Abstract
Educational reforms and curriculum development were continuously implemented for quality and inclusive education for all learners. As proficiency in English language became an issue, it has also been a burden in studying mathematics, specifically geometry, which is mainly written and taught in English Language. Hence, this study utilized descriptive correlational design in describing the students’ proficiency in English language, specifically in reading comprehension, and Geometric proof skills in terms of correctness, appropriateness, logical reasoning, and clarity. Additionally, random sampling technique was used in choosing 30 mathematics students at a state university in Laguna. The quantitative data revealed that the respondents were proficient in terms of reading comprehension. However, with the presence of socio-cultural differences, their answers were influenced by environmental interference. On the other hand, the students performed advanced level in all aspects of Geometric proof skills. It was also found out that there is a significant relationship between reading comprehension and the correctness of proof and logical reasoning. Contrary to the results of the two components of geometric proof skills, reading comprehension has no significant relationship to both appropriateness and clarity. Based from the findings, the study suggests educators expose their students to a wide variety of reading materials in enhancing geometric proof skills.
Keywords: English Language Proficiency, Geometric Proof Skills, Reading Comprehension, Mathematics
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