This research explored the connection between students’ computational abilities and their performance in solving word problems in Mathematics. A quantitative approach was utilized, using researcher-developed assessments to evaluate arithmetic proficiency, number sense, mathematical fluency, and word-problem solving skills to 240 students, selected through simple random sampling. The results indicated that a significant number of students faced difficulties in computation, especially in performing arithmetic operations and demonstrating number sense. Moreover, students demonstrated generally low performance in solving word problems. The correlation analysis revealed a strong positive relation between computational skills and problem-solving ability, suggesting that students who are more proficient in computations tend to do better in word problem tasks. Furthermore, regression analysis indicated that the strongest success predictor in problem-solving are arithmetic skills. These results highlight the importance of developing computational proficiency to enhance mathematical problem-solving abilities. Educators may implement targeted instructional strategies to improve students’ arithmetic skills and number sense. Future research may explore interventions that strengthen computational skills at an early stage to improve overall Mathematics achievement.
Nob et al. (Tue,) studied this question.