Mediation effect of mathematics vocabulary skills between reading comprehension abilities and mathematics performance
Noel P. Munda, Jane Rose H. Endrinal & Michelle C. Nequinto
Abstract
Mathematics requires both comprehension and competence, which, once developed, benefit learners in daily life. This descriptive-correlational and explanatory study filled the gap by determining the mediating effect of vocabulary skills on the relationship between comprehension abilities and mathematics performance of 146 grade 7 students, chosen through multi-stage sampling techniques, in two select schools in Cabuyao City, Philippines, in 2024–2025. The respondents answered valid and reliable instruments with ethical considerations. The study used weighted mean, standard deviation, multiple regression bootstrap technique, mediated regression bootstrap technique, and PLS-SEM. The outcomes showed high levels of mathematics vocabulary skills and reading comprehension abilities, while mathematics performance reached satisfactory levels among the students. Multiple regression bootstrap technique revealed mathematics vocabulary as the most important factor affecting students' mathematics performance, while reading comprehension abilities have no direct significant effect with the presence of mathematics vocabulary. Furthermore, mediated regression bootstrap technique and PLS-SEM displayed a significant total effect of reading comprehension abilities on mathematics performance and the indirect effect flowing through mathematics vocabulary skills was significant. Mathematical vocabulary skills entirely mediate the indirect effect of reading comprehension abilities on mathematics performance exemplifying full mediation. It suggests that mathematics vocabulary skills are essential in enhancing reading comprehension abilities, thereby reinforcing their crucial role in academic achievement. Educators are encouraged to integrate vocabulary-focused strategies, administrators to support professional development in math literacy, and local officials to fund programs that strengthen foundational language skills in mathematics.
Keywords
mathematics vocabulary skills, reading comprehension abilities, mathematics performance, mediating effect, SEM
Author information & Contribution
Noel P. Munda. Corresponding author. Master of Arts in Education major in Mathematics, Master Teacher I, DepEd Cabuyao City. Email: noel.munda@deped.gov.ph
Jane Rose H. Endrinal. Master of Science in Mathematics & Master in Educational Management, Master Teacher I, DepEd Cabuyao City. Email: janerose.endrinal@deped.gov.ph
Michelle C. Nequinto. Master of Science in Mathematics, Master Teacher I, DepEd Cabuyao City. Email: michelle.nequinto@deped.gov.ph
"All authors contributed equally to the conception, design, preparation, data gathering and analysis, and manuscript writing. All authors read and approved the final manuscript."
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
Institutional Review Board Statement
This study was conducted in accordance with the ethical guidelines set by the Department of Education. The conduct of this study has been approved and given relative clearance(s) by Department of Education Cabuyao City.
Data and Materials Availability
The data supporting the findings of this study are available from the corresponding author upon reasonable request.
AI Declaration
The author declares the use of Artificial Intelligence (AI) in writing this paper. In particular, the author used Quillbot in summarizing key points and paraphrasing ideas. The authors take full responsibility in ensuring proper review and editing of contents generated using AI.
Notes
This paper has been presented in the Department of Education Cabuyao City Research Festival in April 2025.
Acknowledgement
The researchers are grateful to the Schools Division Superintendent and the school heads at Gulod National High School and Mamatid National High School, for allowing them to conduct the study with grade 7 students at their respective schools. They also thank the PSDS of District II for her support, as well as the Assistant Schools Division Superintendent, and Senior Education Program Specialist in Planning and Research, for their assistance in evaluating their article. The researchers also thank the class advisers, grade 7 coordinators, mathematics coordinators, mathematics teachers, grade 7 student respondents, and their parents for their assistance and contributions during the data collection process. Most importantly, the researchers thank Almighty God, all glory to Him, for providing them with strength and wisdom. The researchers could not have completed this paper without His assistance.
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Cite this article:
Munda, N.P., Endrinal, J.R.H. & Nequinto, M.C. (2025). Mediation effect of mathematics vocabulary skills between reading comprehension abilities and mathematics performance. International Journal of Educational Management and Development Studies, 6(2), 167-187. https://doi.org/10.53378/ijemds.353205
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This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
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