Chapter 1-3 For Final Def

OUR LADY OF FATIMA UNIVERSITY
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Reading is considered to be the foundation of the human being’s
growth and development in understanding the environment one belongs
to. Reading ability plays a significant relationship to pupils. According to
UNESCO reading ability involves a continuum of learning in enabling
individuals to achieve their goals, to develop their knowledge and
potential, and to participate fully in their community and wider society.
The Philippine educational system has always been doing its way to
reform the quality of education offered to the pupils. Its primary goal is
ending up the poor quality education by continuously improve the

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educational process. As stated by the former President Aquino in his State R
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of the Nation 2014, every child passing pre-school must be a reader. D
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Indeed, one of the fundamental skills towards achieving literacy A
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competence is reading.
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For the past years, education authorities and researchers have C
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studied about how reading affects the holistic development of the child; O
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and the studies led them to a common perspective – that the child must
OUR LADY OF FATIMA UNIVERSITY 2
already be exposed to reading in order to create a meaningful head start
of the child’s understanding. However, it is evident that the introduction
of reading is sometimes overlooked due to some factors common to a
particular society, thus, resulting to a slow progress. Academic
performance in other subjects, particularly in Mathematics where pupils
have difficulty as well, are affected by the poor reading comprehension.
With this problematic condition, reading cannot be taken for granted in
an academic setting particularly with Mathematics in the public schools
Cordova (2011) stated that in most public elementary schools in the
Philippines, the number of children who can read is reflected as
problematic since most students who are moving to the upper grade level
are still considered as beginning readers. For this reason, teachers as
facilitators of learning sees this issue as the primary reason why the
performance in other subjects are deteriorating as well over the years.
There is a delay in student’s focus in learning the other subjects.

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Academic Performance in Mathematics that uses English as a medium of R
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instruction seen to be affected so much by the poor reading level of the D
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students. It is commonly preferred that Mathematics is difficult to most A
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of the students. One of the factors that makes Mathematics more difficult
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for the students is the poor reading comprehension. C
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It has been observed in public elementary schools that reading O
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comprehension affects the learning progress of pupils in Mathematics.
Poor comprehension makes Mathematics more difficult to be analyzed.
Pupils find it hard to decode, analyze and solve the problems encountered
in Mathematics. Moreover, Mathematics is taught using the English
language and that is another difficulty. Pupils cannot easily comprehend
what is being taught even if the mathematical solution can be seen.
Indeed, the status of the child’s reading comprehension cannot be refuted
or underestimated.
In addition to this, Belza (2012) observed that elementary pupils
disregard the importance of mathematics. Pupils admit that Mathematics
as a difficult subject that results to negligence and inattention to it. This
portrays an unacceptable attitude towards learning Mathematics.
Manjunath (2010) stated that Mathematics education is the study of the
practices and methods of teaching Mathematics. The goals of
Mathematics are to develop a sense of enjoyment rather than fear it; to
learn Mathematics as a process of deriving new knowledge to be applied

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in real life situations but not as mere formulae and perfunctory R
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procedures, learner must see Mathematics as something to talk about, to D
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communicate, to discuss among themselves, to work together on; and to A
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use the abstractions to perceive relationships, to see structure, to reason
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out things. However, teachers, most of the time, do not observe that pupils C
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are enjoying Mathematics. Wrong concept about Mathematics hinders the O
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pupils to find enjoyment in learning that results to a major problem.
The researcher being a Grade Five Mathematics teacher was certain
that the primary goal of the teacher is to assess the pupils’ learning and
eliminate the barriers of learnings. Hence, this study on English reading
comprehension level, attitude towards Mathematics and academic
performance among the pupils was just a head start of what improvement
can be done in the future to minimize the existing problem and see the
progress this study may cause.
This research tried to assess and evaluate the current status of
Grade V pupils’ reading comprehension level and attitude towards
Mathematics which can be a basis for an intervention program in the
future. The Grade Five pupils of the schools were chosen as the target
source of most information. The ages of the pupils range between 9 to 12
years old and considered a crucial stage by the World Health Organizaion.
This is the beginning of the intermediate level and were considered as the
critical year where most content area concepts are thoroughly introduced
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and where concepts begin to become complex. This source showed a R
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significant number that will help in the recommendation of an D
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intervention program. A
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STATEMENT OF THE PROBLEM
This study determined the reading comprehension in relation to
mathematics academic performance of the pupils and their attitude
towards mathematics. Specifically, it sought to answer the following:
1. What is the reading comprehension level of grade five pupils?
2. What is the attitude towards Mathematics of Grade Five pupils in terms
of the following variables:
2.1. Confidence
2.2. Anxiety
2.3. Value
2.4. Enjoyment
3. What is the academic performance of the grade five pupils in
Mathematics?
4. Is there a significant correlation between the pupils’ reading
comprehension level and academic performance in Mathematics?

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5. Is there a significant correlation between the pupils’ attitude towards R
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Mathematics and academic performance in Mathematics? D
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6. Is there a significant correlation between the pupils’ reading A
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comprehension and attitude towards Mathematics?
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7. How may the finding of this study be utilized as an input for C
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intervention program? O
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Hypothesis of the Study
There is no significant correlation between the pupils’ reading
comprehension level and academic performance in Mathematics.
There is no significant correlation between the pupils’ attitude and
academic performance in Mathematics.
There is no significant correlation between pupils’ reading
comprehension level and attitude towards Mathematics.
Significance of the Study
This study is useful to the following:
Pupils. This study will help the pupils for their reading comprehension
and assess themselves as a reader. Moreover, the findings will enable
them to reflect on the possible effect of their reading comprehension on
their academic performance in Mathematics. They will at least find ways
on how to enhance their reading comprehension so that they will

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understand Mathematics concepts as well. R
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Parents. They will find this study necessary because it will help them lead U
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their children into disciplined learning. They will also find means on how T
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to encourage their children to love reading and understand the context.
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Teachers. This study will make the teachers recognize the level of English H
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reading comprehension and academic performance of pupils. This will O
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enable them to assess and adjust with the findings of this research. They
will determine the strengths and weaknesses in teaching Mathematics.
This will also help the teachers to innovate and elevate their teaching in
Mathematics respectively.
Master Teachers. This study will enable them to collaborate with the
principal in scheming reading programs and improving the teaching-
learning process by aiding the teachers in best practices in improving
reading comprehension and Mathematics instruction.
School Administrators. This study will be beneficial to the school
administrators by planning on how to maximize the teaching-learning
process. They can give their support to teachers and pupils through
providing SLAC, trainings, meetings and its other form. They will also help
solve the problem with the reading comprehension that greatly affects the
Mathematics understanding through providing a class observation and
innovating the school facilities such as libraries and other instructional
materials that will help the pupils and the teachers as well.
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Future Researchers. This study will provide them with information, R
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recommended variables to study further, and other needed references. D
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Scope and Limitations
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This study focused on the correlation between reading C
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comprehension level, attitude, and academic performance in Mathematics O
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of the selected Grade Five pupils in nine (9) elementary school of Marilao
North District in the school year 2017-2018.
The researcher based the reading comprehension level of the
selected pupils in the PHIL IRI reading test administered in the classroom
and a survey questionnaire on the pupils’ attitude towards Mathematics.
Moreover, the researcher gathered the Mathematics academic grades in
the first and second grading period of the selected Grade Five pupils from
their respective advisers.
Definition of Terms
For better understanding of the study, the following terms are
operationally and conceptually defined:
Academic Performance refers to the general average of the grade five
pupils in Mathematics subject.
Attitude refers to the visible behavior of the pupils inside the classroom
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that reflects in their performance. Belza (2012) mentioned that attitude is R
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the point of view of pupils on the learning process. It determines the D
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outcomes and consequences of their actions. A
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Frustration is the lowest level of reading where he pupil shows
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withdrawal from reading situations by refusing to read. According to the C
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DepEd criteria for Phil- IRI (2012), frustration level is determined when a O
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child can obtain below 75 percent correct answers from 7 – item
comprehension questions.
Independent is the highest level at which a pupil can read independently
and with ease without the help or guidance of the teacher. The child
makes hardly any errors when reading the text and has excellent
comprehension of the story. As stated by DepEd criteria for Phil- IRI
(2012), the child can read the story alone with confidence and acquired
90- 100 percent correct answers at comprehension questions.
Instructional is the level at which the pupil can profit from instruction.
This is the level where students are introduced to new vocabulary and is
where the greatest progress in reading occurs. Likewise, DepEd stresses
that Children should read 90 -95 percent accuracy or better and possess
75 -89 percent correct answers at comprehension on simple recall
questions about the story.
Literacy is the ability to read, view, write, design, speak and listen in a G
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way that allows you to communicate effectively. D
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Mathematics is the abstract science of number, quantity, and space. T
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Mathematics may be studied in its own right (pure mathematics), or as it
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is applied to other disciplines such as physics and engineering (applied C
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mathematics). O
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Mathematical literacy is an individual’s capacity to identify and
understand the role that mathematics play in the world, to make well-
founded judgments and to use and engage with mathematics in ways that
meet the needs of that individual’s life as a constructive, concerned and
reflective citizen.
Non Reader is a pupil who is unable to recognize and sound out letter-
sound connections for single consonants, consonant blends, and others.
Philippine Informal Reading Inventory (Phil-IRI) is a test that is anchored
on the flagship program of the DepEd “Every Child A Reader Program”
(ECARP), its goal is to enable every Filipino child to communicate both in
English and Filipino through effective reading instruction.
Reading is a multifaceted process involving word recognition,
comprehension, fluency, and motivation. Learn how readers integrate
these facets to make meaning from print. Reading is making meaning
from print. It requires that we identify the words in print – a process called G
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word recognition. D
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the literature and studies related to the
English reading comprehension level and Academic performance of grade
five pupils in Mathematics. It also includes the conceptual framework and
research paradigm of the study.
Reading Comprehension
Reading comprehension is one of the pillars of the act of reading. It
is simply engaging oneself to a complex array of cognitive processes. It
shows the ability to understand, get familiarize, and construct meaning
from the text. Basically, reading comprehension is one of the most
important skills that students should develop in an academic setting.
As Petallar (2011) stated that students who have a good
comprehension in reading appears to learn adequately and can cope up

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well not only in English but also in other subjects. When readers have a R
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good understanding on what they read, they breakdown each words and U
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the reading process is well nurtured. Lopez (2012) added that reading T
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comprehension develops critical thinking. When a child understood the
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text, it can easily be understood by the mind and critical thinking H
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happens. O
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According to Vicencio (2011) reading comprehension is the way of
constructing the meaning before, during and after the reading. The
information presented in the text becomes the reader’s background
knowledge which the reader will use in formulating the meaning of the
words. Hornel (2011) also stated that reading comprehension builds
bridges to the mind of the reader to be able to understand the concepts,
lessons and be able to solve and make meaning to the text.
Martin (2011) even emphasizes that reading comprehension enable
the reader to compose their own questions about what they have read,
using prior knowledge and understanding that they have. The child has
the power to connect with what they read enough to make good questions
and later on find answers that lead to a better understanding. Lacaba
(2010) cited that reading with comprehension apply strategies without
being directed to do so. Good readers have the initiative to use different
strategies in order to understand the context better. They simply know

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how to decode and breakdown concepts into pieces so they can easily R
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remember what is written. D
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Moreover, Lunod (2010) described that reading comprehension is A
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composed of two sets of skills, those concerned with decoding or
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recognizing printed words, and one involved in linguistic comprehension. C
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The relationship between decoding and linguistic comprehension is O
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considered to be multiplicative. There is no reading comprehension
without the ability to recognize words and similarity. Therefore, reading
comprehension is not possible if the students fail to simple decode the
text and lack of linguistic comprehension. This means that reading
comprehension is the product of both decoding and linguistic
comprehension.
Moreover, Vista (2013) stated that to achieve a good
comprehension, one must have the ability not only to read, but interpret
correctly what he reads. Reading must always be associated to
understanding. Reading with understanding is a required skills not only
in English but in other subjects. Understanding the context must be the
fundamental goal of every reader. The mind should be set prior to the
reading process. Some teachers give a background knowledge of what the
material is all about. This will help the pupils to create a picture in mind
and set expectations from the context that will be read.
Likewise, Whimbey (2014), explained that accuracy must be

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achieved in reading. The important and key information should be precise R
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enough for the reader to understand and remember it. Failing to D
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remember the key concepts make the reading worthless. Same with A
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failure to understand the questions that results to not giving an answer
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make the reading useless. C
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Reading comprehension is a crucial stage that should be developed O
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in every child. Therefore, Blanch (2012), mentioned that reading should
be developed without interferes. The skill should be established at the
young age of the children and throughout their life. English reading
comprehension involves developing cognitive skills (decoding, vocabulary
knowledge, grammar, syntax, etc.) and meta- cognitive skills (awareness
and ability to enable word processing strategies: thinking, controlling and
adjusting the reading activity to the goals of reading). Schools are
expected to be a channel of knowledge that guides and encourage the
learners to become a reader that comprehends. Schools should make
learning that possibly produce strategic readers.
Jimenez (2010) imparted the processes that take place to achieve
better reading comprehension. Prior knowledge must be fulfilled basically
in order to connect to the context. This basic stage will let the pupils be
engaged to the text without struggling. Once they are able to connect and
relate, they will use the prior knowledge to organize the ideas along as
they proceed with the text. Pupils will also be able to use several
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techniques in illustrating their reading comprehension skills. R
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English reading comprehension is incredibly complex and D
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multifaceted. Readers do not develop the ability to comprehend texts A
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quickly, easily or independently. Espinosa (2012) stressed that reading
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comprehension strategies must be refined, practiced and reinforced C
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continually throughout life. Reading comprehension strategies must be O
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taught over an extended period of time. Teaching the right way to
understand the context must be as early as possible. As the reading
materials become more diverse. The development of reading
comprehension is a lifelong process that changes based on the depth and
breadth of texts the person is reading.
Indeed, without the English reading comprehension, learning will
be somehow stagnant. Information will be achieve if the text is well
comprehended. English reading comprehension is essential to life. In
order to survive and thrive in today’s world individuals must be able to
comprehend basic texts, directions and even in the teaching-learning
process since English is used as a medium of instruction.
Academic Performance in Mathematics
It is necessary to ensure that pupils perform well in Mathematics.
Mastery of mathematics is a key literacy component that will influence on
the children’s progress in the future. Mathematics subject has always

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been a part of the curriculum from elementary level up to tertiary level. R
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That is why one of the goals of every school is for the children to achieve D
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greatly in Mathematics since it has always been included in the subjects. A
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It is often mistakenly assumed that Mathematics is the most difficult
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subject. Because of this belief, schools find ways to improve its C
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performance in Mathematics. O
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Hidalgo (2011) stated that Mathematics is one among many
subjects in the school curriculum, which the student has to take and
learn. It is highly logical in nature and can be learned through logical
processes if only the students are willing to learn. Diaz (2010) added that
if the students always perceive Mathematics as difficult, it will reflect their
reluctance to learn and affect their academic performance. Mathematics
is important for success in school, not just for some students but for each
and every student academically and practically. Poor academic
achievement in Mathematics is a major concern in the Philippines.
Unfortunately, Ibanez (2010) mentioned that many students in the
Philippines do not know even the foundations of Mathematics and much
more, the more complicated skills involved.
Moreover, Parreno (2011) said, that the performance in
Mathematics is how students well can do and apply what is learned. It is
not enough to simply know the concepts. Applying what is learned

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matters a lot to achieve a good academic performance. R
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Del Rosario (2014) attested that in 2003 and 2008 test results in D
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international Mathematics, the Philippines ranked 23rd of the 25 A
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participating countries. In high school level, the Philippines placed at
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43rd of the 46 countries that competed. In Advanced mathematics, the C
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Philippines ranked the lowest of the 10 participating countries. These O
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results reflect much of the poor academic performance in Mathematics
both in elementary and secondary respectively. The result also reveal the
quality of education offered in Mathematics.
Mendez (2011) described that the academic performance in
Mathematics continuously decline as the years pass by. There are many
factors to be considered and one of these is the poor understanding of
concepts by the pupils. Poor understanding of concepts in Mathematics
leads the pupils to a wrong answer or an answer not even close to the
correct answer.
Furthermore, Hidalgo (2012) described the performance of the
pupils in Mathematics is far from satisfactory. The decline over the years
has taken its toll today. The elementary pupils and high school students
are not learning the desired competencies in Mathematics. The recent test
results of National Achievement Test of Grade Six (2013) showed that the
underachievement of pupils in Math is very alarming to the Department
of Education. Pupils are promoted to Grade Six without even learning the
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basic skills in Mathematics that results to a difficult application of more R
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complicated skills. D
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Sy (2012) stated that pupils are not only expected to perform well A
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in National Achievement Test but even in a simple formative or summative
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evaluation in classrooms. It is expected that pupils get at least 75 percent C
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with their test results. But unfortunately, that mastery level is not O
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achieved. Results of the short exams in the classrooms are far from the
expected outcome.
Bencion (2009) believed that students should possess different
mathematical skills to improve their performance of the subject. One of
the important skills to be developed is analysis. A good analysis and
understanding of the concepts will lead to a better performance in
Mathematics. On the other hand, the study of Napone (2009) revealed
that there is a significant relationship between the English reading
comprehension level and academic performance of pupils in
Mathematics. It is mentioned that pupils should be able to have a good
reading comprehension so that Mathematics will be easily understood as
well. But opposite to the study of Gerez (2000) as cited by Cancino (2009),
it is observed that the pupils’ achievement in English concept was the
highest and lowest in Mathematics. This implied that there is no
significant relationship between English achievement Test and

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Mathematics achievement. R
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Moreover, Corporal (2011) stated that a good mathematical D
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performance is a predictor to success in the future. Having enough A
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mathematical knowledge and skills in Mathematics give an edge to
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achieving more in the future. Good analysis and performance in C
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Mathematics is a tool to a deeper understanding that equips the pupils O
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for the future. Garcia (2010) further added that a good academic
performance in Mathematics in the elementary level is a preparation for
a heavier and more complex lessons that is included in the future.
In the study of Edaniel (2010), it is concluded that pupils must be
able to read and understand the text in order to perform well in
mathematics concepts and be able to follow the process involved in it. It
is supported by Nulada (2009) that reading skills are prerequisites for
mathematics texts and solving mathematics word problems. Basically,
pupils have to understand to be able to solve and perform well in
Mathematics.
Attitude Towards Mathematics
Attitude plays a significant role in the pupils’ way to studying a
certain subject. When proper attitude is observed and practiced inside the
classroom, meaningful learning happens. Attitude determines the pupils’
perspective and response to a subject. In Mathematics, it is important for

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pupils to have a proper attitude so they can handle the problems that R
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they will encounter and will be able to comprehend the lessons well. Borja D
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(2013) defined attitude inside the classroom as liking or disliking a A
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particular subject. Martin (2011) stated that the pupils’ attitude towards
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Mathematics is very crucial in determining the learning process. Ipapo C
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(2012) mentioned that the pupils in order to thrive in learning the O
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concepts and problems in Mathematics should have the proper attitude
whether they like or unlike the subject.
Chinn (2012) mentioned that Mathematics makes the pupils feel
nervous that leads them to escape some circumstances that use
Mathematics. Situations like these are common to most of the pupils
inside the classroom. Wilder (2013) stated that pupils must overcome the
fear of being called to answer some mathematical concept or problems.
Pupils can overcome fear by having the right attitude and showing
readiness inside the classroom. Furthermore, MacKenzie (2012) stated
that positive attitude towards learning Mathematics can lead into a higher
understanding of the lessons. A pupil might not get the concepts easily
but a positive attitude can be a motivating factor to pursue learning.
Through a positive attitude, a pupil can little by little not only liking the
subject but also learning it. Mutai (2010) also mentioned that attitude
towards Mathematics has a big role also in the pupils’ performance. The
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pupils who have positive attitude perform better than pupils who do not R
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have proper attitude in learning the subject. Berto (2011) added the D
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importance of having a positive attitude in learning Mathematics. He said A
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that positive attitude reflects on how the pupils listen and participates
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inside the classroom. C
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Mayo (2011) further added that attitude produces a deeper level of O
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interest among the pupils in learning Mathematics. With this interest,
pupils can process the skills related to Mathematics and be able to
comprehend well. Attitude stimulates mind so pupils can interact and
understand the subject well. Hayes (2010) mentioned that positive
attitude towards mathematics replicates a positive learning condition and
a negative attitude towards mathematics reflects a negative learning
condition as well. These conditions affect the progress of the pupils in the
classroom. When a pupil has a positive learning attitude, he will value
every single concept that is given by the teacher. Li (2012) further stated
that positive attitude towards Mathematics influences the pupils’
willingness to study and learn. It gives benefit to the pupils that will have
long term effect.
Confidence
In a normal classroom observation, teachers most of the time
discusses monotonously when most of the pupils prefer not to recite or

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answer. Pupils find it difficult to express themselves either because they R
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do not have enough knowledge with the lesson or they know the lesson D
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but do not have the courage to answer. A
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According to Villa (2013), confidence is like a fuel to the pupils’
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mind. When fueled with confidence, pupils will be prompted to C
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participate, answer, and express. Confidence in Mathematics enables O
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them to focus, organize the concepts learned, and apply the knowledge
gained. Confidence also develops self-efficacy among the pupils. Mendoza
(2013) also stated that the pupils need confidence in Mathematics.
Confidence drives out the tension and fear they might feel when they are
encountered by different mathematical problems. Pupils who have good
confidence are the pupils who understand the lessons better than those
who do not have.
Moreover, Ruiz (2012) added that confidence is a tool that boosts
the personality of the pupils. When the pupils feel confident, they become
more interested with the lesson, try to participate in the discussions, and
apply the concepts on their written tests. On the other hand, when pupils
lack confidence, they find it hard to understand the ideas and react
negatively about the lessons.
Anxiety
In the elementary setting, often times, Mathematics is

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perceived as the most difficult subject. This common perception adds fear R
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to the pupils and hinder them to try their bests in performing to their full D
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potential in the classroom. The feeling of anxiety makes the pupils feel A
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struggled whether they can make it or not. This feeling also hampers the
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pupils focus and attempt to learn the subject. C
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Ragano (2014) stated that Mathematics Anxiety can interfere and O
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even make everyday activities of the class more difficult. Simple
operations and word problems in Mathematics become complex because
of the tense and fear felt by the pupils. Pupils tend to focus more on what
they feel rather than concentrating in listening. Feeling of Anxiety also
affects their behavior in answering the tests. Rojas (2011) added that the
pupils who are anxious in mathematics are those who do not gain mastery
of the basic mathematical operations. The result of their anxiousness
leads into a poor performance in Mathematics. There are pupils who study
habitually, finish their assignments at home but are not capable to
present what they learned because of their anxiety in Mathematics. Lo
(2012) stated that anxiety lessens the interest of the pupils in discovering
and learning concepts in Mathematics. It builds up a kind of fear that lets
them think that they are not good in Math. When pupils are observed with
anxiety in Mathematics, they manifest a behavior that reacts undesirably
every time new concepts in Mathematics are presented. It can lead to
math avoidance that can last throughout the school years.

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Moreover, Mendoza (2013) stated that anxiety is developed only R
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when pupils encounter difficulty in Mathematics lesson and was not D
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handled properly. There are pupils who innately are good in Mathematics A
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but later on developed a feeling of anxiousness because of the teachers
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who demotivated them. There are teachers who are very strict and harsh C
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and these may add fear to the pupils. Villa (2013) further added that O
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teachers have a great impact on the pupils’ perspective in Mathematics.
Teachers creates the classroom environment where pupils will either love
or hate. It is a job or every teacher to create a classroom that will
encourage positivity rather than anxiety especially in Mathematics
subject.
Value
Mathematics, even at the beginning stage of education is one of the
subjects that is given focus to. Application of the concepts learned to real
life experiences is one of the expected outcomes of learning mathematics.
When one was able to apply the concepts of Mathematics in a certain
situation, the value of mathematics is preserved.
According to Arce (2012), the value of Mathematics has been proven
for many years now. Even during the time of our ancestors until now,
Mathematics has been one of the subjects used in schools. It has been
very useful to people’s daily tasks. Its usefulness and relevance to people
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can be observed every day, then and now. Ruiz (2013) reiterated that the R
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value of a mathematical education and the power of mathematics in the D
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modern world continuously arise. This proves that Mathematics is A
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practically needed by the developing world. Lo (2012) further added that
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the value of mathematics is intensified when aspiring careers globally C
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require a deep foundation in Mathematics. Pupils at the early stage of O
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their education should be able to realize the importance of Mathematics
in business and upon entering the corporate world. Mendoza (2013)
further added that the value of Mathematical skills such as problem-
solving, mental calculation and reasoning skills can be used as a tool for
success. However, Ortiz (2011) argued that only the basic concepts of
Mathematics are those that matter and are needed in daily lives. He stated
that not all the concepts learned in mathamtics are needed and are
relevant to life situations. Some are just lessons that the curriculum
demands.
Enjoyment
One of the goals of every teacher in the classroom is the assurance
that every child learns and enjoys studying the lessons. Pupils learn best
when they have sort of satisfaction. They tend to easily remember the
activities, process, and concepts when they get involved and when they
enjoyed being involved.

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Ortiz (2012) stated that one of the problems why pupils find it hard R
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to learn Mathematics is lack of enjoyment. Enjoyment in Mathematics D
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lessen the feeling of tension by the pupils inside the classroom. It prompts A
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them to think that learning is pleasant and possible. Mendoza (2013)
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further added that enjoyment adds enthusiasm to the pupils where they C
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always look forward to study Mathematics again. Fear is diminished when O
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enjoyment is present. Moreover, Sumpter (2015) described that the
importance of quality mathematics instruction is a foundation for
understanding the world, the ability to reason mathematically, an
appreciation of the beauty and power of mathematics, and a sense of
enjoyment and curiosity. Enjoyment develops appreciation to
mathematics. This appreciation will give the pupils the inspiration give
mathematics a great regard.
Furthermore Rojas (2011) added that enjoyment fuels the pupils’
inner confidence that will boost their ability to conceptualize and
undertand the lesson. Enjoyment helps the pupils to think positively and
have fun in learning and discovering the subject.
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Conceptual Framework
Figure 1 Conceptual Framework of the Study from the K-12

Mathematics Curriculum
This study was anchored on the Conceptual Framework provided

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by the K to 12 Mathematics. According to conceptual framework, R
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Mathematics is one subject that pervades life at any age and in any D
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circumstance. Thus, its value goes beyond the classroom and the school. A
T
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Mathematics as a school subject, therefore, must be learned
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comprehensively and with much depth. The researcher finds it necessary C
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for the pupils to be able to comprehend well in Mathematics. The pupils O
O
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will find it hard to analyze and solve the mathematical concepts without
reading comprehension.
The twin goals of mathematics in the basic education levels, K-10,
are Critical Thinking and Problem Solving. Critical thinking, according to
Scriven and Paul (1987) is the intellectually disciplined process of actively
and skillfully conceptualizing, applying, analyzing, synthesizing, and/or
evaluating information gathered from, or generated by, observation,
experience, reflection, reasoning, or communication, as a guide to belief
and action. On the other hand, according to Polya (1945 & 1962),
mathematical problem solving is finding a way around a difficulty, around
an obstacle, and finding a solution to a problem that is unknown.
These twin goals of mathematics need a deep understanding and
comprehension. Figure 1 shows the schematic diagram of the conceptual
framework of the study. Reading comprehension level was described and
correlated to their academics performance on mathematics. It is in this

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regard, that if reading comprehension level of the pupil is higher, the R
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academics performance will also increase. Likewise if the reading D
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comprehension level is poor the academic performance also will decrease. A
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The goal of this study is to identify the poor performing pupils who needs
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support in achieving academic success. C
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Moreover, it is necessary to develop an intervention program that
will develop the skills of the pupils in Mathematics and this includes
reading comprehension as well.
Research Paradigm
Reading
Comprehension
Academic Attitude Towards

Performance Mathematics
Figure 2. Paradigm of the Study

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Figure 2 illustrates the interlocking relationship of pupils' reading R
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comprehension level, attitude towards Mathematics and academic D
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performance in Mathematics. As shown in the paradigm of the study, the A
T
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reading comprehension level and attitude of pupils have a big role on
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every child’s academic performance. Also, the reading comprehension and C
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attitude towards Mathematics are interrelated. Pupils should O
O
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comprehend with the text to be able to analyze and solve the concepts in
Mathematics. Reading comprehension is needed to better understand the
concepts and problems to be solve in Mathematics. Pupils with poor
reading comprehension tend to feel nervous and frustrated in solving
Mathematic and so, this affects their attitude towards Mathematics.
Attitude in terms of Confidence, Anxiety, Value, and Enjoyment can be
observed to the pupils. Furthermore, the pupils’ attitudes inside the
classroom during the lessons taken in Mathematics also affect their
performance. It will be observed that when a pupil enjoys and values
learning inside the classroom, it will be reflected to his performance as
well.
The result obtained from the study shall be the basis for an
intervention program in Mathematics.
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Chapter 3
RESEARCH METHODOLOGY
This chapter presented the research design, the locale and
population of the study, the sampling design, the instrumentation, and
the data gathering procedure used in obtaining pertinent data and the
statistical treatment of data.
Research Design
This study applied the quantitative descriptive-correlational design
to determine the extent to which the reading comprehension level in the
Phil Iri, the attitude towards Mathematics, and the academic performance
in Mathematics.
Quantitative method of research according to Orsal (2012) deals
with numbers and results that are measurable in order to find out a
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systematic way of analyzing the phenomena and their relationships. R
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Quantitative aims to answer questions on within computable variables. D
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As stated by Salkind (2013) descriptive-correlational design is a A
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measure of association of variables with varying level of measurement. In
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certain cases, two variables became related because they are related to, C
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or caused by another variable. Hence, two variables generally tend to vary O
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together; or the presence of one also indicates the presence of the other,
or even one can be predicted from the presence of the other. The
descriptive method describe the levels of the pupils in reading
comprehension and academic performance of pupils while correlational
design was used to determine the significant relationship among variables
and the relationship between dependent variable.
This study established the relationship of two set of variables, the
reading comprehension level measured by the Phil – IRI reading test
which classified the pupils into frustration, instructional and
independent and the academic performance of pupils in Mathematics and
the attitude of pupils towards Mathematics and the academic
performance of pupils in Mathematics.
Locale of the Study
This study was conducted in the public elementary schools in the
District of Marilao North. District of Marilao North is composed of nine (9)

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public elementary schools. The selected Grade Five pupils of the public R
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elementary schools Marilao took a survey questionnaire on the pupils’ D
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attitude towards Mathematics. The researcher also gathered the grades A
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in Mathematics and the reading level in the Phil-Iri of the particular
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section selected in each school. C
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Population and Sample of the Study
The respondents of this study were the selected grade five pupils of
the public elementary schools in the District of Marilao North. This study
used the judgment sampling technique or purposive sampling technique
in selecting one section who represented the school. According to Perez
(2012), purposive sampling is a type of non-probability sampling that
enables the researcher to determine the criteria to use in selecting.
The researcher chose one (1) section to represent each school in the
9 public elementary schools in Marilao North District. The criteria are the
following: a class that is recommended by the grade level chairman whom
might reveal a major classification of weakness on a particular area that
could be improved, a class who deeply manifest the phenomenon, and a
class excluding the top performing section.
The respondents was composed of four hundred (405) grade five
pupils that were purposively selected from the total population of 1632
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grade five pupils based on the enrolment of the schools in Marilao North R
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District. D
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Research Instruments
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The instrument that was used to measure the reading C
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comprehension level of the respondents is the PHIL IRI test. The test was O
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comprised of a reading material and seven (7) comprehension questions
from the given selection. Also, the researcher used an adopted survey
questionnaire on pupils’ attitude towards Mathematics by Fennema-
Sherman. The questionnaire on the pupils’ attitude towards Mathematics
has components that measure the confidence, anxiety, value and
enjoyment of the pupils regarding their perspective about Mathematics.
Moreover, the researcher also gathered the grades for the first and second
grading of the grade five respondents in Mathematics.
Ethical Considerations
This study adopted several measures to address negative ethical
issues that ensured the adherence of maximum ethical standards on the
part of the researcher and the research paper per se in the conduct of this
study. This study has gone through the ethics review by the Research
Development and Innovation Center of the Our Lady of Fatima University.
The researcher assured that the anonymity, autonomy, cconfidentiality

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and privacy were upheld. According to Seale (2004) a central issue in R
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ethics is the relationship between the individual and the social world. D
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Indeed a number of ethical considerations were taken into account A
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throughout this study.
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To protect the autonomy of the respondents and undue influence C
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from the Grade Five pupils, the researcher eliminated in the selection of O
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the respondents, the pupils handled by the researcher. The respondents
came from other schools in Marilao North District.
The researcher provided a letter of communication to the respective
authorities to be able to guarantee autonomy. A letter of consent written
in English and Filipino language was given to respondents’ parents. The
respondents were also guided accordingly as they participate in this
study. If the respondents do not wish to be a part of this study, it was
respected by the researcher. The survey questionnaires were scheduled
outside the school working hours and convenience of the respondents was
guaranteed.
The anonymity of respondents was protected by numerically coding
each returned questionnaire. All study data from the survey was kept
confidential as well. The research was purely for academic purposes and
that confidentiality of respondents’ responses was assured.
Considering the risk of the participants who had involvement in this

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study, this research tried as much as possible to respect each persons’ R
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who provided information and the information itself; respect the D
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knowledge gained and in doing so, it respect the social work of research. A
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Data Gathering Procedures C
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The necessary data followed a procedure and protocol. A letter O
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approved by the schools Division Superintendent to conduct a research
study. The researcher coordinated with the District Supervisor for the
approval of the research study. A letter of permission from the office of
the school principal, to conduct an assessment test to the selected grade
five pupils of schools in Marilao North District. Upon the approval,
arrangement was done with the school principal regarding the conduct of
the study. The researcher personally distributed and administered the
research questionnaires. The academic performance in Mathematics for
the first and second grading period were gathered from one section of
Grade Five pupils in each public elementary school in Marilao North
District.
Statistical Analysis
The data gathered from the retrieved questionnaires were computed
and interpreted using the Statistics Package for Social Sciences (SPSS)
version 21.
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To answer question number 1, Mean and Standard Deviation was R
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used to determine the reading comprehension level of the pupils. D
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The scores in English reading comprehension level of the pupils are A
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based on Phil –IRI reading test and the interpretation were as follows:
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Scores Percentage Verbal interpretation C
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8 90-100 Independent O
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6-7 75- 89 Instructional
1-5 74 and below Frustration
To answer question number 2, weighted mean was utilized to
summarize the response of the pupils on their attitude towards
Mathematics.
To answer question number 3, mean and standard deviation was
used to determine the academic performance of the pupils in
Mathematics. To interpret the results, the following scale was described
by DepEd grading system:
Average Grade Interpretation
90-100 Outstanding
85-89 Very Good
80-84 Good
75-79 Fair
74 below Poor
To answer question numbers 4, 5, and 6, Pearson Product

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Correlation was used to establish the degree of relationship between R
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reading comprehension levels of the pupils to their academic performance D
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in Mathematics and the attitude towards Mathematics and their academic A
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performance in Mathematics.
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To answer question number 7, intervention programs that will C
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enhance the academic performance of pupils in Mathematics are O
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suggested by the researcher.
CHAPTER 4
Presentation, Analysis, and Interpretation of Data
This chapter deals with the presentation, analysis and
interpretation of data collected from the responses of the selected grade
five pupils during the school year 2017- 2018.
1. English Reading Comprehension Level of Grade Five Pupils
Table 1 shows the summary of the English comprehension level of
the grade five pupils based on Philippine Informal Reading Inventory
(PHIL-IRI) Oral Reading Test which is composed of 7-item comprehension
questions. It reveals that out of the 405 pupils who took the test, one
hundred forty seven got the lowest score of 0 or 36 percent under
frustration level while seven pupils out of 405 got the highest score of 7
or 2 percent under independent level. It also reveals that 351 or 87

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percent of the pupils belong to the frustration level, 34 or 8 percent belong R
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to the instructional level and 20 or 5 percent belong to the independent U
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level. T
E
To generalize the results, it could be noted that the reading level of
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the grade five pupils is frustration with the Mean Percentage Score (MPS) H
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of percent. This result is unsatisfying for the teachers that reading level O
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of pupils continuously declines over the years. Moreover, this scenario is
rooted from the foundation of the pupils where they learn how to read
during their lower grade level but not all of them understand what they
read.
The results confirmed the study conducted by the Department of
Education through the administration of Philippine Informal Reading
Inventory(Phil-Iri) last (2012) that confirmed that most of the pupils in the
elementary grades have low level of English reading comprehension, and
some pupils could not even recognize the letters of the alphabet.
Macambon (2010) also attested that pupils who are poor readers are often
unaware of their lack of adequate understanding. They are unable to
apply an appropriate corrective strategy. Such reader can’t be told to
figure out because they do not know how to go about it.
Moreover, the results also explicates the importance of alleviating
the problems in comprehension of elementary pupils. Colminar (2013)
stated that there is a need to improve with the implementation of the

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curriculum since reading comprehension continuously declines. He R
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added that before pupils get promoted to the next level, they should be D
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able to read with comprehension because reading is the very basic skills A
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needed in every subject area.
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Furthermore, Petallar (2011) stated that students who have a good C
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comprehension in reading appears to learn adequately and can cope up O
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well not only in English but also in other subjects. When readers have a
good understanding on what they read, they breakdown each words and
the reading process is well nurtured.
Table 1
English Comprehension Level of Grade Five Pupils
Score Level Frequency Percentage Rank

.00 Frustration 147 36 1
1.00 Frustration 104 26 2
2.00 Frustration 63 351 16 3
3.00 Frustration Frustration 16 4 87 6
4.00 Frustration 21 5 5
5.00 Instructional Instructional 34 34 8 8 4
6.00 Instructional 13 3 5 7
20
7.00 Independent Independent 7 2 8
Total 405 100 100
Legend:
Frustration: 1-4 (58% below) Instructional: -5 (59%-79%) Independent: 6-7 (80%-100%)
2. Attitude Towards Mathematics of Grade Five Pupils
Table 2 shows the Attitude towards Mathematics of Grade Five
pupils in terms of Confidence. Confidence category is designed to measure G

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the pupils’ self-concept of their performance in Mathematics. Table 2 A
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reveals that collectively, pupils are undecided with their confidence with A
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the weighted mean of 2.85. It also reveals that pupils agree on the E
indicators 6 and 8 with weighted mean of 3.71 and 3.70 respectively. S

C
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These indicators refer to the pupils’ ability to analyze Math concepts until O
O
they fully understand it and to their enjoyment in studying Math subject. L
However, they disagree on indicators 2, 4, 5, and 7 with the weighted

means of 2.00, 2.40, 2.39 and 3.26 respectively. These indicators were
pupils disagree states that pupils have struggles in learning Math, they
do not worry on their abilities in solving problems, they consider new
Math content as easy for them to understand, and they select
Mathematics as an area of their specialization.
The results confirm the study of According to Villa (2013),
confidence is like a fuel to the pupils’ mind. When fueled with confidence,
pupils will be prompted to participate, answer, and express. Confidence
in Mathematics enables them to focus, organize the concepts learned, and
apply the knowledge gained. Confidence also develops self-efficacy among
the pupils. Pupils need to gain confidence to give them the fuel that they
need in understanding math and relying on their capability of solving and
learning new concepts. Morover, the study of Ruiz (2012) is a confirmation
that pupils need confidence to give the pupils the tool that boosts their
personalit. When the pupils feel confident, they become more interested
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with the lesson, try to participate in the discussions, apply the concepts R
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on their written tests and set aside the perceived thought that D
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Mathematics is a subject that is difficult to undestand. A
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Table 2
Attitude towards Mathematics of Grade Five pupils in terms of
Confidence
Indicators Weighted Verbal

Mean Description
1. I usually comprehended math content well
2.92 Undecided
and seldom got lost.
2. I struggled with many concepts in
2.00 Disagree
mathematics.
3. I always never get uptight while taking
2.66 Undecided
math tests.
4. I usually don’t worry about my ability to
2.40 Disagree
solve math problems.
5. New math content has usually been easy
2.39 Disagree
for me to understand.
6. When confronted with a difficult math
concept, I generally worked until I 3.71 Agree
understood the concept.
7. I have selected mathematics as my area of
3.26 Disagree
emphasis.
8. I have always enjoyed studying math in
3.70 Agree
school.
9. I am able to solve mathematics problems Undecided
2.58
without too much difficulty.
10. I love to solve mathematical problems. 2.88 Undecided G
Undecided R
Over-all Confidence 2.85
A
No. of Pupils 405 D
U
Legend: A
1.00-1.49 Strongly Disagree T
1.50-2.49 Disagree E
2.50-3.49 Undecided
3.50-4.49 Agree S
4.50-5.00 Strongly Agree C
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pupils in terms of Anxiety. Anxiety category is designed to measure the
pupils’ feelings of worry and its consequences in learning mathematics.
Table 3 reveals that collectively, pupils are undecided with their
confidence with the weighted mean of 3.25. It also reveals that pupils
agree on the indicators 4, 6, 7, and 8 with weighted mean of 3.88, 3.84,
3.67, and 3.74 respectively. The respondents collectively agree that
Mathematics makes them feel uneasy and confused, there are teachers
who made them feel stupid in class and who often become frustrated at
them. Also, the result reveals that the pupils disagree on indicator 9 with
the weighted mean of 2.30. It states that pupils collectively do not agree
that they do not like mathematics and it is the most dreaded subject.
This results of this study confirms the stud of Mendoza (2013) that
the teachers are one of the factors that add anxiety to the pupils. He
stated that anxiety is developed only when pupils encounter difficulty in

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Mathematics lesson and was not handled properly. There are pupils who R
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innately are good in Mathematics but later on developed a feeling of U
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anxiousness because of the teachers who demotivated them. There are T
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teachers who are very strict and harsh and these may add fear to the
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pupils. Morover, Ragano (2014), in his study stated that Mathematics H
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anxiety interferes learning. Pupils tend to focus more on the anxiety O
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feeling and fear rather than concentrating in listening. Results show that
pupils agree that Mathematics makes them feel uneasy and confused.
These feelings intensify their anxiety and affects their attitude towards
Mathematics.
Table 3
Attitude towards Mathematics of Grade Five pupils
in terms of Anxiety
Indicators Weighted Verbal

Mean Description
1. I have usually been at ease during math
2.53 Undecided
tests.
2. Mathematics makes me feel uncomfortable
3.45 Undecided
and nervous.
3. I get really uptight during math tests. 3.33 Undecided
4. Mathematics makes me feel uneasy and
3.88 Agree
confused.
5. My mind goes blank and 1 am unable to
2.63 Undecided
think clearly.
6. I can recall math teachers who made me
3.84 Agree
feel stupid in class.
7. My math teachers often became frustrated
3.67 Agree
with me.
8. Math makes me feel uneasy and confused. 3.74 Agree
9. I had never liked mathematics, and it is my G
2.30 Disagree R
most dreaded subject. A
10. I did not like being introduced to new D
3.11 Undecided
mathematical content. U
A
Overall Anxiety 3.25 Undecided
T
No of Pupils 405 E
Legend:
1.00-1.49 Strongly Disagree S
1.50-2.49 Disagree C
2.50-3.49 Undecided H
3.50-4.49 Agree O
4.50-5.00 Strongly Agree O
L
pupils in terms of its Value. This category is designed to measure the
pupils’ beliefs on the usefulness, worth and relevance of Mathematics in
their lives and in the future. Table 4 reveals that collectively, pupils agree
with the value of mathematics with the weighted mean of 3.84. Table 4
shows that pupils strongly agree on the indicators 1 and 8 with weighted
mean of 4.56 and 4.54 respectively. These indicators refer to that pupils’
strongly agree that mathematics helps develop a person’s mind and
teaches him to think and Mathematics is one of the most important
subjects for people to study. Pupils disagree on indicator 4 with the
weighted means of 2.11, stating that mathematics is not important for the
advancement of civilization and society. However, pupils seems to be
undecided in indicator 9 that refers to understanding Mathematics does
not necessarily require practice. Moreover, pupils collectively agree on
indicators 2, 3, 5, 6, and 7. These indicators state that Mathematics is

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important in everyday life, is equally important as art and literature, is R
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worthwhile and necessary subject, is needed in designing practically D
U
everything, and is needed in order to keep the world running. A
T
E
The findings of this study confirms the study of Arce (2012) that the
S
C
value of Mathematics has been proven for many years now. Even during H
O
the time of our ancestors until now, Mathematics has been one of the O
L
subjects used in schools. The respondents agree in the value of
Mathematics. They acknowledged that Mathematics helps their minds to
be developed, and is needed for the advancement and civilization. It has
been very useful to people’s daily tasks. Its usefulness and relevance to
people can be observed every day, then and now. Also, the study of Lo
(2012) is confirmed by the result of this study. He stated that the value of
mathematics is intensified when aspiring careers globally require a deep
foundation in Mathematics. Pupils at the early stage of their education
should be able to realize the importance of Mathematics not only in school
but also in business and upon entering the corporate world. Pupils agree
that Mathematics is needed in order to keep the world running and should
be allocated more time in school.
Furthermore, Ruiz (2013) reiterated that the value of a
mathematical education and the power of mathematics in the modern
world continuously arise. This proves that Mathematics is practically
needed by the developing world. Pupils understand the importance of

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Mathematics not only in school while they are studying but also in R
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preparation for the future. U
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Table 4
in terms of Value
Indicator Weighted Verbal

Mean Description
1. Math helps develop a person’s mind and Strongly
teaches him to think. 4.56 Agree
2. Mathematics is important in everyday life.
4.25 Agree
3. Math is important to people as art or
literature are. 4.15 Agree
4. Math is not important for the advance of
Disagree
civilization and society. 2.11
5. Math is very worthwhile and necessary Agree
subject. 4.01
6. Math is needed in designing practically Agree
everything. 4.20
7. Mathematics is needed in order to keep the Agree
world running. 3.59
8. Mathematics is one of the most important Strongly
subjects for people to study. 4.54 Agree
9. Understanding mathematics does not
Undecided
necessarily require practice. 2.57
10. Mathematics should be allocated more time Agree
in school. 4.39
Overall Value 3.84 Agree G
No of Pupils 405 R
Legend: A
1.00-1.49 Strongly Disagree D
1.50-2.49 Disagree U
2.50-3.49 Undecided A
3.50-4.49 Agree T
4.50-5.00 Strongly Agree E
S
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Table 5 shows the Attitude towards Mathematics of Grade Five H
O
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pupils in terms of enjoyment. The enjoyment category is designed to L
measure the degree of pupils’ pleasure in working on mathematics on

their class. Table 5 shows that collectively, pupils were undecided of their
enjoyment in learning Mathematics with the weighted mean of 3.24. Also,
the table reveals that pupils strongly agree in the indicators 4 and 7 which
states that pupils stay in Mathematics class even though it is difficult to
understand and they consider Math as a related, sequential and
progression of ideas. Moreover, pupils agree on indicators 3, 5, and 6
which states that they are happy in their Math class, math is enjoyable
and stimulating for them, and also a creative subject. However, they
disagree with indicator 8 which verifies that collectively, they do not look
forward to teach mathematics. In the indicators 1, 2, 9, and 10, pupils
were undecided. These indicators state that they are undecided if they
really enjoy mathematics in class, if Mathematics is considered to be
boring, if they are willing to use Mathematics outside the school, and if
Mathematics is really interesting and they have usually enjoyed.
This confirms the study of Mendoza (2013) that enjoyment adds

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enthusiasm to the pupils where they always look forward to study R
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D
Mathematics again. The results show that pupils agree that Mathematics U
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is enjoyable and stimulating for them and they feel happy with their Math T
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class. Fear is diminished when enjoyment takes place in their perspective.
S
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When pupils enjoy their lessons in Mathematics, they considered it to be H
O
relevant, sequential and progression of ideas. However, the results show O
L
that pupils become undecided if Mathematics is interesting to them. This
confirms the study of Sumpter (2015) where the interest and appreciation
in Mathematics is developed by enjoyment. When pupils enjoy, they find
the subject interesting. The interest and appreciation gives the pupils an
inspirtion to give mathematics a high regard.
Table 5
in terms of Enjoyment
Indicator Weighted Verbal

Mean Description
1. I have usually enjoyed studying
2.60 Undecided
mathematics in school.
2. Mathematics is dull and boring. 2.53 Undecided
3. I am happier in a math class than in
3.56 Agree
any other class.
4. I have not dropped from my class
because math is not too difficult to 4.89 Agree
understand.
5. Mathematics is enjoyable and
3.83 Agree
stimulating for me.
6. There is a creative thing about
mathematics and it’s not just 3.55 Agree
memorizing formulas and things.
7. I have generally considered math as a
4.67 Strongly Agree
related, sequential, progression of ideas.
8. I look forward to teach mathematics. 1.54 Disagree G
9. I am interested and willing to use R
2.65 Undecided A
math outside of the school.
D
10. Math is very interesting and I have U
2.61 Undecided
usually enjoyed. A
Overall Enjoyment 3.24 Undecided T
No. of Pupils 405 E
Legend:
1.00-1.49 Strongly Disagree S
1.50-2.49 Disagree C
2.50-3.49 Undecided H
3.50-4.49 Agree O
4.50-5.00 Strongly Agree O
L
Table 6 reveals the Attitude towards Mathematics of Grade Five
pupils in terms of confidence, anxiety, value and enjoyment. This is the
overall result of the Attitude of Pupils towards Mathematics. As shown in
Table 6, the overall attitude towards mathematics of grade five pupils is
undecided with weighted mean of 3.30. It can be seen that pupil
collectively agree on the value of Mathematics but they are uncertain with
their confidence, anxiety and enjoyment in learning Mathematics with
weighted means of 2.85, 3.25, and 3.24 respectively. However, they agree
on the value of Mathematics with a weighted mean of 3.24.
This confirms the study of Gallardo (2012) that when pupils feel
uncertain with their perspective on their lessons, they have the tendency
to either appreciate the subject or struggle with it. Moreover, Tabon (2013)
added that pupils who feel neutral or undecided towards their perception
and feelings about Mathematics, are the same pupils who can easily
adjust and understand with proper motivation and instruction.

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Furthermore, the study of Dela Vega (2012) showed that pupils were also R
A
undecided with their overall attitude towards Mathematics. The study D
U
stated that teachers are expected to act as motivators and help the pupils A
T
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to develop an enthusiasm that will drive out their fear in Mathematics.
S
Undecided pupils, when properly embedded with suitable instruction, C
H
and motivation will lead to a improved perspective and upgraded learning O
O
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abilites.
Table 6
Attitude of Students towards Mathematics
Component Weighted Verbal

Mean Interpretation
Confidence 2.85 Undecided
Anxiety 3.25 Undecided
Value 3.84 Agree
Enjoyment 3.24 Undecided
Over-All 3.30 Undecided
3. Academic Performance of Grade Five Pupils in Mathematics
Table 7 shows the academic performance of the grade five pupils in
Mathematics. The grades were gathered during the first grading period
and second grading period. It reveals that the lowest grade in
mathematics is 75 under fair level while the highest is 86 under very
satisfactory level. 246 out of 405 pupils are under the fair description of
grades where 18 pupils out of 405 got 75, 63 pupils got 76, 70 pupils got
77, 62 pupils got 78, and 33 pupils got 79. It can also be seen that 141
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pupils fall under the satisfactory level where 32 pupils got the grade of R
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80, 42 pupils got the grade of 81, 29 pupils got 82, 20 got 83, and 18
U
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pupils got 84. In addition to this, there were 9 pupils who got the grade T
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of 85 and 9 pupils have the grade of 86 under the very satisfactory level.
S
C
Collectively, 61% of the respondents got fair grade in Mathematics, 35
H
O
percent got satisfactory and only 4% of the population got grades under O
L
very satisfactory.
This proves the study of Del Rosario (2014) that in 2003 and 2008
test results in international Mathematics, the Philippines ranked 23rd of
the 25 participating countries. In high school level, the Philippines placed
at 43rd of the 46 countries that competed. These results reflect much of
the poor academic performance in Mathematics both in elementary and
secondary respectively. The result also reveal the quality of education
offered in Mathematics. Moreover, Mendez (2011) described that the
academic performance in Mathematics continuously decline as the years
pass by. There are many factors to be considered and one of these is the
poor understanding of concepts by the pupils. Poor understanding of
concepts in Mathematics leads the pupils to a wrong answer or an answer
not even close to the correct answer. Furthermore, Corporal (2011) stated
that a good performance in Mathematics is important and is a predictor
to success in the future. Having enough mathematical knowledge and
skills in Mathematics give an edge to achieving more in the future. Good

G
analysis and performance in Mathematics is a tool to a deeper R
A
understanding that equips the pupils for the future. D
U
A
T
E
S
C
H
O
O
L
Table 7
Academic Performance of Grade Five Pupils in Mathematics
Grade Descriptor Frequency Percent Rank

Fairly
75.00 Satisfactory 18 4
Fairly
Fairly Fairly
77.00 Satisfactory 70 17 1
Satisfactory
Fairly 246 61
Fairly
82.00 Satisfactory 29 141 7 2
83.00 Satisfactory Satisfactory 20 5 35
85.00 Very Very 9 2
18 4 3
86.00 Satisfactory Satisfactory 9 2
Total 405 100
Source: DEPED Order No. 8 Series 2015
4. Test of Significant Correlation between English Reading

Comprehension Level and Academic Performance of the Grade Five
Pupils G
R
Table 8 shows the summary of Pearson’s – r test to determine the A
D
correlation between reading comprehension level and academic U
A
T
performance in Mathematics. It reveals that r – value = .547 which E
indicates moderate correlation. The p-value =.000 is lower than the set .01 S
C
H
level of significance; thus, the null hypothesis that there is no significant
O
O
correlation between reading comprehension level and academic L
performance in Mathematics is rejected. It means that there is a

significant moderate correlation between reading comprehension level
and academic performance in Mathematics. It signifies that the number
of pupils who have good attitude towards mathematics are the same
pupils who perform well in mathematics class.
This supported the study of Nulada (2009) that reading skills are
prerequisites for mathematics texts and solving mathematics word
problems. Basically, pupils have to understand to be able to solve and
perform well in Mathematics. Moreover, the study of Napone (2009) also
revealed that there is a significant relationship between the English
reading comprehension level and academic performance of pupils in
Mathematics. It is mentioned that pupils should be able to have a good
reading comprehension so that Mathematics will be easily understood as
well.
Table 8
Correlation Between Reading Comprehension Level
and Academic Performance of Grade Five Pupils
G
R
A
Pearson Correlation .547** D
U
Interpretation Moderate A
p-value .000 T
Decision Reject Ho E
Conclusion Significant S
n 405 C
H
**. Correlation is significant at the p-value = 0.01 level
O
O
L
5. Test of Significant Correlation between Attitude Towards

Mathematics and Academic Performance of the Grade Five Pupils
Table 9 shows the summary of Pearson’s – r test to determine the
correlation between attitude towards Mathematics and academic
performance in Mathematics. It reveals that r – value = .486 which
indicates moderate correlation. The p-value =.000 which is lower than the
set .01 level of significance. Thus, the null hypothesis that there is no
significant correlation between attitude towards mathematics and
academic performance in Mathematics is rejected. It means that there is
a significant moderate correlation between attitude towards mathematics
and academic performance in Mathematics. It signifies that the number
of pupils who have good attitude towards mathematics are the same
pupils perform well in mathematics class.
The results support the study of MacKenzie (2012) that positive
attitude towards learning Mathematics can lead into a higher
understanding of the lessons. A pupil might not get the concepts easily G
R
but a positive attitude can be a motivating factor to pursue learning. A
D
Through a positive attitude, a pupil can little by little not only liking the U
A
T
subject but also learning it. Mutai (2010) also mentioned that attitude E
towards Mathematics has a big role also in the pupils’ performance. The S
C
pupils who have positive attitude perform better than pupils who do not H
O
O
have proper attitude in learning the subject. Berto (2011) added the L
importance of having a positive attitude in learning Mathematics. He said

that positive attitude reflects on how the pupils listen and participates
inside the classroom. Moreover, Mayo (2011) further added that attitude
produces a deeper level of interest among the pupils in learning
Mathematics. With this interest, pupils can process the skills related to
Mathematics and be able to comprehend well. Attitude stimulates mind
so pupils can interact and understand the subject well. Hyde (2011)
mentioned that positive attitude towards mathematics replicates a
positive learning condition and a negative attitude towards mathematics
reflects a negative learning condition as well.
Table 9
Correlation between Attitude Towards Mathematics
and Academic Performance of Grade Five Pupils
Pearson Correlation .486**

Interpretation Moderate
p-value .000
Decision Reject Ho
Conclusion Significant
n 405 G
**Correlation is significant at the p-value = 0.01 level
R
A
D
6. Test of Significant Correlation between pupils’ Reading U
Comprehension and Attitude Towards Mathematics A
T
E
Table 10 shows the summary of Pearson’s – r test to determine the
S
correlation between attitude towards Mathematics and academic C
H
performance in Mathematics. It reveals that r – value = .330 which O
O
L
indicates low correlation. The p-value =.000 which is lower than the
set .01 level of significance. Thus, the null hypothesis that there is no
significant correlation between attitude towards mathematics and
academic performance in Mathematics is rejected. It means that there is
a significant low correlation between the pupils’ reading comprehension
and attitude towards mathematics. It signifies that the pupils who have
good attitude towards mathematics are the same pupils who perform well
in mathematics class.
Reading comprehension affects the attitude towards Mathematics
of the pupils. When pupils have a good reading comprehension, they tend
to easily understand the concepts in Mathematics. On the other hand,
poor reading comprehension makes the pupils feel nervous and
unconfident in Mathematics.
The result of this confirms the study of Lopez (2012) added that
reading comprehension develops critical thinking. When a child
understood the text, it can easily be understood by the mind and critical
G
thinking happens. Also, Hornel (2011) stated that reading comprehension R
A
builds bridges to the mind of the reader to be able to understand the D
U
concepts, lessons and be able to solve and make meaning to the text. A
T
E
Moreover, Vista (2013) stated that to achieve a good comprehension, one
S
must have the ability not only to read, but interpret correctly what he C
H
reads. Reading must always be associated to understanding. Reading O
O
L
with understanding is a required skills not only in English subject but
also in other subjects. Understanding the context must be the
fundamental goal of every reader.
Table 10
Correlation Between Reading Comprehension Level
and Attitude Towards Mathematics
Pearson
.330**
Correlation
Interpretation Low
p-value .000
Decision Reject Ho
Conclusion Significant
n 405
**. Correlation is significant at the p-value = 0.01 level
6. Activities Suggested by the Researcher for a Proposed

Intervention Program
It is highly suggested by the researcher that Mathematics teachers
make their Strategic Intervention Material and Self-Learning Kit that will
best suit the needs of their pupils inside the classroom. These G
R
instructional materials help the pupils to have mastery of the concepts A
D
U
taught in the classroom which the pupils were not able to developed A
T
during the regular classroom teaching. These materials will enable the E
pupils to cope up with the lessons without pressure. SIM and SLKs will S
C
H
aid the pupils to learn and at the same time have fun because these O
O
materials use creative pictures, differentiated tasks, and easier directions L
to follow. With the proper guide of the teacher and adequate time in
answering the activities, pupils will be able to learn the lessons in
Mathematics.
The DepEd implemented projects should also be a part of every day
drill inside the classroom. These projects are APAW or A Problem A Week,
TBFAD or Ten Basic Facts A Day, and . These drills help the pupils to
master simple operations and are found out to be a good practice for them
to fully memorize the basic operations.
G
R
A
D
U
A
T
E
S
C
H
O
O
L
CHAPTER 5
Summary of Findings, Conclusions, and Recommendations
This chapter provides the summary of findings gathered from the
study to answer the problems stated in Chapter 1. It also gives conclusion
drawn from the findings and the researchers’ recommendations.
Summary of the Findings
The following are the salient findings of the study:
1. The English comprehension level of the grade five pupils is 87 percent
of the population which falls under frustration level and only 2 percent of
the population are under independent level.
2. The overall attitude towards mathematics of grade five pupils is
undecided with weighted mean of 3.30. It can be seen that pupil
collectively agree on the value of Mathematics but they are uncertain with
G
their confidence, anxiety and enjoyment in learning Mathematics with R
A
weighted means of 2.85, 3.25, and 3.24 respectively. However, they agree D
U
on the value of Mathematics with a weighted mean of 3.24. A
T
E
3. The average academic performance of the grade five pupils in
S
Mathematics was described as fair level. Majority of the respondents fell C
H
under fair level according to the grading system. 61% of them got fair O
O
L
grade, 35% got satisfactory and only 4% of the population got grades
under very satisfactory.
4. The summary of Pearson’s – r test determined the correlation between
reading comprehension level and academic performance in Mathematics.
It revealed that r – value = .547 which indicates moderate correlation.
5. The summary of Pearson’s – r test to determine the correlation between
attitude towards Mathematics and academic performance in
Mathematics. It reveals that r – value = .486 which indicates moderate
correlation.
6. The summary of Pearson’s – r test to determine the correlation between
the pupils’ reading comprehension and attitude towards Mathematics. It
reveals that r – value = .330 which indicates low correlation.
Conclusions
Based on the findings mentioned above, the following conclusions

G
were drawn: R
A
1. The average grade five pupils’ English reading comprehension level falls D
U
under frustration. A
T
E
2. The overall attitude of pupils towards Mathematics is undecided in
S
Confidence, Anxiety, and Enjoyment. However, they collectively agree on C
H
the attitude towards the Value of Mathematics. O
O
L
3. The average academic performance of the grade five pupils in
Mathematics falls under the fair level.
4. There exists a moderate significant correlation between reading
comprehension and academic performance in Mathematics of grade five
pupils. This explains that pupils who have a good reading comprehension
proficiency are also remarkably those with high academic performance in
Mathematics.
5. There exists a moderate significant correlation between pupils’ attitude
towards Mathematics and academic performance in Mathematics of grade
five pupils. This explains that pupils who have a good and positive
attitude in Mathematics classes are also those with high academic
performance in Mathematics.
6. There exists a low significant correlation between reading
comprehension and attitude towards Mathematics of Grade Five pupils.
This explains that pupils who have a good reading comprehension

G
proficiency are also remarkably those who shows a positive attitude R
A
towards Mathematics. D
U
7. The findings of the study implies that there is a need for the teachers A
T
E
at the lower grade level must develop in the pupils a good comprehension.
S
Pupils at the early grade level must learn not only how to read but also C
H
how to understand every text. English teachers must improve their O
O
L
strategies in teaching reading comprehension since it also affects other
subjects that use English as a medium of instruction such as
Mathematics. Also, Mathematics teachers must enhance their teaching
styles and strategies in order for the pupils to have a positive attitude
towards learning Mathematics. Pupils must have the positive attitude
towards Mathematics showing the confidence that although Mathematics
is treated to be a difficult subject, it can be learned by continuous
practice. Moreover, pupils must not feel the anxiety on their learning
process. It is imperative for Mathematics teachers to make every lesson
in Mathematics enjoyable and learnable. In addition to that, the pupils’
value and love for Mathematics should be upheld and supported by the
teachers at all times.
Recommendations
In the light of the conclusions derived from the findings of the
study, the following recommendations are made.

G
1. There shall be a strict monitoring and evaluation in terms of promoting R
A
a child to a higher level of schooling, requiring the child to be a D
U
developmental reader. Teachers from the previous academic years should A
T
E
prioritize the reading readiness of every child before moving on to another
S
level as it is seen that reading comprehension plays a vital part in the C
H
understanding of certain subject matters, such as Mathematics at large. O
O
L
An establishment of a school program that will cater the needs of
struggling and frustrated readers, or the non-readers at large is
necessitated. In this view, the program shall assess and evaluate the
student's reading capacity and eventually anchor their knowledge as they
are being prepared for complex learning level.
2. Teachers in Mathematics in particular shall be encouraged to
continuously attend or be involved in seminars that concern strategies,
methods, and approaches in teaching Mathematics to be able to let the
students develop and instill a natural love for arithmetic and get away
with intimidation that really hampers and creates a barrier towards
learning different subject components. With this, the teachers will be
encouraged to emphasize the value of the subject and impart them to the
students in building up their enjoyment and confidence towards the
lessons and primarily deviate from anxiety due to the fossilized
perspective about Mathematics.
3. The pupils should be nurtured with the right and proper attitude or
G
perspective towards learning Mathematics, since having the right value, R
A
intention, and intrinsic motivation will supplement the desired outcomes D
U
towards the end of the school year. A
T
E
4. The rapport, connection, and consultation in the subject should
S
regularly be done. Both benefactors should contribute to the appropriate C
H
approach in dealing with difficulties and concerns in the subject as they O
O
L
intertwine and make both ends meet. The students should constantly
raise their concerns to the teacher, as the teacher collectively assesses
the situation and attempt to draw possible solutions to address the
incapacities in learning.
5. In general, it should be considered that there is no perfect approach to
address and increase the pupils’ academic performance in Mathematics
through improving the reading comprehension of every child.
Nevertheless, an extensive approach that convenes to the environment of
the child, the support of the community involved and the school at large,
the culture practiced in the school, and other crucial factors, must be
carefully planned and thoroughly executed as all factors contribute to the
development of a child.
6. In order to help the pupils improve with their perspective and attitude
towards mathematics, the researcher suggests the following intervention
programs.
Table 11
G
Attitude of Objectives Strategies Time Expected R
Pupils Frame Outcomes A
towards D
Mathematics U
A
Confidence To develop -Involve the June Pupils will be
T
confidence of pupils in to able to gain E
the pupils in group March confidence in
answering, activities, participating S
reciting, and give the and C
learning leader role to answering H
O
Mathematics the pupils Math
O
with low problems and L
confidence other
level,
encourage mathematical
active concepts.
participation
-Active
-Give participation
varieties of from the
activities pupils
such as
games
-Make use of
manipulative
tools and
diagrams in
presenting
the lesson
Anxiety To help the -Have the June -Pupils will
pupils think pupils to consider
that involved in March Mathematics
Mathematics Mathematics as an
is not a related encouraging
subject to be activities subject
anxious of such as
Math Club, -Pupils will be
To let the Sudoku motivated to
pupils learn Challenge, learn more of
Mathematics Math Math
without fear Puzzles, etc. Concepts
-Encourage G
the pupils to R
participate in A
group D
activities U
A
T
-Peer E
tutoring can
also help S
lessen the C
fear of the H
O
pupils
O
L
-Remediation
of the
previous
lesson
Enjoyment To make the -Use June Pupils will be
pupils learn teaching to motivated to
and at the strategies March listen and will
same time that can be
have fun make the encouraged to
while lesson participate
learning enjoyable
and lively Pupils’
retention to
-Give group the lesson will
activities and be increased
games in the
pupils’ Pupils will
performance enjoy their
tasks learning time
in
-Make use of Mathematics
video clips
and
animation in
the lessons
-Use
manipulative
materials
and real
objects in
giving G
examples on R
the problems A
to be solved D
Value To inculcate -Discuss how June Pupils will be U
A
among the Mathematics to able to sense
T
pupils the is helpful in March and E
value of daily life remember the
Mathematics importance of S
in school and -Give Mathematics C
in life situational in life H
O
examples
O
during the Pupils L
lessons with motivation to
value study will be

integration increased
-Present
video clips
that show
Mathematics
application
in life as a
pupil and in
the future
Intervention Program to Improve the Academic Performance of
Pupils in Mathematics
Academic To improve -Improve on June Pupils
Performance the academic the teaching to academic
in performance stragtegies of March performance
Mathematics of the pupils the will be
in Mathematics improved
Mathematics teachers
-Make use of
SIM, SLK
and to help
the pupils
cope up with
the lessons
they had
difficulty
with
G
-Conduct R
daily drills A
on APAW D
and TBFADS U
A
T
-Remedial E
Teaching
S
C
H
O
O
L
APPENDIX A
Letter of Request to the Schools Division Superintendent
ROMEO M. ALIP, Ph. D., CESO V

Schools Division Superintendent
Schools Division of Bulacan
Thru:
MA. NERIZA F. FANUNCIO, Ed.D.
District Supervisor, Marilao North District
Dear Sir:
The undersigned is currently working on a study entitled “Reading

Comprehension, Academic Performance and Attitude Toward
Mathematics of Grade Five Pupils”. In partial fulfilment of the
requirements for the Degree of Master of Arts in Education major in
Educational Management at Our Lady of Fatima University. The said
study will be conducted to selected Grade Five pupils of public schools in
Marilao North District, Marilao Bulacan. The study will be conducted in
the month of August 2017.
To complete this study, the researcher has attached the questionnaire to

be used in the study for your candid evaluation and approval. The
questionnaire is a survey questionnaire to measure the pupils’ attitude
towards Mathematics.
Your cooperation will certainly contribute to the success of this study and G
rest assured that all information will be held with due diligence. R
A
Thank you very much for your favourable consideration on this humble D
request U
A
T
Very truly yours, E
RALPH A. TUBA-ON S
(Graduate Student) C
H
O
Recommending Approval:
O
L
HERMINIGILDO S. VILLASOTO, Ed.D.
Adviser
APPENDIX B
Letter of Request to the Principal
Date:___________________
REBECCA M. BULAONG
School Principal II
FSS Patulo Elementary School
Loma de Gato, Marilao, Bulacan
Dear Madam:
The undersigned is currently working on a study entitled, “READING

COMPREHENSION, ACADEMIC PERFORMANCE AND ATTITUDE
TOWARDS MATHEMATICS OF GRADE FIVE PUPILS” in partial
fulfillment of the requirements for the degree of Master of Arts in
Education major in Educational Management at Our Lady Fatima
University.
In connection with this, I would like to request your permission to conduct

a study to the grade 5 pupils in your school and allow me to schedule the
administration of the research.
Thank you very much for your favorable consideration on this humble
request.
Very truly yours,
RALPH A. TUBA-ON G
R
Researcher
A
D
U
Recommending Approval: A
T
HERMINIGILDO S. VILLASOTO, Ed. D. E
Adviser
S
C
H
Approved: O
O
REBECCA M. BULAONG L
School Principal II
INFORMED CONSENT
Dear Parent:
Good Day!
I am Ralph A. Tuba-on, and I’m currently doing a research entitled “READING

TOWARDS MATHERMATICS OF GRADE FIVE PUPILS” in partial
fulfillment of the requirements for the degree of Master of Arts in Education
major in Educational Management at Our Lady of Fatima University.
I would like to invite your child to be a respondent of this study. The purpose of
this study is to know his/her attitude towards learning Mathematics. Selected
pupils from the Grade 5 level are asked to participate in this research, as their
level is considered as a crucial period of education.
If you agree, your son/daughter will answer a 40-item questions regarding their
attitude towards Mathematics. The test is expected to take for about 20 minutes
to complete and will be scheduled outside school work hours. The participants
in this study will be oriented and will be informed about the progress and
outcomes of the research. Once the research is concluded, it is expected that the
study can be a basis to improve the revision of practices and methods in the
teaching-learning process that may help the pupils learn with ease, and place
them in a learning environment that meets the demands and standards of the
curriculum.
You do not have to decide today whether or not you agree to have your child
participate in this research. Before you decide, you can talk to anyone you feel
comfortable with. If your son /daughter do not wish to answer some of the
questions included in the questionnaire, he/she may skip them and move on to
the next question.
G
Your cooperation will certainly contribute to the success of this study and rest R
A
assured that all information will be held with due diligence.
D
U
Should there be further concerns and questions about the conduct of this study, A
contact the researcher via mobile 09237427044 or e-mail T
titserralph@yahoo.com. E
Thank you very much for your favorable consideration on this humble request. S
C
Sincerely, H
O
RALPH A. TUBA-ON O
Researcher L
Our Lady of Fatima University
Valenzuela City
PARENTAL CONSENT:
By signing this document, you are agreeing to allow your son/daughter, -

___________________________________, to be part of the study entitled “READING
TOWARDS MATHERMATICS OF GRADE FIVE PUPILS”. Your child’s
participation in this study is completely voluntary. If you allow your child to be
part of the study, you may change your mind and withdraw your approval at
any time. Your child may choose not to be part of the study, even if you agree,
and may refuse to answer a question or stop participating at any time.
I give my permission for my child to participate in this study.
______________________________ ________________________________
Print Name of Parent or Guardian Print Name of Child (Respondent)
_______________________________ ________________________________
Signature of Parent or Guardian Signature of Child (Respondent)
______________________________ ________________________________
Date Date
If illiterate
I have witnessed the accurate reading of the consent form to the parent of the
potential participant, and the individual has had the opportunity to ask
questions. I confirm that the individual has given consent freely.
_______________________________ AND Thumb Print of Participant G

Print Name of Witness R
A
D
_________________________________
U
Signature of Witness
A
___________________________________ T
Date E
S
C
H
O
O
L
Mahal na Magulang:
Magandang Araw po!
Ako po si G. Ralph A. Tuba-on, na kasalukuyan pong nagsasagawa ng pag-aaral

na may pamagat na “READING COMPREHENSION, ACADEMIC
PERFORMANCE AND ATTITUDE TOWARDS MATHEMATICS OF
GRADE FIVE PUPILS” Ang pag-aaral pong ito ay isasagawa upang
makatupad sa kursong Master of Arts in Education major in Educational
Management sa Our Lady of Fatima University.
Nais ko pong anyayahan ang inyong anak na maging isa sa mga tutugon sa pag-
aaral sa kanilang pag-uugali sap ag-aaral ng asignaturang Mathematics.
Layunin po ng pag-aaral na ito na malaman kung may epekto ang pag-uugaling
ito sa kanilang kasanayan at perpormans sa Mathematics.
Sa inyong kapahintulutan, ang iyong anak ay sasagot sa 40 aytem na tanong

kaugnay sa kanilang pag-uugali sa pag-aaral ng Mathematics. Ang pagsagot sa
mga katanungan na ito ay nasa 20 minuto at isasagawa sa oras na walang klase
ang inyong anak. Ipaaalam ng mananaliksik ang magiging resulta ng pag-aaral
na ito. Inaasahan na magiging gabay ito sa mga guro at mag-aaral na lalo pang
paigtingin ang proseso ng pagtuturo at pagkatuto.
Ang inyo pong pagpasya kung sang-ayon po kayong maging katugon ang inyong
anak sa pag-aaral na ito ay hindi po minamadali. Maari po kayong magtanong
o humingi ng opinyon. Kung mayroon naman pong mga katanungan na hindi
masasagot o ayaw sagutin ng inyong anak, maari po nila itong laktawan at
sagutin na lamang po ang mga sumunod na katanungan.
Ang inyo pong pakikiisa ay malaking tulong upang maging matagumpay ang
pag-aaral na ito. Asahan po ninyong ang mga impormasyong aking makakalap
ay gagamitin nang buong sigasig sa ikatatagumpay ng pag-aaral na ito. G
R
Kung mayroon po kayong tanong tungkol sa pag-aaral na ito, maaari po ninyong A
makausap ang mananaliksik sa numerong 09237427044 o kaya at email na D
titserralph@yahoo.com. U
A
T
Pauna na po ang aking pasasalamat sa inyong positibong pagtugon.
E
Sumasainyo, S
C
H
RALPH A. TUBA-ON O
Mananaliksik O
Our Lady of Fatima University L
Valenzuela City
KAPAHINTULUTAN NG MAGULANG:
Sa paglagda ng dokumentong ito, kayo ay pumapayag na ang inyong anak na si

___________________________________, ay maging bahagi ng pag-aaral na may
pamagat na “READING COMPREHENSION, ACADEMIC PERFORMANCE
AND ATTITUDE TOWARDS MATHERMATICS OF GRADE FIVE
PUPILS”. Ang pakikiisa ng inyong anak sa pag-aaral na ito ay kusang-loob.
Kung inyo pong pinahintulutan ang inyong anak na maging bahagi ng pag-aaral
na ito at nagbago po ang inyong isip, maari pong bawiin ang inyong pagpayag
ano mang oras. Ang inyong anak ay maaring hindi sumang-ayon na maging
bahagi ng pag-aaral na ito sa kabila po ng inyong pagpayag, at maaring
tumanggi sa pagsagot sa mga tanong.
Pinahihintulutan ko ang aking anak na maging bahagi sa pag-aaral na ito.
______________________________ ________________________________
Pangalan ng Magulang o Tagapangalaga Pangalan ng Bata o Katugon
_______________________________ ________________________________
Lagda ng Magulang o Tagapangalaga Lagda ng Bata o Katugon
______________________________ ________________________________
Petsa Petsa
Kung Hindi Makabasa o Makasulat
Aking nasaksihan ang wastong pagbasa ng dokumentong nagpapahintulot ang

magulang na maaaring lumahok ang kanyang anak sa pananaliksik na ito, at
siya ay nagkaroon ng pagkakataon na magtanong. Aking pinagtitibay na ang
indibidwal ay nagkaroon ng malayang pahintulot.
G
R
_______________________________ At Bakas-Daliri ng Kalahok A
Pangalan ng Saksi D
U
_________________________________ A
Lagda ng Saksi T
E
___________________________________
Petsa S
C
H
O
O
L
APPENDIX D
Cover Letter of Request to the Respondents
Date: _________________
Dear Respondent:
Good day!
I humbly request your participation in the study I am presently

conducting in your school which is a vital part of the requirement for the
completion of my course, Master of Arts in Education major in
Educational Management.
In this study, I would like to determine the reading comprehension,

attitude, and academic performance Mathematics.
I am also asking you to please give this questionnaire prompt attention

as your responses shall only be used exclusively for this study. Likewise,
the confidentiality of this matter shall be maintained and will never be
disclosed from other persons not involved in any way to this research.
Thank you very much for your valuable consideration and dedicated
cooperation.
G
R
Sincerely yours, A
D
U
A
RALPH A. TUBA-ON T
Researcher E
S
C
H
O
O
L
APPENDIX E
Questionnaire on the Pupils’ Attitude Towards Mathematics
Name: (Optional) ___________________________________________________

(Pangalan:(Opsyonal)_______________________________________________
Four subscales were identified as Confidence, Anxiety, Value and
Enjoyment.
Likert’s Scale
5 = 4.50 – 5.00 Strongly Agree (SA)
4 = 3.50 - 4.49 Agree (A)
3 = 2.50 – 3.49 Undecided (U)
2 = 1.50 – 2.49 Disagree (D)
1 = 1.00 – 1.49 Strongly disagree (SD)
G
A. Confidence (Goolsby, 1988; Linn & Hyde, 1989; Randhawa, R
A
Beamer, & Lundberg, 1993). The confidence category was designed D
U
A
to measure students’ confidence and self-concept of their T
E
performance in mathematics.
S
(Ang kategoryang ito ay susukat sa tiwala at pananaw sa sarili ng C
H
O
mag-aaral sa kanilang pag-aaral ng Mathematics) O
L
CONFIDENCE AND SELF-CONCEPT 5 4 3 2 1
1. I usually comprehended math

content well and seldom got
lost.
(Madalas kong nauunawaan
nang maayos ang konsepto ng
math at bihira lamang akong
malito)
2. I struggled with many concepts

in mathematics.
(Nahihirapan ako sa maraming
konsepto patungkol sa math.)
3. I always never get uptight while

taking math tests.
(Ako ay palaging walang kaba
kapag ako ay nagsasagot ng
pagsusulit sa math)
4. I usually don’t worry about my

ability to solve math problems.
(Ako ay hindi nag-aalala sa
aking kakayahan sa pagsagot
ng math problems)
5. New math content has usually G

been easy for me to understand. R
A
(Ang mga bagong konsepto sa
D
math ay hindi nagiging mahirap U
unawain para sa akin.) A
T
6. When confronted with a difficult E
math concept, I generally S

worked until I understood the C
concept. H
O
(Kapag ako ay nakahaharap ng O
mahirap na konsepto sa math, L
sinisikap kong unawain ito.)
7. I have selected mathematics as

my area of emphasis.
(Pinili ko ang math na
pangunahing mahalaga para sa
akin)
8. I have always enjoyed studying

math in school.
(Ako ay palaging nasisiyahan sa
aking pag-aaral ng math sa
paaralan.)
9. I am able to solve mathematics

problems without too much
difficulty.
(Kaya kong magsagot ng math
problems nang walang kahirap-
hirap.)
10. I love to solve mathematical

problems.
(Gustong gusto kong magsagot
ng mathematical problems.)
B. Anxiety (Hauge, 1991; Terwilliger & Titus, 1995). The anxiety

G
category was designed to measure feelings of anxiety and R
A
consequences of these feelings. D
U
(Ang anxiety ay sumusukat sa nararamdamang kaba at kabuluhan A
T
E
ng mga narramdamang ito.)
S
FEELINGS OF ANXIETY 5 4 3 2 1 C
H
O
1. I have usually been at ease during
O
math tests. L
(Madalas akong nadadalian sa mga

pagsusulit sa math.)
2. Mathematics makes me feel

uncomfortable and nervous.
(Nakakaramdam ako ng pagiging
hindi komportable at kaba sa
Mathematics.)
3. I get really uptight during math

tests.
(Ako ay sobrang kinakabahan
kapag may pagsusulit sa math.)
4. Mathematics makes me feel uneasy

and confused.
(Nakararamdam ako ng hirap at
pagkalito sap ag-aaral ng math.)
5. My mind goes blank and 1 am

unable to think clearly.
(Hindi ako makapag-isip nang
mabuti at malinaw sa oras ng
asignaturang math.)
6. I can recall math teachers who

made me feel stupid in class.
(May mga guro ako na G
nagparamdam sa akin na ako ay R
hindi magaling sa math) A
D
U
7. My math teachers often became
A
frustrated with me. T
(May mga guro ako na madalas ay E
nadidismaya sa akin.) S
C
8. Math makes me feel uneasy and H
confused. O
O
(Nakararamdam ako ng hirap at
L
pagkalito sa Math.)
9. I had never liked mathematics, and

it is my most dreaded subject.
(Hindi ko nagustuhan ang Math at
ito ang pinaka kinakatatakutan
kong asignatura)
10. I did not like being

introduced to new mathematical
content.
(Hindi ko gusto tuwing mayroon
kaming bagong aralin sa math.)
C. Value (Longitudinal Study of American Youth (1990). The value of
mathematics category was designed to measure students’ beliefs on
the usefulness, relevance and worth of mathematics in their life
now and in the future.
(Ang value ay tumutukoy sa paniniwala, at kahalagahan ng
Mathematics sa kasalukuyan at sa hinaharap sa buhay ng mga
mag-aaral.
USEFULNESS, RELEVANCE & WORTH 5 4 3 2 1 G

R
1. Math helps develop a person’s A
mind and teaches him to think. D
U
(Ang Math ay tumutulong sa isip ng A
isang tao na lumago at tinuturuan T
ang isang tao na mag-isip.) E
S
2. Mathematics is not important in C
everyday life. H
(Hindi mahalaga ang Math sa pang O
O
araw-araw na pamumuhay.) L
3. Math is less important to people

than art or literature.
(Ang Math ay hindi gaanong
mahalaga sa tao kumpara sa sining
at literatura.)
4. Math is not important for the

advancement of civilization and
society.
(Ang Math ay hindi mahalaga sa
pag-usad ng sibilisasyon at
lipunan.)
5. Math is very worthwhile and

necessary subject.
(Ang math ay mahalagang
asignatura.)
6. Math is needed in designing

practically everything.
(Ang Math ay kailangan sa
pagdidisenyo ng lahat ng bagay)
7. Mathematics is needed in order to

keep the world running.
(Kailangan ang Mathematics sa
patuloy na pag-inog ng pamumuhay
sa mundong ibabaw. G
R
8. Mathematics is one of the most A
D
important subjects for people to U
study. A
(Ang Mathematics ay isa sa mga T
E
pinakamahalagang asignatura na
dapat pag-aralan ng mga tao.) S
C
9. Understanding mathematics does H
O
not necessarily require practice. O
(Ang pag-unawa sa Mathematics at L
hindi kailangan ng pagsasanay.)
10. Mathematics should be

allocated more time in school.
(Ang Mathematics ay dapat bigyan
ng mas maraming oras sa
paaralan.)
D. Enjoyment (Ma, 1997; Thorndike-Christ, 1991). The enjoyment of
mathematics category was designed to measure the degree to which
students enjoy working mathematics and mathematics classes.
(Ang kasiyahan sa pag-aaral ng Mathematics ay makikita kung ang
mag-aaral ay nagugustuhan ang pag-aaral nito sa klase.)
FEELINGS OF ENJOYMENT 5 4 3 2 1
1. I have usually enjoyed studying

mathematics in school.
(Palagi akong nasisiyahan sa pag-
aaral ng Mathematics sa paaralan.)
2. Mathematics is dull and boring.

(Ang Mathematics ay nakakabagot.)
3. I am happier in a math class than

G
in any other class. R
(Higit akong masaya sa aking klase A
D
sa Math kaysa sa ibang klase.) U
A
4. I have dropped from my class T
because math became too difficult E
to understand.
S
(Ako ay umalis sa klase ko dahil C
nahirapan akong intindihin ang H
O
Mathematics.)
O
L
5. Mathematics is enjoyable and
stimulating for me.
(Ang pag-aaral ng Mathematics ay

kasiya-siya at kalugod-lugod para
sa akin.)
6. There is nothing creative about

mathematics; it’s just memorizing
formulas and things.
(Walang kakaiba sa Mathematics
kung hindi magsaulo lamang ng
formula at iba pang konsepto.)
7. I have generally considered math

as a related, sequential,
progression of ideas.
(Tinuturing ko ang Math na
nakatutulong sa pag-unlad ng aking
ideya at pag-iisip.)
8. I look forward to teach

mathematics.
(Ninanais kong magturo ng
Mathematics.)
9. I am interested and willing to use

math outside of the school.
(Interesado ako at nais kong
gamitin ang Math sa labas ng
paaralan.) G
R
10. Math is very interesting and I A
D
have usually enjoyed. U
(Ang Math ay nakakakuha ng aking A
interes at kasiyahan.) T
E
S
C
H
O
O
L
APPENDIX F
ACADEMIC PERFORMANCE OF GRADE FIVE PUPILS FOR THE
FIRST AND SECOND GRADING
No. 1st 2nd Ave. No. 1st 2nd Ave.

1 75 75 75 35 77 80 79
2 76 77 77 36 75 78 77
3 78 80 79 37 81 80 81
4 79 83 81 38 76 78 77
5 75 77 76 39 83 85 84
6 75 77 76 40 77 78 78
7 80 81 81 41 77 77 77
8 76 76 76 42 82 83 83
9 80 81 81 43 77 78 78
10 79 78 79 44 84 86 85
11 80 84 82 45 75 75 75
12 75 78 77 46 75 77 76
13 75 77 76 47 75 76 76
14 76 77 77 48 76 76 76
15 76 75 76 49 77 79 78
16 80 80 80 50 77 79 78
17 76 78 77 51 77 79 78
18 77 79 78 52 78 79 79
19 78 79 79 53 78 80 79
20 78 81 80 54 78 80 79
21 80 80 80 55 81 82 82 G
22 81 83 82 56 75 76 76 R
23 77 78 78 57 75 77 76 A
D
24 78 81 80 58 76 76 76 U
25 75 79 77 59 76 76 76 A
26 75 77 76 60 77 76 77 T
61 78 81 80 E
27 81 80 81
28 79 80 80 62 80 83 82 S
29 77 79 78 63 80 83 82 C
30 76 78 77 64 80 80 80 H
O
31 75 78 77 65 82 81 82 O
32 75 75 75 66 82 80 81 L
33 82 84 83 67 75 78 77
34 83 83 83 68 75 77 76

69 75 75 75 103 77 78 78
70 76 75 76 104 77 77 77
71 76 77 77 105 80 79 80
72 79 80 80 106 81 82 82
73 80 80 80 107 75 75 75
74 80 80 80 108 77 79 78
75 81 81 81 109 77 78 78
76 83 85 84 110 80 80 80
77 84 87 86 111 80 82 81
78 75 76 76 112 83 85 84
79 75 79 77 113 76 80 78
80 76 79 78 114 78 80 79
81 76 79 78 115 79 81 80
82 77 83 80 116 80 82 81
83 77 79 78 117 83 85 84
84 77 79 78 118 75 77 76
85 79 83 81 119 76 76 76
86 80 83 82 120 76 79 78
87 81 84 83 121 76 76 76
88 83 82 83 122 78 78 78
89 85 86 86 123 83 84 84
90 75 77 76 124 76 77 77
91 82 84 83 125 77 77 77
92 76 78 77 126 77 79 78
93 81 83 82 127 78 82 80 G
94 78 79 79 128 79 80 80 R
95 80 129 80 A
83 82 82 81
D
96 77 78 78 130 85 87 86 U
97 81 83 82 131 84 86 85 A
98 75 76 76 132 75 77 76 T
E
99 75 76 76 133 75 76 76
100 75 76 76 134 75 76 76 S
101 75 77 76 135 76 78 77 C
102 76 136 76 H
78 77 77 77
O
O
L

137 79 83 81 171 75 76 76
138 81 80 81 172 75 76 76
139 75 78 77 173 77 79 78
140 77 76 77 174 83 86 85
141 78 78 78 175 83 84 84
142 83 83 83 176 80 80 80
143 75 76 76 177 81 82 82
144 77 78 78 178 75 76 76
145 80 82 81 179 75 79 77
146 82 80 81 180 75 76 76
147 75 76 76 181 75 77 76
148 76 76 76 182 75 78 77
149 80 82 81 183 75 75 75
150 76 79 78 184 75 75 75
151 78 79 79 185 75 75 75
152 77 78 78 186 75 75 75
153 77 78 78 187 75 76 76
154 77 79 78 188 75 77 76
155 80 83 82 189 75 78 77
156 75 76 76 190 76 78 77
157 76 79 78 191 76 79 78
158 81 82 82 192 76 78 77
159 84 85 85 193 76 75 76
160 75 78 77 194 76 80 78
161 76 76 76 195 76 76 76 G
162 77 79 78 196 76 R
79 78
A
163 76 78 77 197 77 78 78 D
164 85 86 86 198 77 79 78 U
165 80 80 80 199 77 79 78 A
166 75 T
77 76 200 77 79 78 E
167 78 77 78 201 77 78 78
168 78 79 79 202 77 77 77 S
169 79 81 80 203 77 C
80 79
H
170 80 81 81 204 78 78 78 O
O
L

205 78 78 78 239 85 85 85
206 78 79 79 240 80 81 81
207 78 79 79 241 76 76 76
208 79 83 81 242 78 82 80
209 79 80 80 243 81 81 81
210 80 82 81 244 75 76 76
211 80 82 81 245 75 77 76
212 80 81 81 246 76 78 77
213 80 81 81 247 75 78 77
214 80 81 81 248 75 76 76
215 81 83 82 249 83 84 84
216 81 80 81 250 84 83 84
217 81 81 81 251 78 79 79
218 82 83 83 252 76 78 77
219 82 83 83 253 75 77 76
220 83 83 83 254 82 84 83
221 83 84 84 255 79 82 81
222 83 82 83 256 84 87 86
223 84 83 84 257 80 82 81
224 85 87 86 258 77 77 77
225 77 78 78 259 76 77 77
226 75 76 76 260 75 75 75
227 75 78 77 261 75 76 76
228 77 77 77 262 78 78 78
229 79 80 80 263 79 80 80 G
230 81 85 83 264 81 R
84 83
A
231 78 79 79 265 83 82 83 D
232 80 82 81 266 80 83 82 U
233 77 81 79 267 75 76 76 A
234 76 T
78 77 268 82 85 84 E
235 76 78 77 269 76 78 77
236 77 82 80 270 76 77 77 S
237 80 80 80 271 82 C
83 83
H
238 77 76 77 272 75 75 75 O
O
L

273 80 82 81 307 80 81 81
274 83 83 83 308 78 78 78
275 81 82 82 309 81 86 84
276 79 81 80 310 79 81 80
277 78 76 77 311 77 78 78
278 75 76 76 312 75 75 75
279 75 78 77 313 75 76 76
280 76 78 77 314 77 77 77
281 77 77 77 315 85 86 86
282 80 83 82 316 77 81 79
283 84 85 85 317 76 82 79
284 79 80 80 318 76 77 77
285 82 82 82 319 77 78 78
286 75 77 76 320 80 83 82
287 76 77 77 321 77 77 77
288 78 78 78 322 85 86 86
289 84 80 82 323 80 83 82
290 83 85 84 324 76 76 76
291 75 75 75 325 78 78 78
292 75 78 77 326 81 82 82
293 76 79 78 327 75 77 76
294 75 78 77 328 75 76 76
295 75 77 76 329 76 79 78
296 81 82 82 330 75 75 75
297 78 79 79 331 75 75 75 G
298 76 80 78 332 83 R
84 84
A
299 80 80 80 333 84 86 85 D
300 85 83 84 334 78 80 79 U
301 77 78 78 335 76 77 77 A
302 80 T
82 81 336 75 78 77 E
303 77 80 79 337 82 82 82
304 76 77 77 338 79 78 79 S
305 76 79 78 339 84 C
84 84
H
306 77 79 78 340 80 81 81 O
O
L

341 77 78 78 374 77 79 78
342 76 77 77 375 85 87 86
343 75 77 76 376 80 82 81
344 75 76 76 377 76 78 77
345 77 76 77 378 78 80 79
346 75 78 77 379 75 75 75
347 75 75 75 380 75 78 77
348 77 79 78 381 83 86 85
349 79 79 79 382 84 85 85
350 81 80 81 383 78 79 79
351 78 79 79 384 76 78 77
352 80 82 81 385 76 77 77
353 78 77 78 386 75 75 75
354 79 80 80 387 76 81 79
355 81 82 82 388 82 83 83
356 83 83 83 389 79 79 79
357 80 83 82 390 84 84 84
358 75 77 76 391 81 83 82
359 82 80 81 392 75 78 77
360 76 77 77 393 80 81 81
361 77 79 78 394 77 78 78
362 75 76 76 395 76 77 77
363 75 76 76 396 75 79 77
364 77 81 79 397 75 78 77
365 79 79 79 398 78 79 79 G
366 81 83 82 399 79 R
79 79
A
367 78 81 80 400 81 80 81 D
368 80 82 81 401 83 84 84 U
369 77 78 78 402 80 80 80 A
370 76 T
80 78 403 75 77 76 E
371 76 77 77 404 82 84 83
372 77 76 77 405 76 79 78 S
373 80 81 81 C
H
O
O
L
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September 6, 2014. R
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CURRICULUM VITAE
RALPH ALBACIETE TUBA-ON

Block 50 Lot 2 Harmony Hills II
Loma de Gato, Marilao, Bulacan
titserralph@yahoo.com
EDUCATIONAL BACKGROUND
Elementary: Requina Elementary School 1993-1999
Secondary: Kalayaan National High School 2000-2004
College: University of Caloocan City 2004-2008

Bachelor in Elementary Education
Graduate Studies: Our Lady of Fatima University 2016-2017

Master of Arts in Education
Major in Educational Management
WORK EXPERIENCE
FSS Patulo Elementary School June 2011 - Present G

Loma de Gato, Marilao, Bulacan R
A
D
U
A
ELIGIBILITY: Licensure Examination for Teachers T
E
S
C
TRAININGS AND SEMINARS ATTENDED H
O
O
Scout Leader Advancement Training October 9-13, 2013
L
K to 12 Division Training April 18-22, 2016

District Seminar on Strategic Intervention November 29, 2016

Material in Araling Panlipunan
PERSONAL BACKGROUND
Birthday: October 27, 1986
Place of Birth: Bislig, Surigao del Sur
Civil Status: Married
Spouse: Jomica Maye J. Tuba-on
G
R
A
D
U
A
T
E
S
C
H
O
O
L

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OUR LADY OF FATIMA UNIVERSITY

THE PROBLEM AND ITS BACKGROUND

Reading is considered to be the foundation of the human being’s

growth and development in understanding the environment one belongs

to. Reading ability plays a significant relationship to pupils. According to

UNESCO reading ability involves a continuum of learning in enabling

individuals to achieve their goals, to develop their knowledge and

potential, and to participate fully in their community and wider society.

ending up the poor quality education by continuously improve the

already be exposed to reading in order to create a meaningful head start

of the child’s understanding. However, it is evident that the introduction

of reading is sometimes overlooked due to some factors common to a

particular society, thus, resulting to a slow progress. Academic

performance in other subjects, particularly in Mathematics where pupils

have difficulty as well, are affected by the poor reading comprehension.

With this problematic condition, reading cannot be taken for granted in

an academic setting particularly with Mathematics in the public schools

Cordova (2011) stated that in most public elementary schools in the

Philippines, the number of children who can read is reflected as

are still considered as beginning readers. For this reason, teachers as

performance in other subjects are deteriorating as well over the years.

There is a delay in student’s focus in learning the other subjects.

Poor comprehension makes Mathematics more difficult to be analyzed.

in Mathematics. Moreover, Mathematics is taught using the English

language and that is another difficulty. Pupils cannot easily comprehend

what is being taught even if the mathematical solution can be seen.

Indeed, the status of the child’s reading comprehension cannot be refuted

In addition to this, Belza (2012) observed that elementary pupils

disregard the importance of mathematics. Pupils admit that Mathematics

as a difficult subject that results to negligence and inattention to it. This

portrays an unacceptable attitude towards learning Mathematics.

Manjunath (2010) stated that Mathematics education is the study of the

practices and methods of teaching Mathematics. The goals of

Mathematics are to develop a sense of enjoyment rather than fear it; to

learn Mathematics as a process of deriving new knowledge to be applied

The researcher being a Grade Five Mathematics teacher was certain

eliminate the barriers of learnings. Hence, this study on English reading

comprehension level, attitude towards Mathematics and academic

progress this study may cause.

This research tried to assess and evaluate the current status of

Grade V pupils’ reading comprehension level and attitude towards

Mathematics which can be a basis for an intervention program in the

source of most information. The ages of the pupils range between 9 to 12

STATEMENT OF THE PROBLEM

This study determined the reading comprehension in relation to

mathematics academic performance of the pupils and their attitude

towards mathematics. Specifically, it sought to answer the following:

1. What is the reading comprehension level of grade five pupils?

2. What is the attitude towards Mathematics of Grade Five pupils in terms

of the following variables:

3. What is the academic performance of the grade five pupils in

4. Is there a significant correlation between the pupils’ reading

comprehension level and academic performance in Mathematics?

Hypothesis of the Study

There is no significant correlation between the pupils’ reading

comprehension level and academic performance in Mathematics.

There is no significant correlation between the pupils’ attitude and

academic performance in Mathematics.

There is no significant correlation between pupils’ reading

comprehension level and attitude towards Mathematics.

Significance of the Study

This study is useful to the following:

and assess themselves as a reader. Moreover, the findings will enable