Math-Integrated Reading Comprehension and Teachers' Perception of Mathematical Problem-Solving Skills in Laak South District

Abstract

This study examined the relationship between Math-Integrated Reading Instruction and mathematical problem-solving performance among learners as perceived by mathematics teachers in Laak South District, Davao de Oro. Specifically, it assessed the extent of math-integrated reading instruction in terms of literal comprehension, inferential thinking, vocabulary in context, and main idea recognition, and determined the level of mathematical problem-solving performance in understanding word problems, identifying key information, applying operations, and interpreting results. Using a descriptive-correlational research design, the study involved 134 teacher-respondents selected through simple random sampling. Data were gathered using a validated, reliable researcher-developed questionnaire and analyzed using means, standard deviations, Pearson product-moment correlations, and multiple linear regression. Findings revealed that math-integrated reading instruction was extensively manifested and mathematical problem-solving performance was likewise evident. Results further showed a significant positive relationship between the two variables, with the instructional domains jointly explaining a substantial proportion of the variance in problem-solving performance. The study recommends strengthening CLIL-informed literacy-numeracy integration in classroom instruction to effectively improve learners' comprehension, reasoning, and practical application of mathematical concepts.