Influence of Reading Fluency and Comprehension on Students&rsquo; Rapid Mathematics Assessment Performance

Jun Mark  R. Panlaan,; Phil Mark  D. Pulido,; Lory Mae  S. Patajo,; Rica Patricia  W. Matas,

Influence of Reading Fluency and Comprehension on Students’ Rapid Mathematics Assessment Performance

Phil Mark D. Pulido | Jun Mark R. Panlaan | Lory Mae S. Patajo | Rica Patricia W. Matas

Discipline: Education

Abstract:

Despite global efforts to improve education, many countries continue to struggle with low levels of literacy and numeracy, reflecting a persistent challenge in foundational learning skills; thus, this study examined the relationship between students’ reading profiles and mathematical proficiency among Grade 10 public high school students in the Digos City Division during School Year 2025–2026. Using secondary data from the Philippine Informal Reading Inventory (Phil-IRI) and the Rapid Mathematics Assessment (RMA), the study determined students’ reading fluency, reading comprehension, and mathematical proficiency, as well as the relationship between reading profiles and mathematics performance. Results showed that students were at the instructional level in reading fluency (M = 90.64, SD = 8.29) and at the frustration level in reading comprehension (M = 36.61, SD = 16.67), while their mathematical proficiency was classified as Emerging (Not Proficient) (M = 7.57, SD = 4.57). Pearson correlation analysis revealed a moderate positive relationship between reading profile and mathematical proficiency (r = .547). Regression analysis indicated that reading fluency and comprehension jointly accounted for 37.5% of the variance in mathematical proficiency (R² = .375, p = .000), with reading fluency having a stronger effect than reading comprehension. The findings highlight the significant role of reading skills in mathematics learning, suggesting that difficulties in understanding text, instructions, and word problems may hinder students’ mathematical performance.

References:

Acido, J., & Caballes, D. (2024). Assessing educational progress: A comparative analysis of PISA results (2018 vs. 2022) and HDI correlation in the Philippines. World Journal of Advanced Research and Reviews, 21(1), 462–474. https://doi.org/10.30574/wjarr.2024.21.1.0020
Akin, A. (2022). Is reading comprehension associated with mathematics skills: Meta-analysis research. International Online Journal of Primary Education, 11(1), 47–61. https://doi.org/10.55020/iojpe.1052559
Ashkenazi, S., Rubinsten, O., & De Smedt, B. (2017). Editorial: Associations between reading and mathematics: Genetic, brain imaging, cognitive and educational perspectives. Frontiers in Psychology, 8, Article 600. https://doi.org/10.3389/fpsyg.2017.00600
Boonen, T., Jolles, J., Van der Schoot, M., & van Lieshout, E.C.D.M. (2016). The role of language in mathematics: Children’s arithmetic problem solving and its relation to language comprehension and working memory. Learning and Individual Differences, 45, 26–35. https://doi.org/10.1016/j.lindif.2015.11.013
Creswell, J.W. (2014). Research design: Qualitative, quantitative, and mixed methods approach (4th ed.). SAGE Publications.
Department of Education. (2024). Region XI NAT Grade 10 S.Y. 2022-2023. Unpublished Material.
Department of Education. (2024). Regional Achievement Test Results 2024. Unpublished Material.
Gay, L.R., Mills, G.E., & Airasian, P. (2012). Educational research: Competencies for analysis and applications (10th ed.). Pearson.
Grimm, K.J. (2008). Longitudinal analysis of reading and mathematics achievement: Evidence from early childhood. Journal of Educational Psychology, 100(4), 673–689.
Husain. (2022). The importance of literacy in non-formal education. In Proceedings of the National Seminar on Social Sciences, Education, and Humanities (SENASSDRA) (Vol. 1, pp. 97– 102).
Idulog, M.V., Gadiano, R., Toledo, E., Hermosada, M., Casaldon, H., Mariposa, M., Geron, C., Dequito, E., Genanda, J., Malipot, M.A., Pentang, J.T., & Bautista, R. (2023). Filipino students’ reading abilities: A note on the challenges and potential areas for improvement. International Journal of Education and Teaching Zone, 2(2), 233–242. https://doi.org/10.57092/ijetz.v2i2.128
Organisation for Economic Co-operation and Development. (2023). PISA 2022 results: Volume I – Overview of performance trends (OECD Publishing).
Ozturk, M., Akkan, Y., & Kaplan, A. (2020). Reading comprehension, mathematics self-efficacy perception, and mathematics attitude as correlates of students’ non-routine mathematics problem-solving skills in Turkey. International Journal of Mathematical Education in Science and Technology, 51(7), 1042 1058. https://doi.org/10.1080/0020739X.2019.1648893
Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
Wakhata, R., Balimuttajjo, S., & Mutarutinya, V. (2024). Relationship between students’ attitude towards, and performance in mathematics word problems. PLoS ONE, 19(2), e0278593.