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Abstract
The mixed-method research design was used to determine the level of 21st-century teaching competencies, learning skills, and science content knowledge of STEM 12 students in the province of Capiz for the school year 2023-2024. The participants of this study were the 306 STEM 12 students from a total population of 1, 446 in the province of Capiz selected through stratified random sampling using the Raosoft sample size calculator. The research instruments used in this study were the 21st-century teaching competencies questionnaire, 21st-century learning skills questionnaire, and a science content knowledge test with the demographic profile of the respondents. The questionnaires were composed of: A 70-item researcher-made 21st-century teaching competencies questionnaire; 120-item 21st-century learning skills and an 80-item science content knowledge test adopted from Competency Based Assessment – DepEd (School Division of Capiz, 2021). Another instrument used in this study was the Focus Group Discussion (FGD) Guide. It was conducted to gather qualitative data for triangulation with the quantitative data gathered. Mean, frequency, percentage, and standard deviation were used for descriptive data analysis, while analysis of variance and Pearson r were used for inferential data analysis at 0.05 level of significance. The results show that STEM 12 teachers exhibited a high level of 21st-century teaching competencies across various aspects, such as magnifying meaning, elevating experience, amplifying agency, curating curriculum, busting barriers, teaching technology, and revamping roles. Similarly, STEM 12 students demonstrate a very high level of 21st-century learning skills, with critical thinking rated as high and other skills like creativity, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, leadership, initiative, productivity, and social skills rated as very high. Regarding science content knowledge, STEM 12 students were found to have a high level of understanding, with General Biology I rated as high and General Physics I rated as moderately high. Notably, the study identified significant relationships between 21st-century learning skills and teaching competencies, as well as between 21st-century learning skills and science content knowledge. However, no significant relationship was observed between 21st-century teaching competencies and science content knowledge.
Based on the results, an enhancement program will be implemented to sustain and enhance the 21st-century teaching competencies of teachers, learning skills, and science content knowledge of students.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Dacles , G. G. (2024). 21st-Century Teaching Competencies, Learning Skills and Science Content Knowledge of STEM Students Among the DepEd Schools in the Province of Capiz: A Basis for Enhancement Program. International Journal of Multidisciplinary: Applied Business and Education Research, 5(12), 5006-5039. https://doi.org/10.11594/ijmaber.05.12.09
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Retrieved from https://doi.org/10.1186/s41039-018-0094-8
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Kaptan, K., & Timurlenk, O. (2014). Challenges for science education. Procedia - Social and Behavioral Sciences, 51, 763–771. https://doi.org/10.1016/j.sbspro.2012.08.237
Karakaş, M. M. (2015). Investigation of the eight - grade secondary school students' levels of 21st century skills in science ed-ucation. Eskişehir Osmangazi University, Master of Science, Department of prima-ry education.
Kary, S., (2022). The 7 Core 21st Century Teacher Competencies. New Ed Tech Classroom. Retrieved from https://ditchthattextbook.com/competencies/
Kim, S., Raza, M., & Seidman, E. (2019). Im-proving 21st-century teaching skills: The key to effective 21stcentury learners. Re-search in Comparative and International Education, 14(1), 99–117. Retrieved from https://doi.org/10.1177/1745499919829214.
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Staddon, R.V., (2020). Technology and Tech-nology-Enhanced Learning: Age Differ-ences in Use and Attitudes. The University of Sheffield. Retrieved from https://core.ac.uk/download/pdf/424670998.pdf
Sumen, O., & Calisici, H., (2017). Examining the 21st Century Skills of Secondary School Students: A Mixed Method Study. Journal of Education & Social Policy Vol. 4, No. 4.
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Zhao, Y. (2015). Who’s afraid of the big bad dragon? Why China has the best (and worst) education system in the world. Jossey-Bass.
Zimmerman, R. H., Maker, C. J., & Alfaiz, F. (2020). Culturally responsive assessment of life science skills and abilities: De-velopment, field testing, implementa-tion, and results. Journal of Advanced Academics, 31(3), 329-366. https://journals.sagepub.com/doi/pdf/10.1177/193220 2X20923981
Zuelke, L. A. (2018). Relationships among sci-ence teacherqualifications, instructional practices, and student scienceachieve-ment. (Dissertation). University of Flori-da. 1-83. Retrieved from http://etd.fcla.edu/UF/UFE0023658/zuelke_l.pdf
Brown, S. (2019). Differentiated instruction: Ensuring equitable access to education. Journal of Educational Strategies, 64(3), 45-51.
Asavisanu, P. (2022). The Factors of Direct Influence on the 21st Century Instruc-tional Competencies of Secondary School Teachers in the Catholic Diocese of Chen-nai, India. Human Sciences, ISSN 2586-9388, Vol.14 No.2
Chiu, Y., Murray, O., Horsburgh, J., & Blake, M., (2022). Biology is easy, physics is hard’: Student perceptions of the ideal and the typical student across STEM higher edu-cation. Retrieved from https://www.tandfonline.com/doi/full/10.1080/09620214.2022.2122532\
Creswell, J. W., & Plano Clark, V. L. (2018). De-signing and conducting mixed methods research (3rd ed.). SAGE Publications.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
Davis, A. (2016). Preparation for a global economy: 21st century career-readiness and academic-citizenship skills for Afri-can-American workforce entrants. (10160166 Ed.D.), University of Southern California, Ann Arbor. ProQuest Disserta-tions & Theses Global database.
Demir, K., & Akpinar, E., (2018). The effect of mobile learning applications on students' academic achievement and attitudes to-ward mobile learning. Malaysian Online Journal of Educational Technology, Vol-ume 6 , Issue 2. Retrieved from http://dx.doi.org/10.17220/mojet.2018.04.004
DeRue, D. S., Nahrgang, J. D., Hollenbeck, J. R., & Workman, K. (2017). Developing adap-tive leaders for a dynamic world: Inte-grating team-based, experiential, and adaptive learning. Leadership Quarterly, 28(3), 17–28.
Duckworth, A. L., Quinn, P. D., & Tsukayama, E. (2018). What grit is and what it is not. Advances in Motivation Science, 2, 1-27.
Education Reform, (2016). 21st Century Skills. Retrieved from https://www.edglossary.org/21st-century-skills/
Eisenberg, M. B. (2018). Information literacy: Essential skills for the information age. Journal of Education for Library and In-formation Science, 45(2), 124–138.
Ergönenc, C., & Öztürk, M. (2016). Teacher qualifications and its impact on science education: The case of physics teachers. Journal of Science Education, 24(3), 112-118.
Erinosho, S. Y. (2014). How do students per-ceive the difficulty of physics in sec-ondary school? An exploratory study in Nigeria. International Journal for Cross-Disciplinary Subjects in Education, 3(3), 1510-1515.
Fernando, U., & Asavisanu, P., (2022). The Fac-tors of Direct Influence on the 21st Cen-tury Instructional Competencies of Sec-ondary School Teachers in the Catholic Diocese of Chennai, India. Human Scienc-es, ISSN 2586-9388, Vol.14 No.2
Fischer, M. L., & Morris, P. (2014). The effec-tiveness of physics teaching in the context of undergraduate education. Physics Ed-ucation Research, 10(4), 68-75.
Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools, dis-tricts, and systems. Corwin.
Goleman, D. (2017). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Gülen, Ş. B. (2014). 21st-century learner skills and level of support from information and communication technologies: An in-vestigation of middle school students based on grade level and gender. Gazi University, Master of Science, Depart-ment of Computer Education and Instruc-tional Technology.
Hafni, R., (2018). 21st Century Learner: Be a Critical Thinker. Retrieved from https://www.researchgate.net/publication/324209643_21st_Century_Learner_Be_a_Critical_Thinker
Hobbs, R., & Coiro, J. (2019). Media literacy in a post-truth world. Educational Leader-ship, 76(3), 40-45.
Hummel, B., (2022). What Are 21st Century Skills?. iCEV. Retrieved from https://www.icevonline.com/blog/what-are-21st-century-skills
Ibe, E., Nworgu, L., & Anyaegbunam, N. (2016). Influence of Teachers’ Characteristics on Academic Achievement of Secondary School Biology Students. British Journal of Science, 13 (2). 33-44.I SSN20473745. Retrieved from http://www.ajournal.co.uk/pdfs/BSvolume13(2)/BSVol.13%20(2)%20Article%203.pdf
Ilomaki, L., & Lakkala, M. (2018). Digital Technology and Practices for School Im-provement: Innovative Digital School Model. Research and Practice in Tech-nology Enhanced Learning, 13, Article No. 25.
Retrieved from https://doi.org/10.1186/s41039-018-0094-8
Jang, H. (2016). Identifying 21st century STEM competencies using workplace data. Journal of Science Education and Tech-nology, 25(2), 284–301. https://doi.org/10.1007/s10956-015-9593-1.
Johnson, D. W., & Johnson, R. T. (2018). Coop-erative learning: Improving university in-struction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(4), 85–118.
Kaptan, K., & Timurlenk, O. (2014). Challenges for science education. Procedia - Social and Behavioral Sciences, 51, 763–771. https://doi.org/10.1016/j.sbspro.2012.08.237
Karakaş, M. M. (2015). Investigation of the eight - grade secondary school students' levels of 21st century skills in science ed-ucation. Eskişehir Osmangazi University, Master of Science, Department of prima-ry education.
Kary, S., (2022). The 7 Core 21st Century Teacher Competencies. New Ed Tech Classroom. Retrieved from https://ditchthattextbook.com/competencies/
Kim, S., Raza, M., & Seidman, E. (2019). Im-proving 21st-century teaching skills: The key to effective 21stcentury learners. Re-search in Comparative and International Education, 14(1), 99–117. Retrieved from https://doi.org/10.1177/1745499919829214.
Kıyasoğlu, E. (2019). Classroom teachers’ 21st century learning and teaching skills [Un-published master thesis]. Düzce Universi-ty.
Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning. Educational Technology Research and Development, 64(4), 707–734.
Li, Y., Schoenfeld, A. H., diSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., & Duschl, L. D. (2019). On Thinking and STEM education. Journal for STEM Education Research, 2, 1–13 https://doi.org/10.1007/s41979-019-00014-x.
Lombardi, M. M. (2016). Authentic learning for the 21st century: An overview. Educause Learning Initiative Paper.
Masood, R. A., (2014). A Review of Students’ Academic Performance in Physics: Atti-tude, Instructional Methods, Misconcep-tions and Teachers Qualification. Europe-an Journal of Education and Pedagogy 4(1):84-92. Retrieved from https://www.researchgate.net/publication/367657959_A_Review_of_Students%27_Academic_Performance_in_Physics_Attitude_Instructional_Methods_Misconceptions_and_Teachers_Qualification
Miranda, A., (2019). Physics Content Knowledge of Junior High Schools in HEI-supervised and DepEd School in the Phil-ippines. Retrieved from https://www.researchgate.net/publication/340443142_Physics_Content_Knowledge_of_Junior_High_Schools_in_HEI-super-vised_and_DepEd_School_in_the_Philippines
Miterianifa, M., et. al, (2020). Higher Order Thinking Skills in the 21st Century: Criti-cal Thinking. Natural Science Education Department, Universitas Sebelas Maret Surakarta, Indonesia. Retrieved from http://dx.doi.org/10.4108/eai.30-11-2020.2303766
Nessipbayena, O., (2022). The Competencies of the Modern Teacher. Retrieved from https://files.eric.ed.gov/fulltext/ED567059.pdf
Organisation for Economic Co-operation and Development [OECD]. (2020). What Stu-dents Learn Matters: Towards a 21st Cen-tury Curriculum, OECD Publishing, Paris.
Pa-alisbo, M. A., (2017). The 21st Century Skills and Job Performance of Teachers. Journal of Education and Practice Vol.8, No.32, 201. Retrieved from www.iiste.org
Paul, R., & Elder, L. (2019). Critical thinking: Tools for taking charge of your learning and your life (3rd ed.). Pearson.
PISA, (2022). PISA 2022 results, Retrieved from https://www.oecd.org/publication/pisa-2022-results/country-notes/philippines-a0882a2d/
Rashid, T., & Asghar, H. M. (2016). "Secondary school students' educational technology competencies and 21st-century learning skills." Education and Information Tech-nologies, 21(5), 1187-1205.
Renzulli, J. S. (2017). A practical approach to identifying gifted learners. Gifted Child Quarterly, 31(4), 179–186.
Robinson, K. (2014). "Creative schools: Revo-lutionizing education from the ground up.". Retrieved from: https://itisallaboutart
Staddon, R.V., (2020). Technology and Tech-nology-Enhanced Learning: Age Differ-ences in Use and Attitudes. The University of Sheffield. Retrieved from https://core.ac.uk/download/pdf/424670998.pdf
Sumen, O., & Calisici, H., (2017). Examining the 21st Century Skills of Secondary School Students: A Mixed Method Study. Journal of Education & Social Policy Vol. 4, No. 4.
Sunarti, T., et. al, (2023). Discussion of Learn-ing: Implementation and Effect on Critical Thinking Skills of Students in General Physics Courses. Retrieved from https://doi.org/10.46627/silet.v4i2.225
Tekwani, M., (2020). Why is Physics consid-ered to be a Difficult Subject? Retrieved from https://mukeshntekwani.medium.com/why-is-physicsconsi-dered-to-be-a-difficult-subjected4bd05a5c2f . Telima, A. (2018). Pupil Attainment in Second-ary School Physics: The Case of Nigeria, including Implications for Teachers and Teacher Educators. Journal of Science Research, 12(2), 2783–2803
Trust, T., & Pektas, E. (2018). Using the ADDIE model and Universal Design for Learning principles to develop an open online course for teacher professional develop-ment. Journal of Digital Learning in Teacher Education, 34(4), 219–233.
World Bank (2016). Developing a Proficient and Motivated Teacher Workforce in the Philippines. Retrieved from https://documents1.worldbank.org/curated/en/351711468567066113/pdf/106950-REVISED-PH-PETS-QSDS-Note-3.pdf
Zamora, J., & Zamora, J.J., (2022). 21st Century Teaching Skills and Teaching Standards Competence Level of Teacher. Interna-tional Journal of Learning, Teaching and Educational Research Vol. 21, No. 5, pp. 220-238. Retrieved from https://doi.org/10.26803/ijlter.21.5.12
Zhao, Y. (2015). Who’s afraid of the big bad dragon? Why China has the best (and worst) education system in the world. Jossey-Bass.
Zimmerman, R. H., Maker, C. J., & Alfaiz, F. (2020). Culturally responsive assessment of life science skills and abilities: De-velopment, field testing, implementa-tion, and results. Journal of Advanced Academics, 31(3), 329-366. https://journals.sagepub.com/doi/pdf/10.1177/193220 2X20923981
Zuelke, L. A. (2018). Relationships among sci-ence teacherqualifications, instructional practices, and student scienceachieve-ment. (Dissertation). University of Flori-da. 1-83. Retrieved from http://etd.fcla.edu/UF/UFE0023658/zuelke_l.pdf