Reading Comprehension as a Predictor of Symbolic Translation Skills in Mathematics in the Modern World

Abstract

This study investigated the relationship between reading comprehension and symbolic translation skills among 117 students in the BPEd and BTLEd programs. The demographic profile revealed a higher proportion of female participants (72.65%) and a nearly balanced distribution across programs. Performance outcomes indicated low proficiency in both reading comprehension (MPS = 39%) and symbolic translation skills (MPS = 40%). Analyses showed no significant differences in performance based on sex or program. Pearson correlation analysis revealed a moderate positive relationship between reading comprehension and symbolic translation skills. Furthermore, simple linear regression indicated that reading comprehension significantly predicts symbolic translation performance. These findings highlight the foundational role of reading comprehension in supporting mathematical reasoning and symbolic translation. It is recommended that targeted interventions be designed to strengthen students’ reading comprehension to improve their symbolic translation skills.