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Chapter 1

INTRODUCTION

Rationale

Numerical reasoning skills is the ability to understand, organize and

resolve a problem using a mathematical methods and reasoning to real life

problems (Estyn, 2013). In global setting, Malaysian pupils aged 14 -15 years old

have performed poorly in numerical reasoning test in international studies such

as Trends in Mathematics and Science Studies (TIMSS, 2015). This low level of

mathematical thinking is reflected in the constant problem pupils experience

when it comes to numerical reasoning in mathematics, particularly when

interpretation and synthesis are involved. Furthermore, in Philippines particularly

in Zamboanga National High School, based on NAT (2015) results, students find

difficulties in analyzing, formulating and constructing their own ideas. They also

find it hard to solve problems involving words and numbers. This poses a

challenge to the teachers on how to effectively develop students numerical

reasoning skills. Moreover, based on the ranking of all the Divisions in Region XI,

it was discovered that students’ performance in numerical reasoning test stand

below from the average. It shows that students thrive at acquiring knowledge but

struggle in subjects that require numerical reasoning skills (DepED Advisory,

2011).

Numerical Reasoning skills are important for success in a variety of jobs. It

is considered the most important basic skill needed in today’s data-driven

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marketplace. According to the Welsh Government (2012), pupils can recognize

how to utilize numbers to address a real-life problem by using numerical

reasoning. The capacity to reason with numbers allows students in basic class to

access and understand information such as sports, statistics, reading maps,

making an object to scale, and handling money in a range of settings. Without

this capacity, students will be unable to apply their mathematics knowledge in the

actual world.

Teaching students numerical reasoning skills is relevant in social

institutions for it helps them to be eligible and qualified academically and

educationally. If they are not specialists in the study of mathematics, they maybe

fall in conceptual mistakes result from a mismatch between the student-teacher

skills and the curriculum or instructional material (Gravois and Gickling, 2002).

According to Aunola, and Nurmi (2008), there is a close relationship

between reading comprehension skills and numerical reasoning skills. They

stated that reading comprehension skill is seen as a predictor of word-problem

performance. The ability to solve word problems is seen as a key strategic tool in

the development of fundamental literacy and numeracy skills. This means that

those students whose literacy skills are good also have better mathematical

performance.

The researcher has not come across a study simultaneously relating the

specific components of Reading Comprehension and Numerical Reasoning Skills

of STEM students. Thus, the researcher conducted this research study to

contribute to the wide range of body of knowledge about the said topic. Based on
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this challenge, the researcher felt the urgency to pursue the study and contribute

knowledge to serve as a basis for future research.

Research Objective

The primary purpose of the study was to determine the influence of

reading comprehension on numerical reasoning skills of STEM students.

Specifically, this study seeks to answer to the following objectives.

1. to describe the level of the reading comprehension skills of STEM

students;

2. to ascertain the status of the numerical reasoning skills of STEM

students;

3. to determine the significant relationship between reading

comprehension and numerical reasoning skills of STEM students;

4. to test the influence of reading comprehension on the numerical

reasoning skills of STEM students.

Hypothesis

Ho1: There is no significant relationship between reading comprehension

and numerical reasoning skills of STEM students.

Ho2: Reading comprehension is not a good predictor of numerical

reasoning

skills of STEM students.

Review of Related Literature

This section includes reviews and studies by numerous writers that

support the researcher's research on online learning engagement of teacher

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education students. The related studies are national and international written

reports, articles or previous research studies that talk about the said variable.

Reading Comprehension

Reading is a collaborative effort in which readers use successful reading

skills to create a meaningful representation of a text. Effective reading techniques

are important abilities that have gotten a lot of attention because of how

important they are for students' reading comprehension. Alyousef (2005), reading

defined as an interactive process between readers and texts that results in

reading fluency. Readers engage with texts to extract meaning, and there are

two types of knowledge: linguistic or systemic knowledge (bottom-up processing)

and schematic knowledge (top-down processing). And the basic purpose of

reading, according to Ahmadi (2011), is to obtain the correct message from a text

that the writer intended for the reader to acquire. On the other hand,

Comprehension according to the RAND Reading Study Group (2002), is the

process of eliciting and producing meaning from written language through

interaction and involvement. According to McNamara and Magliano (2009), this

process involves both reader and text elements occur in the context of a larger

social setting. Moreover, according to Duke (2003), comprehension is a process

in which readers make sense of literature by interacting with it using a

combination of past knowledge and experience, information in the text, and

readers' perspectives on the text.

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Reading comprehension is an essential skill that students need to master.

It helps students to develop their knowledge, skill, and memory to prepare for

real life challenges, Amalia, R. (2017). On the other hand, reading

comprehension, according to Snow (2002), is the process of obtaining the

meaning of a written text. Additionally, reading comprehension, according to Le

Cordeur (2010), is the ability to recall key elements from a text and develop

conclusions based on those details. To put it another way, reading

comprehension is the ability to comprehend a text and form conclusions from it.

In addition, the word reading is often used to describe both what

beginners do when they are learning to read and what good readers do when

they are involved in fluent reading. However, the two kinds of readers do different

things and therefore have very different needs as they struggle to become better

readers. Reading at these two extremes of skill, and at the various levels of

proficiency between them, is a series of activities which presuppose different

levels of knowledge, different needs and purposes. It should be apparent; then,

that what may be true about reading at some particular level of proficiency may

not be true at all of reading at much higher or much lower levels. Reading is a

self-discovery process. During this process, readers interact with written

materials by investing both cognitive and metacognitive efforts to decompose

new knowledge so as to make or infer meaning. Reading is a complex cognitive

activity that takes place in the brain and involves the formation of meaning

(Akyol, 2006).
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Moreover, speed, word accuracy, and prosody are all factors in fluent

reading (Hudson, Pullen, Lane, & Torgesen, 2009). Reading fluency is a term

used to describe the ability to read quickly and accurately. The ability to read a

meaningful text out loud is examined. Reading is a simple task, yet most people

find it challenging to read with comprehension. The task is an action that is one

of the language abilities that must be mastered during the learning process of

English as a foreign language. According to Nunan (2003), reading is a key

ability for learners of English as a second language. Reading comprehension

skills make reading more enjoyable and successful. It is also necessary for

knowledge enhancement. Strong reading skills can benefit students in any

subject, but especially in English classes. Reading skills are best developed in

conjunction with writing, listening, and speaking activities. Reading is not about

only reading but also comprehending the text's substance. The reader must be

aware of the text's facts, message, or idea. Nunan, (2003), stated that reading is

a fluent reader process in which they combine information from a text with their

prior knowledge to construct meaning. Students must apply their past knowledge

to quickly interpret the text in order to receive the book's information.

Furthermore, according to the study entitled “The Role of Reading Skills

on Reading Comprehension Ability of Turkish EFL Students”, by Kaya, E. (2015),

it is a fact that reading in a foreign language is strongly linked with thinking in that

language. If you want to read well in English, you must think in English as you

read. If you think in another language and translate into English, you will usually

have difficulty with comprehension. The learner needs to make logical

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connections between the ideas and information in reading. Thus, they cannot

bring about the level of comprehension required to pass exams in their own

departments. For this reason, reading skills should be taught in universities for

the students to be able to cope with comprehension problems (Kaya, E. 2015).

There exist numerous studies on reading skills and comprehension.

Alderson (2007) notes that the readers’ knowledge affects what they understand.

There are other factors which affect reading comprehension. According to

Mikulecky and Jeffries (2014), reading comprehension is a problem for many

students. When they read in English, they tend to attribute the comprehension

difficulties to the English language. They may also feel that the problem is their

own lack of ability. In fact, the problem is about their approach to a text. If the

students understand how the information is presented in English texts and are

aware of the cognitive processes, they will be better at comprehension.

On the other hand, in a study entitled “The Role of Reading Identities and

Reading Abilities in Students’ Discussion About Text and Comprehension

Strategies”, written by Hall, L. A (2012), middle school students’ abilities to

comprehend texts are critical to their academic success (Fordham, 2006).

However, results from the recent National Assessment of Educational Progress

(NAEP, 2009) showed that 68% of the eighth graders tested were considered to

be reading at or below a basic level. Students who read at or below a basic level

often have difficulty doing more than extracting basic facts from texts and

struggle to critically evaluate and apply what they read to their lives. Therefore,

understanding and responding to the reading comprehension needs of middle

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school students is critical to helping them succeed in school and in life. Although

students with reading difficulties may be common in middle school classrooms,

they sit alongside students who meet or exceed grade-level expectations in

reading. All middle school students, regardless of their reading abilities, need

continued reading instruction to meet the growing and complex reading demands

that are placed on them both in and outside of school (Caldwell & Leslie, 2004;

Moje, 2007). Therefore, addressing the reading comprehension needs of middle

school students is about more than responding to students who demonstrate

regular difficulties with texts.

Helping students comprehend texts in subject-matter classrooms is no

simple task. Doing so requires more than memorizing facts, defining vocabulary

words, and answering a set of questions at the end of a chapter. Students must

engage in a range of skills, including (a) identifying main ideas, (b) evaluating

evidence, and (c) assessing sources that arguments are based on (Ganske &

Fisher, 2010). Students must also learn how knowledge is created and

communicated and how reading and writing within one discipline is both similar

and different from reading and writing in others (Heller & Greenleaf, 2007). To

help all students improve their reading comprehension abilities, researchers have

advocated that subject-matter teachers provide explicit instruction on

comprehension strategies and how to use them with a variety of texts (Coiro &

Dobler, 2007).

Comprehension strategies are defined as “deliberate, goal-oriented

attempts to control and modify the reader’s efforts to decode text, understand
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words, and construct meanings of text” (Afflerbach, Pearson, & Paris, 2008, p.

368) and include making and checking predictions, rereading, and asking and

answering questions before, during, and after reading. As students internalize

and apply strategies on their own, they can increase their comprehension of

texts, become more responsive to comprehension difficulties, and better apply

what they read to their lives (Kintsch, 2005). Although comprehension strategies

have been extensively written about, they are just one aspect of helping students

comprehend academic texts. The sociocultural context students operate in, along

with their cognitive abilities, text difficulty, motivation to read, and purposes for

reading, also influence how they approach interacting with texts and

comprehending them (RAND Reading Study Group, 2012).

Moreover, developing strategy instruction that responds solely to middle

school students’ cognitive needs and, by extension, their current grade-level

reading abilities is likely to have a limited impact (Hall, 2010). Students may

choose not to apply strategies during reading even when they understand how to

do so and want to improve their reading comprehension abilities (Dole & Brown,

2016). Students who self-identify as poor readers often choose to disengage

from reading rather than publicly reveal their perceived weaknesses as readers

and may make such decisions with the full knowledge that their abilities to

comprehend texts and learn content will be compromised (Smith & Wilhelm,

2014). Students who self-identify as good readers may still have difficulty

comprehending texts beyond a literal level but, because they associate

themselves with a positive reading identity, may not believe they need to engage
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differently with texts or would benefit from further strategy instruction (Ivey &

Broaddus, 2020).

There are many definitions and theories regarding what identity is and

how individuals’ identities form and change over time (Moje & Luke, 2009). In this

study, they view individuals’ identities as shaped by their environment, their

understandings of the norms of that environment, and how they view themselves

in relation to those norms. Individuals’ identities are formed, reinforced, and/or re-

formed based on their past and current experiences and how they situate

themselves within those experiences (Alsup, 2006). Students’ identities as

readers are a central component of the ideological model. Understanding how

students define themselves, and what experiences have shaped their identities,

allows teachers to better understand and respond to students’ interactions with

texts (Coffey & Street, 2008). Although teachers who utilize an ideological model

do help students develop reading skills and strategies, students are not expected

to conform to preexisting models of identity or adopt the identity of a good reader

as a teacher defines it (Watts, 2011). Instead, students are given control to

define and shape their identities. They may openly critique the models of identity

they have experienced in school, work to create their own definitions of reading

and literacy, and define who they want to become as readers.

Students’ understandings of who they are as readers contribute to the

decisions they make about reading (Luttrell & Parker, 2001). When expected to

read and discuss texts in small groups or whole-class settings, students who

identify as poor readers may withdraw or limit their involvement in an effort to

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avoid being publicly identified as a poor reader. Students who identify as good or

above-average readers may be more likely to participate publicly since they likely

have experienced more success with reading in school, believe they can

accomplish the task at hand, and feel they have something to contribute.

Therefore, students’ interactions with texts and instruction are not necessarily

mediated by their cognitive reading abilities but rather their interpretation of what

it means to be a certain type of reader and how they understand themselves in

relation to those norms.

Additionally, a study entitled “The Role of Reading Identities and Reading

Abilities in Students’ Discussion About Text and Comprehension Strategies”,

written by Hall (2012). This study shows that students of varying reading abilities

may need more or less support when applying comprehension strategies and

discussing texts than teachers might assume. Students did not always engage

with texts and strategies in ways that aligned with their current grade-level

reading abilities. Some students engaged with texts and strategies in ways that

were more sophisticated than what might typically be expected based on their

current reading level, whereas others engaged in ways that were less

sophisticated than what we might expect. As a result, the findings challenge our

ideas about what it means to be classified as a particular type of reader and how

teachers think about reading instruction. As Conley and Wise (2011) state,

“Despite the romantic view that one year of schooling builds into another, school-

based comprehension proceeds in anything but a clear developmental

progression” (p. 94).

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Although grade level reading scores might give a basic starting point of

what kinds of instruction some students might need, they give no indication of

how students apply instruction or what guides their decisions. It is important to

not be too attached to labels and to examine and question the models of identity

that permeate reading instruction and are taken for granted within classrooms.

The findings from this study extend our knowledge about the role of identity and

how it mediates students’ interactions with texts. Prior research has shown that

students’ identities can shape their motivation and engagement when reading

texts (Hall, 2017). However, this study has found students’ identities can also

play a role in how they think and talk about texts.

Also, discussions can provide students space to examine ideas and learn

new ways of thinking and speaking. They also provide a forum for students to

interact with others from diverse backgrounds and with differing perspectives. For

those students in HPR groups who began the study reading below grade level,

their experiences in the group may have helped them learn a new way of talking

about texts and strategies. Because they saw themselves as highly capable

readers, they may have been more willing to try out new ways of speaking. It

would be interesting to see how self-identified APR and LPR students of varying

reading abilities would have responded if they had regular opportunities to hear

the same kind of talk, (Hall, 2012).

It is also important to note that although some students experienced a

positive change in their reading identities, we cannot assume that they will also

change the ways they talk about texts and use strategies. Presumably, students’
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initial scores on the RSPS were grounded in their prior histories and experiences

in school. The identities they entered the study with were likely developed and

reinforced over time based on such things as how their teachers and peers

identified them as readers and their understandings of what it meant to be a

particular type of reader (Hall, 2012). Students whose identities are in the midst

of a shift may be more open to engaging with texts and instruction in new ways if

they see themselves in a more positive light. Although students’ identities were a

central focus for this study, students’ successes or failures to use comprehension

strategies in more sophisticated ways cannot be connected solely to how they

identified themselves as readers. As Dressman, Wilder, and Connor (2005) have

argued, there is no single explanation or theory that accurately captures why

some students succeed and others struggle with reading.

Little research has examined what literacy instruction that takes students’

identities into account looks like. Often teachers tell adolescents who they must

become and demand that they acquire the identity their teachers have crafted for

them to be successful (Moje, 2006). However, research has started to show that

teachers can make a significant difference by helping students develop

understandings about what it means to be a reader and giving them the power

and space to take control over who they want to become as readers. Such work

has the power to disrupt long-standing models of identity, empower students to

reshape their reading identities, and help students take charge of their academic

development while improving their overall reading comprehension (Hall, 2012).

As students have opportunities to learn about how people are identified

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and positioned, they become aware of how identity influences their decisions and

interactions with others around reading (Wortham, 2003). They can begin to

develop broader ideas about what it means to be a reader and start to see that it

is possible for themselves and their peers to improve their reading abilities

(Frankel, K. 2016). Students stand to gain greater control over shaping their

academic development without feeling they have to assimilate into the dominant

culture of school. Positive transformation of students’ identities and reading

development is likely to occur as students and teachers work together to achieve

new identities and reading goals.

Lastly, in the field of mathematics, reading comprehension is critical for

students' success in word problems and real-world applications. Students must

not only grasp what a word problem is asking in real-life circumstances, but they

must also be able to interact with the text of word problems in order to solve

them. Reading becomes more difficult in a mathematical literature since material

is not always read from left to right (depending on whether students must also

comprehend and reference graphs/tables) and it is usually visually complicated

due to callouts, graph sidebars, historical information, and/or practice problems

(Barton et al. 2002). These tasks become extremely challenging for struggling

readers because they must meet additional cognitive demands that proficient

readers do not. When reading word problems, struggling readers

Numerical Reasoning Skills

Mathematics has played a vital role in daily human lives. It is the

knowledge that enables us to deal everything with logic of shape, quantity and
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arrangement. In short, without mathematics, we cannot deal with the world

because everything we do here involves calculations, numbers and even word

problems. As Albert Einstein (1879-1955) stated “as far as the laws of

mathematics refer to reality, they are not certain; and as far as they are certain,

they do not refer to reality."

In all science-based subject particularly in mathematics, numerical

reasoning skills and decision making are required as a vital tool. It cannot be

underestimated in solving day to day mathematical problems. Without numerical

reasoning and decision-making, people can’t able to recognized that

mathematics can make sense and it can be understood in a simple and a critical

way. According to Estyn (2012), numerical reasoning skills are defined as the

capacity to apply basic mathematics numerical facts, skills and reasoning to real-

world problems. Furthermore, the Welsh Government (2012) defines numeracy

as the ability to recognize and apply numerical reasoning in order to solve a

problem, as well as the ability to carry out numerical procedures that allow

people to work out and show their solutions.

Tella (2007) stated that in Nigeria, the causes of students'

underachievement in mathematics particularly in numerical reasoning are

perhaps less obscured than their remedies. Some researchers (Alio & Paters,

2000) have global identified numerous variables that affect the effective teaching

and learning of secondary school mathematics. However, Olatoye and Aderogba

(2011) reported that there was no significant difference between male and female

students’ performance in numerical reasoning. In contrast, Falaye (2006) who

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investigated the influence of gender, course of study, and numerical ability on

secondary school students’ achievement in practical geometry observed that the

impact of students’ numerical ability on their achievement is not significant across

students’ gender and course of study. Alio and Harbor Paters (2000) in their

study on gender interaction on achievement discovered that there was a marked

difference between the performance of male and female students. Erinosho

(2005) and Ogunkola (2006) affirmed that boys performed better than girls in

numerical reasoning.

Moreover, in recent years, the capacity to think critically and apply

numerical reasoning skills has grown much more crucial in the workplace. The

ability to reason numerically is one of the most fundamental skills that exist in

young children before they are taught Mathematics in school. Numerical critical

reasoning tests involve evaluating situations and drawing conclusions from the

data provided in order to assess one or more of the following: critical thinking

ability; basic or general arithmetic operations; ability to perform estimates; ability

to analyze graphs and other data; speed in making analyses or assessments;

and level of concentration in solving problems. As a result, numerical reasoning

is regarded as one of the most fundamental talents required in today's data-

driven business. Numerical reasoning is important for understanding and

performing mathematics. It is equated by Ball and Bass (2003) with a

mathematical competence that every student requires in order to understand

Mathematics. Students' early exposure to mathematics is a powerful way of

deepening their scientific and technological breakthroughs. In order to become

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confident, self-reliant mathematical thinkers, students must develop the ability to

confront a mathematical problem, persevere in solving it, evaluate, and justify

their results.

Numerical reasoning is concerned with the capacity to apply numerical

facts and procedures in a variety of situations, while mathematics is concerned

with the ability to recall numerical information and procedures. The importance of

numerical reasoning in solving real-life problems and making decisions is

emphasized. According to Welsh Government (2012), children are able to

recognize how to utilize numbers to face a real-life challenge and devise a

strategy to overcome it. The capacity to reason with numbers helps students

access and understand material such as sports, statistics, and reading in a range

of scenarios. Maps, scale modeling, and money management are just a few of

the topics covered. Pupils will be unable to use their mathematical knowledge in

the actual world unless they have this capability.

In addition, Strohmaier (2020), stated that word problems have been a

vital part of mathematics education for centuries. With the shift towards more

contextualized and functional modeling tasks, they saw a revival in the

mathematics classroom and in the assessment of mathematical competencies.

Furthermore, according to Boonen et al. 2016; Daroczy et al. 2015; Verschaffel

et al. 2010, Word problems are considered mathematical tasks in which relevant

information is presented as text rather than in mathematical notion. They require

learners to integrate mathematical, linguistic, and visuo-spatial abilities. During

the solution, these abilities are typically not applied sequentially, but in parallel
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(Daroczy et al. 2015). Therefore, it is assumed that they interact during word

problem solving, for example in constructing a visuo-spatial representation.

However, the nature of this interaction has not yet been investigated to its full

extent.

Moreover, there is empirical evidence for the influence of verbal,

numerical, and general reasoning abilities on mathematics achievement in

general (e.g., Fuchs et al. 2010). A longitudinal study of English pupils aged

eleven to sixteen found that general thinking ability (i.e., g factor) was

substantially connected with mathematics examination results. However, verbal

ability had no effect on math achievement (Deary et al. 2007). Another study

spanning several age groups—from elementary to secondary school children—

found statistically significant direct effects on mathematics achievement for fluid

thinking, which included numerical reasoning (e.g., completing numerical

sequences) and general reasoning (Taub et al. 2008). Recent research of

undergraduate mechanical engineering and mathematics-physics students found

that verbal and numerical ability were related.

Mathematics education typically revolves around the solution of a variety

of problems which differ with regard to the cognitive processes involved in their

solution. Distinguishing between these various kinds of tasks is important when

addressing determinants of mathematics performance. For example, spatial

abilities might have a stronger influence on geometric problems than on

arithmetic tasks. For word problems, the review by Daroczy et al. (2015) offers

an overview of the various factors that influence the solution process. Here, the
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authors specifically emphasize that linguistic and numerical factors interact

during word problem solving. This finding is supported by various studies that

report a strong relation between mathematics and reading abilities in CWP

solving (Abedi 2006; Boonen et al. 2013; 2016; Leiss et al. 2019).

In the Programme for International Student Assessment study (PISA)—

where both mathematics and reading abilities of 15-year-olds are assessed—the

latent correlation between those abilities is considerably high (OECD 2014). With

reading and modeling playing such an important part in CWP solving, cognitive

processes that go beyond computational skills and factual mathematical

knowledge come into play. Successfully translating a CWP into a mental model

suitable for solution includes real-world knowledge, creativity, and the ability to

infer missing information (Strohmaier 2020). This multicausal structure of the

determinants for successful CWP solving suggests that it addresses a wide

range of cognitive and motivational-affective student characteristics (OECD

2019; Schukajlow et al. 2012).

There is also empirical evidence for the influence of verbal, numerical,

and general reasoning abilities on mathematics performance in general (e.g.,

Fuchs et al. 2010). In a longitudinal study with English students from age eleven

to age 16, general reasoning ability (i.e., g factor) correlated highly with

mathematics examination performance. Verbal ability, however, did not

contribute to mathematics achievement (Deary et al. 2007). In another study

across different age groups—from primary to secondary school children—

statistically significant direct effects on mathematics achievement were found for

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fluid reasoning, which comprised of numerical reasoning (e.g., completing

numerical sequences), and general reasoning (Taub et al. 2008).

Additionally, a recent study assessing undergraduate mechanical

engineering and mathematics-physics students reported that verbal and

numerical abilities were associated with students’ achievements on most physics

and mathematics courses (Berkowitz and Stern 2018). A wide range of research

has already shown that verbal abilities are of great importance for mathematical

thinking and learning (Leung 2017, & Prediger et al. 2018). They may further gain

importance with increasing linguistic complexity of the mathematical content that

has to be processed. For (complex) word problem solving in particular, verbal

abilities are assumed to contribute to task performance (Leiss et al. 2019; &

Strohmaier et al. 2020).

On the other hand, based on an article entitled “The Importance of

Numerical and Verbal Reasoning Tests”, by Assessment Training (2022) A

numerical reasoning test will help provide recruiters an understanding of your

ability to analyze and interpret various questions usually given in the form of

tables, graphs and data. The employers need to ensure that you are able to draw

reasonable and logical results out of the provided data for a certain job role. A

numerical reasoning test may give them an insight into the attention to details

that you may give in any given situation. These tests may not help them assess

your mathematical knowledge; however, these will help evaluate how logically

you will reach to a decision and how knowledgeable and well-versed you are.
 21

You should know how numerical reasoning test scores help the recruiters decide

on the most competent candidate from many, for a certain job role.

Moreover, in a professional work environment, crucial decisions are

usually made based on the data, figures and trends of the previous years. These

decisions may include monitoring the progress of a business strategy, analyzing

results driven from a business strategy, or elements that may have helped the

business in achieving previous business goals. Thus, there are several

interpretations and analyses that will need to be effectively done as a part of the

job role to make better and informed future business decisions. These test

scores will give recruiters an idea about how the candidates will comprehend

these critical aspects of the business and whether or not they may add any value

to the company in achieving their business goals.

Furthermore, according to a case study entitled “Towards Question

Format Independent Numerical Reasoning: A Set of Prerequisite Tasks” by

Swaroop M. (2020) Numerical reasoning is often important to accurately

understand the world. Recently, several format-specific datasets have been

proposed, such as numerical reasoning in the settings of Natural Language

Inference (NLI), Reading Comprehension (RC), and Question Answering (QA).

Several format-specific models and architectures in response to those datasets

have also been proposed. However, there exists a strong need for a benchmark

which can evaluate the abilities of models, in performing question format

independent numerical reasoning, as (i) the numerical reasoning capabilities we

want to teach are not controlled by question formats, (ii) for numerical reasoning
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technology to have the best possible application, it must be able to process

language and reason in a way that is not exclusive to a single format, task,

dataset or domain.

In pursuit of this goal, the author introduces NUMBERGAME, a

multifaceted benchmark to evaluate model performance across numerical

reasoning tasks of eight diverse formats. We add four existing question types in

our compilation. Two of the new types we add are about questions that require

external numerical knowledge, commonsense knowledge and domain

knowledge. For building a more practical numerical reasoning system,

NUMBERGAME demands four capabilities beyond numerical reasoning: (i)

detecting question format directly from data (ii) finding intermediate common

format to which every format can be converted (iii) incorporating commonsense

knowledge (iv) handling data imbalance across formats (Saxton et al., 2019),

Neural language models powered by data driven approaches have

achieved human level performance across several NLP tasks. However, we still

require machines that understand the world well enough to perform reasoning.

This capability would give rise to new opportunities for real-world applications

such as education, medicine, and scientific discovery [Clark and Etzioni, 2016].

Additionally, numbers help us to reason in everyday tasks ranging from

buying vegetables to reading newspaper to understanding economic situation,

survey results, sports, climate change, and election. Since numbers make our

conversation accurate, the skill to reason with them is of primary importance in

understanding natural language [Ravichander et al., 2019]. Several datasets

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have been proposed to foster research in numerical reasoning in natural

language understanding and QA context. Since numerical reasoning is generic

and independent of any particular format, there exists a strong need for a

benchmark which can evaluate abilities of models in performing question format

independent numerical reasoning.

Additionally, quantitative reasoning has been a challenging problem for a

long time. Small question answering datasets were proposed to understand the

quantitative aspect of natural language such as the template-based dataset

which solved questions with equations as parameters [Kushman et al., 2014],

addition-subtraction dataset [Hosseini et al., 2014] and arithmetic problems

dataset [Koncel-Kedziorski et al., 2015]. Difficulty of questions were increased in

subsequent datasets [Roy and Roth, 2016]. Later, larger datasets were created

to facilitate deep learning research [Ling et al., 2017]. One of our focused in

creating this dataset is to have simple question answering problems and

minimize data repetition. We also found significant positive effects of verbal,

numerical, and general reasoning abilities on CWP performance.

Although the impact of these factors on mathematics performance or word

problem solving, respectively, had been investigated by previous studies

(Berkowitz and Stern 2018), their interplay was illustrated by our findings in a

novel way—with our results showing verbal abilities to have the largest impact,

spatial abilities and general reasoning being of equal importance, and numerical

abilities showing the least positive effect. Regarding this, it seems noteworthy

that—even in the investigated CWPs—verbal ability was still the strongest

 24

predictor. This finding is in line with studies supporting a strong relation between

mathematical and reading abilities in CWP solving (Leiss et al., 2019). Numerical

reasoning tests, also known as data interpretation or numerical critical reasoning

tests, involve evaluating situations and drawing conclusions from the data

provided to assess one or several of the following: Critical thinking ability; basic

or general arithmetic operations; and ability to perform estimates.

Theoretical Framework

This study is anchored on the pronouncement of Velinius-Tuohimaa et al.

(2008), indicated that reading comprehension and numerical reasoning skills are

extremely important in order to become successful in mathematics. They assert

that mathematical problem-solving performance and comprehension reading

skills play a role in understanding the overall problem and helps being able to

effectively solve the problem. The suggestions of the authors are that teachers

include problems that require them to reflect on the ideas, formulating definitions,

reading, and expressing those ideas in writing in order to communicate their

thinking. Additionally, Barton & Jordan, (2002) states that in order to develop the

ability to answer mathematical problems with logic and numerical reasoning

skills, certain reading skills must first be taught. They claim that the abilities

required for reading a mathematical text/problem are unique and may not be

applied in other curriculum areas, and that teaching these specific reading

strategies helps students develop their numerical reasoning skills in solving

mathematical issues. They also state that learning to read mathematics is critical

for comprehending the meaning of the problem and effectively implementing a

 25

solution. They go on to say that utilizing specialized reading comprehension skills

is the greatest way to assist pupils make sense of and learn from the

mathematical content. They also express the notion that teachers can use

reading comprehension and learning strategies to assist students activate prior

knowledge, grasp vocabulary, and make sense of unfamiliar content.

Conceptual Framework

The independent variable is Reading Comprehension which defined as

the ability to recall key elements from a text and develop conclusions based on

those details, (Le Cordeur, 2010). The dependent variable is Numerical

Reasoning Skills, refers as the ability to apply simple numerical facts, skills and

reasoning to real-life problems (Estyn, 2013). The single arrow between

independent variable and dependent variable indicates the relationship between

the two variables.

Definition of Terms

Reading Comprehension – it is the ability to recall key elements from a

text and develop conclusions based on those details (Cordeur, 2010).

Numerical Reasoning Skills – it is the ability to understand, organize and

resolve a problem using a mathematical methods and reasoning to real life

problems (Estyn, 2013).

STEM students - (Science and Technology, Engineering, and

Mathematics), the students from senior high school who are exposed to complex

mathematical and science theories and concepts that will serve as their greatest

foundation for their college course.

 26

Independent Variable Dependent Variable

READING NUMERICAL
COMPREHENSION REASONING SKILLS
 27

Figure 1 Conceptual Paradigm

Chapter 2

METHOD

Included in this chapter are the research design, research respondents, research

locale, research instrument, data collection and statistical tools.

Research Design

A research design was a researcher's tool for gathering, evaluating,

interpreting, and reporting data in research studies (Creswell, 2012). It is the plan

for linking conceptual research issues to relevant (and doable) empirical

research. In other words, the research design determines how the required data

will be collected and analyzed, as well as how all of this used to address the

research question (Anderson, 2012). The descriptive quantitative research

 28

design is used in this analysis. Descriptive quantitative research attempts to

characterize a population, condition, or phenomenon in a systematic and reliable

manner. A descriptive research design may examine one or more variables using

a variety of research methods. Unlike laboratory studies, the researcher does not

influence or modify any of the variables; instead, they are observed and

measured (McCombes, 2019).

A descriptive quantitative study’s purpose is to identify a phenomenon

and its characteristics. The study is more interested in what happened rather

than how or why it happened. As a result, observation and survey instruments

are often used to collect data (Gall et al., 2007). Data was obtained quantitatively

in such studies, but it is often analyzed quantitatively, with frequencies,

percentages, averages, and other statistical analyses used to assess

relationships (Nassaji, 2015).

Research Respondents

When developing high-quality research protocols, setting inclusion

requirements for study participants/respondents is a standard, required practice.

Inclusion criteria is defined as the key features of the target population that the

investigators used to answer their research question (Patino & Ferreira, 2018).

Inclusion criteria are based on the study's scientific goal and are essential to

achieve it. Effective inclusion criteria ensure the homogeneity of the sample

population, reduce confounding, and increase the likelihood of finding a true

correlation between exposure/intervention and outcomes; specifically, good

selection criteria were ensured the homogeneity of the sampled population,

 29

reduced confounding, and increased the likelihood of finding a true association

between exposure/intervention and outcomes (Salkind, 2010).

The sample size is a significant feature of any empirical study in which

the goal is to make inferences about a population from a sample. In order to

generalize from a random sample and avoid sampling errors or biases, a random

sample needs to be of adequate size (Taherdoost, 2017). A random sample must

be of appropriate size in order to generalize from it and prevent sampling errors

or biases. What is adequate is determined by a number of factors that often

perplex people who are conducting surveys for the first time. This is because

what matters is the absolute size of the sample chosen in relation to the

population's complexity, the researcher's priorities, and the forms of statistical

manipulation that will be used in data analysis, not the proportion of the study

population sampled (Taherdoost, 2017). While it is true that the larger the

sample, the less likely the results will be skewed, as samples exceed a certain

size, diminishing returns will easily set in, which must be balanced against the

researcher's resources (Gill et al., 2010).

Research Locale

The study was conducted to one of the higher learning institutions in

Davao City offering Senior High School Program and Baccalaureate Degree

Programs. This academic institution exists for about 22 years now capacitating

the potentials, learning ability and intellectual prowess of students. Shown in

Figure 2 is the Map of the Republic of the Philippines showing the location of

Davao City.
 30

Research Instrument

There are two sets of survey questionnaires that were used to gather

data from the respondents of the study. The survey questionnaire is about the

Reading Comprehension of STEM Students adopted from Phakiti, (2006) and the

Numerical Reasoning skills adopted from Kvedere, (2012) and Cesar Borja

Labayen, (2016). The researcher's readings are used to construct the statements

on the questionnaire. The Four-point Likert scale of the instruments was

translated into level ranges with corresponding interpretation in order to interpret

the data for the research proper.

Data Collection

The researcher observed the following procedures in conducting the

study. The researcher wrote a letter to the school. It was submitted to the

Program Head of the College of Teacher Education for approval in conducting

the study and passed to the school director with a note from the adviser asking

permission in conducting a survey. The respondents of the study will be 100

education students from one of the higher institutions in Davao City. The data

gathered will be analyze statistical tools and interpreted for further information

about the study.

At the outset, the researcher set appointments to her adviser for

consultation in the conceptualization of the research framework. Upon approval

of the adapted survey questionnaire was organized and will be submitted to

panel of examiners for face validation purposes. In addition, the researcher

 31

asked permission from the Principal of STEM department to conduct the present

study to STEM students across classroom setting.

Range of Means Descriptive Equivalent Interpretation

3.26-4.00 Very High When the reading

comprehension and numerical
reasoning skill of STEM
students are always
manifested.

2.51-3.25 High When the reading

comprehension and numerical
reasoning skills of STEM
students are oftentimes
manifested.

1.76-2.50 Low When the reading

comprehension and numerical
reasoning skills of STEM
students rarely manifested.

1.00-1.75 Very Low When the reading

comprehension and numerical
reasoning skills of STEM
students are not manifested at
all.
 32

Figure 2. Map of the Republic of the Philippines

Showing Davao City
More so, the researcher personally distributed the tool to STEM students and

explained to them the rationale behind the research problems. Hereafter, the

researcher retrieved the survey questionnaire after the respondents answered all

the items stipulated in the tool. Tabulation of the data was subjected for statistical

treatment. Henceforward, statistical results were analyzed meticulously and

interpreted with professional prudence to establish meaningful findings,

conclusions and recommendations.

Statistical Tools
 33

To address the fundamental objective of the study, the following statistical

tools were used for data treatment:

Mean and Standard Deviation – This was used to described the level of

reading comprehension and numerical reasoning skills.

Pearson (r) – This was used to determine the significant relationship

between reading comprehension and numerical reasoning skills.

Regression Analysis – This was used to determine the influence of

reading comprehension on numerical reasoning skills.

Chapter 3

RESULTS

This chapter introduces the data and findings of the study based on the

elicited responses of the college instructors on the reading comprehension and

numerical reasoning skills of STEM students.

Level of Reading Comprehension of STEM Students

It could be gleaned from Table 1 that the overall level of reading

comprehension gained a mean rating of 3.23 or high. This signifies that the
 34

reading comprehension of STEM students is frequently manifested. The overall

computed standard deviation equivalent to .485 provides an indication that the

individual responses to the statements of this variable were clustered around the

mean.

Sorting out the details of the results, the item with the highest mean rating

is - using my prior knowledge to help understand the reading test with mean

rating of 4.47 or very high and standard deviation of .594. The rest of the sub-

indicators of reading comprehension of STEM Student with very high descriptive

equivalent are classified from highest to lowest mean ratings: 3.43 or very high

and with standard deviation of .714 for reading the texts and questions several

times to better understand them; 3.37 or very high and standard deviation of .630

for determining what is test tasks/questions required me to do; 3.32 or very high

and standard deviation of .634 for selecting relevant information to help me

understand the reading texts and answer the test questions; 3.30 or very high

and standard deviation of .704 for identifying main points of the given reading

text and tasks; 3.28 or very high and standard deviation of .668 for using my

own English structure

Table 1
Level of Reading Comprehension of STEM Students
Item Standard Descriptive
Deviation Mean Level
1. understanding a text in just one reading. .763 2.94 High
2. translating the reading texts/tasks into .679 3.06 High
Filipino.
3. using pictures or titles of the texts to help
comprehend the reading tasks. .754 3.24 High
4. using my own English structure knowledge .668 3.28 Very High
to
comprehend the text.
 35

5. reading the texts and questions several .714 3.43 Very High
times
to better understand them.
6. using my prior knowledge to help
understand .594 3.47 Very High
the reading tests.
7. identifying main points of the given reading .704 3.30 Very High
text and tasks.
8. determining what is test tasks/questions .630 3.37 Very High
required me to do.
9. understanding the text questions adequately .694 3.27 Very High
before attempting to find the answers.
10. selecting relevant information to help me .634 3.32 Very High
understand the reading texts and answer
the test questions.
11. interpreting and find meaning in all the .692 3.16 High
texts.
12. summarizing effectively through writing .742 3.07 High
after
reading.
13. decoding new vocabulary quickly while .696 3.02 High
reading.
14. making assumptions, form ideas and .730 3.15 High
generally better understand the texts.
15. connecting ideas and make inferences
while .706 3.13 High
reading a text.
Overall .485 3.23 High

knowledge to comprehend the text; 3.27 or very high and standard deviation

of .694 for understanding the text questions adequately before attempting to find

the answers.

Putting emphasis to items with high qualitative description, 3.24 or high

and standard deviation .754 for using pictures or titles of the texts to help
 36

comprehend the reading tasks; 3.16 or high and standard deviation of .692 for

interpreting and find meaning in all the texts; 3.15 or high with standard deviation

of .730 for making assumptions, forming ideas and generally better understand

the texts; 3.13 or high with standard deviation of .706 for connecting ideas and

make inferences while reading a text; 3.07 or high with standard deviation of .742

for summarizing effectively through writing after reading; 3.06 or high with

standard deviation of .679 for translating the reading texts/tasks into Filipino; 3.02

or high with standard deviation of .696 for decoding new vocabulary quickly while

reading; and 2.94 or high with standard deviation of .763 for understanding a text

in just one reading.

Level of Numerical Reasoning Skills of STEM Students

It could be observed from Table 2 that the overall level of numerical

reasoning skills of STEM students obtained a mean rating of 2.83 or qualitatively

described as high. This conveys that the numerical reasoning skills of STEM

students is frequently manifested. The overall equivalent standard deviation

is .536 signals that the responses of the respondents to all items of this variable

are aggregated within the mean.

Articulating the specific result of the sub-indicators on the level of

numerical

reasoning skills STEM students, the data are organized from highest to lowest.

Table 2
Level of Numerical Reasoning Skills of STEM Students
Standard Descriptive
Item Deviation Mean Level
1. working in numerical reasoning test. .662 2.84 High
 37

2. answering numerical reasoning test by .659 2.70 High

applying a mathematical procedure.
3. understanding numerical reasoning test in a .661 2.87 High
simple or in a critical way.
4. applying detailed steps to solve my real-life .868 2.88 High
problems.
5. solving mathematical test/problems by .730 2.85 High
showing proper solutions.
6. processing numerical patterns logically and .726 2.76 High
easily.
7. excel more than addition, subtraction, .740 3.09 High
multiplication and division.
8. solving complicated problems. .859 2.64 High
9. dealing with numbers quickly and .799 2.78 High
accurately.
10. interpreting numerical charts, trends and .816 2.80 High
relationships.
11. performing estimates. .756 2.88 High
12. doing the basic or general arithmetic .829 2.83 High
operations.
13. analyzing graphs and other data. .718 2.90 High
14. drawing conclusions from the data .791 2.80 High
presented in tables or in charts.
15. handling clerical tasks and flexibility at .772 2.90 High
works.
Overall .536 2.83 High

Analyzing further, the items of numerical reasoning skills with descriptive

equivalent of high are as follows: 3.09 or high with standard deviation of .740 for
 38

excel more than addition, subtraction, multiplication and division; 2.90 or high

with standard deviation of .772 and .718 respectively for item handling clerical

tasks and flexibility at works and analyzing graphs and other data; 2.88 or high

with standard deviation of .868 and .756 for items applying detailed steps to solve

my real-life problems and performing estimates; 2.87 or high with standard

deviation of .661 for understanding numerical reasoning test in a simple or in a

critical way; 2.85 or high with standard deviation of .730 for solving mathematical

test/problems by showing proper solutions; 2.84 or high with standard deviation

of .662 for working in numerical reasoning test; . 2.83 or high with standard

deviation of .829 for doing the basic or general arithmetic operations; 2.80 or

high with standard deviation of .816 and .791 for items easily interpret numerical

charts, trends and relationships and can draw conclusions from the data

presented in tables or in charts; 2.78 or high with standard deviation of .799 for

dealing with numbers quickly and accurately; 2.76 or high with standard deviation

of .726 for processing numerical patterns logically and easily; 2.70 or high with

standard deviation of .659 for answering numerical reasoning test by applying a

mathematical procedure; and 2.64 or high with standard deviation of .859 for

solving complicated problems.

Correlation Between Variables

Elucidated in Table 3 is the relationship between variables, it could be

examined from the data that the computed r-value is .547 with p-value of .000

very much lower than .05 level of significance set in this study, hence, the

rejection of the null hypothesis. It could be surmised that there is significant

 39

relationship between reading comprehension and numerical reasoning skills.

This means that in every increase of reading comprehension correspondingly

increases numerical reasoning skills.

Table 3

Correlation Between Variables

Variables r-value ρ-value Decision on H0
Reading Comprehension and
Numerical Reasoning Skills .547 .000 Reject

Influence of Independent Variables on the Dependent Variable

Explicated in Table 4 is the influence of independent variable on the

dependent variable. Reading Comprehension has an effect on the numerical

reasoning skills (β=.605; t-value= 6.462; ρ < .05; significant). More explicitly, the

combination accrued a coefficient of determination or R2 = .292, this exhibits that

29.2% of the variation of numerical reasoning skills due to reading

comprehension, the difference of 70.80% variation of numerical reasoning skills

is accounted to other factors not encapsulated in the present study.

Table 4

Influence of Reading Comprehension on Numerical Reasoning Skills

Numerical Reasoning Skills
Independent Variable
βCoefficient F-value R2 t-value ρ -value
Reading Comprehension .605 41.76 .292 6.462 .000

Chapter 4
 40

DISCUSSION

This segment of the study envelops the discussion of results based on the

statistical findings. Notable outcomes of the variables under investigation are

reinforced with confirmations from various scholars advocating on the reading

comprehension and numerical reasoning skills of STEM students. Conclusion

and recommendation are likewise presented in this section to inform the readers

and beneficiaries of this professional endeavor.

Level of Reading Comprehension

The high rating of the reading comprehension denotes that this variable is

frequently manifested, congruent to the affirmations of Akyol (2006), that reading

is a self-discovery process. The item interpreting and finding meaning in all the

texts is high. Therefore, during this process, the readers interact with written

materials by investing both cognitive and metacognitive efforts to decompose

new knowledge so as to make or infer meaning. It is a complex cognitive activity

that takes place in the brain and involves the formation of meaning. Additionally,

the item understanding a text in just one reading is also high . Torgesen (2009),

explains that reading fluency is one factor of reading comprehension. It is the

ability to read quickly and accurately. So, the ability of a students to read a

meaningful text out loud is examined. Reading is a simple task, yet most people

find it challenging to read with comprehension.

Furthermore, the item using my prior knowledge to help understand the

reading test is high. Nunan, (2003) stated that in order to increase the reading
 41

comprehension skills of a learners, they must put in their mind that reading is a

fluent reader process in which they combine information from a text with their

prior knowledge to construct meaning. Therefore, students must apply their past

knowledge to quickly interpret the text in order to receive the book’s information.

Lastly, the item translating the reading texts/tasks into Filipino is also

rated as high. According to Ebru Kaya (2015), it is a fact that reading in a foreign

language is strongly linked with thinking in that language. If you want to read well

in English, you must think in English as you read. If you think in another language

and translate it into Filipino, you will usually have difficulty with comprehension.

The learner needs to make logical connections between the ideas and

information in reading. Thus, they cannot bring about the level of comprehension

required to pass the exams in their own departments. For this reason, reading

skills should be taught in universities for the students to be able to cope with

comprehension problems.

Level of Numerical Reasoning Skills

The high rating of the respondents on numerical reasoning skills attests

that this variable is frequently manifested, parallel to the assertions of various

authors that children are able to recognize how to utilize numbers to face a real-

life challenges and devise a strategy to overcome it. The item applying detailed

steps to solve my real-life problems is high. Welsh Government, (2012) explained

that the capacity to reason with numbers helps students to access and

understand materials such as sports, statistics, and reading in a range of

scenarios. Maps, scale, modeling, and money management are just few of the
 42

topics covered. Pupils will be unable to use their numerical reasoning skills in the

actual world unless they have this capability.

In addition, the item interpreting numerical charts, trends and relationships

is also high. Assessment Training, (2022) stated that numerical reasoning test

will help provide recruiters to understand the ability to analyze and interpret

various questions usually given in the forms of tables, graphs, and data. The

employers need to ensure that you are able to draw reasonable and logical

results out of the provided data for a certain job role. A numerical reasoning test

may give them an insight into the attention to details that you may give in any

given situation. These tests may not help them to assess your mathematical

knowledge but these will help evaluate how logically you will reach to a decision

and how knowledgeable and well-versed you are.

Lastly, the item handling clerical tasks and flexibility at work is rated as

high. Ball and Bass, (2003) stated that students’ early exposure to mathematics

is a powerful way of deepening their scientific and technological breakthroughs.

In order to become confident, self-reliant mathematical thinkers, students must

develop their numerical reasoning skills, and perseverance in solving

mathematical and a real-life problem. Also, they must know how to evaluate it

and justify their results.

Correlation between Variables

Reading comprehension is related to numerical reasoning skills because the null

 43

hypothesis is rejected. The result conforms the proposition of Velinius-Tuohimaa

et al. (2008), indicated that reading comprehension and numerical reasoning

skills are extremely important in order to become successful in mathematics.

They assert that mathematical problem-solving performance and comprehension

reading skills play a role in understanding the overall problem and helps being

able to effectively solve the problem. The suggestions of the authors are that

teachers include problems that require them to reflect on the ideas, formulating

definitions, reading, and expressing those ideas in writing in order to

communicate their thinking. Additionally, Barton & Jordan, (2002) states that in

order to develop the ability to answer mathematical problems with logic and

numerical reasoning skills, certain reading skills must first be taught. They claim

that the abilities required for reading a mathematical text/problem are unique and

may not be applied in other curriculum areas, and that teaching these specific

reading strategies helps students develop their numerical reasoning skills in

solving mathematical issues. They also states that learning to read mathematics

is critical for comprehending the meaning of the problem and effectively

implementing a solution. They go on to say that utilizing specialized reading

comprehension skills is the greatest way to assist pupils make sense of and learn

from the mathematical content.

Influence of Reading Comprehension on the Numerical Reasoning Skills

The tight connection between reading comprehension and numerical

reasoning abilities is highlighted, and reading comprehension ability is

considered as a predictor of word problem solving performance. Word and

 44

numerical problems are generally related to real-world instances and require

students to comprehend the mathematical knowledge in the problem (Hickson,

2015). Students that are adept at solving numerical problems can use their

conceptual comprehension and problem-solving vocabulary to arrive at the right

answers (Fayol, 2007). This suggests that solving numerical problems also calls

for cognitive skills like reading comprehension (Wang, 2015). According to the

research, reading comprehension and numerical reasoning abilities are strongly

correlated (Aunola & Nurmi, 2008). This means that reading comprehension has

a significant role in mathematical performance. Students who are good at solving

mathematical problems can successfully use their conceptual understanding, and

word knowledge of problems to reach the correct results (Devidal, Barrouillet &

Fayol, 2007). This is an indication that mathematical problem solving also

requires a cognitive process that includes reading comprehension (Hamlett &

Wang, 2015). When the cognitive skills used by primary school students in

solving word and operational problems are examined, it is observed that students

with low reading comprehension skills can solve operational problems, but have

difficulty in solving word problems (Pimperton & Nation, 2010).

Conclusion

Established from the findings and results of the study, the following

conclusions are drawn: The high level of the reading comprehension of STEM

students prompted the idea that reading comprehension is an essential skill that

students need to master. It helps them to develop their knowledge, skill, and

memory to prepare for real life challenges. In addition, the high level of the
 45

numerical reasoning skills of STEM students is apparent for they will be able to

better plan how to proceed in the mathematical part of the problem. In addition.

There is significant relationship between reading comprehension and numerical

reasoning skills. Nonetheless, reading comprehension bears greater influence to

numerical reasoning skills.

Recommendation

1. To improve into a very high level of reading comprehension, every

school must have a reading recovery program for students who are

struggling in reading and comprehending. In this program, trained

teacher is a must because he/she will tutor one on one to

accommodate each student’s needs. The scope of this program

includes the students four domain: the alphabetics, reading fluency,

comprehension, and general reading achievement. Depending on

student’s needs, teachers must incorporate instruction in topics such

as phonemic awareness, phonics, vocabulary, fluency,

comprehension, writing, motivation, and oral language.

2. To improve further into a higher level of numerical reasoning skills,

teachers must conduct a remedial class for those students who are

poor in performing mathematics. This kind of class focuses more on

arithmetic which allows them to build their basic foundation knowledge

so they can succeed in the future. Its aim is to enhance students

numerical reasoning skills.

 46

3. Since reading comprehension is related to numerical reasoning skills,

this suggest that if students reading comprehension level is higher, the

level of their numerical reasoning skill is higher as well. First and

foremost, teachers must nurture the reading fluency and

comprehension of a students. If it is well-develop, then the students

can do better in any mathematical and real-life problems. Thus, the

students also can be able to better plan how to proceed in solving

various problems.

4. The significant influence of reading comprehension on numerical

reasoning skills evidently suggest that those students whose reading

comprehension skills are good also have a better mathematical

performance. Without this capacity, students will be unable to apply

their mathematical knowledge in the actual world. The ability to solve

problems is seen as a key in the development of fundamental literacy

and numeracy skills. Thus, that reading comprehension skills is a good

predictor of numerical reasoning skills.

5. A larger STEM strand of responders from diverse schools should be

considered in future study. It is also proposed that further research be

conducted on reading comprehension and numerical reasoning

aptitudes as predictors of learners' performance in Mathematics.

Furthermore, it is suggested that the whole DAT model (all subtests)

be used as a predictor of students' performance not only in

Mathematics but also in other areas of learning. Thus, aptitude is a

 47

factor that helps explain student’s performance specifically in reading

and mathematics.

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 58

APPENDIX A
SURVEY QUESTIONNAIRE

SURVEY QUESTIONNAIRE

This adapted survey questionnaire is utilized to determine the influence of

reading comprehension and numerical reasoning skills of STEM students. Kindly
 59

follow the directions provided for each part of the research instrument. Your
honest answer to each statement will help the researchers to come up with a
sound result to refine the STEM instructional programs and initiatives.
Confidentially and anonymity of your responses shall be guarded with stringent
observance of the rules of Data Privacy Act, R. R. 10173.

I. READING COMPREHENSION – (Direction: Please check (✓) the box to

each statement using the following scales:) 4- Always 3- Often 2-
Sometimes 1- Never

Items 4 3 2 1
As a student, I…

1. understand a text in just one reading.

2. translate the reading texts and tasks into Filipino.
3. use pictures or titles of the texts to help comprehend
reading tasks.
4. use my own English structure knowledge to comprehend
the text.
5. read the texts and questions several times to better
understand them.
6. use my prior knowledge to help understand the reading
test.
7. identify main points of the given reading text and tasks.
8. determine what is test tasks/questions required me to
do.
9. understand the text questions adequately before
attempting to find the answers.
10. select relevant information to help me understand the
reading texts and answer the test questions.
11. interpret and find meaning in all the texts.
12. summarize effectively through writing after reading.
13. decode new vocabulary quickly while reading.
14. make assumptions, form ideas and generally better
understand the texts.
15. connect ideas and make inferences while reading a
text.

II. NUMERICAL REASONING SKILLS

 60

Instruction: This section is about your perception towards numerical reasoning

test and assignment. Read each item carefully and answer by checking the box
only (✓) 4- Always 3- Often 2- Sometimes 1- Never

Items 4 3 2 1
As a student, I…

1. work in numerical reasoning test.

2. answer numerical reasoning test by applying a
mathematical procedure.
3. understand numerical reasoning test in a simple or in a
critical way.
4. apply detailed steps to solve my real-life problems.
5. solve mathematical test/problems by showing proper
solutions.
6. process numerical patterns logically and easily.
7. excel more than addition, subtraction, multiplication and
division.
8. solve complicated problems.
9. deal with numbers quickly and accurately.
10. easily interpret numerical charts, trends and
relationships.
11. perform estimates.
12. do the basic or general arithmetic operations.
13. analyze graphs and other data.
14. draw conclusions from the data presented in tables or
in charts.
15. handle clerical tasks and flexibility at works.
 61

APPENDIX B
Validation Sheet of Survey Questionnaire
62
63
 64

Name of the Researcher/s: MAGULAYON, ROSHERLYN E.

Title of the Study: Reading Comprehension and Numerical Reasoning Skills
STEM Students
 65

APPENDIX C
Letter of Permission to Conduct Study
 66

APPENDIX C
Letter of Conduct
67
 68

APPENDIX D
Editor’s Certificate
69
 70

APPENDIX E
Curriculum Vitae