Impact of Reading Comprehension on the learning of Mathematics
Abstract
The problems that students at the basic Primary and Secondary level currently face are the lack of Reading Comprehension, which has an impact from our point of view on the learning of Mathematics at the national level, as indicated by the results of the PLANEA 2017 test. (National Plan for the Evaluation of Learning). The research question posed was the following: Identify what is the relationship between the level of learning of Reading Comprehension and Mathematics in third year students of the Technical Secondary School No. 71 of Torreon, Coahuila, Mexico? To provide an answer, the following statistical tests were carried out: 1) measure the strength of association between the variables Reading Comprehension (X) and Mathematics (Y), finding the following findings: Spearman's Rho test (rs=0.391) indicated by its direction is positive and due to its magnitude it is a low positive correlation, that is to say that while Reading Comprehension increases, mathematics also increases, although not in the same proportion, although said coefficient does not measure the cause-effect relationship, it does provide us with a clear idea of the behavior of both variables, 2) it was found that the average number of correct answers obtained in Reading Comprehension 22.16 is significantly higher than the average obtained in Mathematics 19.06, and 3) the linear equation of Y over the dependency relationship between both variables given by Y=6.472+0.568X, which tells us that when “X” (Reading Comprehension) is equal to 1 “Y” (Mathematics) is equal to 0.568, so that it is better understood for every 10 correct answers in Reading Comprehension there will be 5.68 correct answers in Mathematics.
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