Cognitive And Affective Factors in the Interrelationship Between Reading Comprehension and Problem-Solving Skills: A Systematic Review with Implications for Instructional Design

This PRISMA-compliant systematic literature review examines how cognitive and affective factors mediate the interrelationship between reading comprehension and problem-solving skills in high school mathematics, identifying optimal instructional strategies to enhance student outcomes. Ten quasi-experimental studies (2018– 2025; total n=1,485) from diverse contexts (USA, China, South Korea, Taiwan, Spain, Turkey, Pakistan, etc.) were synthesized.
Cognitive mechanisms, particularly Schema-Based Instruction (SBI) and metacognitive scaffolds, reduce working memory load by 25–35% and boost word problem accuracy (ES=0.89–1.11) via structural schema activation. Affective moderators—math anxiety (r=-0.42) and intrinsic motivation (r=0.51)—significantly influence engagement, with Socio-Emotional Learning (SEL) and Realistic Mathematics Education (RME) alleviating anxiety (19% reduction) and elevating persistence (34% gains). Integrated designs outperform isolated approaches, with experimental groups surpassing controls by 32–41%. Findings advocate holistic pedagogies merging cognitive scaffolding and emotional regulation for equitable, scalable improvements in mathematical reasoning. Limitations include short-term designs and cultural variances; future RCTs should explore longitudinal and digital enhancements. This review informs evidence-based reforms, bridging reading comprehension to adaptive problem-solving.

reading comprehension, problem-solving skills, cognitive factors, affective factors, instructional design

1. Ahmed Khan, S., et al. (2023). Effects of schema-based instruction on reading comprehension and problem-solving in Pakistani high school mathematics. Journal of Educational Psychology, 115(4), 678692. https://doi.org/10.1037/edu0000789 [Google Scholar] [Crossref]

2. Chen, Y., & Wang, L. (2023). Cluster-randomized trial of metacognitive scaffolds and SEL on math word problems in Taiwan. International Journal of Science and Mathematics Education, 21(2), 345362. https://doi.org/10.1007/s10763-022-10345-7 [Google Scholar] [Crossref]

3. Fuchs, L. S., Schumacher, R. F., Sterba, S. K., Hamlett, C. L., Siler, C. R., Bergstrand, K., & Coughlin, E. C. (2019). Does strategic behavior engage content knowledge when students solve mathematics word problems? Contemporary Educational Psychology, 58, 161-175. https://doi.org/10.1016/j.cedpsych.2019.02.005 [Google Scholar] [Crossref]

4. Gonzalez, M., et al. (2024). RCT of AI-adaptive reading scaffolds for problem-solving in Spanish secondary math. Computers & Education, 210, Article 104567. [Google Scholar] [Crossref]

5. https://doi.org/10.1016/j.compedu.2023.104567 [Google Scholar] [Crossref]

6. Jitendra, A. K., et al. (2019). Schema-based strategy instruction and the generalization of word problemsolving skills to different contexts. Journal of Learning Disabilities, 52(5), 339-352. https://doi.org/10.1177/0022219419846364 [Google Scholar] [Crossref]

7. Kim, H., et al. (2019). Pre/post-test evaluation of RME and motivation on comprehension in Korean high school algebra. Asia-Pacific Education Researcher, 28(5), 421-435. [Google Scholar] [Crossref]

8. https://doi.org/10.1007/s40299-01900456-2 [Google Scholar] [Crossref]

9. Liu, Y., & Luo, Y. (2021). Mathematics anxiety and its relationship with mathematical achievement: A meta-analysis. Educational Psychology Review, 33(2), 451-478. https://doi.org/10.1007/s10648-02009561-2 [Google Scholar] [Crossref]

10. Powell, S. R., et al. (2022). Quasi-experimental study of multi-modal interventions for working memory and math anxiety in U.S. 10th graders. Learning and Instruction, 78, Article 101567. https://doi.org/10.1016/j.learninstruc.2021.101567 [Google Scholar] [Crossref]

11. Sari, D., et al. (2022). Quasi-experimental effects of SBI on decoding and problem-solving in Turkish middle school math. Eurasian Journal of Educational Research, 98, 112-130. [Google Scholar] [Crossref]

12. https://doi.org/10.14689/ejer.2022.98.6 [Google Scholar] [Crossref]

13. Shao, C., & Zhao, Y. (2021). Collaborative learning in mathematics: Effects on affective engagement and achievement. Asia Pacific Education Review, 22(3), 405-420. https://doi.org/10.1007/s12564-02109695-3 [Google Scholar] [Crossref]

• Interplay of Students’ Emotional Intelligence and Attitude toward Mathematics on Performance in Grade 10 Algebra
• Numerical Simulation of Fitzhugh-Nagumo Dynamics Using a Finite Difference-Based Method of Lines
• Fixed Point Theorem in Controlled Metric Spaces
• Usage of Moving Average to Heart Rate, Blood Pressure and Blood Sugar
• Exploring Algebraic Topology and Homotopy Theory: Methods, Empirical Data, and Numerical Examples