STUDENTS' READING COMPREHENSION AND GRIT IN MATHEMATICS

This study investigated the relationship between students' reading comprehension and grit in mathematics. The participants were 50 Grade 10 at Old Damulog National High School students selected through random sampling. A descriptive-correlational research design was employed, utilizing a survey questionnaire adapted from Duckworth et al. (2007) to assess grit in mathematics and a questionnaire from the Philippine Informal Reading Inventory (Phil-IRI) to assess reading comprehension. Data were analyzed using Pearson r correlation analyses, revealing a negligible correlation (𝑟 = .046) between the two variables, with a p-value of 0.749. The results showed that nearly half of the students exhibit strong reading comprehension skills, functioning as independent readers, while some are at the instructional level and a smaller group struggles significantly. In mathematics, students show a moderate level of grit. This also indicates no significant relationship between students' reading comprehension and grit in mathematics, suggesting that grit in mathematics does not directly influence reading comprehension. This study recommends that educators implement a multifaceted approach to support students' grit in mathematics while enhancing reading comprehension skills. Schools should consider integrating emotional resilience and motivation into the curriculum, alongside targeted tutoring for both math and reading challenges.