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CHAPTER I

INTRODUCTION

Background of the Study

English as the widely used language in the different aspects especially in

publishing books, telecommunication, newspaper and even researches (Rao, 2019).

Nowadays, the significance of English should not be denied and ignored as English

is the language that is used worldwide. In addition, English plays an important role in

different fields including medicine, engineering, and education (Nishanti, 2018).

According to Madrunio and Plata (2016), English is considered as a mode of

communication of many businesses and even in schools. English is used in writing

formal letters such as emailing, letters and documentations. Another, English is also

used in many books enable every student across the world to understand the content

and context of the books in which English language is being used (Rao, 2016).

According to Priveswari (2021), English and Mathematics are associated with each

other as Mathematics is used in building discipline, improving mental skills, and

boosting logical and creative thinking of the students. On the other hand, English

helps the students to improve their communication skills and explain the difficulty of

mathematics in this modern world.

Philippines drops into 22nd place out of 111 countries in the 2022 English

Proficiency Index (EPI) conducted by international education company Education

First (EF). Another, index is categorized as the rankings among many countries that

compose of English skills which is published annually that present as an international

standard for adult English proficiency (The Philippine Star, 2022). According to

Romero (2009), the reason why students are struggling in speaking and

understanding English because of the poor quality of instructional materials or

textbooks and it is mainly affected by the availability of high-quality resources.

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Mandated in the Philippine national policy, the subject mathematics should be taught

using English Language but, many students specially from low-income families have

limited knowledge of English (Katz et al., 2016). The Department of Education states

that there is still no significant improvement in among Filipino students in reading,

mathematics, and science wherein it remains low compared to the other countries

that participated in the latest Programme for International Student Assessment

(PISA). Moreover, the Philippines ranked 6th to the last in reading and mathematics

(Bautista, 2023). According to the study of Bautista et al. (2009), Filipino students

cannot solve word problems by their own especially when these are given in English.

Most of the students only knew the basic math vocabulary however, they are unlikely

to comprehend the meaning of the whole sentence which means that the failure in

understanding simple mathematical vocabulary and simple English sentences will

only lead the student to produce incorrect answers.

Reading comprehension is an individual skill that requires them to construct a

systematic representation of ideas and information within their minds. Another,

reading comprehension is defined as a construction of meaning based on the text

that the person reads (Butterfuss, et al. 2020). According to the study of Karacao and

Kasap (2023), reading comprehension is a basic skill that can be used in a lifelong

learning and it is widely used in many national and international studies. Moreover,

they state that many researchers emphasize that reading comprehension is directly

related to the student success in other courses. Reading comprehension is

considered as one of the factors that affects the student achievement in

mathematics. Another, reading comprehension and the student academic

achievement in mathematics are somehow related, and reading comprehension has

a huge effect in the students’ performance (Aksbash & Sahin, 2016).

The Buting Senior High School is one of the schools that has a low level of

reading comprehension. The K-12 program was implemented to cater to the needs of
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the students. Reading comprehension is one of the needed skills that every student

should have when they enter in universities or colleges (Fernandez, 2021). According

to the study of Caraig and Quimbo (2021), it states that the overall reading literacy of

the Filipino students was considered lower than the average rating, as 1 out of every

5 Filipino students can achieved at least the minimum proficiency level. In addition,

this study finds out that Grade 11 students needed a reading intervention to enhance

their reading comprehension skill. Furthermore, a study indicated that the level of

reading comprehension in connection with vocabulary, mathematical language

translation and comprehension skill is in the category of developing level. Also, the

study revealed that there is a significant relationship between the student’s reading

comprehension with respect to their ability in problem-solving, which means that

higher the reading comprehension will likely result to a higher possibility of solving

mathematical word problems (Ambasa & Tan, 2022).

The study of Powell et al. (2020), states that developing mathematics

vocabulary competency of the student is essential as students are required to speak,

listen, and comprehend mathematics vocabulary presented within the text. Another,

the study also states that in order to understand and communicate in Mathematics

effectively, it requires an extensive knowledge about mathematics vocabulary.

Therefore, the point focus of the abovementioned studies is the effect of

English language in the students learning towards Mathematics and also the

integration of English language in the teachers’ instructional materials. Another, there

are limited studies that supports the effects of reading comprehension and math

vocabulary proficiency on students understanding on mathematical problems. Hence,

the purpose of the study is to examine the effect of reading comprehension and

mathematics vocabulary proficiency towards the students understanding on

mathematics.
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Statement of the Problem

This study seeks to answer the research questions on the effects of reading

comprehension and Mathematics vocabulary proficiency of the students in

understanding mathematical problems.

Research Questions:

1. What is the student’s profile in terms of:

a. Sex

b. Age

c. Senior High School Strand

d. Family Income

e. Time allotment in reading

2. What is the mean reading comprehension level of Senior High School

Students?

3. What is the perceived math vocabulary proficiency level of Senior High

School Students?

4. What is the mean understanding of students in mathematical problem?

5. Is there a significant relationship between reading comprehension, math

vocabulary proficiency and understanding mathematical problems?

6. Is there a significant difference between the student’s level of understanding

on mathematical problems according to student’s reading comprehension and

math vocabulary proficiency level?

Scope and Delimitations

This study was conducted in Granja Kalinawan National High School among

207 Grade 11 students of Humanities and Social Sciences (HUMMS) and Science

and Technology and Engineering Mathematics strand enrolled during the first

semester of Academic Year 2023-2024.

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This research aimed to quantitatively determine the effect of reading

comprehension and math vocabulary proficiency to student’s understanding towards

mathematical problem. To meet the objective of the study, a correlational relationship

design was used. The data were gathered using a researcher-made and adapted

questionnaires in measuring the reading comprehension level of students, math

vocabulary proficiency, and students understanding towards mathematical problems

in the first semester of the academic year of 2023 – 2024. Correlation, Descriptive –

mean, Frequency and Percentage, and ANOVA was used to determine the

relationship of the dependent, independent, and the effects among all variables.

Significance of the Study

The study will benefit the following stakeholders within the field of teaching

Mathematics, specifically, the Math teachers, students, school administration, and

future researchers.

For Mathematics Teachers:

The mathematics teachers will benefit from this study as it will give them an

idea of the effect of reading comprehension in teaching problem-solving. As such,

they will be able to create better and more effective teaching strategies to improve

the quality of their students’ learning towards Mathematics.

For Students:

The study about the effect of reading comprehension and Mathematics

vocabulary proficiency in understanding mathematical problems would help students

to be aware of their abilities, skills, and proficiency which can encourage them to

improve their knowledge and understanding towards mathematical problems. Also, it

will bring about good performance in solving mathematical word problems related to

algebra.
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For School Administration:

With that information this study offers, the school will be informed about the

effect of English and Math vocabulary proficiency in understanding mathematical

problems of students during face-to-face classes, and how this affects their

performance in algebra. Additionally, the school administration can use the gathered

information to be a basis for developing a plan that will assess students’ needs

especially in learning and solving mathematical problems.

For Future Researchers:

The results of this study can be used as a reference for their future studies.

They can use it as a guide in conducting future related studies.

Conceptual Framework

Figure 1: Conceptual Framework

Independent Variable Dependent Variable

STUDENTS’
PROFILE
MATH
READING UNDERSTANDING
COMPREHENSION
AND MATH
VOCABULARY
PROFICIENCY

Figure 1: Conceptual Framework

The framework in Figure 1 illustrates the effects among variables in the study.

As shown in the diagram, the independent variables which are reading

comprehension and mathematics vocabulary proficiency indicate an effect to the

dependent variable which is students’ understanding towards mathematical

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problems. Moreover, it is also shown in the framework that student’s profile indicates

an effect to students understanding towards mathematical problems.

The students’ profile specified in the study were age, sex, strand, time

allotment in reading, and family’s income. Indicated in the framework it focuses on

the reading comprehension level of the students, while the mathematical vocabulary

focuses on the terminologies in mathematics specifically in algebra. The profile of the

students was measured through a researcher-made questionnaire. On the other

hand, the reading comprehension level and mathematics vocabulary proficiency were

measured using a modified questionnaire. Hence, the students understanding

towards mathematical problems was measured through answering a word problem

with the questions: what is asked, what is given and what are the possible

mathematical equation or expression.

Theoretical Framework

Many researchers, professionals, learners and stakeholders that are involved

in Mathematics education are putting a lot of efforts in identifying the connections of

reading comprehension, Mathematics vocabulary proficiency and understanding of

mathematical problems. Everyone who is involved in Mathematics education should

be informed about the importance of reading comprehension and math vocabulary

proficiency in understanding mathematical problems and terminologies.

The theories of reading comprehension under mental representation states

that, mental representation is created by the reader, it expresses on to what extent

the reader understand the text. Also, prior knowledge is also needed to create

meaning and decode the text (Oostendorp & Goldman, 1998). Another, is the theory

about content literacy. According to McKenna and Robinson (1990), content literacy

is the ability of the individual to read, and comprehend text from a specific subject

area, especially in the symbolic language used in mathematics.

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The theory of Cognitive processes, was defined as the ability of every reader

to process and actively make a meaning and representation on what they have read.

In connection with problem-solving, it requires an active thinking, a more resource

demanding process. This theory also describes the importance of activating

knowledge during reading and how the readers recognize and recall the text.

Moreover, this theory draws suggestions on how the reader solve word problems,

how they acting up verbal instructions, and how they are going to respond based on

the verbal information (Kintsch, 1992).

Polya’s Theory of Problem Solving indicates that in a specific mathematical

problem, reading is an important part in order to try to understand the problem.

Hence, the creation of mental representation of the text is associated with the

creation of mental representation of the problem. This theory also states that the

deficiencies of the reader in literacy skills; general or content specific, has a huge

effect on the attempt of solving word problems since direct reading errors will result

to a higher chance of getting an incorrect mental representation which contradicts the

text (Polya, 1990).

The Psychological Model of Word-Problem Solving and Comprehension of

Young (1992), describes on how the solvers comprehend problems, and on how they

comprehend problem information and access its real-world knowledge which they

can apply solutions to produce a coherent mental representation about the problem.

The Production-Rule model of Kintsch and Nathan (1985), simulated the reading

behavior of the students where they solve arithmetic problems, and production was

used to construct a general representation of a word problem which they used to

select a possible strategy that can be used in solving word problems.

The Frayer Discussion Model on Mathematics Vocabulary Theory, teaches

students a technique to analyze and acquire new knowledge and concepts. It also

states that usage of mathematical vocabulary in instruction especially through written

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and oral is needed. Moreover, this model of Frayer help the students to develop their

understanding of the new vocabulary which allows the students to pronounce, define,

and conceptualize the idea through the given words and targeted the student’s

vocabulary in mathematics subject (Panjaitan & Sihotang, 1969).

Many cognitivists scientist and mathematics educators support Piaget in

describing how the minds process and operates. Constructivism indicates that all

knowledge is constructed. It states that the construction of ideas is a product of an

ensuing complex new understandings. Hibbert and Carpenter (1992) form a

framework under the constructivist perspective, where they represent mathematical

ideas in a form of spoken language, symbols, drawings and objects. They believed

that mathematical concepts can be perceptible when the students can express them.

Definition of Terms

Reading Comprehension

Reading Comprehension is the ability of the reader to understand the written

text, understand the main focal point of the text, and the ability construct a meaning

based on the text that is being read (Healy, 2002). In addition, reading

comprehension is the act of integrating the new information to the previous

knowledge in order to construct new meaning. It is defined also as the thinking

process of the readers which they become aware of the idea, understand and

interpret the meaning based to the readers need and objectives (Khoiriyah, 2010).

Math Vocabulary

Math vocabulary is an important key in mathematics education. Math

vocabulary is important in interpreting concepts, constructing ideas and confidence,

and for the improvement of critical thinking skills of the student. Math vocabulary

helps the student to strengthen student foundations in mathematics which is

beneficial for their future endeavors as a student (Salem, 2023).

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Mathematical Problem

Mathematical problem is a part of mathematics that gives the student an

opportunity to apply and perform their skills and knowledge towards Mathematics.

Mathematic Problem Solving develops students understanding towards mathematical

concepts and critical thinking skills of the students. Moreover, Polya’s steps in

problem solving was considered as the most prominent technique used in solving

mathematical word problems.

Word Problems

Word problems are a mathematical word problem that are often represented

through the use of words. Word problems consist of one or more questions which

can be answered through application of mathematical operations to numerical data

present in the problem statement (Verschaffe et al., 2014).

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CHAPTER II

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter presents the relevant literature and studies that the researchers

considered in strengthening the significance of the current study.

Reading Comprehension and Math Understanding

In the study of Osterholm (2006), the results showed that there is a similarity

on the understanding of the students in mathematical text based on their reading

comprehension. Also, the result suggests that reading comprehension is not the most

dominant factor that affect the students understanding in Mathematics.

According to the study of Ozcan and Dogan (2018), the results showed that

reading comprehension was a powerful predictor of the student’s ability to

understand worded problems, and because of the difficulty on word problems the

students should comprehend the very important part of the math problem and

translates the word into Mathematical symbols.

In the study of Duru and Koklu (2009), it was found out that student had

difficulties in expressing mathematical problems into mathematical equations and

mathematical symbols. It was concluded that because of the weak reading

comprehension of the students it was difficult for them to translates mathematical text

into a symbolic representation.

Mathematical Vocabulary Proficiency

In the study of Powell, Berry, and Tran (2000), the results showed that

English learners and students with Mathematics difficulty had a limited vocabulary in

Mathematics and may benefit from specialized instruction on the language of

Mathematics.
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Bolus (2021) conducted a survey-correlational study on Mathematics

vocabulary and Mathematical ability of Grade 7 students. The participants of this

study were the one hundred thirty-eight (138) randomly selected from a population of

two hundred nine (209) Grade 7 students of Dulangan National High School for the

school year 2019–2020. Findings of the study revealed that the level of mathematics

vocabulary of Grade 7 students was “average”. The average Mathematics vocabulary

of students implies that students have average capacity in recalling information

pertaining to denotation of words, variables, symbols, letters, and terminologies in

mathematics.

Reading Comprehension and Math Vocabulary proficiency

According to Orosco (2014), English learners might function similarly to their

counterparts who are not English learners when completing arithmetic assignments

that require fundamental computation skills, English learners encounter difficulties

recognizing and interpreting mathematical terminology.

In the study of Robert and Truxaw (2013), English learners’ proficiency in

mathematics is greatly impacted by their knowledge of mathematics vocabulary

because of its technical definitions, numerous representations and which meanings,

overlap with common English terms, homophones, and likeness to phrases in one’s

own tongue.

According to the study of Ramberly et al. (2015), this study showed that the

good mastering of English is required to foster and comprehend mathematics

subjects to achieved excellent outcomes. In addition, students with poor English

proficiency experienced a difficulty in mathematics learning and received a poorer

mark in a Mathematics subject.

In the study conducted by Jordan (2018), it was revealed that students’

vocabulary had a significant relationship on their mathematics performance.

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Moreover, students’ vocabulary best predicted their mathematics performance but it

cannot stand alone. The contribution of the reading comprehension and grammar

helped in the mathematics performance of the students.

To sum up, reading comprehension and math vocabulary proficiency has an

effect to the mathematics understanding of the students. The abovementioned

related studies showed a different result based on the effect of the independent

variables to the dependent variables. It also states that there is a difference on the

students’ math understanding based on their level of reading comprehension and

mathematics vocabulary proficiency. Another, the abovementioned studies showed a

relationship between the variables on how the reading comprehension and

mathematics vocabulary proficiency of the students relate to their understanding

toward mathematical word problems. Hence, with these results, the study aimed to

determine quantitatively the effect of reading comprehension and math vocabulary

proficiency to the students understanding on mathematical problems.

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CHAPTER III

METHODOLOGY

Research Design

This study used correlation research design and comparative research

design. According to Bhandari (2021), a correlational research design looks into

consideration the association between variables where none of the variables are in

the direct control of the researchers. It considers the direct association between two

or more variables which could be positive or negative. However, another design that

was used in the study is Comparative Analysis. According to Drobnic (2014), a

comparative analysis aims to look for the similarity and variance among the specific

group to be analyzed in the study. It also describes and explains the similarity and

differences of certain conditions.

The above-mentioned design fits in this study since it aims to determine the

relationship between reading comprehension and mathematics vocabulary

proficiency to the students understanding towards mathematical problems and let the

researcher determine the difference between mathematical understanding of

students in terms of their reading comprehension level and mathematics vocabulary

proficiency.

Research Locale

The study was conducted at Granja Kalinawan National High School, located

at Real Street Barangay Kalinawan Jaro, Leyte. The school is one of mega schools

in its category that holds a large number of students. Granja Kalinawan National High

School is a public secondary level learning institution that offers two academic

strands – Science Technology, and Engineering Mathematics (STEM) and

Humanities and Social Sciences (HUMSS).

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Source: Google

Map

Figure 2: Locator Map of Granja-Kalinawan National High School

Research Respondents

The respondents of this study were all SHS students under the HUMSS and

STEM strands in Granja-Kalinawan National High School Jaro, Leyte. Specifically,

the chosen respondents were all Grade 11 students in Granja Kalinawan National

High School since they encountered algebra during their Junior High School times. In

addition, this study was conducted among 1,200 Grade 11 students enrolled in the

first semester school year 2023-2024 during face-to-face classes.

Research Sampling

This study used Stratified Random Sampling. The respondents of this study

were identified using Krejcie and Morgan's Table (1970). Wherefore, among 1,200

Grade 11 students under the HUMSS and STEM strands, 291 students were chosen

to be the respondents of this study. The respondents were identified using the

Stratified Random Sampling. With this sampling technique, researchers selected the

respondents in all sections in Grade 11 under the HUMSS and STEM strands in
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Granja Kaliwan National High School proportionally. In addition, the whole process of

choosing the actual participants was done through the use of the "randbetween"

formula on MS Excel software. If ever the randomly selected participant did not

respond to the survey, the researchers must provide the complete lists of the

population of Grade 11 students in Granja Kalinawan National High School and

identify another respondent/s from the list using the same process.

Research Instrument

Researcher made and modified questionnaire were used to carry out the

study. The students’ understanding towards Mathematical problem is based on the

modified rubric and the questionnaire was divided into four parts. Part 1 was

designed to gather data about the profile of the respondents in terms of their age,

gender, family income, strand and time allotment in reading. Part 2 is designed to

gather data on the SHS students' reading comprehension proficiency based on the

level of proficiency. Part 3 was designed to gather data on the Math vocabulary

based on the level of proficiency: the Novice, Intermediate and Advanced. Part 4 was

designed to gather data on the SHS students understanding towards Mathematical

problems based on the modified rubrics.

Validation of Instrument

Crafting of Instrument Sending of

Research was carefully Informed
Instrument validated Consent Letter
Checking for
Reliability Pilot Testing
possible
Testing and was conducted
changes
Item Analysis
Established a
Research
Instrument

Figure 3:
Validation
of
Research
Instrumen
t Flow
Chart
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The research instrument that was used in the study was an adapted and

modified research instrument. After making changes in the adapted research

instruments, it was carefully validated by experts such as three Mathematics teacher

and one English expert to check the content’s coverage of all relevant parts of the

subject that it seeks to measure, and also an English expert to check whether the

research questionnaires followed proper grammar usage and syntax. While the

experts were validating questionnaires, the researchers sent a letter to the target

school for pilot testing. After the instrument was validated, the researcher conducted

a pilot testing in San Miguel National High School which offers strand under Science,

Technology, and Engineering, Mathematics (STEM) and Humanities on Social

Sciences (HUMSS), the instrument was pilot tested using 30 respondents. The result

was tallied in a Microsoft excel and used to test the reliability of the research

questionnaires. Moreover, in multiple choice test, the researcher performed an item

analysis for every question to determine the difficulty index and discrimination index

of each item. The reliability testing and item analysis will be used to determine which

question should be removed or be revised to established a research instrument that

can be used in data gathering.

Data Gathering Procedure

Data Consultation of Sending of Informed

Gathering Informed Consent Letter to
Procedure Consent Letter the School Head
Tallying/ Data
Recording of Calling of the
Gathering was
the gathered randomly selected
conducted
data respondents

Checking and
finalizing of
gathered data

Figure 4: Data Gathering Procedure Flow Chart

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Prior to the conduct of the study, the principal in San Miguel National High

School San Miguel Leyte was given a letter seeking consent to conduct the research

study. Upon its approval, the researchers went to the students who were randomly

selected to be respondents of the study. Before distributing the questionnaires, the

informed consent was disseminated to the respondents and the objective was

thoroughly explained to the respondents by the researchers. All the data that were

gathered will be treated conscientiously as stated in the permission letter. Moreover,

the research questionnaires and permission letter were personally administered to

the respondents.

Statistical Analysis

All the gathered data from the respondents will be tallied, organized,

analyzed, and interpreted using appropriate statistical analysis and tools.

Reading Comprehension Level. The reading and comprehension level of

the students was analyzed using mean and description with a given rubric with

corresponding scores from (Alieto & Buslon, 2019).

Math Vocabulary Proficiency. The students’ math vocabulary proficiency

was analyzed using the following mean ranges and descriptions using a Likert Scale

from (Bringula, 2012). The 5-point Likert Scale of Excellent, Above Average,

Average, Below Average, and Poor.

Understanding Mathematical Problem. The students understanding on

mathematical problem was analyzed using mean and description using a rubric

based from Polyas steps on problem solving and from (Paradesa, 2018).
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To quantitatively describe the data about the respondent profile in terms of

age, gender, family income, senior high school strand, time allotment in reading

descriptive statistics such as frequency, percentages, and mode were used.

To determine the significant difference of the independent variables such

reading comprehension level and math vocabulary proficiency, the two-way ANOVA

(Analysis of Variance) was used to statistically measure how two independent

variables which are English and Mathematics vocabulary proficiency affect the

independent variable which is student's understanding towards mathematical

problems. According to (Bevans,2020), a two -way ANOVA is used to calculate on

how the mean of quantitative variable changes based on the level of two categorical

factors. It is also used to know how the combination of these independent variables

affect the dependent variable. ANOVA was used to measure how these two

independent variables affect the dependent variable. Meanwhile, correlation analysis

was used to determine the relationship of the independent variables such as reading

comprehension level and math vocabulary proficiency to the dependent variable

which is the students understanding in mathematical problems. Lastly, comparative

analysis was used to determine the difference of the mathematical understanding of

the students in terms of their reading comprehension level and mathematics

vocabulary proficiency.
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CHAPTER IV

RESULTS AND DISCUSSION

This chapter focuses on the presentation, interpretation, and analysis of the

data obtained during the study. Specifically, these includes the students’ profiles,

English proficiency, math vocabulary proficiency, and understanding in mathematical

problem of the Grade 11 Senior High School (SHS) students in Granja-Kalinawan

national high school under the HUMSS and STEM strand. Students’ profiles were

particularly focused on sex, family monthly income, and students understanding in

mathematical problems. The students’ English proficiency, math vocabulary

proficiency and students’ understanding in mathematical problem are presented in

the following tables:

Students’ Profile of Grade 11 Senior High School Students

Table 1 presents the data on the students’ profile in terms of sex, monthly

family, and time allotment in reading.

Table 1.1

Profile of the Respondents in terms of Sex.

Sex Frequency Percentage

Male 85 41.06%

Female 122 58.94%

Total 207 100%

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Based on the table presented above, it can be implied that among 207

respondents, there were a higher number of female respondents (58.94%) who took

part in the study as compared to males (41.06%).

Table 1.2

Profile of the Respondents in terms of their Age

Age Frequency Percentage

19 -20 1 0.48%

17-18 47 22.71

15-16 159 76.81%

Total 207 100%

The table above implies that almost half of the respondents aged 15 – 16

years old (76.81), and only 0.48% aged 19 – 20 years old. It means that most of the

respondents of the study were 15 and 16. This indicates that the majority of the

students are of mature age.

Table 1.3

Profile of the Respondents in terms of their Academic Strand

Academic Strand Frequency Percentage

Humanities of Social Sciences (HUMSS) 163 78.74%

Science Technology and Engineering 44 21.26%

Mathematics (STEM)

Total 207 100%

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Table 1.3 shows that most of the respondents are from Humanities on Social

Sciences (78.74%), compared to Science Technology and Engineering Mathematics

which is (21.26%).

Table 1.4

Profile of the Respondents in terms of their Family Monthly Income.

Family Monthly Income Frequency Percentage

3,000 and below 68 32.85%

3,001 – 5,000 39 18.84%

5,001 - 10,000 39 18.84%

10,001 – 20,000 36 17.39%

20, 000 above 26 12.08%

Total 207 100%

Table 1.4 reveals data on the profile of the students in terms of family monthly

income. It shows that majority of the respondents have family incomes below 3,000

(32.85%), and only 12.08 percent have incomes above 20,000. It simply means that

most of the respondents belonged to low monthly income families.

Table 1.5

Profile of the Respondents in terms of Time Allotment in Reading.

Time Allotment in Reading Frequency Percentage

5 minutes below 41 19.81%

6 minutes – 10, minutes 59 28.50%

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11 minutes – 30 minutes 56 27.05%

31 minutes – 59 minutes 21 10.14%

1 hour and above 30 14.49%

Total 207 100%

The data shows that most of the respondents of this study has a time

allotment in reading between 6 to 10 minutes (28.50%), and 10.14 percent of the

respondents allotted a 31 to 59 minutes, and there are students who responded that

they allot 1 hour and beyond in reading.

Level of Reading Comprehension

This section showed the gathered data regarding the reading comprehension

of the students in English. The results are presented in Table 2.

Table 2

Reading Comprehension Mean SD Description

Reading Comprehension 5.46 2.12 Average

Mean Ranges: 1.00 – 1.80 Poor, 1.81 – 2.60 Below Average, 2.61 – 3.40 Average,

3.41 – 4.20 Above Average, 4.21 – 5.00 Excellent

As revealed in the Table 2, it shows that the respondents have an average

reading comprehension (M=5.46, SD=2.12). This further implies that students have

average capacity in recalling information pertaining to denotation of words, variables,

symbols, letters, and terminologies in mathematics.

Level of Math Vocabulary Proficiency

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This section exhibits the results of the data gathered regarding the math

vocabulary proficiency of the respondents in algebra. The results are presented in

Table 3.

Table 3

Student’s Math Vocabulary Proficiency

Indicators M SD Interpretation

I can define many terminologies in algebra. 3.17 .99 Average

I can easily understand the given word 3.29 1.02 Average

problem in algebra based on the terminology

that can be seen in the given problem.

I know the meaning of the different 3.14 .99 Average

terminologies in algebra which is stated in the

given problem.

I can easily Identify the math operation used in 3.25 1.08 Average

a word problem.

I can interpret the math terminologies being 3.22 1.00 Average

used in a given problem.

I can easily make a mathematical expression 3.14 1.02 Average

and equation based on the given problem

about algebra.

I can interpret every algebra terminology 3.33 2.25 Average

stated in a given word problem

Total 3.22 1.19 Average

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Mean Ranges: 1.00 – 1.80 Poor, 1.81 – 2.60 Below Average, 2.61 – 3.40 Average,

3.41 – 4.20 Above Average, 4.21 – 5.00 Excellent

As presented in Table 3, it can be interpreted that respondents perceived that

they are more proficient when it comes to interpreting every algebra terminology

stated in a given world problem (M=3.33, SD=2.25) and understanding the given

word problem in algebra based on the terminology that can be seen in the given

problem. (M=3.29, SD=1.02). Whereas, the respondents perceived that they are less

proficient in terms of knowing the meaning of the different terminologies in algebra

which is stated in the given problem (SD=3.14, .99) and creating a mathematical

expression and equation based on the given problem about algebra (M=3.14,

SD=1.02). Overall, these findings reveal that the mean level of the students have an

average math vocabulary proficiency (M=3.22, SD=1.19).

Level of Math Understanding

This section exhibits the results of data gathered regarding the students’ math

understanding in Algebra. The results are presented in table 4.

Table 4

Level of Math Understanding of Students

Variable Mean SD Description

Math Understanding 9.53 3.60 Average

Mean Ranges: 1.00 – 1.80 Poor, 1.81 – 2.60 Below Average, 2.61 – 3.40 Average,

3.41 – 4.20 Above Average, 4.21 – 5.00 Excellent

As revealed in the Table 4, it shows that the Grade 11 students of Granja-

Kalinawan National High School under Science, Technology, Engineering, and

 26

Mathematics (STEM) and Humanities and Social Sciences (HUMSS) have an

average level of understanding towards math problems (M=9.53, SD=3.60)

Table 5.1

Difference in Mathematical Problem Understanding According to Reading

Comprehension Level

Group_RC N Mean SD SE Coefficient of variation

High_Comp 41 13.049 1.923 0.300 0.147

Average_Comp 98 9.888 2.864 0.289 0.290

Low_Comp 68 6.897 3.261 0.395 0.473

Table 5 shows that High Reading Comprehension has a (M=13.049,

SD=1.923) and Average Reading Comprehension (M=9.888, SD = 9.888) and Low

Reading Comprehension (M=6.897, SD= 3.261). It indicates that the higher the

comprehension level, the higher understanding towards math and low reading

comprehension has a low understanding towards math.

Table 5.2

Analysis of Variance on Math Problem Understanding and Reading Comprehension

Homogeneit Sum of Mean

Cases df F p η²p
y Correction Squares Square
 27

79.25 < .00

Welch Group_RC 991.59 2.000 79.251 0.375
1 1

Residuals 1655.9 118.56

Note: p<0.05 (Significant); η²p >.14 (Large Effect Size)

Table 5.2 shows a significant difference on the Mathematical Problem

understanding of the students in terms of reading comprehension level, F(2, 118.561)

= 79.251, p<.001. Post hoc comparison in Table 5.2 showed that high

comprehension vs low comprehension, high comprehension versus average

comprehension, average comprehension versus low comprehension is significant

reading comprehension level at p <.001 indicating that the respondents that has

reading comprehension (M= 13.049, SD=1.923) has a high math understanding than

those that has an average comprehension (M=9.888, SD= 2.864), low reading

comprehension (M=6.89, SD=3.261). Further, the η²p value suggests that the

significant difference has a large effect size.

Table 5.3

Post Hoc Comparisons in Math Problem Understanding According to Reading

Comprehension level

Mean
SE T ptukey
Difference

Average_Comp High_Comp -3.161 0.530 -5.965 < .001***

Low_Comp 2.991 0.450 6.651 < .001***

High_Comp Low_Comp 6.152 0.563 10.920 < .001***

Note: *** p < .001 (Highly Significant)

In Table 5.3, the post hoc test result shows that high comprehension versus

average comprehension, high comprehension versus low comprehension, low

 28

comprehension versus average comprehension are significant at p<.001. Hence,

there are significant difference in the level of comprehension to the student’s math

understanding.

Table 5.4

Difference in Mathematical Perceived Math Vocabulary Proficiency and According to

Mathematical Problem Understanding

Group_PMV N Mean SD SE Coefficient of variation

Average 92 9.185 3.255 0.339 0.354

HighMV 105 9.810 3.876 0.378 0.395

LowMV 10 9.800 3.360 1.062 0.343

In Table 5.4, shows that a High Math Vocabulary has a (M=9.810, SD=3.876)

and Average Math Vocabulary has a (M=9.185, SD=3.255) and Low Math

Vocabulary has a (M=9.800, SD=3.360). It indicates that the data are spread further

away from the mean and affected by the outliers.

Table 5.5

Homogeneity Sum of Mean

Cases df F p
Correction Squares Square
 29

Welch Group_PMV 19.897 2.000 9.948 0.783 0.468

Residuals 2627.649 25.339 103.700

Analysis of Variance on Mathematical Problem Understanding and Math Vocabulary

Note: p<0.05 (Significant)

As reflected on Table 5.5, a post-hoc analysis was performed to compare the

difference between math understanding and math vocabulary of Grade 11 students

of Granja-Kalinawan National High School under STEM and HUMSS strand. Based

on the result, it can be gleaned that there was no significant difference in terms of the

mean score between math understanding and math vocabulary of students (F(2,

9.948) = 0.468, p=0.468).

Table 5.6

Post Hoc Comparisons in Math Problem Understanding According to Reading

Comprehension level

Mean Difference SE T ptukey

Average HighMV -0.625 0.513 -1.219 0.443

LowMV -0.615 1.195 -0.515 0.864

HighMV LowMV 0.010 1.188 0.008 1.000

Note: ptukey <0.05 (Significant)

In Table 5., the post hoc test result shows that high math vocabulary vs

average math vocabulary, high math vocabulary vs low math vocabulary, low math

vocabulary vs average math vocabulary are significant at p<.0783. Hence, there are

significant differences in the level of comprehension to the students’ math

understanding.
 30

Relationship between Reading comprehension, Math Vocabulary and Math

Understanding

Table 6.1

Reading Comprehension and its correlation to Math Understanding

Spearman’s
Variable Interpretation p-value Interpretation
rho

Reading

Comprehension Highly
0.641 Strong <.001
and Math Significant

Vocabulary

Note: p<.001 (Highly Significant)

The Spearman’s rho coefficient appears a strong positive correlation

r(207)=0.641 between reading comprehension and math understanding of Grade 11

students of Granja-Kalinawan National High School under Science, Technology,

Engineering, and Mathematics (STEM) and Humanities and Social Sciences

(HUMSS). The p<.001 which implies that there is a high significant correlation

between the mentioned variables. Thus, the hypothesis stating that there is a

significant relationship between reading comprehension and math understanding is

accepted. This implies that in the population, students having high reading

comprehension tend to have a high math understanding.

Table 6.2

Math Vocabulary and its Correlation Reading Comprehension

Variable Spearman’ Interpretation p-value Interpretation

 31

s rho

Math Vocabulary

and Reading 0.147 Weak 0.035 Significant

Comprehension

Note: p<0.05 (Significant)

The Spearman’s rho coefficient appears a strong positive correlation

r(207)=0.147 between math vocabulary proficiency and reading comprehension of

Grade 11 students of Granja-Kalinawan National High School under Science,

Technology, Engineering, and Mathematics (STEM) and Humanities and Social

Sciences (HUMSS). The p-value is 0.035 which implies that there is a significant

correlation between the mentioned variables. Thus, the hypothesis stating that there

is a significant relationship between math vocabulary and reading comprehension is

accepted. This implies that in the population, students having high math vocabulary

tend to have a high reading comprehension.

Table 6.3

Math Vocabulary and its Correlation to Math Understanding

Variable Spearman’s Interpretation p-value Interpretation

rho

Math Vocabulary

and Reading 0.124 Weak 0.075 Not significant

Comprehension

Note: p>0.05 (Not Significant)

The Spearman’s rho coefficient appears a strong positive correlation

r(207)=0.124 between math vocabulary and math understanding of Grade 11

 32

students of Granja-Kalinawan National High School under Science, Technology,

Engineering, and Mathematics (STEM) and Humanities and Social Sciences

(HUMSS). However, the p-value is 0.075 which implies that there is no significant

correlation between the mentioned variables. Thus, the hypothesis stating that there

is a significant relationship between math vocabulary and reading comprehension is

rejected. The results reveal that there is a meaningless relationship between

students’ math vocabulary and math understanding. These further imply that in the

population, regardless of students’ math vocabulary, they can still have either low or

high understanding of the math problems.

CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary, conclusion and recommendations of the

study on reading comprehension and mathematics vocabulary proficiency level in

understanding towards mathematical problems of grade 11 HUMMS and STEM

students in Granja-Kalinawan National High School.

Summary

This study aimed to determine the relationship between reading

comprehension and mathematics vocabulary proficiency level in understanding

towards mathematical problems of grade 11 HUMMS and STEM students in Granja-

Kalinawan National High School of school year 2023 – 2024.

Specifically, this sought to answer the following question;

 33

1. What is the student’s profile in terms of:

a. Sex

b. Age

c. Senior High School Strand

d. Family Income

e. Time allotment in reading

2. What is the mean reading proficiency level of students.

3. What is the perceived math vocabulary proficiency level of Senior High

School students?

4. What is the mean understanding of students in mathematical problem?

5. Is there a significant relationship between reading comprehension, math

vocabulary proficiency and understanding mathematical problems?

6. Is there a significant difference between the student’s level of

understanding on mathematical problems according to the students

English and math vocabulary proficiency level.

The instruments that were used is a researcher-made and adapted

questionnaire to test the reading comprehension and math vocabulary proficiency

level of grade 11 students in Granja-Kalinawan National High School towards their

understanding in mathematical problem. The data were tabulated and computed

through frequency counts, percentage, mean, weighted mean and standard

deviation.

Summary of findings

After several statistical computations were made on the gathered data the

following findings were revealed.

Profile of the Respondents. Based on the results, it was found that among

207 Senior High School Students (grade 11) under the strand of Science Technology
 34

and Engineering Mathematics (STEM) and Humanities on Social Sciences in Granja-

Kalinawan National High School (GKNHS) Jaro, Leyte, there were a higher number

of female respondents (58.94%) who took part in the study as compared to males

(41.06%). Almost half of the respondents were between 15 – 16 years old (76.81),

and only 0.48% aged between 19 – 20 years old. It means that most of the

respondents of the study were between 15 and 16. This indicates that the majority of

the students are in a mature age. It is also revealed that most of the respondents

were from the strand of Humanities on Social Sciences (HUMSS) and Science

Technology and Engineering Mathematics (STEM) of Granja-Kalinawan National

High School.

In terms of the family monthly income, it showed that majority of the

respondents have family incomes below 3,000 (32.85%), and only 12.08 percent

have incomes above 20,000. It simply means that most of the respondents belonged

to low monthly income range. Moreover, the findings also showed that most of the

respondents’ time allotment in reading was between 6 to 10 minutes (28.50%), and

10.14 percent of the respondents allotted a 31 to 59 minutes, and there were

students who responded that they allot 1 hour and beyond in reading.

Students’ Reading Comprehension. On the level of students’ reading

comprehension, it showed that the Grade 11 students of Granja-Kalinawan National

High School under Science, Technology, Engineering, and Mathematics (STEM) and

Humanities and Social Sciences (HUMSS) have an average reading comprehension

(M = 5.46, SD = 2.12).

Students’ Math Vocabulary Proficiency. The findings of the study revealed

that most of the Grade 11 students of Granja-Kalinawan National High School under

Science, Technology, Engineering, and Mathematics (STEM) and Humanities and

Social Sciences (HUMSS) can interpret every algebra terminology stated in a given
 35

word problem M = 3.33, SD = 2.25 can easily understand the given word problem in

algebra (M = 3.29, SD = 1.02).

Students’ Mathematical Understanding. The findings revealed that that the

Grade 11 students of Granja-Kalinawan National High School under Science,

Technology, Engineering, and Mathematics (STEM) and Humanities and Social

Sciences (HUMSS) have an average level of understanding towards math problems

(M = 9.53, SD = 3.60).

Difference Between Reading comprehension, Math Vocabulary and Math

Understanding. The results of the study revealed that there is significant difference

on the math understanding of the students in terms of reading comprehension, F(2,

118.561) = 79.251, p-value <.001.

Relationship Between Reading comprehension, Math Vocabulary and

Math Understanding. In terms of the relationship between the reading

comprehension and math understanding of students, the results of the study

revealed that there was strong positive correlation between reading comprehension

and math understanding of Grade 11 students of Granja-Kalinawan National High

School under Science, Technology, Engineering, and Mathematics (STEM) and

Humanities and Social Sciences (HUMSS) (r (207)=0.641). The p-value is <.001

which implied that there was a high significant correlation between the mentioned

variables. Thus, the hypothesis stating that there was a significant relationship

between reading comprehension and math understanding is accepted.

Moreover, in terms of the relationship between math vocabulary and reading

comprehension of students, the findings revealed that there was a strong positive

correlation r (207)=0.147 between math comprehension and reading comprehension

of Grade 11 students of Granja-Kalinawan National High School under Science,

Technology, Engineering, and Mathematics (STEM) and Humanities and Social

 36

Sciences (HUMSS). The p-value is 0.035 which implied that there was a significant

correlation between the mentioned variables. Thus, the hypothesis stating that there

is a significant relationship between math vocabulary and reading comprehension is

accepted. This implied that in the population, students having high math vocabulary

tend to have a high reading comprehension.

Meanwhile, in terms of the relationship between math vocabulary and math

understanding, the results revealed that there was strong positive correlation

between math vocabulary and math understanding of Grade 11 students of Granja-

Kalinawan National High School under Science, Technology, Engineering, and

Mathematics (STEM) and Humanities and Social Sciences (HUMSS) (r (207)=0.124).

However, the p-value is 0.075 which implied that there was no significant correlation

between the mentioned variables. Thus, the hypothesis stating that there was a

significant relationship between math vocabulary and reading comprehension was

rejected. The results revealed that there was a meaningless relationship between

students’ math vocabulary and math understanding.

Conclusions

Based on the findings of the study, the following conclusions were drawn.

1. On the profile of the respondents, it can be concluded that the majority of

respondents were 15-16 years old and female students. Most of them were

under Humanities and Social Sciences (HUMSS). Apart from that, the

majority of these students’ monthly family income was in the low-income

range. Moreover, it can be gleaned that most of the respondents’ time

allotment in reading was between 6 to 10 minutes

2. The students’ reading comprehension of Grade 11 students of Granja-

Kalinawan National High School under Science, Technology, Engineering and

Mathematics (STEM) and Humanities and Social Sciences (HUMSS) strand

 37

was of average level. This implied that students have average capacity in

recalling information pertaining to denotation of words, variables, symbols,

letters, and terminologies in mathematics. The results resonate to the findings

of Duru and Koklu (2009), stating that reading comprehension can affect the

students’ ability to translates mathematical texts into symbolic representation.

Hence, the level of reading comprehension of the students affects their

understanding towards word problems.

3. The Grade 11 students of Granja-Kalinawan National High School under

Science, Technology, Engineering and Mathematics (STEM) and Humanities

and Social Sciences (HUMSS) strand have an average math vocabulary

proficiency. As supported by the study of Bolus (2021), it states that the level

of mathematics vocabulary of the high school students in Dulangan National

High School is average. Hence, the students in Granja-Kalinawan National

High School have an average capacity in recalling information relating to the

denotation of words, variables, and terminologies in mathematics.

4. Based on the findings, it can be concluded that there was a significant

difference in the respondents’ reading comprehension. As supported by the

study of Ozcan and Dogan (2018), it states that reading comprehension of the

students has an effective to the student ability to understand worded

problems. Hence, the ability of the students in understanding mathematical

word problems differs based on their reading comprehension.

5. The findings of the study concluded that there was a strong positive

relationship between reading comprehension and math understanding of

students and it was significant. This further means that students having high

reading comprehension tend to have a high math understanding. The findings

of the study also revealed that there was a weak positive correlation between

math vocabulary and reading comprehension and it was significant. This

means that students having high math vocabulary tend to have a high reading
 38

comprehension. As supported by the study of Robert and Truxaw (2013), it

states that students’ understanding in mathematics is greatly affected by their

mathematics vocabulary proficiency. Hence, students’ the higher the level of

reading comprehension of the students tend to understand mathematical

word problems and achieved an excellent outcome.

6. In terms of the relationship between math vocabulary and math

understanding, it can be concluded that there was a weak positive correlation

and it was not significant. This further implies that in the population,

regardless of the students’ math vocabulary, they can still have either low or

high understanding of the math problems. As supported by the study of the

Jordan (2018), it was gleaned that students’ math vocabulary has a significant

relationship on their mathematics understanding and mathematics

performance.

Recommendations

In view of the findings of the study, the following recommendation are presented.

1. To the students, the following are highly recommended

 Since the students’ reading comprehension level is at an average

level, it is recommended for the students to practice their reading

ability. Also, the student should understand the important details that

are present in the text that they are reading to widen their

comprehension ability.

 Since it was found that the students’ mathematics vocabulary is at an

average level, it is recommended for the students to hear or explore

new math words and practice these words many times. The students
 39

should allocate more time in reading to deepen their vocabulary

specifically in mathematics.

 Since it was found out that the students’ understanding in math

problems is at an average level it is recommended for the students to

find mathematical ideas to achieve a strong conceptual understanding

between mathematical ideas. Students must improve their ability to

think creatively, critically, logically and their ability to conceptualize

ideas based on the given word problem.

2. To the teachers, the following are highly recommended:

 Based on the result of this study, the students in Granja-Kalinawan

National High School have an average level in terms of reading

comprehension and it is recommended for the teachers to ensure that

students are prepared and can easily understand given statements

prior text reading. Further, take into the utilization of the modified

SQ3R (Survey, Question, the "Read, Recite, and Review") method

that can help students become better readers with understanding

(Robinson, 1946).

 Based on the result of this study, the students in Granja-Kalinawan

National High School have an average level in terms of math

vocabulary and it is recommended for the teachers to teach students

with new math words explicitly and expose them to math words on

many occasions. Organize math word banks for each student and a

classroom word wall.

 Based on the result of this study, the students in Granja-Kalinawan

National High School have an average level in terms of understanding

math problems and it is recommended for the teachers to use learning

formats other than paper and pencil to teach math problems, such as

pictures, pie charts, and graphs. When grading math problems, write
 40

down the wrong answers and discuss with students the process used

to arrive at the correct solution. Also, use a combination of modelling

(demonstration) and feedback when introducing a new math concept.

3. To the school administrators, they are recommended with the following:

 Based on the result of this study, the students in Granja-Kalinawan

National High School have an average level in terms of reading

comprehension and it is recommended for school administrators constant

assessment and monitoring students’ performance to identify other

underlying factors. School administrators should inform the teacher about

the comprehension strategies that can foster students’ needs in order to

improve students’ reading comprehension.

 Based on the result of this study, the students in Granja-Kalinawan

National High School have an average level in terms of math vocabulary,

it is recommended for school administrators to devise and set up a math

word wall and individual math word banks in the classroom.

 Based on the result of this study, the students in Granja-Kalinawan

National High School have an average level in terms of understanding

math problems and it is recommended for the school administrator to

provide a systematic and explicit teaching that includes visual

representation, the use of assisted teaching, and the use of continuous

formative assessment. Additionally, the school administrator must have a

workshop for teachers to enable for them to learn new skills and teaching

strategies in teaching math problems.

4. To the future researchers, the following are recommended:

 The result of this study shows that Grade-11 students in Granja-

Kalinawan National High School has an average level in terms of

reading comprehension, math vocabulary and understanding math

problems, it is recommended that the future researchers must have a

 41

wider scope of research locale to conduct a similar study in other

place so as to find out whether these results are similar with other

places or to compare the findings and come up with strategies that

would support the result.

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center. https://www.mathnasium.com/salem/news/why-math-vocabulary-

important-sal.

Senechal, M., & Cornell, E. H. (1993). Vocabulary acquisition through shared reading

experiences. Reading research quarterly, 360-374.

https://psycnet.apa.org/record/1994-12956-001

Star, T. P. (2022). Slipping english proficiency. PhilStarGLOBAL.

https://www.philstar.com/opinion/2022/11/19/2224824/editorial-slipping-

english-proficiency.

Van Oostendorp, H., & Goldman, S. R. (Eds.). (1998). The construction of mental

representations during reading. Psychology Press.

Verschaffel, L., Depaepe, F., & Van Dooren, W. (2020). Word problems in

mathematics education. Encyclopedia of mathematics education, 908-911.

https://eric.ed.gov/?id=EJ1243930.
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 47

APPENDICES
 48

Appendix A
 49

Appendix B
 50

Appendix C
 51

Appendix D
 52

Appendix E
 53

APPENDIX F

Effect of English and Math Vocabulary Proficiency to the Students

Understanding in Mathematical Problems

Profile of the respondents

Name: ____________________________________ (Optional )

Gender: ________

Age: ______ Academic Strand: ____________________________

Indicate your responses with a check mark (/ )

a. What is the monthly income of your family?

____ Php 3,000 and below

____ Php 3,001 – Php5,000

____ Php 5,001 – Php10,000

____ Php 10,001 – Php 20,00

____ Php 20,000 and above

b. What is your time allotment in reading?

____ 5 minutes and below

____ 6 minutes – 10 minutes

____ 11 minutes – 30 minutes

____ 31 minutes – 59 minutes

____ 1 hour and above

 54

ENGLISH PROFICIENCY TEST (COMPREHENSION)

Adventurous Story Teller

Jack London, one of America’s major writers of adventure tales, was born in

California in 1876. During his life, London worked at many jobs. His broad life

experiences would become the background for his writing.

London loved to read. As a teenager, he spent many hours educating himself

at the Oakland, California, public library. He attended college at the University of

California at Berkeley, but he stayed for only six months. He thought Berkeley was

“not lively enough” and wanted to do something more exciting.

London wrote stories about working people and the hard times they had

making a living. He knew their problems first hand. He worked as a sailor, rancher,

factory employee, railroad hobo, and gold prospector, to name just a few of his many

jobs.

London grew up near the waterfront in Oakland. He loved the water. When he

was fifteen years old, he bought a small sailboat called a sloop. Later he sailed to

Japan on a schooner, which is a much larger sailing boat.

Like many people of the time, London caught the Klondike Gold Rush Fever.

In l897, he headed for Alaska. He didn’t find gold, but he discovered something even

more valuable. He discovered that people enjoyed listening to the stories he made up

with his vivid imagination. London entertained the miners with story after story. Later,

using his experiences during the Gold Rush, he created many more colorful stories.

London resolved to live a full, exciting life. He once said, “I would rather be a

superb meteor, every atom of me in magnificent glow, than a sleepy and permanent

planet.” Each day, he pushed himself. Once London determined that he was going to

be a writer, nothing could stop him. His goal was to write at least one thousand words
 55

every day. He refused to stop even when he was sick. In eighteen years, the writer

published fifty-one books and hundreds of articles. He was the best-selling and

highest-paid author of his day. Many people also considered him to be the best

writer.

White Fang and The Call of the Wild are his most famous stories and are

about surviving in the Alaskan wilderness. Readers can enjoy Jack London’s energy

and his talent for telling wonderful stories each time they open one of his novels.

1. Who is the main character in the story?

A. The miners

B. Jack London

C. The travelers

D. Alaskans

2. Jack London is a ____?

A. Writer

B. Poet

C. Story Teller

D. All of the above

3. How many books and articles did Jack London published in eighteen

years?

A. Fifty-one books

B. Hundreds of Articles

C. Fifty-one books and Hundreds of Articles

D. None of the above

4. How will you describes the characteristic of the main character?

A. Adventurous
 56

B. Persevere

C. Skilled

D. Talented and Hardworking

5. Why was Jack London able to write on many topics?

A. He had a variety of experiences and jobs.

B. He was drawn to the Klondike Gold Rush.

C. He pushed himself to reach goals.

D. He was the best-selling and highest-paid author.

6. Why did Jack London not complete college?

A. He traveled to Alaska in 1897.

B. He was hired to sail to Japan.

C. He spent much of his time writing.

D. He was not interested enough.

7. What do a sloop and schooner have in common?

A. They were both built in Japan.

B. They are both types of watercrafts.

C. They were both owned by Jack London.

D. They were both made in the early 1900s.

8. When did Jack London discover his talent for storytelling?

A. when he went to college

B. when he went to Alaska

C. when he was a teenager

D. when he worked as a sailor

9. Which word best describes Jack London?

 57

A. cautious

B. unfocused

C. imaginative

D. compassionate

10. What is the author’s purpose in writing the passage?

A. identify books written by Jack London

B. provide information on Jack London’s life

C. describe life during the Klondike Gold Rush

D. support the statement that London was the “best writer”

 58

ALGEBRA WORD PROBLEMS

Problem 1:

Ninety-six golf balls were pick up at the driving range and placed into two

buckets. One bucket has 28 more golf balls than the other bucket. How many golf

balls are there in each bucket?

1. What is asked?

A. How many golf balls are there in each bucket?

B. How many golf balls were picked at the driving range?

C. Find the diving range that are placed into the two buckets

D. Which has a larger number of golf balls bucket A or Bucket B?

2. What are given?

I. Ninety-six golf balls

II. Bucket A has 28 more golf ball than the other bucket

III. Buckets A and B pick up at the driving range and

placed into two buckets

IV. All of them

A. I and II only

B. I and III only

C. II and III only

D. IV Only

3. What is the possible mathematical equation or expression?

If we let: x = equal the number of golf balls in the first bucket.

 59

y = equal the number of golf balls in the second bucket.

I. x + y=96

II. y=x +96

III. y=x +28

IV. 2(x + y )=28

A. I and II Only

B. I and III Only

C. I, II, and III Only

D. I, II, III and IV

Problem 2:

One hundred sixty-two guests attended a banquet. Three servers provided

their beverages. The first server helped three times as many people as the second

server and the third server help twice as many people as the first server. How many

guests did each server help?

1. What is asked?

A. How many guests are there all in all?

B. How many guests did each server help?

C. Find the number of guests that attended the banquet.

D. Among those servers, who has the most served guests?

2. What is/ are given?

I. All of them served same number of guests.

II. One hundred sixty-two guests

III. The first server helped three times as many people as the

second server.
 60

IV. Third server help twice as many people as the first server

A. I and II only

B. II and III only

C. II, III, IV only

D. I and IV only

3. What is/are the possible expressions or equations?

If we let: x, y, and z represent the server.

A. 162+ x + y=z

B. 162−x + y =z

C. x− y −z=162

D. x + y + z=162

Problem 3:

Company employees attended a year-end banquet. Forty-three of them

ordered chicken, while twelve more guest ordered steak and nine fewer ordered sea

food. How many guests attended the banquet?

1. What is asked?

A. Which guest ordered steak?

B. How many guests attended the banquet?

C. How many guests ordered chicken, steak, and seafood?

D. Find the total number of the guest who attended the banquet?

2. What is given?

I. Forty- three ordered chicken

II. Twelve ordered steaks

III. Nine ordered sea food

IV. All of them

 61

A. I and II only

B. II and III only

C. I and III only

D. IV only

3. What is/ are the possible equation or expressions?

If we let: x = guests that ordered steaks

y= guests that ordered seafoods

z = total number of guests

A. 43+ x+ y=z

B. x + y + z=43

C. 43−x− y =z

D. 43+ x− y=−z

Problem 4:

Three taxi drivers are working at an airport. The first driver transported

seventeen passengers in one day. The second driver transported six more

passengers than the first driver, while the third driver transported two fewer

passengers than the second driver. How many total passengers did the three drivers

transport?

1. What is asked?

A. How many taxi drivers are working at an airport?

B. How many passengers did the second driver transport?

C. many total passengers did the three drivers transport?

D. How many passengers did the first driver transports in a day?

2. What is/ are given?

I. The first driver transported seventeen passengers in one day.

II. The second driver transported six more passengers than the

first driver.
 62

III. The third driver transported two fewer passengers than the

second driver.

IV. Three taxi drivers are working at an airport

A. I only

B. I, II and III only

C. II and III only

D. IV only

3. What is/ are the possible equations or expression?

If we let: x = passengers who were transported by the second driver.

y= passengers who were transported by the third driver.

z= total number of passengers.

A. z +17=x + y

B. 17+ x + y= z

C. z + y + x=17

D. x +17+ z= y

Problem 5:

Two caseworkers share an office. The first caseworker has fifteen active

cases. The second caseworker has twice the number of active cases. How many

active cases does the office have?

1. What is asked?

A. How many caseworkers shares an office?

B. How many active cases does the office have?

C. How many active cases that the first caseworker have?

D. How many caseworkers has twice the number of active cases?

 63

2. What is/are given?

A. The first caseworker has fifteen active cases.

B. The second caseworker has twice the number of active cases.

C. A only.

D. Both A and B.

3. What is/ are the possible expressions or equations?

If we let: x = the number of cases for the second worker

y = the number of cases for the office.

A. y=x +15

B. 15=x+ y

C. y=x −15

D. x= y +15

MATH VOCABULARY PROFICIENCY

For each of the following statements put a check mark (/ ) on the 5 –

point scale (1 – Poor, 2- Below Average, 3 – Average, 4- Above Average, 5 –

Excellent ) that corresponds to the degree on how proficient are you in

understandin math vocabulary.

5 4 3 2 1

I can define many terminologies in algebra

I can easily understand the given word problem in algebra

based on the terminology that can be seen in the given

problem.

I know the meaning of the different terminologies in algebra

which is stated in the given problem.

I can easily identify the math operations used in a word

 64

problem.

I can interpret the math terminologies being used in a given

problem.

I can easily make a mathematical expression and equation

based on the given problem about algebra.

I can interpret every algebraic terminology stated in a given

word problem