Date of Publication

6-1965

Document Type

Master's Thesis

Degree Name

Master of Arts in Education major in Guidance and Counseling

Subject Categories

Counseling | Educational Psychology

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Abstract/Summary

Our boys are weak in solving mathematical problems; all teachers are aware of this. But what are the causes of this weakness? Most teachers complain that students cannot read, cannot understand what the questions are, what information they have at hand, and so on. This certainly is not the only cause, nor is it necessarily the main cause.

This study seeks to answer the following questions: To what extent does solving mathematical problems depend on good comprehensive reading? To what extent does good comprehensive reading depend on the student's I.Q.? What is the correlation between I.Q., ability to read and understand, and mathematical achievement, especially problem solving?

A rapid survey of related literature was conducted to look into the correlation between reading abilities, scholastic achievement in general and mathematical performance in particular. To establish students' I.Q., the Otis quick scoring mental ability test-gamma test was administers and so is the School and college ability tests (SCAT) to measure the subjects' reading and computing abilities and the correlation between their achievements in both fields.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG00016B

Shelf Location

Archives, The Learning Commons, 12F, Henry Sy Sr. Hall

Keywords

Problem solving—Testing; Ability; Reading

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Embargo Period

5-10-2022

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