, the study underscores how reading skills support cognitive processing in mathematics. Findings suggest that integrating reading strategies into math instruction may improve students’ understanding of word problems. Educational stakeholders are encouraged to implement interdisciplinary approaches that enhance both literacy and numeracy. Future research may focus on intervention programs aimed at improving reading comprehension to support mathematical achievement.