THE MODERATING ROLE OF READING COMPREHENSION IN THE NEXUS BETWEEN PERCEIVED PROBLEM-SOLVING ABILITY AND MATHEMATICAL COMPETENCE AMONG HIGH SCHOOL STUDENTS

Abstract

Reading comprehension plays a pivotal role in students’ mathematical competence by enabling them to interpret problem statements, extract relevant information, and implement effective problem-solving strategies. This study investigated the moderating role of reading comprehension in the relationship between students perceived problem-solving ability and mathematical competence. A total of 300 Junior High School students from six public schools in the Division of Pampanga were selected using a stratified sampling technique. Findings indicated that students self- reported high levels of perceived problem-solving ability, reading comprehension, and mathematical competence. Regression analysis revealed that perceived problem-solving ability significantly predicted mathematical competence. Moreover, reading comprehension was found to moderate this relationship, strengthening the link between problem-solving perception and actual mathematical performance. These results suggest that reading comprehension is essential not only for understanding mathematical problems but also for actualizing students' problem-solving potential. The study recommends that educators incorporate reading strategies into mathematics instruction to enhance both literacy and numeracy, particularly for students with lower reading proficiency.