The Relationship between English Reading Comprehension and Mathematical Literacy among English Program Students at Thanyaburi School in Pathumthani Province

Phaithun Ueabunpradit; Kris  Lietz; Araya  Ariya; Pikul  Ekwarakul

Authors

Phaithun Ueabunpradit North Bangkok University, Bangkok, Thailand
Kris Lietz North Bangkok University, Bangkok, Thailand
Araya Ariya Lampang Rajabhat University, Thailand
Pikul Ekwarakul Kasetsart University, Thailand

Abstract

This study investigated the levels of English reading comprehension and mathematical literacy, and the relationship between these competencies, among 56 students who were enrolled in the English Program at Thanyaburi School, Pathumthani Province, during the 2025 academic year. English reading was assessed using the TOEFL Junior Reading section, while mathematical literacy was measured with a researcher-developed test aligned with the PISA framework. The mathematical literacy test demonstrated strong content and construct validity (IOC = 0.60–1.00; CFA factor loadings = 0.31–1.04) and high reliability (Cronbach’s α = 0.763–0.842; EPA = 0.868–0.920). Results indicated moderate-to-high English reading proficiency (M = 233.30, SD = 30.97) and a wide range of mathematical literacy scores (M = 18.32, SD = 5.72). Pearson correlation revealed a very strong positive and statistically significant relationship (r = 0.897, p < .001), and regression analysis showed that English reading comprehension significantly predicted mathematical literacy, explaining 80.4% of the variance (R² = 0.804). These findings underscore the critical role of reading skills in facilitating mathematical reasoning, problem-solving, and real-life application in English-medium instruction. The results suggest integrating targeted reading strategies, vocabulary support, and teacher collaboration between language and mathematics educators to enhance students’ academic outcomes.

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