Making Meaning, Solving Problems: A Thematic Analysis of Reading Comprehension and Problem-Solving Skills among Senior High School Learners
DOI:
https://doi.org/10.5281/zenodo.19859559Keywords:
Reading comprehension 1, Problem-solving skills, Thematic analysis 3, Cognitive processing 4, Metacognition 5, Cognitive load 6, Information processing7, Constructivist learning 8Abstract
This study examines the role of reading comprehension in shaping the problem-solving skills of senior high school learners using a qualitative thematic approach. Grounded in cognitive–constructivist perspectives, it explores how students construct meaning from texts and apply this understanding to solve academic problems. Fifteen Grade 11 and Grade 12 students from Villaba National High School (LNCAST) were purposively selected to represent varying levels of reading comprehension ability. Data were collected through semi-structured interviews, reading-based problem-solving tasks, and reflective responses, and analyzed using Braun and Clarke’s thematic analysis. Findings reveal that reading comprehension functions as a critical foundation for problem-solving. Two primary patterns emerged: surface-level processing, characterized by keyword scanning and focus on numerical data, and deeper meaning construction, involving re-reading, paraphrasing, and contextual interpretation. Students encountered challenges such as cognitive overload, vocabulary limitations, and misinterpretation of task demands. Conversely, effective strategies—including strategic information filtering, sequential reasoning, metacognitive monitoring, and integration of prior knowledge—enhanced problem-solving performance. The study concludes that reading comprehension serves as a cognitive gateway to problem-solving, influencing learners’ ability to interpret problems and generate logical solutions. These findings highlight the need to integrate reading-focused strategies into instruction to strengthen both literacy and analytical reasoning across disciplines.
Downloads
References
Abalita, A. J., Tabunda, P. M. L., & Tibalbag, M. A. (2019). Language and mathematics: The relationship between reading comprehension and problem-solving skills. International Journal of English and Comparative Literature, 2(1), 1-10.
Abidin, M. J. Z., & Riswanto, R. (2012). Collaborative strategic reading (CSR) within cognitive and metacognitive strategies perspectives. European Journal of Business and Management, 4(1).
Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (pp. 255–291). Longman.
Bernardo, A. B. I., Cordel II, M. O., Lapinid, M. R. C., Teves, J. M. M., Yap, S. A., & Chua, U. C. (2022). Contrasting profiles of low-performing mathematics students in public and private schools in the Philippines: Insights from machine learning. Journal of Intelligence, 10(3), 61. https://doi.org/10.3390/jintelligence10030061
Boctot, I. R., Enriquez, D. M., & Yurango, C. P. (2025). Reading comprehension as a predictor of mathematical word problem-solving ability among grade 7 students. Asian Journal of Education and Social Studies, 51(7), 1115–1121. https://doi.org/10.9734/ajess/2025/v51i72196
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE. https://uk.sagepub.com/en-gb/eur/thematic-analysis/book248481
Congressional Policy and Budget Research Department. (2024, February). Philippines’ performance in the 2018 and 2022 PISA (Fact Sheet No. 2024-11). House of Representatives. https://cpbrd.congress.gov.ph/wp-content/uploads/2024/10/FF2024-11-Philippines-Perf-in-the-2018-and-2021-PISA.pdf
Day, S. L., Hwang, J. K., Arner, T., McNamara, D. S., & Connor, C. M. (2025). Choose Your Own Adventure: Interactive E-Books to Improve Word Knowledge and Comprehension Skills. Journal of Computer Assisted Learning, 41(2). https://doi.org/10.1111/jcal.70023
Department of Education. (2025). DepEd strengthens commitment to literacy as FLEMMS results show gains, opportunities. https://www.deped.gov.ph/2025/04/04/deped-strengthens-commitment-to-literacy-as-flemms-results-show-gains-opportunities/
Doronio, R. G., & Guradillo, B. D. (2025). Exploring the correlation between reading comprehension and problem-solving skills of Grade 10 students. International Journal of Advance Research and Innovative Ideas in Education (IJARIIE), 11(4), 312–321. https://ijariie.com/AdminUploadPdf/EXPLORING_THE_CORRELATION_BETWEEN_READING_COMPREHENSION_AND__PROBLEM_SOLVING_SKILLS_OF_GRADE_10_STUDENTS_ijariie27055.pdf
Indiongco, S., De Jesus, A., De Los Reyes, B., Lola, A., Magsisi, E., Marcelo, J., Reyes, N., & Soria, P. (2025). Improving reading comprehension of Grade 7 students from UST Education High School using critical reading strategies on learner-chosen texts. International Journal of Research and Innovation in Social Science, 9(4). https://dx.doi.org/10.47772/IJRISS.2025.90400104
Jumawin, J. J. (2019). The Mathematics Problem-Solving Skills and Reading Comprehension of Junior High School Students of the Palo 19 National High School. https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/6859
International Journal for Multidisciplinary Research (IJFMR). (2025). 2024 Functional Literacy, Education, and Mass Media Survey: FLEMMS literacy framework and national context in the Philippines. https://www.ijfmr.com/papers/2025/6/59668.pdf
Kim, Y.-S. G. (2020). Toward integrative reading science: The direct and indirect effects model of reading. Journal of Learning Disabilities, 53(1), 1–23. https://doi.org/10.1177/0022219420908239
Lagdaan, R. M. B., & Sevilla, N. B. (2025). The effectiveness of reading comprehension strategies in enhancing literacy skills of junior high school students in the Philippines: A systematic review. Research and Analysis Journal, 8(08), 21–28. https://doi.org/10.18535/raj.v8i08.560
Libo‑on, A. D. C. (2025). Reading comprehension and numeracy skills among Grade III learners in one of the towns in Iloilo [Article]. Asian Journal of Education and Social Studies, 51(10), 314–326. https://doi.org/10.9734/ajess/2025/v51i102496
Legaspi, A. E., Nazareno, D. J. R., Guan, I. C., & Igat, M. S. F. (2025). Learning styles and reading comprehension in modular distance learning of Grade 12 senior high school students. International Journal of Advanced Multidisciplinary Research and Studies. https://doi.org/10.62225/2583049X.2025.5.1.3656
Macas, S., Colen, E., & Yurango, J. (2025). Reading comprehension skills and word problem-solving ability: An exploratory study. International Journal of Advanced Research and Writing, 7(1), 12–28. https://etcor.org/storage/iJOINED/Vol.%20IV(1),%20258-270.pdf
Manansala, A. D., & Jimenez, J. J. (2020). Motivation and comprehension in reading of senior high school students. https://www.paressu.org/online/index.php/aseanjbh/article/view/231
Mullis, I. V. S., & Martin, M. O. (Eds.). (2019). PIRLS 2021 assessment frameworks. TIMSS & PIRLS International Study Center, Boston College & International Association for the Evaluation of Educational Achievement (IEA). https://files.eric.ed.gov/fulltext/ED606056.pdf
Noriega, L. B., Mendoza, A. G., & Cadag, C. (2024). Enhancing the word problem-solving skills through strengthening reading comprehension skills of grade 11 learners: An action research study. International Journal of Latest Technology in Engineering, Management & Applied Science, 13(7), 208-211. https://doi.org/10.51583/IJLTEMAS.2024.130725
OECD. (2023). Adult problem solving skills. OECD Publishing. https://www.oecd.org/en/topics/adult-problem-solving-skills.html
Paas, F., Renkl, A., & Sweller, J. (2010). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1-4. https://doi.org/10.1207/S15326985ep3801_1
Pastera, J. M. R. (2024). Learners’ reading strategies and comprehension skills (Master’s thesis). International Journal of Science and Management Studies. https://www.ijsmsjournal.org/2024/volume-7%20issue-5/ijsms-v7i5p104.pdf
Philippine Statistics Authority. (2025). 2024 functional literacy in CAR: National data and regional variation. RSSOCAR. https://rssocar.psa.gov.ph/index.php/content/2024-functional-literacy-car
Philippine Statistics Authority. (2025). Every 10 Filipinos, 9 have basic literacy, while 7 have functional literacy: 2024 FLEMMS press release [Press release]. https://psa.gov.ph/content/every-10-filipinos-9-have-basic-literacy-while-7-have-functional-literacy-final-results
Philstar.com. (2025, April 11). 3 in 10 Filipinos struggle to comprehend what they read — but poverty deepens the problem. https://www.philstar.com/headlines/2025/04/11/2435269/3-10-filipinos-struggle-comprehend-what-they-read-poverty-deepens-problem/
Quiambao, C. (2019). Level of Reading Comprehension and Mathematical Problem Solving Skills of Grade 7 Students of Alfonso National High School. https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/8780#:~:text=Based%20on%20the%20study%2C%20it,and%20mathematical%20problem%2Dsolving%20skills.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.
UNESCO. (2023). Global education monitoring report 2023: Technology in education: A tool on whose terms?. UNESCO Publishing. https://doi.org/10.54676/ASU10167
Villanueva, L. A. A. (2025). Exploring the relationship between reading comprehension skills and academic performance among UV-D education students: A mixed methods study. International Journal of Research and Innovation in Applied Science, 10(1), 198–215. https://doi.org/10.51584/IJRIAS.2025.1001016
World Bank. (2022). The state of global learning poverty: 2022 update. World Bank, UNESCO, UNICEF, FCDO, USAID, and the Bill & Melinda Gates Foundation. https://hdl.handle.net/10986/37588
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
