PHILIPPINE INTERNATIONAL ‫المـدرســةالفلبين‬

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P.O. Box 9875 Ain Khalid St. State of Qatar
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A Case Study on the Significance of Reading Comprehension

And Writing Competencies in English, Vis-à-vis,
Its Implications On Mathematics

A Case Study Presented to the Faculty of

Senior High School Department
Philippine International School-Qatar

In partial fulfillment of the requirements on

English for Academic and Professional Purposes (EAPP)
and Clearance Signing for the First Semester

Crisme, Arnel J. Jr.

Mahusay, Mario F. Jr.
Nisay, Jarob Lendrix T.
Salonga, Samuel Boie E.
Sanchez, Lawrence Andrei R.
Aguilar, Aimee Rachel O.
Espiritu, Jelatiel Nhycole L.
Lim, Dannah Grace D.
Sandoval, Shanley Carmela Mikaela R.

October 2017
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of 2009 APPROVAL SHEET

This Case Study entitled, Significance of Reading

Comprehension and Writing Competencies in English, vis-a-vis Its

Implications on Mathematics prepared and submitted by Arnel J.

Crisme Jr., Mario F. Mahusay Jr., Jarob Lendrix T. Nisay, Samuel

Boie E. Salonga, Lawrence Andrei R. Sanchez, Aimee Rachel O.

Aguilar, Jelatiel Nhycole L. Espiritu, Dannah Grace D. Lim, Shanley

Carmela Mikaela R. Sandoval in partial fulfillment of the requirements

on English for Academic and Professional Purposes (EAPP) has

been examined and is recommended for acceptance and approval for

Oral Examination.

Mr. Dave B. Buragay MAEd.

English for Academic and Professional Purposes (EAPP) Teacher
Case Study Adviser

ii
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Approved by the Panel of Examiners on Oral Examination with a
of 2009

grade of ______ on October 2017.

(Name)
Chairperson

(Name) (Name)
Panelist Panelist

Accepted in partial fulfillment of the requirements on English for

Academic and Professional Purposes (EAPP).

Ms. Florida D. Bacquel MAEd. Mr. Jason A. Iyas

Assistant School Principal School Principal
Senior High School Level Head

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ACKNOWLEDGEMENT

The researchers would like to express their deepest appreciation to

the following who, in one way or another, contributed to the success of

this research paper with their help and support.

To Mr. Dave B. Buragay MAEd., for his dedication, time, and

support for the success of this case study;

To Mr. Daniel A. Dapis, for encouraging and guiding us in our

research;

To Ms. Florida D. Bacquel MAEd., for giving the group

permission to conduct the research and gather data from the

respondents;

To the selected students from the Junior High School, for their

cooperation and participation in the completion of the study;

Above all, the Almighty God, thank You for the glorious blessings,

unreserved love, strength, and wisdom despite the shortcomings.

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DEDICATION

The researchers would like to dedicate this case study of the team

to the following:

To the students who are having a hard time in reading and writing

not only in English but also in other aspects or fields and in doing daily

activities. The intention for this case study is to observe how it affects

their academic concerns as well with how they communicate with others.

They would also like to dedicate this research to their families,

friends, and teachers who helped them throughout the process and as

well for the completion of their requirements.

The Researchers

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ABSTRACT

Title : A Case Study on the Significance of Reading

Comprehension And Writing Competencies in English, Vis-à-vis,Its

Implications On Mathematics

Authors : Arnel J. Crisme Jr., Mario F. Mahusay Jr., Jarob

Lendrix T. Nisay, Samuel Boie E. Salonga, Lawrence Andrei R.

Sanchez, Aimee Rachel O. Aguilar, Jelatiel Nhycole L. Espiritu, Dannah

Grace D. Lim, Shanley Carmela Mikaela R. Sandoval

Name of Institution: Philippine International School-Qatar

Level : Grade 12 (Senior High School)

Strand : STEM (Science, Technology, Engineering, and

Mathematics)

Year : 2017

This case study is about the relationship of reading comprehension and

writing competencies in English, it’s implication to mathematics. It sought

to answer the significance of reading comprehension and writing

competencies in solving mathematical problems, how it affects an

individual's analysis, the factors that lead to problems of reading

comprehension and writing competencies, possible ways on how an

vi
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individual can improve and the relation of reading comprehension and

writing competencies to mathematics. The researchers conducted the

semi-structured interview and pretest-posttest to be used it consists of

questions that will test the respondents' reading comprehension, writing

competencies and mathematical problems. It was concluded that there is

a significant relationship between reading comprehension and writing

competencies in solving mathematical problems. It is recommended that

students should practice solving word problems, students who find

difficulties in the subjects are advised to attend remedial classes and

advised to work on their English skills along with mathematical skills.

vii
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TABLE OF CONTENTS
Title Page
TITLE
PAGE…………………………………………………………………………i
APPROVAL
SHEET………………………………………………………………………...ii
ACKNOWLEDGMENT………………………………………….…………..iv
DEDICATION……………………………………………………….………...v
ABSTRACT…………………………………………….……………………..vi
TABLE OF CONTENTS……………………………………………………….
…....……viii
LIST OF
APPENDICES…………………………………………………………………
xi*
Chapter1 INTRODUCTION………………………………………..
………………….…1
Background of the Study……………………………………….
…………………………………..2
Research Questions……………………………………..……………………6
Research Setting………………………………………………………………7
Limitations………………………………………………………..…………….7

Assumptions…………………………………….…..………………………...8
Definition of
Terms………………………………………………………………………......9
CHAPTER 2 LITERATURE REVIEW…………………………………..
……………………………….....10

viii
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Related Literature…………………………………………….
……………………...10
Related
Studies……………………………………………………………………...16
Similarities and Dissimilarities…………………………………….
………………………..22
CHAPTER 3
METHODOLOGY…………………………..………………………….….26
Design…………………………………….………………………………..26
Respondents…………………………………………....…………….…...27
Instrumentation……………………………………………….……….…..27
Procedures…………………………………………………………….…..28
Data Analysis…………………………………………………………..….29
CHAPTER 4
RESULTS AND DISCUSSION………………………………………………..
……………26
Results……………………………………………………………………..30
Discussions……………………………………….……………………….38
CHAPTER 5
CONCLUSION AND RECOMMENDATION…….
……………………………………………....39
Conclusion……………………………………………………..…………..39
Recommendation……………………………………………………….….41
APPENDICES………………………….…………..……………………....43
Bibliography…………………………………………………………..…….43
Photos……………………………………………………………………….57

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Audio/Video Records……………………………………………..
……………………59
Curriculum
Vitae………………………………………………………………………82

x
 LIST OF APPENDICES

Title Page

A : LETTER TO THE RESPONDENTS 50

B: PRETEST/POSTEST 51

C: PRETEST/POSTEST 52

D: PRETEST/POSTEST 53

E: PRETEST/POSTEST 54

F: PRETEST ESSAY 55

G: PRETEST/POSTEST 56
H: PRETEST/POSTEST 57

I: INTERVIEW QUESTIONS 58

J: PHOTO OF RESPONDENTS 59

K: PHOTO WITH RESPONDENTS 60

L: TRANSCRIPTION OF THE 61

INTERVIEW WITH STUDENT A

M: TRANSCRIPTION OF THE INTERVIEW 63

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WITH STUDENT B

N: TRANSCRIPTION OF THE INTERVIEW WITH 65

STUDENT C

O: TRANSCRIPTION OF THE INTERVIEW WITH 67

STUDENT D

P: TRANSCRIPTION OF THE INTERVIEW WITH 71

STUDENT E

Q: TRANSCRIPTION OF THE INTERVIEW WITH 74

STUDENT F

R: TRANSCRIPTION OF THE INTERVIEW WITH 76

STUDENT G

S: TRANSCRIPTION OF THE INTERVIEW WITH 78

STUDENT H

2
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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Literacy, defined as the ability to read and write, is vital not only in

learning English but also, in other aspects or fields and in doing daily

activities. It is linked to its twin sister, the concept of Numeracy, which is

defined as the capacity for quantitative thought and expression.

Numeracy has its clear connection to the field of Mathematics.

Numeracy and literacy are linked together when it comes to extracting

mathematical information from the written text. In order to solve

mathematical problems, students must understand the mathematical

terms involved. Without the knowledge of such terms, the performance

of the students will be affected. With the relation of literacy to numeracy,

it is evident that English is associated with Mathematics. In this case

study, the researchers tackled the Significance of Reading

Comprehension and Writing Competencies in English, Vis-a-vis, Its

Implications on Mathematics.

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BACKGROUND OF THE STUDY

Students usually avoid the word ’Algebra’, ‘Calculus’, and any

other words and situations related to Mathematics. People look up to

those who excel in it somehow as it is considered the-difficult-one. It can

be processed and learned through many different methods of studying

depending on the student. However, not all has the patience for such

understanding and practice of skills. Generally, students’ problem-

solving skills were very low. When they got a difficult problem, they

tended to ask a lot of questions about it and did not attempt it first on

their own. Highly math-anxious individuals are characterized by a strong

tendency to avoid math, which ultimately undercuts their math

competence and forecloses important career paths (Ashcraft, 2002).

Mathematics education has long been recognized as a major

factor in development, prompting nations to emphasize this in their

national agenda. The low understanding level accompanied by

discouraging achievements of the students in Mathematics has become

a cause of great concern of our country and has bothered badly the

educationists. The aim of this study is not merely to add a detailed view

of reading comprehension as an important component of a problem-

4
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solving situation, but to analyze the adhere connection in both sides.

Many researchers have explored about the topic on the relation, effects

and how the improvement in reading comprehension aids in

improvement of problem solving.

Education is one of the most significant and essential attainment

an individual could have. Nonetheless, it requires a student to pass

exams in mathematics, which is the fear of most students. Math anxiety

is a chronic disorder characterized by excessive, long-lasting anxiety

and worry about math situations such as tests and general math

performance. Math phobia is an irrational fear and avoidance of math

(University of Nebraska-Lincoln). According to Washington Post, there

is an 82% failure rate on Montgomery County public high school STEM

students’ algebra exams. In total, 3,713 of 4,545 high school students

failed the Algebra 1 exam in the Montgomery County public school

system, according to county records. At this rate, this event calls

attention and turns into an issue that needs to be addressed.

To be an effective math student one must have a good

comprehensive and reading skills. Problem solving was the cornerstone

of school mathematics (Yan, Wiles & YuYing, 2008). Therefore,

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teachers need to properly show how to solve problems and make sure

that the students really understand what they were doing and could

explain the procedures well.

According to Greabell (1992), reading and math share common

elements. They are both abstract, symbolic, cognitive processes and

they both require a working knowledge of the interaction of numerous

discrete skills. Secada (1992) found sufficient evidence to conclude that

language proficiency, no matter how it is measured, is related to

mathematics achievement.

Reading and Math require similar cognitive skills at the symbol

processing level. Symbol processing involves the ability to derive

meaning (comprehension) from symbols whether they be letters, words,

numbers, or equations. If the student lacks the ability to process

symbols, then s/he cannot read nor can they “do” math. In short, the

student must be able to read before they can be successful at any other

academic endeavor. Trying to improve math performance for a student

who cannot read will be ineffective (Dr. Gene Fite, 2002). Math

educators emphasize the math aptitude of the learners, a view

suggesting that students must possess certain understandings to

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succeed in mathematics, and that the correlation between math

computation skills and the reading of math word problems should be

positive and high. While the math educator's perspective has support in

the research literature, certain reading skills are also important for

success in solving math word problems (Cloer, & Thomas, Jr., 1981).

The reading process can affect the problem-solving process, but

can also act as an integral part of the solving process. All over the

world, textbooks seem to play an important role in mathematics

education at all levels (Foxman, 1999), and thereby students’ reading

activity and reading comprehension also play important roles. However,

the reading activity can be of different kinds, for example, reading an

expository text that tries to explain something to the reader or reading a

problem text in order to attempt to solve the given problem. It seems like

most research in mathematics education about reading comprehension

has been done in a manner that reduces reading to a potential obstacle

for learning (Borasi and Siegel, 1990), for example, by focusing on how

limitations in reading ability affect learning in mathematics or on readers’

misunderstandings of a written task and how this can influence the

solving of the task.

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The study was focused on uncovering the relationship between the

comprehensions of writings, and deciphering mathematical and

statistical problems. The study was also concerned on how reading

comprehension affects understanding complex problems in general,

mathematically and scientifically.

RESEARCH QUESTIONS

This case study was intended to find the Significance of Reading

Comprehension and Writing Competencies in English, Vis-à-vis, Its

Implications on Mathematics.

This study aimed to answer the following questions:

1. What is the significance of reading comprehension and writing

competencies in solving mathematical problems?

2. How does reading comprehension and writing competencies affect

an individual's analysis towards mathematical problems?

3. What are the primary factors that lead to problems of reading

comprehension and writing competencies?

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4. What are the possible ways on how an individual can improve

his/her reading comprehension and writing competencies as well

as his/her analysis for mathematical problems?

5. What is the relation of reading comprehension and writing

competencies to mathematics?

RESEARCH SETTING

This case study on the Significance of Reading Comprehension

and Writing Competencies in English, Vis-à-vis, Its Implications to

Mathematics was conducted at Philippine International School-Qatar,

Ain Khalid, State of Qatar during the months of July to October 2017.

LIMITATIONS

This case study was limited from Grade 7 to Grade 10 students

only of Philippine International School-Qatar. It was limited to only two

(2) students per year level. The respondents were selected using the

9
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based on the suggestion of their subject teachers in both subjects

namely, English and Math. There were standards based on the

proficiency in both English and Mathematics. The selected students

were given by their teachers since they met the standards needed in

choosing the respondents for this particular case study.

ASSUMPTIONS

This case study identified the Significance of Reading

Comprehension and Writing Competencies in English, vis-a-vis, Its

Implications on Mathematics.

This case study assumed that the findings are valid and reliable;

1. Reading Comprehension and Writing competencies in English

have implications to Mathematics;

2. The Proficiency in reading comprehension and writing in English is

directly proportional to the Proficiency in Mathematics;

3. Reading comprehension through analysis of problems is important

in solving mathematical problems;

4. The respondents will answer the questions honestly;

10
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5. The respondents fit the criteria of this case study.

DEFINITION OF TERMS

The following terms used in this study were defined operationally to

enhance better understanding in this case study.

 Competency is the ability of an individual to do something

successfully.

 Comprehension is the capability of an individual to understand

something.

 Implication is a consequence or an effect of something.

 Math-anxious is the feeling of nervousness or fear towards the

performance in Mathematics.

 Syntax is a set of rules that are to be followed.

 Vis-a-vis means in relation to.

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CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presented the review of related literature, related Studies that

were categorized as local or foreign, as well as the similarities and the

dissimilarities which are in line with the present case study.

LITERATURE

The use of the English language, with regards to reading and

writing influences the learning capabilities of a student in Mathematics.

Much like reading, learning and doing mathematics are steeped in oral

and written language (Adams, 2003; Adams & Lowery, 2007;

Schleppegrell, 2007).

According to Harlaar, N. et al (2012) in their article titled

Mathematics is differentially related to reading comprehension and word

decoding: Evidence from genetically-sensitive design, it is unclear

whether mathematics is differentially related to word decoding and

reading comprehension. Though evidences suggest that mathematic

12
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skills and reading are correlated, this was only based on some variables

regarding reading, such as word decoding, which makes it not entirely

reliable to generalize the variables under reading.

Meanwhile, in the studies conducted and published by Hecht et al

(2001), Durand et al (2005), and Hecht et al (2009) showed moderate to

high correlations between mathematics and reading. The consistency

over the years makes it more reasonable to assume that the two are

correlated.

Based on the World Economic Forum’s (WEF) Global

Competitiveness Report (GCR) for 2012-2013, Philippines ranked 98 th in

144 countries in perceived quality of Mathematics and Science

education. In addition, the Philippines ranks a poor seventh among nine

Southeast Asian nations in the area of education and innovation

(National Competitiveness Council). Neighboring South-Asian countries

tops at these reports including Singapore, which consistently ranks 1,

Thailand, Malaysia, and Indonesia. The results show that Singapore

students are not just competent in applying knowledge and skills, but

also in analysis, reasoning and communicating as they solve novel

13
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problems (Ministry of Education, Singapore). This proves greatly that

reading is bonded with solving mathematical and scientific problems.

According to McGregor and Price (1999), the association between

language proficiency and trends in mathematics performance are difficult

to disentangle from social and cultural factors. They said that

vocabulary, number and symbol sense, as well as the ability to read and

comprehend word problems are important factors affecting achievement

in Mathematics. Cognitive ability drives symbol processing as the basis

for both language proficiency and mathematics achievement and needs

to be learned. These factors have a deep connection to each other.

According to Ediger (1997), reading is a cognitive process that

involves communicating, comprehending, and learning from written

material. Whether the students are reading for pleasure or reading to

solve a math problem, teachers should clarify or teach the unknown

words of the topic, they should be taught, defined, so students would

know how to derive meaning from what they are trying to comprehend. .

Although they have levels of similarities, the syntax of math and the

syntax of reading a text they require different strategies for instruction

and learning. Mathematics should provide students of discipline thinking

14
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as they understand the application of mathematics and how it applies to

the real world.

One of the main factors that have been found to predict success in

math word problems by English language learners (ELL) students is their

ability to comprehend what they have read. A work by Martiniello (2008)

states that the more complex the language and structure of a problem in

comparison to language proficiency, the more difficult the problem will

be.

Campbell, at al. (1992) In the last decades, mathematical word

problem solving has gained much attention from both researchers and

educational practitioners. Rasmussen and King (2002) numerical word

issues allude to scientific activities that present significant data on an

issue as content, as opposed to as numerical documentation. Hence,

effectively solving the problem does not depend on the ability of the

students to perform mathematical operations but also to the extent that

they understand the text of the problem. Lewis and Mayer,et al. (1987)

Both of these factors are related that developing a deeper understanding

of the text of the word problem is an important step before correct

15
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mathematical computations can be performed. According to a study

done by Matel (2013), there is a significant relationship between

students’ reading comprehension skills and mathematical problem-

solving skills.

The second important individual skill in word problem solving

success connected by research evidence is the influence of a student’s

reading comprehension abilities. (De Corte et al., 1985, 1990) states that

moreover, reading comprehension skills appear to be more efficient in

overcoming textual complexities than using mental representation skills.

This might explain why the use of a problem-model strategy is not

sufficient in all situations. That is, word problems containing semantically

complex features require both accurate mental representation skills and

reading comprehension skills, whereas for word problems with a lower

semantic-linguistic complexity, well-developed mental representational

skills might be sufficient. These findings suggest that, to teach students

how to effectively solve mathematical word problems, mental

representation skills and reading comprehension skills should both be

part of the mathematics education program.

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Writing is the ability to compose text effectively for different

purposes and audiences. Math classes previously relied on skill-building

and conceptual understanding activities (Vicki Urquhart, 2009).

Teachers recognized that students whose strengths are language-based

– and many are – use writing as the key to understanding other

disciplines, especially mathmatics.

Writing is not a separate entity from the mathematics curriculum; it

is part of it. Among the learning goals that the National Council of

Teachers of Mathematics (NCTM) has set for all students is to

communicate their mathematical thinking. (2000). Students can restate

new material in their own words, identify computations that are easy or

difficult, or reflect on aspects that confuse them.

Three kinds of writing prompts reflect three aspects of learning

mathematics:

1. Content

2. Process

3. Affective

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Content prompts deal with mathematical concepts and

relationships. Process prompts focus on algorithms and problem

solving. Affective prompts center on students’ attitudes and feelings.

A research about the relationship between language and

mathematics learning by Pugalee (2005) asserts that writing supports

mathematical reasoning and problem solving and helps students

internalize the characteristics of effective communication. He suggests

that teachers read student writing for evidence of logical conclusions,

justification of answers and processes, and the use of facts to explain

their thinking.

STUDIES

Based on a study conducted by Imam, O., Abas-Mastura, M., and

Jamil, H. (2013) titled Correlation between Reading Comprehension

Skills and Students' Performance in Mathematics, "The deteriorating

performance of Filipino students in the national and international

mathematics tests for the last decade has become a major challenge to

Philippine education. The Department of Education attributed this

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problem to students’ poor reading comprehension. Previous studies

showed varied findings on the association between variables in reading

and mathematics." In here, the connection between the proficiency in

English and the proficiency in Mathematics is seen.

In the same study, it was stated that looking particularly into the

NAT results, DepEd singled out low reading competence as a primary

factor for the failure of public school students in mathematics. Along this

line, appropriate measures were undertaken to improve students’

performance in English and Mathematics. Some of these measures

included implementing various reading programs of the DepEd, training

of Mathematics teachers, and strengthening the use of English language

as a primary medium of instruction in all public institutions of learning at

the secondary level. Despite all these government efforts to improve the

quality of mathematics performance as well as reading skills, the

problem on these two areas still persist. The problem in these two fields

is quite evident which required the DepEd to make appropriate

measures for the improvement on the proficiency of the students in the

two fields.

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According to the study, Snow, Burns, and Griffin point out that

reading particularly in the early years of schooling paves way to

achievement in other content areas like Mathematics. Reading is

regarded as an indispensable part of Mathematics and “mathematical

knowledge”. Learning to love and value mathematics language requires

a good foundation in reading. Fuentes maintains that Mathematics and

reading go together, i.e. improving mathematics achievement

necessitates enhancing students’ reading. For him, it is also vital to

recognize that young learners develop reading and mathematics skills at

different rates. The idea wherein reading gives way to Mathematics and

how the two go together gives support to the significance of reading

comprehension to Mathematics.

In the study by Imam O., Abas-Mastura, M., and Jamil H.,(2012)

titled, Correlation between reading Comprehension Skills and Students’

Performance in Mathematics, they cited that Barton, et al. stressed that

reading Mathematics alone does not only involve comprehension of texts

but also entails “special reading skills” which are not adopted in other

subject areas. Thus, students are expected to possess an ability to

decode and understand “scientific and mathematical signs, symbols

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and graphics”, read mathematics texts arranged differently, and

“interpret information” given in an unusual manner (p. 25). Fuentes adds

that Mathematics deals with natural thought and language processes as

well. As cited by Roe and Taube, Niss and Højgaard Jensen describe

mathematical knowledge with eight competencies which includes

competence of communication, i.e., the capacity to interpret and

comprehend mathematical texts. In so doing, it illustrates that reading

and reading comprehension could be more clearly incorporated in

mathematics instruction, learning and examinations.

Since reading was established as a tool in learning other fields

including Mathematics, various researches have been undertaken to

examine the relationship of the two especially on the aspect of

comprehension which is a critical skill to perform understanding of

mathematical process. Success in reading is seen as a significant

measure achievement in Mathematics. Previous studies reveal the

existence of close relationship between mathematics performance and

reading skills, reading ability and performance on mathematics items

assessing higher level cognitive skills, language and test performance

on mathematics word problems, and early reading skills and changes in

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mathematics. The connection between language skills and mathematics

has been supported by early developmental theory, illustrating that

language skills are believed to develop number concepts to have an

association to numerical skills although this link is affected by difficulty of

learning language and mathematics.

According to the research done by Cimmiyotti, C.B. (2013), titled

Impact of Reading Ability on Academic Performance at the Primary

Level, Mathematics is another subject area in which performance can be

linked to reading ability. .

According to the research done by the Mid-continent Research for

Education and Learning (McREL) titled Using Writing in Mathematics to

Deepen Student Learning, Math classes previously relied on skill-

building and conceptual understanding activities. Today, teachers are

realizing that writing during a math lesson is more than just a way to

document information; it is a way to deepen students learning and a tool

for helping students gain new perspectives. It was also stated that

students whose strengths are language-based –and many are – use

writing as the key to understanding other disciplines, especially

mathematics. An example of which is the study conducted by Pugalee,

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D.K. Dr., where he examined the 9 th- grade algebra students in order to

determine if journal writing can be an effective instructional tool in

mathematics education and he was found out that it may have positive

effect on problem solving since a writer must organize and describe

internal thoughts. This supports the implications of writing competencies

in relation to mathematics.

According to Kariuki and Dustin (2013), students will have difficulty

understanding the material or problem if they cannot recognize,

understand, and calculate what is being said or asked. In their

experiment, a Multiple Regression Procedure was conducted to

determine the impact of each of the five reading domains of the STAR

on conceptual math. Students who have strong reading comprehension

skills have developed the ability to make connections within the text such

as identifying main ideas, identifying details that support main ideas,

defining unknown words using context clues, making predictions, and

drawing conclusions from the information provided in texts. The results

indicated that all five reading skills were strong significant predictors of

conceptual math. It suggests that emphasis should be

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made in teaching five reading skills in order to raise conceptual math

scores.

SIMILARITIES

According to Lantz-Andersson et al.,(2009), word problems require

students to move between two symbolic codes: written language and

mathematical symbols.

To solve a word problem, the students must derive the relevant

information from the text to set up a calculation problem for retrieving the

missing information (Fuchs, Fuchs, Fletcher, Hamlett & Lambert, 2008).

The National Council of the Teachers of Mathematics (NCTM)

argues that rather than being perceived as helpful add-ons to

mathematics instruction, reading and writing should be recognized as an

integral part of mathematics learning (NCTM, 1989, 2000).

Mathematics instruction in classrooms depends primarily on oral

explanations and interactions, and the delivery of mathematics

curriculum often occurs via written text (Bielenberg & Wong Fillmore,

2004/2005; Schleppegrell, 2007).

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Furthermore, mathematics consists of a specialized vocabulary:

words such as volume, ruler, plot, and product, have different meanings

in mathematics than when used in everyday language (Adams, 2003)

DISSIMILARITIES

Based on the study by Fite, G. Dr., titled Reading and Math: What

is the Connection? A Short Review of the Literature, it was stated that

according to MacGregor and Price (1999), the processes of language

and math diverge above the level of symbol processing. Competence in

one does not correlate with competence in the other at this higher level.

This divergence is due in part to differences in syntax. The syntax of

language and the syntax of math both evolve from the ability to process

symbols. However, the syntax of language and the syntax of math are

different.

Both need to be taught and learned. Good reading, writing, and

grammatical skills do not in and of themselves translate into good

arithmetic computational and problem-solving skills. However, poor

language skills do correlate with poor math skills, suggesting that both

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require a basic level of competency in symbol processing, i.e. deriving

meaning from symbols.

According to a journal made by, Harlaar, N. et. al. titled

Mathematics is differentially related to reading comprehension and word

decoding: Evidence from a genetically-sensitive design, although

evidence suggests that individual differences in reading and

mathematics skills are correlated, this relationship has typically only

been studied in relation to word decoding or global measures of reading.

It is unclear whether mathematics is differentially related to word

decoding and reading comprehension.

It was also stated in the same journal that, in particular, studies of

reading and mathematics have typically used only a single measure of

word decoding or a global measure, such as overall reading

achievement.

This is problematic because word decoding skills (word

recognition) are demonstrably distinct from reading comprehension (e.g.,

Nation & Angell, 2006), and thus may have different relationships with

mathematics. Clarifying the nature of the relationships among word

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decoding, reading comprehension and mathematics may provide a

more solid understanding of reading and mathematics development.

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CHAPTER 3

METHODOLOGY

This chapter showed the design, selection of respondents and

instrumentation used in the case study. It also presented the procedures

followed and the data analysis done in the study,

DESIGN

This case study was qualitative nature. Specifically, it used a case

study design. It also followed a comparative approach which according

to Rogers (2014) covers two or more cases in a way that produces more

generalizable knowledge about causal questions – how and why

particular programs or policies work or fail to work. According to Yin

(2003) a case study design should be considered when: (a) the focus of

the study is to answer “how” and “why” questions; (b) you cannot

manipulate the behavior of those involved in the study; (c) you want to

cover contextual conditions because you believe they are relevant to the

phenomenon under study; or (d) the boundaries are not clear between

the phenomenon and context.

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RESPONDENT

The respondents were selected from Junior High school from

Grade 7 to Grade 10 of Philippine International School – Qatar, S.Y.

2017 – 2018. The respondents were consisted of two (2) students per

level from Grade 7 to Grade 10, total of eight (8) respondents. The

respondents were selected due to the qualification the researchers will

need by their proficiency in Mathematics and English specifically reading

and writing competencies, who will be evaluated by their respective

subject teachers and will be recommended to the researchers as the

respondents of the study.

INSTRUMENTATION

The case study used semi-structured interview, pretest and

posttest assessments, in order to gather the data needed from the

respondents from Grade 7 to 10. The semi-structured interview was

used to gather focused, qualitative textual data. It also clarified the

research domain or the specific research question. This method can

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uncover rich descriptive data on the personal experiences of

participants. Information gathered during semi-structured interviews can

move the innovation process from general topics (domains) to more

specific insights (factors and variables). It can be used to develop a

preliminary hypothesis, explain relationships and create a foundation for

further research. The pretest-posttest to be used will consist of questions

that will test the respondents' reading comprehension, writing

competencies and mathematical problem-solving skills.

PROCEDURES

This case study was carried out at Philippine International School-

Qatar in Ain Khalid, State of Qatar. It was done within the months of July

to October 2017 which was made up a number of weeks to be

conducted. The construction of the proposal and the pre-test was done

during the first four (4) weeks. The following weeks were used to collect

data through pre-test, post-test, and semi-structured interview. The fifth

week was used to give the pre-test. After three (3) days, a post-test will

be given to the respondents to see any improvements from the

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previously conducted pre-test. The following week was then used to ask

the respondents questions using a semi-structured interview about the

experience and struggle the respondent undergo in everyday situations

where reading comprehension and writing competencies together with

problem solving analysis are needed. The remaining days were used by

the researchers to organize and analyze the data they will gather from

the respondents.

DATA ANALYSIS

The main techniques used in this case study are pre-test, post-test

and semi-structured interviews. The analysis of data will be based from

the results that will emerge from the pre-test and post-test to be given.

The results will be compared to see whether there will be a relation

between the reading and writing competencies in English to

Mathematics. The answers of the respondents about the relation of

reading and writing competencies in English to Mathematics were

recorded in the form of sentences that were transformed into findings

which will be identified, classified and categorized by the researchers.

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CHAPTER 4

RESULT AND DISCUSSIONS

This chapter presented the results gathered from the pretest,

posttest and interview conducted. The discussions presenting the

observations while conducting the study were also shown in this chapter.

RESULTS

Half of the respondents maintained the results they had in the

pretest to the posttest; three respondents received lower scores in the

posttest than; and one respondent scored higher in the posttest in the

English part of the test. In the Mathematics section, five respondents

had no changes in their scores while the other three respondents scored

higher in the posttest. The respondents generally scored higher in the

English section that in the Mathematics section.

Majority of the respondents scored low in Mathematics. The

results showed that majority had a difficult time answering the

Mathematics section even with the time allotted for them to answer the

questions. Though there are respondents whose scores in English and

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Mathematics are directly proportional, there are respondents who have

scored higher in one section.

Student A, when he was asked on how he felt when he first saw

the test, he said, “Easy, but when the test was repeated, it became

easier.” He said that the test was easy and simple math were similar to

the lessons in their subject. When he was asked if the

vocabularies/terms used affect the understanding and analysis of the

problem, he answered, “Yes, I was confused because of the different

terms and word problems are harder.” He has a hard time understanding

English and Math. According to him, he asks questions to his teachers

and classmates. Student A also said that he has a hard time

understanding fractions when it comes to math. In terms of English, he

has a hard time understanding vocabularies.

According to Student B, at first she thought that the test was easy

but, when it came to Math, she had a hard time answering. Student B

said that Math made the test difficult. When she was asked on whether

the vocabularies/terms used in the given problems affected her

understanding and analysis of the problem, she said that it did not since

she was able to understand the given problems. She added that she

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had a hard time in Math because of the solving because she is not that

good in Math. However, she does think that reading comprehension

affects problem solving. She said, “Yes, because if you don’t

understand the problem, you don’t know how to solve it.” Student B

stated that in order for her to understand the topic especially in Math,

she tries to read it over and over again so that she could analyze and

understand it. According to her, by trying to study in advance for at least

once or twice a week, she is able to maintain her scholastic

performance.

Student C felt nervous while answering the test. He said that there

were certain questions that were easy and the others were a little hard in

which he specified that the computations were the ones that made the

test hard. He elaborated that he answered first the questions he knew

the answers to before answering the rest. The struggles Student C

encountered was with the choice of words used in the questions. To

quote him, “Yes. I struggled with the vocabularies, with the words.”

Additionally, he claimed that reading comprehension affects problem

solving. When asked on how he copes up with the things he finds

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difficult, he replied that he asks his teachers and classmates for the

things that he has a hard time coping with.

Student D felt flustered when she took the test since according to

her, some of the questions were kind of confusing to answer and she did

not know how to answer some of the problems. But despite being a little

bit confused, she stated that the test was easy and managed to answer

the questions with lucky guesses by simply applying the different

mathematical operations asked. For her, she viewed some of the

questions as incomplete by not having enough details for a student to

answer and understand a given problem which affected her

understanding of a given mathematical problem. She stated that she

either did not really know how to answer the question or it really lacks

details for the student to answer. She agreed that reading

comprehension affects problem-solving because she believes that a

given mathematical problem can be answered based on how it is

analyzed and understood. She also stated that reading comprehension

is necessary because without it, answering examinations would be

difficult especially if a student has yet to improve his or her skills with

regards to reading comprehension. Student D admitted that she does

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not know how she maintains her grades in both English and

Mathematics. But, being Mathematics as her favorite subject, studying

the subject does not give her any problem about it. She also confessed

that she loves writing stories which allow her to gradually develop not

only her writing skills but as well as her reading comprehension.

Because of her interest in the following subjects, it catches her attention

which gives her both entertainment and further knowledge regarding the

said subjects.

Student E felt that he would not pass the test because according to

him, at first, he was not ready. When he was asked on whether the test

was easy or hard, he said that the first part was okay but, when it came

to mathematics, he was not able to answer properly. He also stated that

Math made it hard for him. For him, the vocabularies/ terms used

affected the understanding and analysis of the problem because of the

way it was stated hence, making the problem hard. Due to that, Student

E got confused. He was asked if reading comprehension affected the

problem solving and at first, he answered that he doesn’t know because

he was not good at Math and he could not understand the problem.

When he was asked again based on his own perspective, he said yes.

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Although he said yes, he was not able to give a reason as to why he

thinks that the reading comprehension affects problem solving. As he

already stated in the earlier parts of the interview, he has a hard time in

Math, and in order for him to cope up with others in that subject, he said,

“Sometimes, I seek the help of my intelligent classmates because they

are the ones who help me in understanding the lesson.” He also added,

“I ask them to teach me. Sometimes, I study at home for practice.”

Student F felt excited as she took the test since according to her, it

was her first time to take a test for research. As she answered the pre-

test, she admitted to have forgotten on how to solve some of the

questions. But, as she went over and reviewed the questions, she was

able to answer it. As she answered the post-test, she found it to be a lot

easier since she already knew the answers. According to her, some of

the terms and vocabularies used in the questions affected her

understanding since some words were not familiar to her. Thus, she

agreed that reading comprehension affects problem solving because the

question would be difficult to solve if one does not understand it.

Therefore, reading more books and listening to the teachers for her

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would increase her knowledge on vocabularies. As for Math, she stated

that it is all about practicing in order to improve one’s solving skills. Also,

by studying constantly and being a responsible student, she is able to

maintain her scholastic performances.

Student G felt confused when he saw the test. According to him,

the test was hard and he was not sure with his answers. He stated that

some of the words were confusing because if there are two things to be

compared, he gets easily confused. For him, reading comprehension

affects problem solving. He said that sometimes, it may be different

depending on the way one reads the problem. Student G said, “. In

math I have a hard time understanding fractions and decimals but in

English I am okay.” In order for him to understand the topic and cope up

with his classmates, he said, “Studying but sometimes I tend to be lazy. I

mostly ask my classmates not my teacher.”

Student H felt curious about the context of the research and found

the questions to be challenging. When asked about the pre-test being

easy or hard, she answered, “It was not easy that I can answer it right

away but, it was answerable. But I really have to think about the

answers.” As she answered the post-test, she first thought that it was a

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mistake since it was repeated but she found the test easier to answer.

She stated that words are important when she was asked whether the

vocabularies or terms used in the problem affect the understanding and

analysis of the problem. At first, she did not understand the context of

the question during the test that is why she asked one of the researchers

about what the question means. That is why she agreed that the words

used are important especially in taking examinations. Thus, for her,

reading comprehension affects problem solving because in word

problems, the words that were used need to be translated into a

mathematical equation before it can be answered unlike in given math

equations, the process can be understood right away. Whenever the

respondent has problems with English and Math, she approaches her

teachers to ask about her difficulty in understanding stories and reading

comprehensions because for her the teachers are knowledgeable

enough to answer the questions asked especially in their field of

subjects. For her, in order to maintain scholastic performances, people

need to work hard to achieve high grades. Personally, she thinks that

she must not be ignorant of the things she doesn’t know even the small

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details. She takes them into consideration to understand it better and

through that, she is able to maintain high grades.

DISCUSSIONS

In the conduct of the case study, pre-test, post-test, and interview

were made to gather the information needed. During the pre-test, the

researchers had observed that a specific respondent was not able to

follow the directions. The instruction was to encircle the letter but, the

respondent failed to do so. With the instructions being part of the reading

comprehension, the researchers were advised not to meddle with it.

For the post-test, some respondents uttered that they already took

the test and asked whether if it was a mistake or not. The researchers

told them to just answer and the test was intentional. Student H also

asked if solutions must be shown. That shows that since they already

knew the context, they found the test a lot easier. Based from their

answers from the interview, they found the post-test way easier than the

previous one since they already knew how to answer the given

questions.

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CHAPTER 5

CONCLUSION AND RECOMMENDATION

This chapter presents the conclusions based from results and

discussions from the conducted pretest, posttest, as well as the interview

made with the respondents regarding the Significance of Reading

Comprehension and Writing Competencies in English, Vis-a-vi Its

implications to Mathematics.

CONCLUSION

In line with the results and discussions presented in the previous

chapter, the conclusions that were drawn are the following:

1. The significance of reading comprehension and writing competencies

in solving mathematical problems is that it allows an individual to

translate word problems into mathematical equations based on their own

understanding in order to be able to solve and answer the given

mathematical problems correctly.

2. Reading comprehension and writing competencies affect an

individual’s analysis towards mathematical problems because it deals

with how an individual understands a given mathematical problem

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presented in a different form and how they can successfully answer and

solve the given question.

3. The primary factors that lead to problems of reading comprehension

and writing competencies are the limited knowledge towards different

vocabularies and terms and lack of practice in order to improve one’s

skills regarding reading comprehension and writing competencies.

4. An individual can improve his/her reading comprehension and writing

competencies as well as his/her analysis for mathematical problems by

exerting effort to study in advance and to read different kinds of literature

such as novels, short stories, poems, and the like in order to gain

knowledge about different vocabularies and information. By practicing to

solve different mathematical equations, one can enhance his/her skills in

both writing competencies and analysis for mathematical problems since

he/she is able to analyze the given problem and derive a solution from it

to come up with the correct answer.

5. The relation of reading comprehension and writing competencies to

Mathematics is that it identifies how far the understanding of an

individual has towards a given equation. It shows how an individual

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understands and analyzes a mathematical problem and how they can

come up with a solution to get the correct answer.

RECOMMENDATION

In connection to the conclusions made in this study,

recommendations were made and they are as follows:

1. Students are advised to work on their English skills along with their

Mathematical skills to improve their work.

2. With regards to the questions asked by the researchers, the most

probable way of understanding a certain topic is by asking

questions for further clarifications and to mitigate confusions

brought about by the subjects, most especially Mathematics.

3. Remedial classes for the students who find difficulties in the

subjects are advised for them to be able to have more time to

understand the topics they find difficult.

4. The practice of solving word problems should be done for the

students to be able to improve their reasoning and analysis of

certain problems.

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5. As the teaching of a single student by the teacher to be focused on

more would be difficult seeing as teachers have a lot of work to do,

students are encouraged to practice solving problems from easy to

difficult to slowly train their mind to analyze problems and

formulate justifications.

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APPENDICES

BIBILIOGRAPHY

Anderson Stuart. “An 82% Failure Rate on High School Algebra

Exams?”. Forbes. 30 June 2014.

https://www.forbes.com/sites/stuartanderson/2014/06/30/an-82-percent-

failure-rate-on-high-school-algebra-exams/#2041200c13f1

Boonen, Anton J.H. et al. “Word problem solving in contemporary math

education: A plea for semantic linguistic skills training”

.https://research.vu.nl/ws/portalfiles/portal/1373813

Bosse Michael J. and FaulconerJohna. “Assessing Understanding

Through Reading and Writing in Mathematics”.

AcademiaEdu.https://www.academia.edu/24853165/Assessing_Mathem

atics_1_Assessing_Understanding_Through_Reading_and_Writing_in_

Mathematics

CimmiyottiCaleb Bartholet. “ Impact of Reading Ability on Academic

Performance at the Primary Level” (M.A. Dominican University of

California, 2013)

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http://scholar.dominican.edu/cgi/viewcontent.cgi?

article=1126&context=masters-theses

Cloer, Thomas, Jr. “Factors Affecting Comprehension of Math

Problems , A Review of the Research ”. ERIC. December 1981.

https://eric.ed.gov/?id=ED209655

Dempsey Kathleen, Kuhn Matt, Martindill Heather. “Using Writing in

Mathematics to Deepen Student Learning”.McREL. (M.E.d., M.A. M.S.

Colorado, Denver , 2009) .

http://mrwaddell.net/blog/uploadpics/Made4MathReading--writing-in-

Math_B748/Writing_in_mathematics.2011.pdf

Dowker, Ann. ,Sarkar, Amar. andLooi Yen Chung “Mathematics Anxiety:

What Have We Learned in 60 Years?”. US National Library of Medicine

National Institute of Health. 25 April 2016.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4842756/

Fite Gene. “Reading and Math: What is the connection? A short review

of the Literature” (Ph.D, Kansas City,

2002).http://www.slim.emporia.edu/dotAsset/9acbacde-104d-4b37-b13a-

ffc1ec7885cb.pdf

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Harlaar Nicole et al. “Mathematics Is Differentially Related to Reading

Comprehension and Word Decoding: Evidence From a Genetically

Sensitive Design”. ResearchGate. August 2012.

https://www.researchgate.net/publication/259249817_Mathematics_Is_D

ifferentially_Related_to_Reading_Comprehension_and_Word_Decoding

_Evidence_From_a_Genetically_Sensitive_Design

Harlaar, Nicole et al. “Mathematics is differentially related to reading

comprehension and word decoding: Evidence from a genetically-

sensitive design”. US National Library of Medicine National Institute of

Health. 5 December 2013.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3852204/

Hite Shayne. “Improving Problem Solving by Improving Reading Skills”.

(M.A. University of Nebraska – Lincoln,

2009).http://digitalcommons.unl.edu/cgi/viewcontent.cgi?

article=1016&context=mathmidsummative

Imam Ombra A, Abas- MasturaMaripaz and JamilHajri."Correlation

between Reading Comprehension Skills and Students’ Performance in

Mathematics".International Journal of Evaluation and Research in

47
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Education (IJERE). March 2013. file:///C:/Users/USER/Downloads/1803-

26419-1-PB.pdf

KorpershoekHanke, Kuyper Hans and Van Der WerfMargaretha P. C.

“the relation between students’ math and reading ability and their

mathematics, physics, and chemistry examination grades in secondary

education”. ResearchGate. April 2014.

https://www.researchgate.net/publication/261924673_THE_RELATION_

BETWEEN_STUDENTS'_MATH_AND_READING_ABILITY_AND_THEI

R_MATHEMATICS_PHYSICS_AND_CHEMISTRY_EXAMINATION_GR

ADES_IN_SECONDARY_EDUCATION

OsterholmMagnus.”A reading comprehension perspective on problem

solving”.http://www.mai.liu.se/SMDF/madif5/papers/Osterholm.pdf

Pablo Matel B. “reading comprehension and mathematical problem-

solving skills of fourth year high school students of tagaytay city science

national high school, sy 2013 - 2014.” (M.Ed. Cavite State University,

2014).https://www.academia.edu/8070763/Reading_Comprehension_an

d_Mathematical_Problem_Solving_Skills

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Professor Schwab Klaus et al. “The Global Competitiveness Report”.

World Economic Forum. (2015).

http://www3.weforum.org/docs/gcr/2015-2016/Global_Competitiveness_

Report_2015-2016.pdf

Roux Annalie.“The Influence of Language Proficiency on Geometric

Thinking”.Studylib. 10 December 2015.

http://studylib.net/doc/7606201/the-influence-of-language-proficiency-on-

geometric-thinking

Vukovic, Rose K. and Lesaux, Nonie K. “The relationship between

linguistic skills and arithmetic knowledge”.Harvard Graduate School of

Education. (2013).

https://steinhardt.nyu.edu/scmsAdmin/uploads/007/257/vukovic

%20%26%20lesaux%202013%20LEAIND.pdf

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APPENDIX A : LETTER TO THE RESPONDENTS

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APPENDIX B: PRETEST/POSTEST

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APPENDIX C: PRETEST/POSTEST

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APPENDIX D: PRETEST/POSTEST

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APPENDIX E: PRETEST/POSTEST

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APPENDIX F: PRETEST ESSAY

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APPENDIX G: PRETEST/POSTEST

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APPENDIX H: PRETEST/POSTEST

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APPENDIX I: INTERVIEW QUESTIONS

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APPENDIX J: PHOTO OF RESPONDENTS

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APPENDIX K: PHOTO WITH RESPONDENTS

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APPENDIX L: TRANSCRIPTION OF THE INTERVIEW WITH

STUDENT A

Interview Questions:

1. How did you feel when you first saw the test?

Easy, But when the test was repeated it became more easy

because it has the same questions.

2. Was the test easy or hard?

Easy,Simple math similar to the lessons in our subject

3. Do you think the vocabularies/terms used in the problem

affect the understanding and analysis of the problem?

Yes I was confused because of the different terms and word

problems are harder

4. Do you think reading comprehension affects problem

solving?

Yes because of the different terms that were used

5. When you’re having a problem with English and Math,

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cope up with others?

I have a hard time understanding English and math

sometimes I am asking questions to my teacher and classmates

a but I cannot understand it fully in math I have a hard time

understanding fractions while in English are vocabularies.

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STUDENT B

Interview Questions:

1. How did you feel when you first saw the test?

Kala ko po mejo madali lang pero pagdating po sa math

nahirapan po

2. Was the test easy or hard?

• if hard, while taking the exam/test, what do you think

made the exam difficult?

Math

3. Do you think the vocabularies/terms used in the problem

affect the understanding and analysis of the problem?

No Naintindihan ko naman po

4. Do you think reading comprehension affects problem

solving? Why do you think so?

Yes po because if you dont understand the problem you dont

know how to solve it

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• What are your ways on how to understand the topic and cope

up with others?

Math. I try to read it over and over again to analyze para po

maintindihan ko

• How do you (achievers) usually maintain your scholastic

performances?

I try to study at least advance once or twice a week

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STUDENT C

Interview Questions:

1. How did you feel when you first saw the test?

I feel nervous.

2. Was the test easy or hard?

Sometimes, it is easy; sometimes, it’s a little hard.

 if hard, while taking the exam/test, what do you think

made the exam difficult?

The computations made the test hard.

3. Do you think the vocabularies/terms used in the problem

affect the understanding and analysis of the problem?

First, I answer the questions I know the answer to and once I’ve

finished answering all those questions, I answer the rest.

4. Do you think reading comprehension affects problem

solving?

Yes. I struggled with the vocabularies, with the words.

Yes, it affects.

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 what are your ways on how to understand the topic and

cope up with others?

By asking my teacher and by asking my classmates.

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STUDENT D

Interview Questions:

1. How did you feel when you first saw the test?

I actually felt flustered; some of the questions were kind of

confusing to answer but some I didn’t know how to solve and

actually if you relate it to the topic given talaga pong kailangan

ang reading comprehension sa math po. Math being my favorite

subject, there are solutions po na kailangan pong isolve that

you need to understand the given problem para po masolve

niyo ung tamang sagot.

2. Was the test easy or hard?

Depending on your knowledge, if you are really into that kind of

subject or topic, yes it was easy.

 if easy, how did you organize your ideas to be able to

solve the problem?

actually po, parang chamba chamba lang. parang inapply ko

lang po lahat ng operations in math. Chamba chamba lang

po ung iba.

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Do you think the vocabularies/terms used in the problem
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affect the understanding and analysis of the problem?

para lang po sakin, I think some of the questions were

incomplete. It needs a bit more details or explanations for a

student to understand the given problem para po masagutan ng

maayos.

Siguro po I haven’t encountered that kind of topic or problem

pero sa tingin ko po ung question no.4 sa math. Ung marbles

po. Parang somewhat kulang siya or hindi ko lang po talaga alam sagutin. Its either
that po.

4. Do you think reading comprehension affects problem

solving?

Yes. Parang on how you understand the problem po, ganun nio

po isosolve ung problem po. Kung how you understand the

given sentence or the given ano po, that’s how you will solve

the problem and that’s how you will analyze po.

 if yes, why do you think so?

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Mahihirapan po siya sa exams po tulad po ng halimbawa po
‫الدوليــة‬

ung mga… ung parang mga exams po na hindi po tinuro…

yung parang short quizzes po na surprise ganon po parang

tinitignan po kung gaano po kaano ung mga skills namin and

mahihirapan po siya sagutin yun kung may mga reading

comprehensionpo dahil hindi po siya ganun kasanay sa topic

nay un.

5. When you’re having a problem with English and Math,

 how do you (achievers) usually maintain your scholastic

performances?

Hindi naman po ata(nahirapan sa eng/math)… I don’t know

how I maintain it po pero math..really favorite subject ko po ung

math so I really enjoy studying math. As well as English po. Sa

English naman po nadedevelop po ung pagsusulat ko po ng

English pag uunderstand sa reading comprehension dahil I like to..

I love to write stories po so I think because of those, first po,

nakukuha po nila ung attention ko po, they entertain me so that’s

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why I think na un po ung mga rasons kung bakit po tumataas ung
‫الدوليــة‬

mga grades ko po kasi naeenergize po ako mag-aral.

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APPENDIX P: TRANSCRIPTION OF THE INTERVIEW WITH
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STUDENT E

INTERVIEW QUESTIONS:

1. How did you feel when you first saw the test? Just answer
honestly. sige kahit itagalog mo na siya.
feeling ko hindi ko mapapass ung test kasi unang una, hindi po
ako handa…tapos…..ayun lng po.
2. Was the test easy or hard for you?
yung first part, ok lang pero yung sa math talagang dun ako hindi
nakasagot ng maayos.
 So para sayo math yung nagpahirap sayo?
Oo, so hard siya.
3. So do you think the vocabularies or terms used in the
problem affect the understanding and analysis of the
problem?
 yung words ba na ginamit dun sa problem, parang
nakaeffect ba yun kung bakit ka nahirapan dun sa
problem? (like may hindi ka bang naintindihan na word
dun sa tanong)
pero naunderstand ko naman siya. Oo naaffect nga pero… oo
nakaaffect siya kasi parang yung way na sinasabi niya yung
nagpapahirap.
 So dahil dun nalito ka?

Nakakalito na siya.

71
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009  What do you think reading comprehension
‫الدوليــة‬ affects

problem solving?

hindi ko po alam kasi hindi ako magaling sa math so hindi

ko talaga maunderstand ung problem.

 So, pero ikaw sa tingin mo dahil hindi mo maanalyze

ung mismong word problem, kaya ba nahihirapan ka sa

math lalo?

Yes…

4. Why do you think na nakaaffect yung reading comprehension

sa problem solving?

hindi ko rin alam. Hindi ko talaga alam.

5. When you’re having a problem with English and math, what

are your ways on how to understand the topic and cope up

with others? Sa English din ba nahihirapan ka or sa math

lang?

Math lang

72
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009  Math lang. so since nahihirapan‫الدوليــة‬
ka sa math, pano ka

nageefort para maintindihan mo ung topic at makisabay

ka sa mga kaklase mo?

minsan nagpapatunro ako dun sa mga matatalino kong

classmate kasi sila po yung tumutulong sa akin para

maunderstand ko yung lesson.

 tapos naiintindihan mo naman?

naiintindihan ko naman

 yun lang napapatulong ka lang?

nagpapaturo. Tapos minsan po inaaral ko sa bahay. Papractice.

 Nagegets mo naman?

Yes.

73
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009
APPENDIX Q: TRANSCRIPTION OF THE INTERVIEW WITH
‫الدوليــة‬

STUDENT F

INTERVIEW QUESTIONS:

1. How did you feel when you first saw the test?

“ Firstly I was…I felt excited because it’s my first time to take tests

for researches. And for you guys..and yah I was excited.”

 Anong na feel mo kanina nung nakita mong naulit yung

test?

“I felt…it’s easier for me cause I already knew the answers already

tapos I quite reviewed it after.”

2. Nung una was the test easy or hard, for the first time?

“For the first time, because some of the questions there, I forgot on

how to solve it but then when I already…when I saw the question

and reviewed it afterwards, I thought it’d be easier.”

3. Do you think the vocabularies or terms used in the problem

affect the understanding and analysis of the problem?

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PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009
“Yes because some words are..I’m not familiar with.”
‫الدوليــة‬

4. Do you think reading comprehension affects problem

solving?

“Yes because if you don’t understand the question then it will be

difficult to solve or answer.”

5. When you’re having a problem with English and Math, what

are your ways on how to understand the topic and cope up

with others?

“For English, I just have to read more books and listen to the

English teacher of course and to increase your vocabulary as

well and for Math, it’s all about practicing. Practice your skills in

solving and listen to the Math teacher. “

 How do you usually maintain your scholastic

performances?

“By studying constantly and being responsible student. “

75
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009
APPENDIX R: TRANSCRIPTION OF THE INTERVIEW WITH
‫الدوليــة‬

STUDENT G

Interview Questions:

1. How did you feel when you first saw the test?

I was confused

2. Was the test easy or hard?

It was hard I am not sure with my answers.

3. Do you think the vocabularies/terms used in the problem

affect the understanding and analysis of the problem?

Yes some of the words are confusing because if there are 2

things that are needed to compare I easily get confused.

4. Do you think reading comprehension affects problem

solving? If yes, why do you think so? If no, why not?

Yes because sometimes it may be different on the way we read

the problems.

5. When you’re having a problem with English and Math,

 what are your ways on how to understand the topic and

cope up with others?

76
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009
In math I have a hard time understanding fractions and decimals
‫الدوليــة‬

but in English I am okay. Studying but sometimes I tend to be lazy. I

mostly ask my classmates not my teacher.

77
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009
APPENDIX S: TRANSCRIPTION OF THE INTERVIEW WITH
‫الدوليــة‬

STUDENT H

INTERVIEW QUESTIONS:

1. How did you feel when you first saw the test?

“How did I feel?” “So at first, I was curious about what’s the

context of you research but then when I see it, I see that it’s a

credible research. And I actually find it a little bit challenging and

the questions were challenging. So it was a credible research.”

2. Was the test easy or hard?

“It was not easy that I can answer it right away but, it was

answerable. But I really have to think about the answers.”

Additional: What did you feel when you saw the test a while

ago?

“At first, honestly, I really thought that it was a mistake

because the exam was repeated but after I saw it, I already knew

the context of your research so I find it much more easier to

answer the questions awhile ago.”

78
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009
3. Do you think the vocabularies/terms used in the problem
‫الدوليــة‬

affect the understanding and analysis of the problem?

“Yes, I think that the words are important. Like my experience in

one question in problem solving, I really did not understand the

context of the question and at the first time I took the exam, I had

to ask Ate Shanley about what it means and yes for me, the

grammar that’s used is very important because I think every word

translates a different meaning especially, in questions like those.”

4. Do you think reading comprehension affects problem

solving?

“Yes, I think reading comprehension affects problem-solving

because in problem solving, it’s very different from math equations

wherein sometimes, in math equations you can really understand

the process right away. But, if it’s in word form you need to

translate it first to a math equation before you can answer it so if

you could not understand the words or grammar and your reading

comprehension is not that good then, you wouldn’t be able to

79
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009
translate into a math equation. Therefore, you would not be able to
‫الدوليــة‬

answer the questions.”

5. When you’re having a problem with English and Math,

• What are your ways on how to understand the topic and

cope up with others?

“At first, I think, I ask my teachers. Of course, they are much

more knowledgeable about these things and I don’t really settle for

something that I can’t understand like for example, I’ll admit, I have

difficulties in understanding stories and reading comprehensions,

that’s why, when I get something wrong like in the exam exam, I

really ask them on ways on how to answer the questions so that

next time I’m really knowledgeable in answering the question.

• How do you (achievers) usually maintain your scholastic

performances?

“ I think that I’m not really,… I think some people are naturally

smart. But, all people need hard work to achieve high grades and I

think the secret, I think the only thing I do is to not be ignorant of

80
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009
the things I don’t know. If I am having a‫الدوليــة‬
difficulty in one subject or

one subject area, I really make sure that I would ask people

knowledgeable in the area so that I can understand it too. I don’t

ignore even the small details. I take them into consideration so that

I could understand better and by that I’m able to maintain my high

grades, just hard work.”

81
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009
CURRICULUM VITAE
‫الدوليــة‬

AIMEE RACHEL O. AGUILAR

Al Mamoura, Doha, Qatar
E-mail:
Mobile #: +974

I. PERSONAL DATA
Date of Birth : August 10, 1999
Place of Birth : Batangas, Philippines

II. EDUCATIONAL ATTAINMENT

SENIOR HIGH SCHOOL

Philippine International School – Qatar
Ain Khalid, Doha, Qatar
School Year 2016-2018

JUNIOR HIGH SCHOOL

Philippine International School – Qatar
Ain Khalid, Doha, Qatar
School Year 2012-2016

ELEMENTARY
Philippine International School-Qatar
Ain Khalid, Doha, Qatar
School Year 2007-2012

Jesus for the World Christian Academy

Lipa, Batangas, Philippines
School Year 2006-2007

III. ACHIEVEMENTS

 Grade 1 – 12 : Achiever/with honor

 Grade 4: Best in deportment
 Grade 11: 2nd place United Nations Poster Making Contest

82
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition
‫ية‬
2nd place No. SP-05, Series
Nutrition month quiz bee ‫الدوليــة‬
of 2009
Champion Battle of the brains

IV. SEMINARS ATTENDED

 Fire Safety Principles

 CPR/ First Aid Course (PADI)

83
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, ARNEL
Series
‫ية‬
J. CRISME JR.
‫الدوليــة‬
of 2009
Ain Khalid, Doha, Qatar
E-mail: [email protected]
Mobile #: +97466967163

I. PERSONAL DATA
Date of Birth : October 20, 1999
Place of Birth : Sagay City, Philippines

II. EDUCATIONAL ATTAINMENT

SENIOR HIGH SCHOOL

Philippine International School – Qatar
Ain Khalid, Doha, Qatar
School Year 2016-2018

JUNIOR HIGH SCHOOL

Philippine International School – Qatar
Ain Khalid, Doha, Qatar
School Year 2012-2016

ELEMENTARY
Mount Carmel College
Escalante City, Philippines
School Year 2009-2010

La Salle Bacolod
Bacolod City, Philippines
School Year 2008-2009

School of the Future

Doha, Qatar
School Year 2006-2008

III. ACHIEVEMENTS
 Grade 1-4 : Achiever
 1st year: Balitaw Champion
 Grade 11 : Battle of the bands Champion
 Grade 12 : Mathematics Mortal Combat Champion

84
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd
‫ية‬
IV. Government
SEMINARS Recognition No. SP-05, Series
ATTENDED ‫الدوليــة‬
of 2009

 Fire Safety Principles

 CPR/ First Aid Course (PADI)

V. AFFILIATIONS

 Youth for Christ

 Web Alliance of Radical Photographers

85
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009
‫الدوليــة‬

JELATIEL NHYCOLE L. ESPIRITU

Al Mamoura, Doha, Qatar
E-mail: [email protected]
Mobile #: +97477034836

I. PERSONAL DATA
Date of Birth : November 11, 1999
Place of Birth : Davao City, Philippines

II. EDUCATIONAL ATTAINMENT

SENIOR HIGH SCHOOL

Philippine International School – Qatar
Ain Khalid, Doha, Qatar
School Year 2016-2018

JUNIOR HIGH SCHOOL

Philippine International School – Qatar
Ain Khalid, Doha, Qatar
School Year 2012-2016

ELEMENTARY
Shalom Crest Wizard Academy
General Santos City, Philippines
School Year 2006-2012

III. ACHIEVEMENTS

Senior High School

 Received Fire Safety Management Certificate from WSO Training Program
and Level 2 Award Certificate for Fire Safety Principles
 Received Emergency First Response (First Aid) Certificate and Certificate for
CPR/First Aid Course (PADI)
 Completed First Semester of Grade 11 with High Honors
 Completed Second Semester of Grade 11 with High Honors
 Completed First Quarter of the 1st Semester of Grade 12 with High Honors

86
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009
‫الدوليــة‬
Junior High School
 Science-Math Oriented High School Student from Grade 7 – Grade 10

Elementary
 Consistent with Honors during Elementary
 Graduated Top 10 of Grade 6 Batch 2011 – 2012

IV. SEMINARS ATTENDED

 Fire Safety Principles

 CPR/ First Aid Course (PADI)

V. AFFILIATIONS

 Youth for Christ

87
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009
‫الدوليــة‬

DANNAH GRACE D. LIM

Umm Al Seneem, Doha, Qatar
E-mail: [email protected]
Mobile #: +97470354142

I. PERSONAL DATA
Date of Birth : June 18, 2000
Place of Birth : Doha, Qatar

II. EDUCATIONAL ATTAINMENT

SENIOR HIGH SCHOOL

Philippine International School – Qatar
Ain Khalid, Doha, Qatar
School Year 2017-2018

Ateneo De Naga University

Naga City, Philippines
School Year 2016-2017

JUNIOR HIGH SCHOOL

Philippine International School – Qatar
Ain Khalid, Doha, Qatar
School Year 2012-2016

ELEMENTARY
Gracian Montessori
Naga City, Philippines
School Year 2008-2012

Philippine International School-Qatar

Ain Khalid, Doha, Qatar
2006-2008

III. ACHIEVEMENTS

 Grade 1 – 3 : Achiever
 Grade 7 – 10 : Achiever
 Grade 10 : UN Quiz bee Champion
 1st place Cheer Dance Competition

88
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009
‫الدوليــة‬

MARIO F. MAHUSAY JR.

Al Matar Al Qadee,, Doha, Qatar
E-mail: [email protected]
Mobile #: +97470932730

I. PERSONAL DATA
Date of Birth : September 12, 1999
Place of Birth : Cebu City, Philippines

II. EDUCATIONAL ATTAINMENT

SENIOR HIGH SCHOOL

Philippine International School – Qatar
Ain Khalid, Doha, Qatar
School Year 2016-2018

JUNIOR HIGH SCHOOL

Philippine International School – Qatar
Ain Khalid, Doha, Qatar
School Year 2013-2016

St. Agustine International School Mactan Campus

Cebu, Philippines
School Year 2011-2013

ELEMENTARY
Marigondon Elementary School
Cebu, Philippines
School Year 2008-2012

TEJERO Elementary School

Cebu, Philippines
School Year 2006-2008

III. ACHIEVEMENTS

 Drum and lyre corpse certificate

 Received Most Cleanliness Certificate

89
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009
‫الدوليــة‬

IV. SEMINARS ATTENDED

 Fire Safety Principles

 CPR/ First Aid Course (PADI)

90
PHILIPPINE
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SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009
‫الدوليــة‬

JAROB CV*

91
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009
‫الدوليــة‬

SAMUEL BOIE E. SALONGA

Al Najeel St. Fereej Khulaib, Doha, Qatar
E-mail: [email protected]
Mobile #: +97433122971

I. PERSONAL DATA
Date of Birth : August 27, 1998
Place of Birth : Quezon City, Philippines

II. EDUCATIONAL ATTAINMENT

SENIOR HIGH SCHOOL

Philippine International School – Qatar
Ain Khalid, Doha, Qatar
School Year 2016-2018

JUNIOR HIGH SCHOOL

Philippine International School – Qatar
Ain Khalid, Doha, Qatar
School Year 2012-2016

ELEMENTARY
Adventist Learning Center
Surigao City, Philippines
School Year 2008-2012

92
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009
‫الدوليــة‬
God’s Creation Learning Center
School Year 2005-2008
III. ACHIEVEMENTS

 2nd place NEWS writing Competition

IV. SEMINARS ATTENDED

 Fire Safety Principles

 CPR/ First Aid Course (PADI)

93
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009
‫الدوليــة‬

LAWRENCE ANDREI R. SANCHEZ

Bin Mahmoud, Doha, Qatar
E-mail: [email protected]
Mobile #: +97466956120

I. PERSONAL DATA
Date of Birth : December 17, 1999
Place of Birth : Manila, Philippines

II. EDUCATIONAL ATTAINMENT

SENIOR HIGH SCHOOL

Philippine International School – Qatar
Ain Khalid, Doha, Qatar
School Year 2016-2018

JUNIOR HIGH SCHOOL

Philippine International School – Qatar
Ain Khalid, Doha, Qatar
School Year 2012-2016

ELEMENTARY
Philippine International School-Qatar
School Year 2011-2012

Jesus Good Shepherd School

Imus, Cavite, Philippines
School Year 2007-2011

Immaculate Heart of Mary College

Sta Mesa, Manila, Philippines
School Year 2006-2007

III. ACHIEVEMENTS

Senior High School

 With High Honors for the First Semester of Grade 11
 With High Honors for the Second Semester of Grade 11
 Men’s Volleyball Varsity in Grade 11 and Grade 12

94
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009
‫الدوليــة‬

 Received Fire Safety Management Certificate from WSO Training Program

and Level 2 Award Certificate for Fire Safety Principles
 Received Emergency First Response (First Aid) Certificate and Certificate for
CPR/First Aid Course (PADI)
 With High Honors for the First Quarter of the First Semester of Grade 12

Junior High School

 Science Math Oriented High School (SMOHS) Class Student from Grade 7 –
Grade 10
 Men’s Volleyball Varsity in Grade 9

Elementary
 Honor student from Grades 1-3 and Grades 5-6.
 Received 8th Honorable Mention in Grade 6

IV. SEMINARS ATTENDED

 Fire Safety Principles

 CPR/ First Aid Course (PADI)

95
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009
‫الدوليــة‬

SHANLEY CARMELA MIKAELA R. SANDOVAL

Ain Khalid, Doha, Qatar
E-mail: [email protected]
Mobile #: +97433901801

I. PERSONAL DATA
Date of Birth : July 17, 1999
Place of Birth : Makati City, Philippines

II. EDUCATIONAL ATTAINMENT

SENIOR HIGH SCHOOL

Philippine International School – Qatar
Ain Khalid, Doha, Qatar
School Year 2016-2018

JUNIOR HIGH SCHOOL

Philippine International School – Qatar
Ain Khalid, Doha, Qatar
School Year 2012-2016

ELEMENTARY
Philippine International School – Qatar
Ain Khalid, Doha, Qatar
School Year 2007-2012
Sacred Heart Academy Pasig
Pasig City, Philippines
School Year 2006-2007

III. ACHIEVEMENTS

Grade 12
 With honors for the first quarter
Grade 11
 With High Honors

96
PHILIPPINE
[Type text] INTERNATIONAL ‫المـدرســةالفلبين‬
SCHOOL-QATAR
P.O. Box 9875 Ain Khalid St. State of Qatar
DepEd Government Recognition No. SP-05, Series
‫ية‬
of 2009
‫الدوليــة‬

Grade 10
 Third Honors
 Best in Social Studies
 Writer of the year (Filipino)
Grade 9
 Fifth Honors
Grade 8
 Second Honors
 Best in Filipino
Grade 7
 First Honors
 Best in Filipino
 Best in Science

IV. SEMINARS ATTENDED

 Fire Safety Principles

 CPR/ First Aid Course (PADI)

97