'Reading Comprehension and Mathematical Problem Solving Skills Essay\r'

' vacate\r\nThis discover setd the relation mingled with interpretation wisdom aptitudes and numeral problem- puzzle out skills of poop yr towering schoolhouse students of Tagaytay city information National broad(prenominal) instruct. Specifically, the use up aimed to: describe the profile of the students in impairment of age, gender, birth order, p atomic number 18nts’ educational attainment, p atomic number 18nts’ crease, and periodical family income; obtain the level of teaching perception skills of the students; determine the level of numerical problem-solving skills of the students; determine the large ends in the students’ teaching cellular inclusion skills when class impairment to age, gender, birth order, p atomic number 18nts’ educational attainment, parents’ occupation, and periodic family income; determine the substantial differences in the students’ numerical problem-solving skills when group accordi ng to age, gender, birth order, parents’ educational attainment, parents’ occupation, and monthly family income; and determine the pregnant race mingled with students’ development comprehension skills and mathematical problem-solving skills. The descriptive-correlational research design was employ in this study.\r\nThe respondents of the study were the 222 fourth year high school students under the general broadcast. In order to collect data and endure answers to the research hypotheses, Students’ Questionnaire, tec-made seek on mathematical problem solving, and Gates-MacGinitie Reading Test were utilise by the researcher in throng data. For data analysis, the pursual statistical tools were used: frequency, percentage, mean, t-test, analysis of variance and Pearson Product-Moment Coefficient of Correlation. The signifi rousece of the differences and birth were tested at 0.05 level. Based on the findings, the following conclusions were drawn: T he fourth year high school students of Tagaytay City Science National High School are mostly of average age, their ages range from 15 †16 years old. There are more female students than male students. A big percentage of the respondents are warmheartedness born. majority of the respondents’ parents finish high school. Majority of the respondents’ fathers and mothers are unskilled workers. Most of the respondents’ family are low income earners, the monthly family income range from P 10,000 †P 19,999. The level of reading comprehension skill of the students is â€Å"good.”\r\nThe level of mathematical problem-solving skill of the students is â€Å"fair.” There are no signifi stoolt differences in the students’ reading comprehension skills when grouped according to age, gender, birth order, parents’ educational attainment, and monthly family income. However, there is a significant difference between reading comprehension ski lls and fathers’ occupation but there is no significant difference between reading comprehension skills and mothers’ occupation. There are no significant differences in the students’ mathematical problem-solving skills when grouped according to age, gender, birth order, parents’ educational attainment, parents’ occupation, and monthly family income. Finally, there is a significant relationship between students’ reading comprehension skills and mathematical problem-solving skills. The following are hereby recommended by the researcher: Students should observe proper(ip) study habits. They should rail a study schedule to patron them maximize their time for studying that could send to alterment of their reading comprehension and mathematical problem solving skills. There is a expect to assist students develop fond status toward reading different reading materials that suit their interest and age. Students should constantly bore solving mathematical problems, for them to master and to better their skill. English teachers should motivate students to engage in recreational reading to facilitate diction discipline.\r\nThey should help them develop the attitude of cultivation while enjoying. They should give quarterly reading reports using books, magazines, newspapers, and other reading materials that test their level of comprehension along literal, interpretative, and comminuted areas. These reports can be used to try the progress of reading comprehension of the students. Likewise, maths teachers should provide students with proper motivation colligate to problem solving and create a positive learning environment to improve their performance. Further, mathematics teachers should introduce varied techniques and strategies in solving word problems. During classroom instruction, they should check the steps adapted by the students in solving mathematical problems to correct their mistakes in that instance and to e nhance their performance in mathematics. Parents must see to it that their children observe proper study habits and if possible guide them in their homeworks and other class activities. They must discuss and encourage their children to read different reading materials.\r\nIn addition, parents must understand that their children need to be guided most curiously in their weaknesses in problem solving. The administrators should continuously train teachers in reading strategies to update them on the latest trends and issues so that they can use these in teaching students on how to read effectively and meaningfully. Similarly, the administrators should provide seminars and trainings active mathematical problem solving techniques to correspond their teachers with new methods in problem solving, which they can later impart to their students in solving problems systematically and analytically. Moreover, school administrators should be corroborative of their teachers to help them grow professionally.\r\nThey should encourage teachers to take graduate studies in English and mathematics. Finally, school administrators should exert efforts to conceptualize programs and activities on how reading can be involved in mathematics instruction. Curriculum makers should develop learning materials that will enhance the reading comprehension and mathematical problem solving skills of the students. They should also focus on improving the curriculum of English and mathematics. Lastly, future researchers may broadcast studies of this nature to validate the results of the present study and to include other variables which were not investigated in this study such as attitude toward mathematics and English, study habits, and some teacher related factors.\r\nMATEL, PABLO B., Reading Comprehension and mathematical Problem-Solving Skills of Fourth Year High School Students of Tagaytay City Science National High School, SY 2013 †2014. Master’s Thesis. Master of liberal arts in Education major in Mathematics Cavite State University, Indang, Cavite. Octber 2013. Adviser: Dr. Constancia G. Cueno.\r\n'