An Integrative Approach through Reading Comprehension to Enhance Problem Solving Skills of Grade 7 Mathematics Students

Cherry Ann T. Nicolas, Charlyn Y. Emata


The purpose of this sequential mixed method study was to learn about the effectiveness of the integrative approach through reading comprehension as a strategy in teaching mathematics to enhance the problem-solving skills of Grade 7 students. The first phase of the study involved quasi-experimentation to determine the effect of the integration of reading comprehension skills in teaching mathematics on the problem-solving skills of the students. The second phase of the study involved an exploration of the effects of the intervention through qualitative interviews. Quantitative results showed a significant difference in the performance of students exposed to the integrative approach against the conventional approach, in favor of the experimental group. In terms of qualitative results, students interviewed perceived the strategy as a primary tool for learning and an essential for fostering self-mastery and development of sense of focus and concentration. They stressed that poor listening ability, limited vocabulary, and poor retention were the problems that they experienced. They also recommended that in order to improve the implementation of the strategy, teachers may provide more examples, discussion, evaluation and intervention activities, and collaborative activities; enrich the vocabulary of the students; and improve the means of instruction.

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