Mathematical Reading Comprehension in Problem-Solving Skills of Students: An Experimental Study

The major purpose of this study was to find out how much better the Mathematical Reading Comprehension (MRC) intervention made pupils at solving problems.  A quantitative pre-experimental design used one group for a pre-test and a post-test.  We looked at the average and standard deviation of the students' scores and performed a paired t-test to check if there was a statistically significant difference between the scores on the pre-test and the post-test.  The results showed that students' ability to solve problems was limited at first, but it got much better after the intervention and reached a high level.  The t-value and p-value that were determined showed a very significant difference, even though the effect size was negative.  These results showed that how well students could read and understand math materials had a big effect on how well they could solve problems.  The study indicated that adding reading comprehension strategies to math instruction helped pupils think critically and solve problems better.  People proposed that teachers utilize these methods in class to assist kids understand arithmetic better.