ASSESSING THE CORRELATION BETWEEN READING COMPREHENSION

AND PROBLEM–SOLVING SKILLS OF GRADE 10 STUDENTS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 22
Issue 6
Pages: 709-717
Document ID: 2024PEMJ2092
DOI: 10.5281/zenodo.12807002
Manuscript Accepted: 06-13-2024
 Psych Educ, 2024, 22(6): 709-717, Document ID:2024PEMJ2092, doi:10.5281/zenodo.12807002, ISSN 2822-4353
Research Article

Assessing the Correlation Between Reading Comprehension and Problem–Solving Skills

of Grade 10 Students
Marie Josephine U. Cabansag*
For affiliations and correspondence, see the last page.
Abstract
This research assessed the relationship between Grade 10 students’ reading comprehension and problem-solving skills
of Grade 10 students at D.T. Durano Memorial Integrated School in Danao City Division for the school year 2022-
2023 as the basis for an action plan. The data gathered were treated using frequency count, percentage, and Pearson’s
r. Using a descriptive-correlational research design, 166 high school students at D.T. Durano Memorial Integrated
School were surveyed using a questionnaire to collect data for the study. The correlation between reading
comprehension and problem-solving skills was statistically significant. The null hypothesis was therefore refuted, and
the research hypothesis was confirmed. This suggests that students with higher reading comprehension are more adept
at solving problems. In addition, most respondents demonstrated acceptable reading comprehension and problem-
solving skills. Most parents are high school graduates, and most respondents combined monthly family income is
below PHP 10,000. This study's findings have significant implications for educators and policymakers in developing
and implementing reading comprehension and problem-solving instruction. In addition, this research contributes to
the literature regarding the relationship between reading comprehension and problem-solving skills.
Keywords: teaching mathematics, reading comprehension, problem- solving skills, descriptive-correlational

Introduction
Mathematics is a key subject in school. It helps solve complex science, technology, engineering, and financial difficulties. Calculating
bills and budgets, investing, and choosing a job all need math. Early arithmetic education is also vital. Mathematics is essential in many
aspects of life. Calculating expenses, planning budgets, selecting, and cooking all need math. Engineers, architects, financiers, doctors,
and technologists will utilize it. Mathematical principles underlie buildings, bridges, roads, and computers. Finance insurance and
manufacturing use math to assess data and predict consequences. Data analysts use math to evaluate massive amounts of data and draw
conclusions.
Many students struggle with real-world math, complex formulas, and abstract concepts. Math anxiety hinders arithmetic learning.
Tension, fear, and avoidance may make arithmetic instruction tough. Students overcome math fear with good education and assistance.
"Encouraging learning environments may reduce math anxiety and boost confidence. Many professions need math. Students may
advance academically and professionally with math skills
To answer word problems, students must first convert a real-life occurrence into a mathematical language. According to previous
studies, many students fail to grasp word problems, locate relevant information, and pick the right mathematical approach. Students
fail to grasp mathematics word problems, according to many researchers. Many students fail to grasp and solve the challenge. Students
may misread the subject or overlook essential information, making the assignment tougher. Word problems require students to
recognize context and apply mathematical principles, which may explain why they struggle to understand what they read.
To solve word problems, pupils must enhance their reading comprehension. Mathematical problem-solving demands good reading
comprehension. Elleman and Oslund (2019) argue mathematical success depends on reading comprehension (p. 3). Math success
includes solving word problems. They may struggle to choose a mathematical technique. Reading comprehension's effect on grade 10
arithmetic problem-solving must be explored. Student problem-solving matters. Academic and professional success need problem-
solving abilities. Problem-solvers may lose interest in school, lowering motivation and performance. Problem-solving skills improve
academic achievement and job opportunities.
Poor readers struggle with problem-solving. Non-readers will have difficulties comprehending and solving most issues. Frustration and
disengagement may reduce problem-solving abilities. Reading comprehension improves math and scientific problem-solving.
Reading comprehension and problem-solving abilities must have examined to determine pupils' strengths and shortcomings. Teachers
may then assist students in growing and flourishing. Understanding textbooks, class notes, and other educational materials require
reading comprehension. Poor readers may struggle to comprehend word problems and other math ideas, resulting in poor problem-
solving. Arithmetic and other topics need problem-solving skills. Data analysis, conceptual connections, and replies may be
complicated for students lacking problem-solving abilities. Reading comprehension and problem- solving may assist instructors in
assessing students' strengths and limitations. These may need more reading materials, comprehension abilities, and ability- appropriate
problem-solving.
Research supports cognitive load and social cognitive theories. Regulating cognitive load enhances learning since people have limited
mental resources to process information, according to the Cognitive Load hypothesis (Sweller, 2019). Reading comprehension is
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Research Article

affected by complexity and past knowledge. This study follows cognitive load theory. In Social Cognitive Theory, observation,
imitation, and modeling are crucial. This notion claims that seeing others handle difficulties might teach you. According to the Social
Cognitive Theory, students' exposure to problem-solving actions and consequences may impact their performance.
DepEd Order 036, s. 2021 authorizes face-to-face COVID-19 instruction in low-risk locations. Lectures, dialogues, and hands-on
activities would be used in face-to-face learning under the DepEd directive to accommodate different learning styles and enhance
results. Instructors must observe safety standards and educate properly. They follow, comment, and modify their instruction. Attend
class frequently, participate in class discussions and activities, complete homework, and ask for assistance. Students should also respect
their instructors and be enthusiastic about learning. So, the DepEd decision reinstates face-to- face learning in low-risk settings with
rules and restrictions. Students and instructors must optimize learning and safety in blended learning.
The Philippine Constitution, which grants every Filipino the right to quality education, serves as the legal foundation for this study. In
addition, the K-12 Basic Education Program and the Enhanced Basic Education Act of 2013 require the government to ensure that
every Filipino child has access to a quality education that includes the development of critical thinking, reading comprehension, and
problem-solving abilities.
The legal foundation bolsters the study by highlighting the significance of education in fostering national development and individual
well-being. It provides a framework for analyzing the relationship between reading comprehension and problem-solving abilities within
the educational system of the Philippines. The legal foundation can be used to evaluate the efficacy of government policies and
programs in fostering the academic development of students.
In addition, the legal basis can help contextualize the findings and recommendations of the study within the broader social and political
context of the Philippines. The study can examine how education policies, such as the DepEd directive on face-to-face COVID-19
instruction in low-risk locations, impact students' reading comprehension and problem-solving skills, and how these skills contribute
to the development of the nation.
Furthermore, the study's legal foundation provides a legal and conceptual basis for analyzing the relationship between reading
comprehension and problem-solving abilities of grade 10 students in the Philippines. It provides a framework for analyzing the
effectiveness of education policies and programs and contextualizes the study's findings and recommendations within the larger social
and political context of the Philippines.
Reading comprehension is understanding and interpreting written content (Öztürk et al., 2020). The research found that Turkish
students' non-routine mathematics problem-solving abilities will positively correlate with reading comprehension. It could be because
reading comprehension abilities assist students in understanding and analyzing difficulties, which helps them apply mathematical ideas
and solve problems. Reading comprehension influences word problem-solving, and maths and reading are closely related (as cited by
Derya, 2020).
Hadianto et al. (2021) examined how reading comprehension affects mathematical word problem-solving. Sixty high schoolers took
reading comprehension and arithmetic word problem tests that were positively correlated. According to a study, reading comprehension
improves math word problems. The research also implies that instructors may employ reading comprehension tactics to enhance
students' mathematical word problem-solving.
Moreover, Harangus (2019) study examined Sapientia University first-year students' problem-solving abilities and their relationship
with reading comprehension and writing. Problem-solving abilities and reading comprehension and writing skills are strongly
correlated. Many students tried to complete the challenging assignments, but only a few could properly grasp and solve them.
PISA tests 15-year-olds' arithmetic, reading, and science skills and application. Robust education systems, fair access, and high
standards help East Asian and European nations score well in math and reading year after year. Vietnam has made tremendous gains
in these areas, although countries with weaker economic status or education systems tend to fare worse.
On the other hand, the Philippines scored 78th in reading and 78th in math. The country's results in both subjects were substantially
lower than the average of participating nations. The PISA findings showed that just 4.9% of 15- year-old Filipino pupils obtained
competence level 2 in reading, the basic ability level needed for full social participation. 7.8% of math students earned competence
level 2. The Philippines' poor student performance may be due to a lack of education funding, teacher training and professional
development, resources, infrastructure, and socioeconomic problems, including poverty and inequality. Recent education reforms in
the Philippines have addressed the need to enhance the system. However, considerable obstacles persist, and additional work and
investment are required to strengthen education and student math and reading performance.
Similarly, Filipino children's arithmetic scores have dropped during the previous decade. Recent research studied the association
between reading comprehension and math achievement in 666 first-year students from 18 public and private high schools.
Lastly, Jordan and Sunico (2022) examine how an integrated approach affects Grade 7 students' reading comprehension and arithmetic
problem-solving. The experimental group got integrative training, whereas the control group received conventional education. Pre- and
post-tests assessed intervention efficacy. The integrated approach dramatically enhanced students' performance in both disciplines.

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Research Article

In conclusion, the discussion has provided a comprehensive evaluation of relevant literature and research that give a solid basis for
understanding the connection between reading comprehension and the ability to solve problems. The Cognitive Load and Social
Cognitive Theory provide a theoretical framework for investigating this connection. The provided research shed light on how critical
it is to hone reading comprehension and problem-solving abilities to achieve academic achievement and will have prepared for a
profession in the future. The various results and techniques of the studies mentioned may serve as a reference for this study in devising
effective interventions and strategies to promote students' reading comprehension and problem-solving abilities. In general, this
analysis of relevant literature and research highlights how important it is for educational practices to have a holistic approach that
encourages the development of analytical and deductive reasoning abilities in students.
The researcher emphasizes the significance of an interdisciplinary approach to education that fosters the growth of students' analytical
and deductive reasoning skills. This strategy is consistent with the legal foundations for the study, specifically, DepEd Order 036,
section 2021, which permits COVID-19 instruction in low-risk settings. The DepEd directive encourages the use of various teaching
strategies, such as lectures, dialogues, and hands-on activities, to accommodate various learning patterns and improve learning
outcomes.
This study's theoretical framework, which is based on the Cognitive Load Theory and the Social Cognitive Theory, lends credence to
the idea that reducing cognitive load and making students more aware of the actions they can take to solve problems, as well as the
repercussions of those actions, might improve the performance of students. By emphasizing the need to maximize learning and safety
in integrated learning, these theories align with the legal bases supporting the study.
Overall, the legal bases supporting the study and the theoretical framework provide a sound basis for the researcher's investigation into
the relationship between Grade 10 students' reading comprehension and problem-solving skills. The proposed action plan, developed
based on the investigation findings, can improve students' academic performance and prepare them for future careers.
Based on the information above, the researcher plans to investigate the link between reading comprehension and problem-solving skills
of Grade 10 students at D. T. Durano Memorial Integrated School, Danao City Division, in the current blended learning mode. The
researcher is interested in this issue to determine whether there is a connection between the tenth graders' reading ability and their level
of mathematical knowledge. A proposed action plan will be developed based on the investigation's findings.
Research Questions
This study examined Grade 10 students at D.T. Durano Memorial Integrated School in Danao City, Division, for the 2022–2023 school
year. In particular, the purpose of this research was to find answers to the following sub-problems:
1. What is the profile of respondents in terms of:
1.1. age and gender,
1.2. parents' highest educational attainment, and
1.3. combined family monthly income?
2. What is the level of the reading comprehension skills of the respondents?
3. What is the level of problem-solving skills of the respondents?
4. Is there a significant relationship between the respondents' reading comprehension and problem-solving skills?
5. Based on the findings, what action plan may have been proposed?

Methodology
Research Design
This study's descriptive correlational design was a quantitative research method that collected and analyzed data to describe and identify
variable relationships. According to Fisher and Bloomfield (2019), the descriptive correlational research design is a quantitative
research approach that gathers and analyses data to describe and find variable relationships. This design enables the researcher to
investigate the relationship between grade 10 students' reading comprehension and problem-solving abilities. This research emphasized
the application of convergent thinking over the use of divergent reasoning in its methodology.
This design intended to ascertain the relationship between grade 10 students' reading comprehension and problem-solving abilities.
Students' reading comprehension and problem-solving skills were evaluated using standardized tests to collect data. Students'
demographic information, including age, gender, highest parental educational attainment, and monthly family income, was also
collected. The study employed stratified random sampling to eradicate sampling bias, giving each student an equal opportunity to
participate. The strata were defined based on pertinent characteristics, such as reading proficiency level measured by the ORV. Using
statistical formulas, the sample size for each stratum was determined proportionally to its quantity in the population. Examining the
relationship between reading comprehension and problem-solving abilities, the data were analyzed using statistical techniques such as
correlation analysis. In addition to descriptive statistics, statistical tools such as SPSS were used to summarize the data, ensuring that
the data analysis was accurate and efficient.

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Research Article

Respondents
Students in grade 10 were selected as study participants because they are at a pivotal point in their academic development as they move
from elementary school to senior high school. Due to school closings and other disruptions to typical classroom instruction, the
pandemic has profoundly impacted the educational system. Due to the abrupt switch to online or modular learning, many students have
seen a deterioration in their reading comprehension and problem-solving skills. For the academic year 2022–2023, students in grades
7–10 took the Oral Reading Verification (ORV) test. The test was given twice: once as a pre-test at the start of the academic year (PRE)
and once as a post-test at the conclusion of the year (POST). The test was designed to evaluate the students' reading abilities in terms
of their capacity for fluent and comprehension-based reading.
In Table 1, the distribution of respondents will be the grade 10 students composed of 5 sections (Dedicated, Diligent, Discreet,
Determined, and Decisive). The sample size will be selected using a random stratified sampling method. The total number of 10th-
grade students at the school is 235.
Table 1. Distribution of the Respondents
Section N n %
Dedicated 49 31 20.95
Diligent 46 29 19.59
Discreet 46 29 19.59
Determined 46 29 19.59
Decisive 48 30 20.27
Total 235 148 100.00

The reading levels of the grade 10 students before and after the ORV test were shown in the data. The test evaluates their level of
independence, instructional ability, frustration, syllabic reading, and syllabic reading in addition to their ability to read fluently and
with comprehension. According to the data, 118 male and 117 female students sat the exam. Both male and female students have the
same number of participants. While 26 male and 27 female students demonstrated the same level of reading after the test, before the
test, 14 male and 14 female students could read fluently and with understanding. Meanwhile, 48 male and 62 female students could
read fluently but with poor comprehension before the test, while 30 male and 14 female students had the same reading level after the
test. It is also worth noting that no students were classified as non- readers or syllabic readers before or after the test.
Based on these results, it was necessary to conduct further research on the reading comprehension of grade 10 students, particularly
their ability to read fluently with good understanding. This research could help identify specific areas of weakness and provide targeted
interventions to improve their reading skills. Furthermore, it can also be related to their problem-solving skills since reading
comprehension was essential in solving problems.
Instruments
This research were utilized an adapted test that measures reading comprehension and problem-solving skills. The test were comprised
three parts: the first were assessed the demographic profile, the second were determined the student's reading comprehension skills,
and the third were assessed their problem-solving skills. The second part of the test consisted of reading passages followed by questions
related to the selection. The courses will have taken from various sources, including textbooks, journals, and newspapers. The questions
will range from simple recall questions to more complex inference and interpretation questions. The students will answer the questions
by selecting the correct answer from a list of choices provided.
The third part of the test assessed the students' problem-solving skills. This section will consist of word problems related to real-world
scenarios that require the students to apply critical thinking and problem-solving skills. The problems will have taken from various
sources, including textbooks, worksheets, and other educational resources. The students will answer the questions by choosing the
correct answer and showing their solutions and reasoning in the space provided.
The instrument used in this study is adapted from the Philippine Informal Reading Inventory (Phil-IRI) to measure reading
comprehension and a teacher- made questionnaire to measure problem-solving skills. The instrument has been validated and proven
reliable in assessing students' reading comprehension and problem-solving skills.
Procedure
The data gathering procedure for this study were divided into three stages: the Preliminary Stage, Data Gathering Stage, and Post Data
Gathering Stage.
Preliminary Stage. In the Preliminary Stage, the necessary permissions and approvals were obtained from the Cebu Technological
University Institutional Review Board, the Dean of the School of Education, the Principal of D.T. Durano Memorial Integrated School,
the Public Schools District Supervisor, and the Schools Division Superintendent of DepEd Division of Danao City. A Parental Consent
form were also developed to informed and seeked the consent of the parents or guardians of the grade 10 students included in the study.

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Data Gathering Stage. In the Data Gathering Stage, the researcher administered the survey questionnaire to the grade 10 students of
D.T. Durano Memorial Integrated School. A stratified random sampling technique was used to select the participants from the
population of grade 10 students. The researcher personally distributed and collected the questionnaires to ensure the completeness and
accuracy of the data gathered. The survey questionnaire included items that measured the respondents' reading comprehension and
problem-solving skills.
Post Data Gathering Stage. In the Post Data Gathering Stage, the gathered data were encoded, organized, and analyzed using statistical
tools such as percentage, frequency count, mean, standard deviation, and Pearson's r. The analysis was focused on the correlation
between the reading comprehension and problem-solving skills of grade 10 students. The study's results were presented clearly and
concisely through tables and interpretations. Finally, the researcher concluded and provided recommendations based on the study's
findings.
Data Analysis
For this investigation, a wide range of statistical methods were used to analyze the data gathered and percentages to calculate the
proportion of the total respondents who belong to a particular group. This statistical tool helped illustrate the distribution of the data,
making it much simpler to comprehend the patterns and trends included within the data.
In the second step of the process, a frequency count will have carried out to determine the total number of respondents who fall into
the same group. This statistical instrument will help count the number of times a particular answer happens, so presenting a summary
of the data in condensed form.
Lastly, the mean was utilized to assess the respondents' abilities in terms of their reading comprehension and their ability to solve
problems. This statistical tool computed the average of a data collection, giving a measure of central tendency that will help characterize
the data. Moreover, the device will calculate the standard deviation of the data set.
In the end, Pearson's r correlation coefficient was utilized to investigate whether or not there was a substantial connection between
problem-solving abilities and reading comprehension. This statistical tool assessed the strength and direction of the linear relation
between two variables, indicating the degree to which the two variables are connected. It measured the power of the linear relationship
and the direction in which it points. Pearson's r correlation coefficient is a statistical tool often used in correlational investigations,
making it a good tool for this investigation because of its widespread application. These statistical techniques were utilized to give a
complete analysis of the data gathered. This analysis allowed the researcher to make relevant conclusions from the study that will have
been conducted.
Ethical Considerations
Confidentiality Pledge
The researcher assures the confidentiality of the information obtained about the participant's personal information and agrees not to
make it public. The following actions were ensured these codes were substituted for respondents' names. When the sheet containing
the names of the participants is no longer necessary for the research, it must be removed, saved, or destroyed. The researcher must have
access to the code master list. To ensure data security, study data files must be password-protected and encrypted.
Authorization to Access Private Information
The Data Privacy Act of 2012, Republic Act 10173, protects respondents' and study participants' data and information, so the CTU
Research Committee must approve any access, transport, or copying.
Results and Discussion
This section analyzed and interpreted the study's data to establish the respondents' age, gender, parents' highest education, and combined
monthly family income. Reading comprehension and problem-solving skills were also tested. Reading comprehension's substantial
association with problem-solving was also explored.
Using the responses to the survey questionnaire provided to the respondents, the following results and conclusions were presented and
discussed:
Profile of the Respondents
This part provides a profile of the respondents, including information regarding their ages and the genders of those who responded.
The results of this profile, depending on the data that was gathered, are included below.
Age and Gender
The age and gender distribution of the respondents to the study on the relationship between grade 10 reading comprehension and
problem-solving abilities is shown in Table 2. In research studies, it is essential to consider the age and gender of the participants, as
they may impact the results and generalizability of the findings. The table displays the number and percentage of female and male
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pupils in various age categories, which can shed light on the characteristics of the sample population and potential differences in
performance based on age and gender.
Table 2. Age and Gender of the Respondents
Age (in years) Female Male Total
f % f % f %
18 and above 5 3.01 8 4.82 13 7.83
16-17 54 32.53 44 26.51 98 59.04
14-15 28 16.87 27 16.27 55 33.13
Total 87 52.41 79 47.59 166 100.00

Based on Table 2, the study consists of 166 Grade 10 students, 87 (52.41%) of whom are female and 79 (47.59%) male. In addition,
the respondents were divided into three age groups: 14–15 years (33.13%), 16–17 years (59.04%), and 18 years and older (7.83%).
Male respondents had the highest percentage in the same age range (26.51%), while female respondents had the highest rate in the 16–
17 age range (32.53%). A study by Zhang et al. (2021) indicated that Chinese middle school pupils' reading comprehension and
problem-solving abilities had a good link, which validates the research findings. Like the current study, the researchers examined data
from a sizable sample of Grade 10 pupils. Since reading comprehension and problem-solving abilities are positively correlated, the
results of the present study will be congruent with those of Zhang et al. and Grade 10 students.
Parents' Highest Educational Attainment
The data presented in Table 3 reveal the greatest level of education attained by the parents of the 166 individuals who participated in
the research.
Table 3. Parents' Highest Educational Attainment
f % f %
Post-graduate 1 0.60 1 0.60
College Graduate 27 16.27 27 16.27
College Level 22 13.25 20 12.05
High School Graduate 66 39.76 43 25.90
High School Level 18 10.84 15 9.04
Elementary Graduate 13 7.83 19 11.45
Elementary Level 18 10.84 28 16.87
No Response 1 0.60 13 7.83
Total 166 100.00 166 100.00

Table 3 details the most significant level of education attained by the parents of the grade 10 students included in the study. According
to the data, 39.76% of mothers have a high school diploma, followed by college graduates (16.27%) and college level (13.22%). In
contrast, the highest educational attainment of fathers is more evenly distributed, with 25.90% having completed high school, 16.87%
having completed elementary school, and 16.20% having completed college. Previous studies (Aysel, Ates. (2021) indicate that there
is a connection between parental involvement in a child's educational experience and the level of academic success that the child
experiences. Students with parents who have higher educational attainment are more likely to demonstrate superior reading
comprehension and problem-solving abilities, according to the current study.
Combined Family Monthly Income
Table 4 presents data on the combined monthly income of the families of the 166 respondents in the study. The table is arranged in
rows according to the monthly income categories and in columns with the frequency of the respondents and the percentage of the total
sample they represent.
Table 4. Combined Family Monthly Income
(in pesos)
Above 30,000 13 7.83
25,001-30,000 6 3.61
20,001-25,000 0 0.00
15,001-20,000 12 7.23
10,001-15,000 24 14.46
5,001-10,000 49 29.52
Below 5,000 62 37.35
Total 166 100.00

Table 4 presents the average monthly household income of the students who participated in the survey and were in grade 10. 37.35%
of the respondents have a monthly income that is less than 5,000 pesos, whereas 29.52 % of the respondents have a monthly income
that is between 5,001 and 10,000 pesos. 11.44% of those who participated in the survey have a monthly income that is greater than

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20,000 pesos, 14.46% of those who participated have a monthly income that is between 10,001 and 15,000 pesos, and 7.23% have a
monthly income that is between 15,001 and 20,000 pesos. The researchers may use the data in Table 4 to investigate the association
between family income and students' reading comprehension and problem-solving skills. According to prior research, socioeconomic
status (SES) may impact students' academic performance and educational outcomes (Yeager et al., 2018). Previous research indicates
that students from higher-income families are more likely to demonstrate superior academic performance in reading comprehension
and problem-solving skills.
Level of Reading Comprehension Skills of the Respondents
Table 5 shows the level of reading comprehension skills of the respondents, as measured by their scores in a reading comprehension
test. The test scores were grouped into five levels: Outstanding (21-25), Very Satisfactory (16-20), Satisfactory (11-15), Fairly
Satisfactory (6-10), and Poor (0-5).
Table 5. Level of Reading Comprehension Skills of the Respondents

Based on the respondents' range of scores, Table 5 displays the respondents' degree of reading comprehension. The findings show that
the majority of respondents had reading comprehension skills that are fairly satisfactory, with 75 respondents (or 45.18%) scoring in
the range of 6 to 10, 52 respondents (or 31.33%), and 23 respondents (or 13.86%) having very satisfactory reading comprehension
skills. 0.60% of respondents, or one, had exceptional reading comprehension abilities. However, 15.04 percent of respondents 15 have
weak reading comprehension abilities.
The average response was 10.34, with a 3.99 standard deviation. These findings indicate that although there is an extensive range in
the respondents' performance, their reading comprehension abilities are typically average. This result aligns with earlier studies that
show a wide range of students' reading comprehension abilities (Maharani, Putri. (2019)).
According to the results of this study, it is essential to improve the reading comprehension skills of the respondents, particularly those
whose scores fell between 0 and 10. This can be accomplished by putting in place student-specific reading comprehension treatments.
Prior studies by James Carroll Hill (2020) have shown that targeted interventions can enhance students' reading comprehension abilities.
Of the 166 respondents, only one (0.60%) obtained an Outstanding score, while 23 (13.86%) obtained a Very Satisfactory score. More
than half of the respondents (52 or 31.33%) got a Satisfactory score, followed by 75 (45.18%) who obtained a Fairly Satisfactory score.
The remaining 15 respondents (9.04%) got a Poor score.
The respondents' mean score on the reading comprehension test was 10.34, with a standard deviation 3.99. This indicates that, on
average, the respondents had a Fairly Satisfactory level of reading comprehension skills but with a relatively large variation in scores.
Level of Problem-Solving Skills of the Respondents
Table 6 shows that the majority of grade 10 students in the study have satisfactory problem-solving skills (63.86%), followed by those
with fairly satisfactory skills (18.07%), very satisfactory skills (16.27%), outstanding skills (0.60%), and poor skills (1.20%). The mean
score for problem-solving skills is 15.19, indicating that students have an average problem-solving ability. This study's findings
corroborate previous research of Anuradha, Ghatak., Kavita, Mittal. (2019) that problem-solving skills are a crucial aspect of academic
achievement. Problem-solving solid abilities can help students succeed in academic and real-world settings. Educators must provide
students with opportunities to develop and improve their problem-solving skills. Educators can integrate problem-based learning
activities and games into their lessons to foster problem-solving skills in students (Nworie & Osuagwu, 2020).
In general, this study's findings indicate that grade 10 students have good problem-solving skills, but there is still space for
improvement. By implementing problem-solving strategies, educators can assist students in becoming more effective problem-solvers
and achieving more tremendous academic success.

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Table 6. Level of Problem-Solving Skills of the Respondents

Test of the Relationship between Reading Comprehension and Problem-Solving Skills of the Respondents
Table 7 presents the results of a test of the relationship between the respondents' reading comprehension and problem-solving skills.
The table shows the correlation coefficient (r-value), the strength of the correlation, the p-value, the decision based on the p-value, and
some remarks about the results.
The correlation coefficient (r-value) of 0.293 indicates a negligible positive correlation between the respondents' reading
comprehension and problem- solving skills. The fact that the p-value is 0.000 indicates that the correlation is statistically significant at
the 0.05 significance level. This shows that the null hypothesis that there is no relationship between the two variables may be rejected
because the correlation is statistically significant. This finding suggests that students with greater reading comprehension may have
slightly better problem-solving abilities, but this relationship is weak.
Table 7. Test of Relationship between the Reading Comprehension
and Problem- solving Skills of the Respondents

*significant at p<0.05 (two-tailed)

Previous research has discovered a correlation between reading comprehension and problem-solving skills. For instance, States and
colleagues (2018) discovered a positive correlation between reading comprehension and problem-solving abilities in middle school
students. Table 7 displays the results of the correlation analysis between grade 10 reading comprehension and problem-solving abilities.
The Pearson correlation coefficient between the two variables was 0.293, indicating a moderately positive relationship. It indicates that
pupils with higher reading comprehension levels are more likely to possess superior problem-solving abilities. Baker and Wigfield
(2019) and Xu and Lin (2020) found a positive correlation between reading comprehension and problem-solving abilities. According
to Baker and Wigfield (2019), reading comprehension is a cognitively complex process requiring incorporating multiple skills,
including decoding, vocabulary knowledge, and comprehension monitoring. These skills are also necessary for effective problem-
solving, enabling students to comprehend the issue, identify pertinent information, and generate potential solutions.
Similarly, Xu and Lin (2021) discovered a positive correlation between reading comprehension and mathematical problem-solving
abilities. They argued that reading comprehension requires comprehending and interpreting mathematical texts, which is necessary for
solving mathematical problems. In addition, they hypothesized that the cognitive processes involved in reading comprehension, such
as recognizing pertinent information and drawing inferences, are also beneficial for solving math problems.
The findings of this study provide additional evidence of the significance of reading comprehension skills for academic achievement,
particularly in problem-solving. Teachers and educators can use these findings to develop reading comprehension, problem-solving
strategies, and interventions for their students.
Conclusions
The study shows a significant but faint positive correlation between grade 10 reading comprehension and problem-solving abilities.
There is still capacity for growth in most students' problem-solving skills. Educators should allow students to develop and improve
their problem-solving skills by incorporating problem- based learning activities and exercises into their lessons and permitting students
to work collaboratively in groups or pairs. The findings of this study contribute to the knowledge of the relationship between reading

Marie Josephine U. Cabansag 716/717

 Psych Educ, 2024, 22(6): 709-717, Document ID:2024PEMJ2092, doi:10.5281/zenodo.12807002, ISSN 2822-4353
Research Article

comprehension and problem-solving skills and highlight the necessity of growing these skills in students to boost both their academic
and professional performance. This study was conducted to investigate the relationship between reading comprehension and problem-
solving skills.
In light of the outcomes of the study, it is strongly advised that the action plan designed to strengthen reading comprehension and
problem-solving skills be implemented as soon as possible.
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Affiliations and Corresponding Information
Marie Josephine U. Cabansag
D.T. Durano Memorial Integrated School
Department of Education – Philippines

Marie Josephine U. Cabansag 717/717