Linking Barrett's Taxonomy to Reading Comprehension and Problem-Solving: Implications for Math Performance in Primary Education
DOI:
https://doi.org/10.32871/rmrj2513.02.03Keywords:
comprehension, problem-solving, performance, differentiated instruction, quality education, Barrett's taxonomy, elementary education, cognitive processes, instructional strategies, literacy and numeracy integrationAbstract
Background: This action research investigates the relationship between reading comprehension and mathematical word problem-solving performance among Grade 6 students aged 11 to 12, acknowledging the interdependence of literacy and numeracy skills.
Methods: Using Barrett's Taxonomy as a framework, the study employed a quantitative design with two teacher-made, expert-validated assessment tools aligned with five comprehension levels: literal, reorganization, inferential, evaluation, and appreciation. The assessments were administered through the school's Learning Management System and analyzed using correlational statistics.
Results: The study involved 153 learners, categorized into two groups: top-performing and average. Among top performers, comprehension of reorganization showed a significant positive correlation with math performance, while inferential comprehension had a significant negative correlation. For average learners, literal comprehension demonstrated a significant positive relationship with problem-solving ability.
Conclusion: The findings suggest that differentiated instruction, integrating targeted reading strategies, can enhance mathematical reasoning, particularly by strengthening literal and inferential comprehension for average learners and refining inferencing skills among high performers.
References
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