The Relationship of Reading Comprehension and Arithmetic Proficiency Skills of Intermediate Pupils at Madatag Elementary School: Basis for Intervention
Thelma E. Dangao *
Apayao State College, Malama, Conner, Apayao-3807, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This study investigates the correlation between reading comprehension skills and arithmetic proficiency skills among intermediate pupils at Madatag Elementary School. Recognizing the interdependence of literacy and numeracy in academic performance, the research aims to determine whether students' ability to understand written text significantly influences their performance in arithmetic tasks. Reading comprehension plays a pivotal role in students’ academic achievement across various disciplines, particularly in mathematics where understanding problem statements is essential for successful problem-solving. This study used a descriptive-correlational research design using Philippine Informal Reading Inventory [Phil IRI] and Assessment Tool in Numeracy [ATiN]. Weighted mean, standard deviation, and Pearson-r moment correlation coefficient were used. The majority of intermediate pupils at Madatag Elementary School are struggling with reading comprehension, as most of them fall within the frustration level of performance. Only a small number of learners demonstrated higher levels of comprehension, indicating a general difficulty in understanding reading texts. The wide range of scores among the pupils also highlights a significant variation in their reading abilities, suggesting that comprehension among the group are inconsistent and largely underdeveloped. The arithmetic proficiency levels of intermediate pupils at Madatag Elementary School vary significantly, with the majority falling under the "Developing" category, indicating a general need for improvement in arithmetic skills. A few pupils demonstrated high levels of proficiency, while some were identified at the "Beginning" level, showing substantial challenges. This variation highlights a performance gap among learners, with only a small group showing strong arithmetic skills and most requiring further instructional support to enhance their competence in basic mathematical operations.
A very strong positive correlation (r=0.90, p<0.001) was found between the reading comprehension skills and arithmetic proficiency skills of the intermediate pupils at Madatag Elementary School. The results indicate that pupils who perform well in reading comprehension also tend to excel in arithmetic tasks. This suggests a close relationship between the two skill areas, highlighting how the ability to understand written information may influence mathematical performance, particularly in solving word problems. Based on the results, the study proposes targeted interventions that integrate reading strategies into mathematics instruction to enhance overall academic performance.
Keywords: Reading comprehension, arithmetic proficiency skills, intervention, academic performance