Twenty-First Century Skills as Predictors of Grade 9 Students' Achievement in Science

Maitha Llagas-Oliveros

Dan-ag: Journal of Educational Studies, Volume 5, Issue 1 (2016), pp. 9–18

Abstract

This descriptive study determined Grade 9 students’ levels of 21st-century skills and their association with achievement in science. Simple random sampling was used to select 322 participants. Data were analyzed using descriptive and inferential statistics. A modified questionnaire and a researcher-made test were used to gather data, and a focus group discussion was conducted for validation. Findings revealed that students with high to very high learning and innovation skills had significantly higher science scores than those with low to moderate levels. The other skill domains did not produce significant variation in science achievement. Overall, students demonstrated moderate 21st-century skills, while their science achievement was at the Beginning level. The findings indicated that 21st-century skills predicted achievement in science.

Keywords: 21st-century skills; science achievement; learning and innovation; educational technology; K to 12 curriculum

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DOI:  https://doi.org/10.5281/zenodo.22180251  

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