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

Abstract

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.