EXPLORING THE CORRELATION BETWEEN READING COMPREHENSION AND PROBLEM-SOLVING SKILLS OF GRADE 10 STUDENTS

EDUCATION

This study aimed to explore the correlation between reading comprehension and problem-solving skills among Grade 10 students from four public secondary schools in Sto. Tomas, Davao del Norte: Sto. Tomas National High School, Marsman National High School, Balagunan National High School, and Tulalian National High School. Utilizing a quantitative descriptive correlational research design, the study employed a teacher-made test on reading comprehension to assess the independent variable and the Division Unified Test in Mathematics as a standardized instrument to evaluate the dependent variable problem-solving skills. The result reveals that there is a significant relationship between reading comprehension and problem-solving skills, therefore the null hypothesis stating that there is no significant relationship between reading comprehension and problem-solving skills of Grade 10 students is rejected, confirming that a significant connection exists between the two abilities. From the results of study, it was recommended that the Department of Education (DepEd), school administrators, and reading coordinators prioritize the integration of reading comprehension strategies into the curriculum to enhance problem-solving skills, while also providing professional development opportunities for teachers to effectively implement these strategies. Teachers should adopt methods that foster both reading comprehension and critical thinking, incorporating real-world problem-solving scenarios, discussions, and reading comprehension exercises. Students are encouraged to engage in diverse reading activities and problem-solving tasks to improve academic performance and prepare for challenges beyond the classroom. Additionally, future researchers should explore specific interventions and conduct longitudinal studies to examine the long-term effects of reading comprehension on problem-solving abilities, while also investigating the influence of other cognitive factors in their development.

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