Effects of Reading Skills on Students’ Performance in Science and Mathematics in Public and Private Secondary Schools

Abstract

In the Philippine education system, reading, mathematics, and science formed part of the core areas of basic education curriculum. For the last decade, the quality of Philippine education was put into a big question due to poor performance of students in mathematics and science tests both local and abroad. The initial result of current efforts of the government by adopting K-12 curriculum didn't do much to change the status quo. The purpose of this study is to determine the reading predictors of students' performance in Mathematics and Science and identify its effects to such performance. A total of 660 freshmen students from public and private high schools in Cotabato City, Philippines were taken as sample. A validated and reliable 150-item test in reading comprehension skills, mathematics and science was used to get primary data to perform correlation and regression analysis. Findings showed that only making inference and getting main idea were predictors of mathematics performance of students in public school and private schools, respectively. Data analysis also revealed that two reading skills such as noting details and making inference had an influence on science performance of students in public school while skills in getting main idea and drawing conclusion influenced science performance of students in private schools. However, there was only one skill such as vocabulary in context which was predictor of overall science performance of all students. Moreover, separate effects of making inference, identifying main idea explained only 1.8 percent and 1.3 percent of students' math performance while their combined effects provided only .1 percent or nearly zero percent. Furthermore, the study found out that separate effects of noting details contributed 3.3 percent and its combined effects with making inference explained 4.2 percent of science performance of students in public schools. In terms of effects of reading to science performance in private schools, making inference provided 1.2 percent of separate effect; making inference and drawing conclusion influenced 2.8 percent of combined effect; understanding vocabulary in context has overall one percent of separate effect.

The Mediator Effect of Reading Comprehension in the Relationship between Logical Reasoning and Word Problem Solving

“…There are some findings which suggest a direct relationship between reading comprehension and solving the word problems (Pape, 2004;Vilenius-Tuohimaa, Aunola, & Nurmi, 2008). Nonetheless, some studies reveal that such a relationship is not statistically significant (r=0.162, p>.05; Imam, Abas-Mastura & Jamil, 2013;Imam, 2016). Reading comprehension also calls for high-level cognitive skills so as to be able to support understanding the text (Yuill & Oakhill, 1991).…”

“…The findings suggest that reading comprehension has a significant role in mathematical performance (Pape, 2004;Vilenius-Tuohimaa, Aunola & Nurmi, 2008). However, although there are also studies indicating that there is a positive and significant relationship between reading skills and mathematics performance, it is also reported that this relationship is not statistically significant (r = 0.162, p> .05) (Imam, Abas-Mastura & Jamil, 2013;Imam, 2016). Due to such inconclusive findings, more studies examining the relationship between reading comprehension and word problem-solving performance will contribute to the literature.…”

The Influence of Family Wealth and Parent Education Level on Students� Reading Literacy

“…Hanemann (2015) clearly defined reading literacy as a foundation skill which stimulates lifelong learning and relates to successful academic achievement. Imam (2016) also deeply highlighted the benefit of reading skill in helping children develop their numeracy, science and literacy skills. With reading skill, the children can then effortlessly acquire language skills such as listening, writing and speaking (Kennedy et al, 2012).…”

Encouraging Literacy in Mathematics Teaching and Learning: Junior High School Teachersr Perspectives

“…Reading is believed to be a reflective, analytical, and critical skill, leading to the development of other fields of ability such as math or science. The ability to read is related to the ability of mathematics and science ( [4], [5]).…”