Grade 10 Research

Running head: 21st CENTURY SKILLS 1
21ST CENTURY SKILLS 2
St. Augustine Academy of Bayawan, Inc.

AUGUSTINIAN RECOLLECT SISTERS
National Highway, Brgy. Ubos, Bayawan City, Negros Oriental 6221
A.Y. 2017-2018
Teaching Proficiency of Junior and Senior High School
Faculty Members of St. Augustine Academy of Bayawan, Inc.
A Descriptive Research
presented to St. Augustine Academy of Bayawan, Inc.
In Partial fulfillment of the

Requirements in Elective 10
Aguilar, Ace John Gregor P.

Amosin, Alejandro V.
Boltiador, Edilbert M.
Dujeno, Cliff Kenneth P.
Macabingil, Darlene
Navarro, Ray Angelo T.
Norico, John Mark T.
Penaredonda, Jelan Kaye S.
Saligan, Emilisa T.
Segocio, Carl S.
Sobretero, Lyka Kryshalyn M.
Tumacole, Jhudemy T.
March 2018
Extent of Implementation of the 21st Century Skills in the Learning and Teaching
Experience of Students in St. Augustine Academy of Bayawan Inc.
A Qualitative Research
Presented to St. Augustine Academy of Bayawan, Inc.
In Partial Fulfillment of the Requirements

in Elective 10
Aguilar, Ace John Gregor P.

Amosin, Alejandro V.
Boltiador, Edilbert M.
Dujeno, Cliff Kenneth P.
Macabingil, Darlene
Navarro, Ray Angelo T.
Norico, John Mark T.
Penaredonda, Jelan Kaye S.
Saligan, Emilisa T.
Segocio, Carl S.
Sobretero, Lyka Kryshalyn M.
Tumacole, Jhudemy T.
March 2018
TABLE OF CONTENTS TABLE OF CONTENTS
TITLE PAGE ................................................................................................................................... 1
APPROVAL SHEET ....................................................................................................................... 2
ACKNOLWEDGMENT ................................................................................................................. 3
DEDICATION.................................................................................................................................. 4
ABSTRACT ...................................................................................................................................... 5
CHAPTER 1: THE PROBLEM AND ITS BACKGROUND ...................................................... 8-16
 Background of the Study ...................................................................................................... 8-12
 Statement of the Problem ...................................................................................................... 12-13
 Significance of the Study ...................................................................................................... 13-14
 Scope and Limitations of the Study ...................................................................................... 14
 Definition of Terms............................................................................................................... 15-16
CHAPTER 2: REVIEW OF RELATED LITERATURE ............................................................ 17-28
 Review of Related Literature and Studies............................................................................. 17-25
 Theoretical/Conceptual Framework ...................................................................................... 26
 Theoretical/Conceptual Diagram .......................................................................................... 27-28
CHAPTER 3: METHOD AND PROCEDURES .......................................................................... 29-24
 Research Design ................................................................................................................... 29-30
 Methodology ......................................................................................................................... 30
 Research Respondents .......................................................................................................... 30
 Research Instrument.............................................................................................................. 31
 Statistical Treatment of the Data........................................................................................... 31-34
CHAPTER 4: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA ........... 35-40
 Results of the Study .............................................................................................................. 35-40

CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ......................... 41-46
 Summary of Findings............................................................................................................ 41
 Conclusions ........................................................................................................................... 41-42
 Recommendations ................................................................................................................. 42-43
REFFERENCES .............................................................................................................................. 47-48
APPENDICES .................................................................................................................................. 49-62
 Appendix A – Letter of Approval ......................................................................................... 50
 Appendix B – Research Instrument/Questionnaire ............................................................... 51-53
 Curriculum Vitae .................................................................................................................. 54-62


A.Y. 2017-2018
APPROVAL SHEET
This research study entitled Extent of Implementation of the 21st Century Skills in the
Learning and Teaching Experience of Students prepared by Navarro, Ray Angelo; Tumacole,
Jhudemy; Sobretero, Lyka; Boltiadtor, Edilbert; Aguilar Ace John; Amosin Aljon; Segocio Carl;
Norico John Mark; Pinaredonda Jelan Kaye;; Saligan, Emilisa; Macabuingil, Darlene; Dujeno,
Cliff Kenneth; in partial fulfilment of the subject ELECTIVE 10 and ENGLISH 10 has been
examined, recommended, and approved for oral examination.
RESEARCH COMMITTEE
IRWIN B. INGAN, RN LEE MARIE M. MARFIEL

Member Member
MIRASOL A. MORONES MONA JEAN A. QUITONG , MAEd-English

Member Academic Coordinator
Approved by the Committee on Oral Examination with a grade of ________
IRWIN B. INGAN, RN LEE MARIE MARFIEL

Member Member
MIRASOL A. MORONES MONA JEAN A, QUITONG, MAEng.

Member Academic Coordinator
Accepted and approved in partial fulfilment of the subject ELECTIVE 10.
SR. CELERINA C. HIFARVA, A.R.

School Principal
ACKNOWLEDGMENT
We would like to express our sincere gratitude to our Elective teacher Mr. Irwin B. Ingan
for the continuous guidance of our research, for his patience, motivation, enthusiasm, and
immense knowledge about research. His guidance helped us in all the time of writing this
research. We also like to thank him for assistance with this research paper, for comments that
greatly improved the manuscript.
Our sincere thanks also goes to Mrs.Rosadelia Lomoljo, for printing our research paper
during time trouble.
We would also like to show our gratitude to our parents who stood by us in times of difficulties.
To their families and friends whose love and understanding had helped in overcoming the
obstacles in conducting the study.
To everyone who extended and contributed something in one way or another to make this
study achievable; and,
To the one who made all this things possible, We thank you Lord for giving us the
strength to finish this research project.
THE RESEARCHERS
ABSTRACT
This study is to determine the 21st Century skills is most likely to be applied here in Saint
Augustine Academy. This study gives importance to the teachers on how they teach students
using the 7c’s which are the creativity, collaboration, cross cultural skills, communication, life
and career skills, computer literacy, and critical thinking. The research design used in this study
is descriptive design. The researchers provided them with researcher-made questionnaires. The
study was held at St. Augustine Academy of Bayawan, Inc. Base on the researchers’ verbal
communication, teamwork, analyzing & investigating, flexibility, time management, and
planning & organizing are needed by fresh graduated employers. But according to Will Archer
and Jess Davison communication skills is the most important skill needed by employers, yet
many employers are dissatisfied that graduates can express themselves effectively. Team
working skills are also considered essential by most of the employers. Result shows that
collaboration of students has the lowest weighted mean in the school but career and self-reliance
has the largest weighted mean.
Keywords: Programs, Academic Performance, Comprehension, Creativity, Learning and Innovation
skills, Critical thinking, Communication, Verbal Communication, Nonverbal Communication ,
Written Communication, Communication Styles and Competencies, Collaboration, Media Literacy,
Information Literacy, Learning and innovation skills , Critical Thinking, Information, media and
technology skills, Life and career skill

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Running Head: 21st CENTURY SKILLS
CHAPTER I
The Problem and its Scope
Introduction
All educators want to help their students succeed in life. One of the most popular terms in
contemporary education is academic rigor. School leaders from across the United States use the
phrase to signal that they're holding all teachers and students accountable to unwavering
standards or expectations around academic achievement. The chief goal of an academically
rigorous curriculum is to challenge students to reach expectations outside their comfort zones.
And also becomes the way schools justify very rigid and hyper-structured approaches to teaching
and learning. If a particular approach helps a significant number of students in one school or
district meet an academically rigorous standard, we often assume that it can help all students
across a wide array of schools. School leaders may fail to see that the results we get from
students in some schools are often more reflective of the relationships those students have with
their schools and teachers than of the effectiveness of a particular approach to teaching. Good
relationships between teachers and students are more likely to arise in schools in which teachers
and students share a similar culture. The teaching approach that results simply reflects what
works for both parties. In schools in which teachers and students don't share similar cultures,
those relationships may arise less frequently because the teaching approach is often culturally
incongruous with students' core identities.
What teachers do not realize in our research is that when we implement the 7 C’s, we do
not have to add anything to the class. We have all we need. The change is in our approach, our
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attitude, our mindset, in the questions we ask, and most of all, how we ask certain questions. We
do not need students to answer questions, but prepare them to ask the essential questions. This
prepares them more for their future than counting on content-based classes where students are
supposed to raise their hands in order to answer the teacher’s inquiries. Build on students’
creativity, design learning, implementing strategies for artful presentations.
If we are able to spice up our classes by having a little more student agency and less
teacher-centeredness, designing activities so they include the seven points mentioned above,
teachers will spend less time having to worry about engaging and motivating students. Much has
to be changed regarding what we are doing in the classroom. Our roles have changed. Instead of
demanding certain attitudes from students, they should be able to decide how they want to learn.
Our role is to guide them along the way. The education system is shifting, and as we all know,
when things shift, things shake. Changes will always cause clashes and meet up with big
resistances.
Framework for 21st Century Learning was developed with input from teachers, education
experts, and business leaders to define and illustrate the skills and knowledge students need to
succeed in work, life and citizenship, as well as the support systems necessary for 21st century
learning outcomes. It has been used by thousands of educators and hundreds of schools in the
U.S. and abroad to put 21st century skills at the center of learning. The elements described in this
section as “21st century student outcomes” (represented by the rainbow) are the skills,
knowledge and expertise students should master to succeed in work and life in the 21st century.
They are Content Knowledge and 21st Century Themes that it is a Mastery of fundamental
subjects and 21st century themes are essential for students in the 21st century that include
subjects like Arts, Mathematics Science and more., Learning and Innovation Skills a skill that
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separate students who are prepared for increasingly complex life and work environments in the
21st century, and those who are not. A focus on creativity, critical thinking, communication and
collaboration is essential to prepare students for the future. Information, Media and Technology
Skills are 1) access to an abundance of information, 2) rapid changes in technology tools, and 3)
the ability to collaborate and make individual contributions on an unprecedented scale. , Life and
Career Skills develop thinking skills, content knowledge, and social and emotional competencies
to navigate complex life and work environments.
Statement of the Problem
This study aimed to find out the extent of implementation of the 21st Century Skills in the
St. Augustine Academy Bayawan City Negros Oriental specifically answers the following
questions.
1. What is the demographic profile of the respondents in terms of:
1.1 age;
1.2 gender; and
1.3 grade level

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2. To what extent are the 21st Century skills implemented in the teaching curriculum of
2.1 Career, civic and learning self-direction
2.2 Collaboration
2.3 Communication
2.4 Computing and digital proficiency
2.5 Creativity
2.6 Critical thinking and problem solving
2.7 Cross-cultural and social fluency
Significance of the Study
This study will contribute to the limited research on 21st century learning that has been
completed to date. There is considerable interest in this topic because it has implications related
to economic sustainability. As such, 21st century learning represents an investment in the future.
The bulk of the existing research reflects the value of 21st century skills; however there are few
studies related to the specifics of implementation.
This study is the significance to the student of:
Administration
The administration helped organize the 21st century skills.
Faculty
This study will be used as their guide to the incoming senior high students to prepare on the
specialization in the field of study.

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Students
This will help them to choose specialization in field of study.
Researchers
The researchers aim to find how the 21st century skills can be implemented on the students.
Future Researchers
This will help future researchers understand how the 21st century skills can be implemented in
their future research.
Scope of the Study
This study focuses on how the 21st century learning skills applies to the students in this
generation. This study helps the students and educators to participate in the new learning and
teaching techniques applied by the government. The main purpose of this study is to provide
information regarding to the effectiveness of the Junior and Senior high school students of St.
Augustine Academy of Bayawan Inc. This study considers the student’s personal information
such as their name, gender, age, and section.
The researchers limited the study to all Junior and Senior High school students of St.
Augustine Academy of Bayawan Inc. of school year 2017-2018. Each of the respondents will be
given a questionnaire to answer. The students will come from different sections to avoid
prejudice of their perceptions.
Limitation of the Study
This research study is limited or focuses only on basis for other study. In this study, there
were also limitations that were beyond control of the researchers. First was the process of
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collecting data. Some of the respondents answered the questions not seriously and this gave a
huge effect in the results. In addition, the parts of the study delayed survey contradict the
schedules and there was only limited time given. The researchers had conflicts with their other
activities and had the research of the different parts of the study delayed, and lastly, the lack of
equipment and resources. The researchers, even with great efforts, had difficulties in providing
their own equipment for collection of data and encoding of drafts into word documents. Cases
like these are unpredictable. In spite of the difficulties the researchers had undergone, hopes for
completing the study are still strong. The outcome of the study has always depended on the
respondents and the researchers themselves.
Operational Definition of Terms
For the purpose of clarification, the important terms used in this study have been defined. The
following terms are: From the learning skills of the 21st century these are the following terms:
Academic Performance
- Refers to the academic achievement of pupils as evidence by the test results or marks
given by the teacher based from the criteria such as: periodic test, written outputs, and
participation or recitation.
Collaboration
- is the act of working together for a clearer goal. The Partnership for 21st Century Skills
says that mastering collaboration skills requires the ability to work effectively with
teamwork. It also requires the ability to "be helpful and make necessary compromises to
accomplish a common goal."

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Communication
- is being able to communicate effectively to all life skills. Communication is simply the
act of transferring information from one place to another. Communication may be vocally
(through voice), writing (printed or digital media such as books, magazines, websites or
emails), visually (logos, maps, charts or graphs) or non-verbally (body language, gestures
and the tone and pitch of voice).
Communication Styles and Competencies
- Within these three main types of communication lies a subset of styles and individual
competencies. A person may be very skilled at verbal communication, but lacks in
written communication skills. It takes time to develop all three skills equally. This style
of communication is also very important.
Comprehension
- Refers to the capability of understanding or perceiving something particularly about the
additional program implementation by the DepEd.
Creative Thinking
- Creative thinking is a way to look at and solve problems from a different

perspective, avoiding orthodox solutions and thinking outside the box.
Creativity
- The ability to think and to act in different ways that are new and novel. There are two
kinds of creativity, innovation and invention. Innovation is to think creatively on

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something that already exists (e.g., tape recorder, walkman, and CD player are examples
of innovation on phonograph).
Critical thinking
- is the intellectually disciplined process of actively and skillfully conceptualizing,
applying, analyzing, synthesizing, and information gathering, or generated by,
observation, Experience, reflection, reasoning, or communication (Scriven, 1996).
Information Literacy
- Information literacy is a set of abilities requiring individuals to recognize when the
information is needed and have the ability to locate, evaluate, and use effectively the
needed information.
Information, media and technology skills
- Effective citizens and workers of the 21st century must be able to exhibit a range of
functional and critical thinking skills related to information, media and technology.
Learning and innovation skills
- Learning and innovation skills are being recognized as those that separate students who
are prepared for a more and more complex life and work environments in the 21st
century, and those who are not. A focus on creativity, critical thinking, communication
and collaboration is essential to prepare students for the future.
Life and career skills

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- The ability to navigate the complex life and work environments in the globally
competitive information age requires students to pay rigorous attention to developing
adequate life and career skills.
Media Literacy
- Media literacy is the ability to access, analyze, evaluate, and create media.
Nonverbal Communication
- Is much difficult for many people because it consist of body languages and cues that give
off while listening to someone else speak. Those in customer service-positions need to
have a highly developed competency level in listening.
Programs
- Refers to the listing of the order of the pertinent activities or plan by the Department of
Education which is essentials for the development of the learners.
Verbal Communication
- Verbal communications are skills that are very important and must be developed,
particularly in a job in which employees deal in public. Clear communication requires
straightforward language that is neither too flowery nor too simple.
Written Communication
- One often overlooked area of communication is the written word. Even the most basic
company position requires employees to have written communication skills. Proper
spelling, grammar usage and professional way of imparting information are important
competencies to be mastered.
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CHAPTER II
Review Related Literature and Studies
The 21st century skills refers to a set of knowledge, skills, work habits, and especially the
character traits that are believed by the educators, school reformers, college professors,
and others to become successful in today's world, mainly in collegiate programs and
contemporary careers and workplaces. The 21st century skills can be applied in all academic
subjects, and in all educational, career, and civic settings to a student's life. Educators often warn
that our children need to improve the 21st century skills. Without these skills, they will not be
able to successfully participate in the global economy. From the studies of the World Economic
Forum 2017 it says that the gap between the skills that people learn and the skills people need is
to become more comprehensible, and to fully equip the students with the knowledge they need to
grow, (P21,2016)
This study gives insight about the implementation of the 21st century skills in the teaching
curriculum in St. Augustine Academy, there’s a lot of study on the performances of the high
school students. While the specific skills deemed to be “21st century skills” may be defined,
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categorized, and determined differently from person to person, place to place, or school to
school, the term does reflect a general—if somewhat loose and shifting—consensus. While many
different individuals and organizations have proposed countless definitions of the 21st century
skills, and most states have adopted this learning standards or address cross-disciplinary skills,
there are three popular types if models that can serve to illustrate the concept and its application
in education (Envision Experience, 2016).
In the study of the (US Department of Education, 2006-2015) about Demystifying
Learning Frameworks: The P21 Framework found that it shows these skills allow the students to
be better prepared for today’s highly collaborative, innovation-focused workforce. For this
reason, Student outcome in the P21 Framework are often described in terms of the future impact
they will have for students when they seek employment. The P21 Framework basis comes from a
belief that children need the proper opportunities and avenues to gain the skills for careers. The
coalition formed in an attempt to better prepare children for the challenges of the modern
working world, and that the P21 Framework is used to motivate the students in desire for their
collage and career-oriented education. The skills that the P21 lists are considered crucial for
success in the workplace by all sectors. The foundation believes that work environment is more
complex in today’s society, so the students must be able to integrate the traditional academic
core with interdisciplinary skills that are more reflective of those complexities. They will gain
these skills by integrating core content and interdisciplinary themes, and engaging in activities
that promote Creativity, Critical Thinking, Communication, and Collaboration. Many of the
opportunities for integrating core knowledge and critical thinking skills from technological
literacy and related areas like media literacy. These literacies are translated into a list of
competencies that students should master by the time they leave school.
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Creativity is the ability to think and to act in different ways that are new and novel. There
are two kinds of creativity, innovation and invention. Innovation is to think creatively on
something that already exists (e.g., tape recorder, Walkman, and CD player are examples of
innovation on phonograph). Invention is the action of inventing something; invention also is
creating something that did not exist before (e.g. phonograph). An example of a business
illustrates the difference clearly. When a team bases its plans on the way the team has operated in
the past, they are open only to innovation, such as increasing the efficiency. On the other hand, a
team that is inventive will ask itself: How can we create a different way to operate, on the one
that will produce a different what of doing such business? And for that we are going to
experiment. Experimentation is the process by which people become creative. When
experimenting, you don't know the outcome. You can only guess. Mostly, experimentation leads
to a surprise. This is the power of creativity. Organizations today need more invention that
innovation. This means that people in the organizations need to release their creativity in ways
that are quite different from the method tried-and-true from the past. It also means that
organizations need to be open to more experimentation to find out what works and what doesn't,
(MIS,2015).
Learning and Innovation skills
The 21st century learning skills are often called the 4 C’s: critical thinking, creative
thinking, communicating, and collaborating. These skills help students learn, and so they are
vital to success in school and beyond (Thought full learning).
What is Critical thinking?

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Critical thinking is the intellectually disciplined process of actively and skillfully
conceptualizing, applying, analyzing, synthesizing, and information gathering, or generated by,
observation, Experience, reflection, reasoning, or communication (Scriven, 2016). Critical
thinking defines as characterize intentional application of rational, higher order thinking skills,
such as analysis, synthesis, problem recognition, problem solving, inference, and evaluation
(Angelo, 1995, p. 6). According to the research of (J. Stephen Scanlan, 2006) is that critical
thinking is the ability to think about one’s thinking in such a way as to recognize its strength and
weaknesses and to recast the thinking in improved form.
In order to achieve critical thinking you need to reason effectively, use system thinking,
make judgments and decisions, and implement innovation. Reason effectively is to have various
types of reasoning (inductive, deductive, etc.) which are fitting for the situation. Use system
thinking, in using system thinking you need to analyze and evaluate how the parts of a whole
interact with each other in order to produce overall outcome in complex system. Make judgment
and Decisions, by making judgment decisions you need to effectively analyze and evaluate
evidence, arguments, claims and beliefs, analyze and evaluate major alternative point of view,
synthesize and make connection between information and arguments, interpret information and
draw conclusions based on the best analysis and to reflect critically on learning experiences and
processes. Last is implement innovation, implement innovation is an act of creative ideas to
make a tangible and useful contribution to the field in which the innovation will occur,
(P21_Framework, 2015).
What is Communication?
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Communication is being able to communicate effectively to all life skills.
Communication is simply the act of transferring information from one place to another.
Communication may be vocally (through voice), writing (printed or digital media such as books,
magazines, websites or emails), visually (logos, maps, charts or graphs) or non-verbally (body
language, gestures and the tone and pitch of voice), (SkillsYouNeed, 2011).
Verbal Communication
Verbal communications are skills that are very important and must be developed,
particularly in a job in which employees deal in public. Clear communication requires
straightforward language that is neither too flowery nor too simple. Higher levels of
communication competencies deal with high persuasive speaking and for the management level
employees and those in marketing position within a company. Employees can benefit from
public speaking courses, which help develop key communication skills.
Nonverbal Communication
Nonverbal communication is much difficult for many people because it consists of body
languages and cues that give off while listening to someone else speak. Those in customer
service-positions need to have a highly developed competency level in listening. Nodding of
head, inclining towards the speaker and showing open body (shoulder back, arms uncrossed) lets
the speaker know that you are listening to what they are saying.
Written Communication
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One often overlooked area of communication is the written word. Even the most basic
company position requires employees to have written communication skills. Proper spelling,
grammar usage and professional way of imparting information are important competencies to be
mastered. Having poorly worded, misspelled or full of errors detracts your written
communication from the overall message that is being imparted. Written communication is even
more vital when dealing with the public. People judge others by the way they write and it is
important to make sure that written communication is professional.
Communication Styles and Competencies
Within these three main types of communication lies a subset of styles and individual
competencies. A person may be very skilled at verbal communication, but lacks in written
communication skills. It takes time to develop all three skills equally. This style of
communication is also very important. Some communicators are upbeat and inspirational, while
others are more quiet and subdued. This style of communication should match the tone of the
information that is being imparted, (Small Business, 2014).
‘Soft’ skills including communication skills and team working are important capabilities
sought among new graduates, with over 85% of employers regarding these as important. These
findings are not new; many similar surveys on graduate employability highlight some of the
issues. Even if one goes back to the seminal 1995 report by the Association of Graduate
Recruiters (AGR), we will find that employers consider these skills to be important. More recent
reports by the CBI, the AGR and the NCWE (National Council for Work Experience) find
similar employer views, (Aces, 2015).

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How to develop communication skills:
Communicate Clearly
You need to articulate clear thoughts and ideas effectively using oral, written and
nonverbal communication skills in different variety of forms and contexts, Listening effectively
to decipher meaning, including knowledge, values, attitudes and intentions, use communication
for a range of purposes (e.g. to inform, instruct, motivate and persuade), utilize multiple media
and technologies, and know how to judge their effectiveness a priority and as well as an
assessment to their impact, and to communicate effectively in diverse environments (including
multi-lingual)(P21.org, 2015).
Collaboration is the act of working together for a clearer goal. The Partnership for 21st
Century Skills says that mastering collaboration skills requires the ability to work effectively
with teamwork. It also requires the ability to "be helpful and make necessary compromises to
accomplish a common goal."
Working effectively with others is an extremely needed. Collaboration skills are
complicated to learn because they are actually the people’s skills. Learning these skills takes
guided practice and good quality feedback. Teacher's shouldn't expect their students to work
together effectively without explicitly teaching and modeling collaboration skills. These skills
include: active listening, respect, manner, positive attitude, focus, and social awareness.
Simply telling students to work together won't lead to productive collaboration. Teachers
should develop activities and projects so that students have reasons to collaborate. Teachers must
teach students how to be good group members through modeling, role playing, discussion, and
facilitating.
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Collaboration can be taught and can be learned by: assigning clear responsibilities,
showing students examples, assigning a leader, encouraging self-direction, charting progress,
conducting group and self-evaluations, and designing rubric in order to measure the process and
product,(learning-in-hand,2015)
How to develop media literacy and information literacy:
What is Media Literacy?
Literacy has referred to the ability to read and write. Today, we get most of our
information through media technologies. The ability to be able to read many types of media has
become an essential skill in the 21st Century. Media literacy is the ability to access, analyze,
evaluate, and create media. Media literate and adults are better able to understand the complex
messages we receive from television, radio, Internet, newspapers, magazines, books, billboards,
video games, music, and all other forms of media. Media literacy is included in the educational
standards of every state in language arts, social studies, health, science, and other subjects.
Many educators have discovered that media literacy is an effective way on engaging critical
thinking skills to a wide range of issues. Media Literacy education comes from a media justice
framework. Media Justice speaks to the need to go beyond creating greater access to the same
old media structure. Media Justice takes into account history, culture, privilege, and power. We
need new relationships with media and a new vision for its access, and structure. Media Justice
understands that this will require new policies, new systems that treat their communities as more
than markets. Media literacy skills can help youth and adults: develop critical thinking skills,
Understand how media messages shape our culture and society, identify target marketing
strategies, recognize what the media maker wants us to believe or do, name the techniques of
persuasion used, recognize bias, spin, misinformation, and lies, discover the parts of the story
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that are not being told, evaluate media messages based on our own experiences, skills, beliefs,
and values, create and distribute our own media messages, advocate for media justice.
Information Literacy
Information literacy is a set of abilities requiring individuals to recognize when the
information is needed and have the ability to locate, evaluate, and use effectively the needed
information. Information literacy also is increasingly important to the contemporary environment
of rapid technological change and proliferating information resources. Because of the escalating
complexity of this environment, individuals are faced with diverse, abundant information choices
in their academic studies, in the workplace, and in their personal lives. Information is available
through libraries, community resources, special interest organizations, media, and the Internet
and increasingly, information comes to individuals in unfiltered formats, raising questions about
its authenticity, validity, and reliability. Information literacy is available through multiple media,
including graphical, aural, and textual, and these pose new challenges for individuals in
evaluating and understanding it. The uncertain quality and expanding quantity of information
pose large challenges for society. The sheer abundance of information will not create itself more
informed citizenry without a complementary cluster of abilities necessary to use information
effectively.
Information literacy forms the basis for lifelong learning. It is common to all disciplines,
to all learning environments, and to all levels of education. It enables learners to master content
and extend their investigations, become more self-directed, and assume greater control over their
own learning. An information literate individual is able to: determine the extent of information
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needed, access the needed information effectively and efficiently, evaluate information and its
sources critically, incorporate selected information into one’s knowledge base, use information
effectively to accomplish a specific purpose, and to understand the economic, legal, and social
issues surrounding the use of information, and access and use information ethically and legally.
Importance of the 21st century skills
Conceptual Framework
The 21st century skills are a set of abilities that students need to develop in order to
succeed in the information age. The Partnership for 21st Century Skills known as the 4 C’s: basic
thinking, innovative thinking, communicating, and collaborating. These abilities help the
students achieve and effectively finish their education.
Learning and innovation skills
Learning and innovation skills are being recognized as those that separate students who
are prepared for a more and more complex life and work environments in the 21st century, and
those who are not. A focus on creativity, critical thinking, communication and collaboration is
essential to prepare students for the future.
 Critical Thinking-Critical thinking is to focus or careful analysis something to better
understand it.
Reason Effectively
 Need various types of reasoning (inductive, deductive, etc) as fitting to the
situation.
28
Use System Thinking
 You need to analyze how parts of a whole interact with each other to produce
overall outcomes in complex systems.
Make Judgments and Decisions
 Effectively analyze and evaluate evidence, arguments, claims and beliefs.
 You need to analyze and evaluate major alternative points of view.
 Synthesize and make connections between information and arguments.
 Interpret information and draw conclusions based on the best analysis.
 Reflect critically on learning experiences and processes.
Solve Problems
 Solve different kinds of non-familiar problems in both conventional and

innovative ways.
 Identify and ask significant questions that clarify various points of view and lead
to better solutions.
 Creative Thinking-Creative thinking is a way to look at and solve problems from a
different perspective, avoiding orthodox solutions and thinking outside the box.
Think Creatively
 Apply a wide range of idea creation techniques (such as brainstorming)
 Create new and worthwhile ideas (both incremental and radical concepts)
 Elaborate, refine, analyze and evaluate their own ideas in order to improve and
maximize creative efforts
Work Creatively with Others
 Develop, implement and communicate new ideas to others effectively

29
 Be open and responsive to new and diverse perspectives; incorporate group input
and feedback into the work
 Demonstrate originality and inventiveness in work and understand the real world
limits to adopting new ideas
 View failure as an opportunity to learn; understand that creativity and innovation
is a long-term, cyclical process of small successes and frequent mistakes
Implement
Innovation
 Act on creative ideas to make a tangible and useful contribution to the field in
which the innovation will occur.
 Communication and Collaboration- are interpersonal skills that help people work well
with one another. Both collaboration and communication involve being able to read the
vast number of verbal and nonverbal cues that we all use to communicate our ideas and
emotions. People need to learn to build shared understanding, negotiate outcomes, and
cultivate trust to work together to solve the problems that no one can solve alone.
Communicate Clearly
 Articulate thoughts and ideas effectively using oral, written and nonverbal
communication skills in a variety of forms and contexts.
 Listen effectively to decipher meaning, including knowledge, values, attitudes
and intentions.
 Use communication for a range of purposes (e.g. to inform, instruct, motivate and
persuade).
 Utilize multiple media and technologies, and know how to judge their
30
effectiveness a priori as well as assess their impact.
 Communicate effectively in diverse environments (including multi-lingual).
Collaborate with Others
 Demonstrate ability to work effectively and respectfully with diverse teams.
 Exercise flexibility and willingness to be helpful in making necessary

compromises to accomplish a common goal
 Assume shared responsibility for collaborative work, and value the individual
contributions made by each team member.
Information, media and technology skills
People in the 21st century live in a technology and media-driven environment,
marked by various characteristics, including access to an abundance of information, rapid
changes in technology tools, and the ability to collaborate and make individual
contributions on an unprecedented scale. Effective citizens and workers of the 21st
century must be able to exhibit a range of functional and critical thinking skills related to
information, media and technology.
 Information literacy
Access and Evaluate Information
 Access information efficiently (time) and effectively (sources)
 Evaluate information critically and competently Use and Manage Information
 Use information accurately and creatively for the issue or problem at hand
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 Manage the flow of information from a wide variety of sources
 Apply a fundamental understanding of the ethical/legal issues surrounding the access
and use of information
 Media literacy
Analyze Media
 Understand both how and why media messages are constructed, and for what
purposes.
 Examine how individuals interpret messages differently, how values and points of
view are included or excluded, and how media can influence beliefs and behaviors
 Apply a fundamental understanding of the ethical/legal issues surrounding the access
and use of media Create Media Products.
 Understand and utilize the most appropriate media creation tools, characteristics and
conventions.
 Understand and effectively utilize the most appropriate expressions and
interpretations in diverse, multi-cultural environments.
 ICT (Information, Communications and Technology) literacy
Apply Technology Effectively
 Use technology as a tool to research, organize, evaluate and communicate
information.
 Use digital technologies (computers, PDAs, media players, GPS, etc.),
communication/networking tools and social networks appropriately to access,
manage, integrate, evaluate and create information to successfully function in a

32
knowledge economy.
 Apply a fundamental understanding of the ethical/legal issues surrounding the
access and use of information technologies.
What are the most important skill employers want?
Base on the researchers verbal communication, teamwork, analyzing & investigating,
flexibility, time management, and planning & organizing are needed by fresh graduated
employers. But according to Will Archer and Jess Davison communication skills is the most
important skill needed by employers, yet many employers are dissatisfied that graduates can
express themselves effectively. Team working skills are also considered essential by most of the
employers.
Life and career skills
Today’s life and work environments require far more than thinking skills and
content knowledge. The ability to navigate the complex life and work environments in
the globally competitive information age requires students to pay rigorous attention to
developing adequate life and career skills.
 Flexibility and adaptability
Adapt to Change
 Adapt to varied roles, jobs responsibilities, schedules and contexts
 Work effectively in a climate of ambiguity and changing priorities
Be Flexible
 Incorporate feedback effectively
 Deal positively with praise, setbacks and criticism
 Understand, negotiate and balance diverse views and beliefs to reach workable
33
solutions, particularly in multi-cultural environments
 Initiative and self-direction
Manage Goals and Time
 Set goals with tangible and intangible success criteria
 Balance tactical (short-term) and strategic (long-term) goals
 Utilize time and manage workload efficiently Work Independently
 Monitor, define, prioritize and complete tasks without direct oversight Be Self-
directed Learners
 Go beyond basic mastery of skills and/or curriculum to explore and expand one’s
own learning and opportunities to gain expertise
 Demonstrate initiative to advance skill levels towards a professional level
 Demonstrate commitment to learning as a lifelong process
 Reflect critically on past experiences in order to inform future progress
 Social and cross-cultural skills
Interact Effectively with Others
 Know when it is appropriate to listen and when to speak
 Conduct themselves in a respectable, professional manner
Work Effectively in Diverse Teams
 Respect cultural differences and work effectively with people from a range of
social and cultural backgrounds
 Respond open-mindedly to different ideas and values
 Leverage social and cultural differences to create new ideas and increase both
innovation and quality of work

34
 Productivity and accountability
Manage Projects
 Set and meet goals, even in the face of obstacles and competing pressures
 Prioritize, plan and manage work to achieve the intended result
Produce Results
 Demonstrate additional attributes associated with producing high quality products
including the abilities to:
-Work positively and ethically
- Manage time and projects effectively
- Multi-task
- Participate actively, as well as be reliable and punctual
- Present oneself professionally and with proper etiquette
- Collaborate and cooperate effectively with teams
- Respect and appreciate team diversity
- Be accountable for results
 Leadership and responsibility
Guide and Lead Others
 Use interpersonal and problem-solving skills to influence and guide others toward
a goal
 Leverage strengths of others to accomplish a common goal
 Inspire others to reach their very best via example and selflessness
 Demonstrate integrity and ethical behavior in using influence and power Be
Responsible to Others
35
 Act responsibly with the interests of the larger community in mind
Figure 1 P21 Framework of the 21st century learning

36
CHAPTER III
Research Methodology
Research Design
This study used a descriptive design to examine the effectiveness of the 7C’s towards
lifelong skills readiness. To define lifelong readiness in terms of life course taking patterns,
including the titles, perceived challenge level, and the number of years required to be
professional, combined with the experience received in training. In line with this, this research
was conducted to determine the factors affecting Critical Thinking-and-Doing, Creativity,
Collaboration, Cross-cultural Understanding, communication, Computing/ICT Literacy, and
Career & Learning Self-reliance.
Our general objective is to look into the perspective of Junior and Senior high school
students to the effectiveness of the Junior and Senior high school program of St. Augustine
Academy of Bayawan Inc. The researchers are to find out the main factor which affects the
Lifelong skills readiness of senior high school students in St. Augustine Academy of Bayawan,
Inc.
Research Respondents
A sample research respondents of 150 students from the Junior & Senior High school of
St. Augustine Academy. The age range of the participants was 12-18.
Sampling Techniques
37
The sampling technique applied for drawing out the sample was Non- Probability
sampling. Quota sampling will be used because questionnaires were distributed to 150 Junior &
Senior high school students. Since there are 4 sections in Grade 7, 3 sections in Grade 8, 2
sections in grade 9, 2 sections in Grade 10, 1 section in grade 11 stem, 1 section in grade 11
ABM, 1 Section grade 12 Stem and 1 Section grade 12 Abm simple random-stratified sampling
techniques will be used to avoid bias. Complete list of names in the Junior high school students
were given. Since not every student had an equal chance of being included in the sample, random
picking of names was done respectively as follows:
Grade 7 St. Joseph – 7 Respondents Grade 7 St. Therese - 6 Respondents
Grade 7 St. Agnes – 6 Respondents Grade 7 St. Magdalene – 6 Respondents
Grade 8 St. Ambrose – 9 Respondents Grade 8 St. Nicholas – 8 Respondents
Grade 8 St. Alypius – 8 Respondents Grade 9 St. Thomas – 13 Respondents
Grade 9 St. Ezekiel – 12 Respondents Grade 10 St. Monica – 13 Respondents
Grade 10 St. Possidius – 12 Respondents Grade 11 Stem-12 Respondents
Grade11 Abm-13 Respondents Grade 12 Stem-13 Respondents
Grade 12 Abm-12 Respondents
Research Instruments
In order of us to gain information and relative evaluation, the use of researcher-made
questionnaire was applied. The questionnaire was used as the main gathering of data for
investigation. It follows important format of a completely structured questionnaire that provides
the respondents to check items out of the list of the chosen respondents for we used random
38
stratified technique. The questionnaire consists questions out of the variables found in our study
that are to be answered by strongly agree, moderately agree, agree, moderately disagree and
strongly disagree to accommodate their own preferences.
Statistical Treatment of Data,
These were the statistical tools that researchers used when analysing and interpreting
the collation data from the distribute survey questionnaire among the target respondents.
Weighted Mean. It was used to present the overall influence of the factors with the student’s
advantages and addictiveness using networking sites.
Weighted Mean. It was used to get the use of Senior High School students.
∑𝑓𝑥
𝑊𝑥 =
𝑛
where: Wx = weighted mean/average
x = rating
n = total number of students
f = frequency/number of students who responded in a particular
category
∑𝑓𝑥 = sum of all the products of frequency and the rating

39
5-Point Liker’s Scale
Scale Range Verbal Interpretation Explanation

Description
5 4.21-5.00 Strongly Agree Very High The student’s rating
ranges from 81-100%
4 3.41-4.20 Agree High The student’s rating

ranges from 61-80%
The student’s rating

Moderately
3 2.61-3.40 ranges from 41-60%
Agree Moderate
The student’s rating

2 1.81-2.60 Disagree Low
ranges from 21-40%
1 1.00-1.80 Strongly Very Low The student’s rating

Disagree ranges from 1-20%
Percentage - the percentage is used to determine the quantitative relation to the whole response.
The process of gathering the percentage was dividing the frequency (sum of responses) by the
total number of responses. To compute for the percentage (P), the formula is used:
part
Percentage = x 100
whole
40
CHAPTER 4
Analysis, Presentation and Description of the Research Findings
4.1 Introduction
The researcher conducted quantitative, descriptive research to investigate the purpose of
the importance of the 21st century skills in today’s education. During our data collection we
aimed to determine:
• how the students simply answer our surveys during our data gathering
• the benefits of computer assisted instruction and computer-based learning for the learners
• The problems that the learners encountered during computer-based learning. The methods of
data
Collection and data analysis have been discussed in chapter three. In this chapter, the research
findings are discussed. The findings were utilized to formulate recommendations to optimize the
utilization of information communication technologies and associated educational principles in
nursing education.
41
Table 1
Gender profile of respondents
Frequency Percentage
Male 79 53%
Female 71 47%
Total 150 100%
Table 1 shows the gender profile of the respondents. Out of 150 respondents, 53% are
male and 47% are female. Based on the information above, male students dominated over the
female students.
Table 2 Age profile of respondents
Age Frequency Percentage
11-12 25 16.6%
13-14 25 16.6%
15-16 50 33.4%
17-18 50 33.4%
Total 150 100%

42
Table 2 shows the age profile of the respondents. Out of 150 respondents, bracket from
11-12 and to 13-14 has a number of 25 respondents which is 16.6% of 150 and bracket from 15-
16 and 17-18 has a number of 50 respondents which is 33.4% of 150.
Table 3. Critical Thinking and Doing
INDICATOR WEIGHTED VERBAL INTERPRETATION

MEAN DESCRIPTION
1. Teachers provide us activities 4.2 Strongly Agree High
that develop critical-thinking skills.
2. The teachers use strategies that 3.9 Moderately Agree Moderate
make learning easier for me.
3. There are activities that allow 4.0 Moderately Agree Moderate
me to apply what I learned in real
life settings.
4. I believe that the lessons are 3.8 Moderately Agree Moderate
relevant to my life in general.
5. There are teachers allow us to 3.8 Moderately Agree Moderate
discover topics on our own even
clarify solve problem
resourcefully.
Composite: 3.94 Moderately Agree Moderate
The Table 3 shows results the based on Critical Thinking and Doing, The table above
points out that the responses of the students has its lowest in the insight indicator number 5
(There are teachers allow us to discover topics on our own even clarify solve problem
resourcefully) which had the lowest weighted mean of 3.8 with the verbal description of
Moderately Agree. Correspondingly, this citing explains that some of the teachers are not
interested in students’ answers, whether it is right or wrong and according to Martin Davies
(2016) this hasn’t been done because school’s justifiably worried about the result about what the
43
results might indicate. On the other, hand indicator number 1(Teachers provide us activities that
develop critical-thinking skills) which had the highest weighted mean of 4.2 with the verbal
description of Strongly Agree. According to Christina Lipori(2018) this pushes them to be
critically thinking about the reading the entire way through. At the end students can share their
thoughts and questions and work together to answer them and can finalize the lesson with a
whole class discussion.
Table 4. Creativity

MEAN DESCIRPTION
1. The Students show great 3.90 Strongly Agree Very High
improvement in social competence and
earned higher grades.
2. Students adapt effectively to the 3.70 Agree High
environment and have the ability to
understand complex ideas.
3. Students have the ability to identify, 3.84 Moderately Agree Moderate
analyze, and evaluate conflicting
viewpoints.
4. Students have a strong sense of self- 3.77 Moderately Agree Moderate

awareness and self-management.
5. Students applied strategies for 3.83 Moderately Agree Moderate
revision and preparation during written
exams.
The Table 4 shows the results based on Creativity, The table above points out that the
responses of the students shows the lowest in the insight Indicator number 2 (Student’s adapt
effectively to the environment and have the ability to understand complex ideas). Which had the
lowest weighted mean of 3.7 with the verbal description of Agree. Correspondingly, this citing
explains that David Wechsler (n.d.) the aggregate or global capacity of the individual to act
purposefully, to think rationally, and to deal effectively with his environment. Individuals differ
44
from one another in their ability to understand complex ideas, to adapt effectively to the
environment, to learn from experience, to engage in various forms of reasoning, to overcome
obstacles by taking thought. On the other hand, indicator number 1 (The Students show great
improvement in social competence and earned higher grades) which had the highest weighted
mean of 3.88 with the verbal description of Strongly Agree. According to Durlak Weissberg
(2010), educators and students process and respond to emotions influences children’s education
in ways that affect their social, emotional, and cognitive development. A recent meta- analysis of
research on programs focused on social and emotional learning (SEL) shows a systematic
process for promoting students’ social and emotional development is the common element
among schools that report an increase in academic success, improved quality of relationships
between teachers and students, and a decrease in problem behavior.
Table. 5 Collaboration

MEAN DESCRIPTION
1. I am able to collaborate with the 3.90 Moderately Agree Moderate
people in doing school people
works.
2. I collaborate with other students 3.5 Moderately Agree Moderate
from different year levels especially
when having schools activities.
3. I examine ideas and opinions 3.65 Agree High
from other especially when doing
collaborations.
4. I gather information’s from each 3.72 Agree High
of the members and put them all
together in having group activities.
5. I collaborate with others to the 3.7 Moderately Agree Moderate
extent of having communication and
having pure relationship with them.
The Table 5 shows results based on Collaboration, Table 5 above points out that the
responses of the students laid lowest in the insight Indicator number 2 (I collaborate with other
45
students from different year levels especially when having schools activities.) which had the
lowest weighted mean of 3.5 with the verbal description of Moderately Agree. Correspondingly,
Karl A. Smith (2016) suggests it is probably best not to group students strictly by ability level, as
some diversity generally fosters increased learning among the entire group. In addition, grouping
by past performance is difficult because successful collaboration requires different skills from
successful individual projects; you may find that students who earn high marks on individual
assignments are not the most effective group members in your class. On the other hand, indicator
number 3(I am able to collaborate with the people around me in doing school people works.)
which had the highest weighted mean of 3.9 with the verbal description of Moderately Agree.
According to Karl A. Smith (2016) Students learn to take responsibility for monitoring,
adjusting, self-questioning, and questioning their classmates/friends. Such self-regulating
activities are critical for students to learn today, and they are much better learned within a group
that shares responsibility for learning.
Table 6. Cross-cultural Understanding

MEAN DESCRIPTON
1.I recognize other people with 3.8 Moderately Agree Moderate
different cultures.
2. I correct misunderstood situation 3.6 Moderately Agree Moderate
or incidences due to cultural
differences.
3. I understand people with different 4.2 Strongly Agree Very High
beliefs, values and norms.
4. I am careful around people with 3.8 Strongly Agree Very High
different cultures.
5. I am aware that 4.2 Strongly Agree Very High
miscommunication may occur thus,
any to choose my words and actions
carefully.
Composite: 3.92 Strongly Agree Very High
46
The Table 6 shows the results based on Cross-cultural Understanding, Table 6 above
points out that the responses of the students laid lowest in the insight Indicator number 2 (I
correct misunderstood situation or incidences due to cultural differences.) which had the lowest
weighted mean of 3.6 with the verbal description of Moderately Agree. Correspondingly, Crystal
David (2015) suggest that to interrupt them, there are numerous verbal and nonverbal cues,
almost like a dance, that are exchanged between speakers that let people know when their turn
will begin or end. Conversations do not always neatly progress from beginning to end with
shared understanding along the way. There is a back and forth that is often verbally managed
through rephrasing and clarification and that without following such social conventions might
indicate to the other person that you were not listening or are simply rude. On the other hand,
indicator number 5 (I am aware that miscommunication may occur thus, any to choose my words
and actions carefully.) which had the highest weighted mean of 4.2 with the verbal description of
Strongly Agree. According to Crystal David(2015), we have learned social norms and
internalized them to such an extent that we do not often consciously enact them. Instead, we rely
on routines and roles (as determined by social forces) to help us proceed with verbal interaction,
which also helps determine how a conversation will unfold.
Table 7. Communication

MEAN DESCRIPTION
1.I am good at communicating at 3.96 Agree High
people.
2. I have my own study habits and 4 Strongly Agree Very High
my own strategies in preparing for
exams.
3. I can solve logical and analytical 3.74 Moderately Agree Moderate
questions on my own.
4. I can manage my time perfectly. 3.7 Agree High
5. I can finish projects, performance 3.43 Moderately Agree Moderate
tasks, and homework’s on time.
Composite: 3.76 Agree High
47
The Table 7 shows the 21st Century Skills in the Learning and Teaching Experience of
Students in St. Augustine Academy of Bayawan Inc. Based on Communication, Table 7 above
points out that the responses of the students laid lowest in the insight indicator number 5 (I can
finish projects, performance tasks, and homeworks on time.) which had the lowest weighted
mean (Wx) of 3.43 with the verbal description of Moderately Agree. Correspondingly, this citing
explains that Bella Williams (2014) suggest that discussions with others and clarifying doubts
will put a demand on their time and that the insufficient knowledge about the assignment
(questions and/or solutions) is another cause assuming one understands what is asked, answering
might take more time due to confusion about the scope and relevance. On the other hand,
indicator number 2 (I have my own study habits and my own strategies in preparing for exams)
which had the highest weighted mean (Wx) of 4 with the verbal description of Strongly Agree.
According to Marcus Crede and Nathan R. Kuncel (2014), measures of study behaviors, also
called study skills, strategies, or techniques, can serve as diagnostic tools to help instructors
identify students in need of additional help and can also provide a better awareness of a student’s
strengths and weaknesses and, correspondingly, ways to optimize his or her learning.
Table 8. Computing/ ICT literacy

MEAN DESCRIPTION
1.I know to research to find high quality, 4.0 Moderately Agree Moderate
academic information to help me produce
well evidence assignments.
2. i have my own study habits and my own 4.12 Strongly Agree Very High
strategies in preparing for exams.
3. I can solve logical and analytic questions 3.63 Agree High
on my own.
4. I can manage my time perfectly. 3.68 Moderately Agree Moderate
5. I can finish projects, performance tasks, 3.62 Agree High
and homework’s on time.
48
The Table 8 shows the results based on Computing/ ICT Literacy Table 8 above points
out that the responses of the students laid lowest in the insight Indicator number 5 (I can finish
projects, performance tasks, and homework’s on time.) which had the lowest weighted mean of
3.43 with the verbal description of Moderately Agree. Correspondingly, Bella Williams(2014)
suggest that discussions with others and clarifying doubts will put a demand on their time and
that the insufficient knowledge about the assignment (questions and/or solutions) is another
cause assuming one understands what is asked, answering might take more time due to confusion
about the scope and relevance. On the other hand, indicator number 3 (I have my own study
habits and my own strategies in preparing for exams). Which had the highest weighted mean of
4.12 with the verbal description of Strongly Agree. According to Mark and Howard (2009) are of
the opinion that the most common challenge to the success of students in all ramifications is a
lack of effective or positive (good) study habit. They further maintain that if students can
develop a good study habit and with good discipline, they are bound to perform remarkably well
in their academic pursuit.
Table 9. Career & Learning Self-Reliance

MEAN DESCRIPTION
1. I always think of my future. 4.60 Strongly Agree Very High
2. I don’t depend on others to 3.80 Agree High
much.
3. I am always confident on 3.60 Agree High
myself.
4. I can manage my time 4.0 Moderately Agree Moderate
perfectly.
5. I always do my best to have a 4.1 Strongly Agree Very High
better career.
Composite: 4.02 Strongly Agree Very High
49
The Table 9 shows the results based on Career and Self-reliance, Table 9 above points out that
the responses of the students laid lowest in the insight Indicator number 3 (I am always confident
on myself.) which had the lowest weighted mean of 3.6 with the verbal description of Agree.
Correspondingly, according to Cristine Freeman(2015) the students is in particular case when
those learning differences go unrecognized by teachers need to be encourages to take risks, and
Cristine Freeman(2015) suggest that the students need to express their creativity in classroom
assignments and invest in the work they produce at school and more likely to be optimistic and
motivated and have a “can do” rather than a “can’t do” attitude to classroom learning and
education. On the other hand, low self-esteem can affect the confidence and motivation
necessary for problem solving and dampen interest in new experiences. On the other hand,
indicator number 1 (I always think of my future.) which had the highest weighted mean of 4.6
with the verbal description of Strongly Agree. According to Miranda Marcus(2015) that it is
important for the Junior and Senior high school students to learn about every possible career that
interests them (via internet, or classes, or shadow days)and to keep their options open for as long
as possible. That means preparing as if you will pursue the thing you are interested in doing that
has the most requirements.
Table 10. 21st Century Skills Teaching Curriculum
VARIABLES WEIGHTED VERBAL INTERPRETATION

MEAN DESCIPTION
1. Critical thinking -and- Doing 3.94 Moderately Agree Moderate
2. Creativity 3.80 Moderately Agree Moderate
3. Collaboration 3.71 Moderately Agree Moderate
4. Cross-cultural understanding 3.92 Strongly Agree Very High
5. Communication 3.76 Agree High
6. Computing/ ICT literacy 3.81 Moderately Agree Moderate
7. Career and self-reliance 4.02 Strongly Agree Very High
50
Table 10 explains the summary 21st Century Skills in the Learning and Teaching
Experience of Students in St. Augustine Academy of Bayawan Inc. It shows the Indicator 3
(Collaboration) got the lowest weighted mean (Wx) of 3.71 with the verbal description of
Moderately Agree. This result explains that the students can’t learn from people who have a
different mindset from them and usually the group doesn't work well together or they stay in the
land of nice where they don't offer real, honest feedback to everyone and many times when it
doesn't work, and we need not blame collaboration for it. We need to look at the process and the
people who are involved, because that is where the issue may lie. On the other hand the Indicator
7 (Career and Self-reliance) got the highest weighted mean of 4.02 with the verbal description of
Strongly Agree. This result explains that the personal responsibility dimension is important
because it fosters a feeling of competence and control over one’s life. It helps the students
cultivate their own inner resources to solve problems. Taking personal responsibility also
encourages active thinking about what kind of work would be most satisfying, rather than just
reacting to local opportunities.

51
CHAPTER V
Summary of Findings, Conclusions and Recommendations
Restatement of the Problem
This study targeted to conclude the perception of junior and senior high school students
to the implementation of 21st Century Skills in St. Augustine Academy of Bayawan Inc.
Specifically, this answered the following questions:
1. What is the respondents profile in terms of :
1.1 administration
1.2 faculty
1.3 students
1.4 researchers
1.5 future researchers
2. . To what extent are the 21st Century skills implemented in the teaching curriculum of St.
Augustine Academy of Bayawan, Inc.
2.1 Collaboration
52
2.2 Communication
2.3 Critical thinking and problem solving
2.4 Creativity
2.5 Computing and digital proficiency
2.6 Cross-cultural and social fluency
2.7 Career, civic and learning self-direction
Summary of Findings
1. Respondent’s Profile in terms of:
1.1 Age - Out of 150 respondents, each age bracket has a number of 25 students which I s
16.6% of 150.
1.2 Sex – out of 150 respondents, 53% of which are male and 47% are female.
2. Extent of the 21st Century skills implemented in the teaching curriculum of St.
Augustine Academy of Bayawan, Inc.:
2.1 Career and Self-reliance – based on the data we have gathered indicator 3(I am
always confident on myself) points out that career and self-reliance got highest
weighted mean of 4.02 with the verbal description of Strongly Agree.
2.2 Collaboration –based on the data we have gathered indicator 2 (I collaborate with
other students from different year levels especially when having schools activities)
points out that it got the lowest weighted mean of 3.71 with the verbal description of
Moderately Agree.
53
Based on the researchers they found out that collaboration has the lowest weighted mean
while career and self-reliance has the highest weighted mean. We have observed that in
collaboration student here in Saint Augustine Academy doesn’t work efficiently together because
most of the students are always playing around and not participating in group activities. And
what we have also observe that most of the students in Saint Augustine Academy completely
focuses in their career for they work hard and strive for their future as a student which they have
the ability to navigate the complex of life and work environmentally in global competitive
information and require the students to pay rigorous attention in developing their life and this
career in the future.
Conclusion
Based on the data gathered, the researchers here by conclude:
1. There are more males than females
2. Based on the data gathered, the researchers here by conclude:
3. The junior & senior high school students of St. Augustine Academy have good career and
self- reliance but lacking of collaborative team building activities. According to Richard
Burr (2011) the administration should enhance school programs and more opportunities
within the activity to develop leadership, decision making, trust building, communication,
and conflict management skills.
Recommendations
54
Based on the findings, the researchers recommend that the administration, teachers,
students, researchers, and future researchers should enhance the collaboration of students
because in what we have observed that here in Saint Augustine Academy students don’t function
properly in team building activities. According to the researchers it is important that the school
should help the educators to collaborate with each other, because in the 7c’s collaboration is one
important part in students’ life since it helps students unite with each other and share ideas and
create a strong bond to the society. Enhancing collaboration is a very big deal to the students and
the school.
Administration – they should help the school provide more critical program information such as
field trips, student’s eligibility in order to enable certifying officials, financial aid officials, and
business office administrators to effectively administrate the program and deliver benefits.
Teachers – they should allow the students to benefit from healthy exchange of ideas in a setting
defined by mutual respect and sharing interest in a topic.
Students – collaboration helps the students understand the benefits and what they will achieve
through team building activities. It also helps the students give time and opportunities within the
activity to develop leadership, decision making, trust building, communication, and conflict
management skills.
Researchers – collaboration is strictly applied during research because it really needs teamwork
and a lot of brain storming. It helps researchers communicate, collaborate, and share ideas.
Future Researchers – they should enhance collaboration because research needs teamwork and
they should communicate to their fellow research members.

55
REFERENCES
Christiansen , Amy(2016): Educational Reform for 21st Century Learners: A study on Teacher
Perspectives: Education, reform, 21st century learning, curriculum, leadership, redesign
Retrieved from: http://www.ascd.org/publications/educational-
leadership/sept09/vol67/num01/21st-Century-Skills@-The-Challenges-Ahead.aspx
Dan Owlus and Susan P. Limber (2010): NewYork JRT: The Olweus Bullying Prevention
(Implementation and Evaluation over Two Decades) Retrieved from:
https://www.researchgate.net/profile/Dan_Olweus/publication/285822219_The_Olweus_Bullyin
g_Prevention_Program_Implementation_and_evaluation_over_two_decades/links/5943e69ea6fd
ccb93ab5a3a8/The-Olweus-Bullying-Prevention-Program-Implementation-and-evaluation-over-
two-decades.pdf
Edward D'Angelo (2008): The teaching of critical thinking: Volume 1 of Philosophical currents.
B. R. Grüner N.V., 197
http://theconversation.com/what-is-critical-thinking-and-do-universities-really-teach-it-69046
http://www.criticalthinking.org/pages/center-for-critical-thinking/401
http://www.criticalthinking.org/pages/critical-thinking-where-to-begin/796
https://books.google.com.ph/books/about/The_teaching_of_critical_thinking.html?id=VVV-
AAAAMAAJ&redir_esc=y
J. Stephen Scanlan (2006): The Foundation for Critical Thinking; Center For Critical Thinking
Martin Davies (2016): The Conversation: What is critical thinking? And do universities really
teach it?
56
Michael Scriven & Richard Paul (2007): The Foundation for Critical Thinking: Critical
Thinking: Where to Begin. P.O. BOX 196 • Tomales, CA 94971
Rotherham Andrew J. , Willingham(2009),Daniel: 21st Century Skills: The Challenges Ahead:
To work, the 21st century skills movement will require keen attention to curriculum, teacher
quality, and assessment. Retrieved from: http://www.ascd.org/publications/educational-
leadership/sept09/vol67/num01/21st-Century-Skills@-The-Challenges-Ahead.aspx
Reis, Rick (2015). Tomorrow's teaching and learning: learning to analyze and critically
evaluate ideas, arguments, and points of view. Retrieved
from:https://tomprof.stanford.edu/posting/1432.
Watkins, Chris (2010). Institute of education: research matters. Retrieved from:
http://blogs.edweek.org/edweek/inside-schoo
research/2010/08/studies_show_why_students_stud.html
57
APPENDIX
58
Appendix A
Letter

A.Y. 2017-2018
February 22, 2018

Sr. Celerina C. Hifarva, A.R.
School Principal
Dear Sr. Celerina,
The Grade X- St. Possidius are currently having their research as a partial completion of the
requirements in English 10 and Elective 10 entitled, “Extent of Implementation of the 21st Century
Skills in the Learning and Teaching Experience of Students in St. Augustine Academy of Bayawan Inc.”.
We belong to the first group who would like to ask from your good office your valuable
permission to conduct a survey on Thursday, February 22, 2018 to the Junior & Senior High
School Students during the second-third period of their.
We do hope that you would grant us your kind consideration and approval to our request.
More power to you and God Bless.
Truly Yours in Christ,
RAY ANGELO NAVARRO

Group 1 Lead Researcher
Noted by:
MR. IRWIN B. INGAN
Academic Coordinator
Approved by:
SR. CELERINA C. HIFARVA, A.R.
School Principal
59
Appendix B
Survey Questionnaire
Perception of Junior and Senior High School Students to the Effectiveness of 7C’s
Towards lifelong skills readiness to the Junior and Senior High School students
of St. Augustine Academy Academic Program
Dear Respondents,
I invite you to participate in a research study entitled Perception of Junior and Senior
High School Students to the Effectivity of 7C’ Towards lifelong skills readiness to Junior and
Senior High School of St. Augustine Academy Academic Program. The purpose of the research
is to determine the factors affecting Critical Thinking-and-Doing, Creativity, Collaboration,
Cross-cultural Understanding, communication, Computing/ICT Literacy, and Career & Learning
Self-reliance.
Your participation in this research project is completely voluntary. You may decline altogether,
or leave blank any questions you don’t wish to answer. There are no known risks to participation
beyond those encountered in everyday life. Your responses will remain confidential and
anonymous. Data from this research will be kept under lock and key and reported only as a
collective combined total. No one other than the researchers will know your individual answers
to this questionnaire. Thank you for your assistance in this important endeavor.
Sincerely yours,
Group 1 Researchers
60

National Highway, Brgy. Ubos, Bayawan City, Neg. Or. 6221
SY 2017 – 2018
Extent of Implementation of the 21st Century Skills in Learning and Teaching Experience
of Students in St. Augustine Academy
Group 1 Survey Questionnaire
I. Respondent Profile
Name: _________________________________________( Optional) Age: _____
Grade/Level: _______ Sex: Male Female
Strand/Track: STEM ABM
II. Perceptions:
Directions: Put a check (√) on the box of your preferred answer.
Strongly Agree- The students insights are at 81-100% of the time.
Moderate Agree – The students insights at 61-80% of the time.
Agree- The students’ insights are at 41-60% of the time.
Moderately Disagree- The students’ insights are at 21-40% of the time.
Strongly Disagree- The students’ insights are at 1-20% of the time.
III.
61
Critical Thinking-and-Doing Strongly Moderately Moderately Strongly
Agree Agree Agree Disagree Disagree
5 4 3 2 1
1 Teachers provide us activities that develop

critical- thinking skills.
2 The teachers use strategies that makes
learning easier for me.
3 There are activities that allow me to apply
what I learned in real life settings.
4 I believe that the lessons are relevant to my
life in general.
5 There are teachers allow us to discover
topics on our own even clarify solve
problem resourcefully.
Strongly Moderately Moderately Strongly

Creativity
5 4 3 2 1
1 Students show great improvement in social

competence and earned higher grades.
2 Students adapt effectively to the

environment and have the ability to
understand complex ideas.
3 Students have the ability to identify,
analyse, and evaluate conflicting
viewpoints.
4 Students have a strong sense of self-
awareness and self-management.
5 Students apply strategies for revision and
preparation during written exams.
62

Collaboration
5 4 3 2 1
1 I am able to collaborate with the people

around me in doing school paper works
2 I collaborate with other students from

different year levels especially when having
school activities.
3 I examine ideas and opinions from others
especially when doing collaborations.
4 I gather information’s from each of the
members and put them all together in having
group activities.
5 I collaborate with others to the extent of
having communication and having peer
relationship with them.

Cross-cultural Understanding
5 4 3 2 1
1 I recognize other people with different

cultures.
2 I correct misunderstood situations or

incidences due to cultural differences
3 I understand people with different beliefs,
values and norms.
4 I am careful around people with different
cultures.
5 I am aware that miscommunication may
occur thus, I need to choose my words and
actions carefully.
63

Communication
5 4 3 2 1
1 I am good at communicating at people.
2 I know how to speak English fluently.
3 I can solve logical and analytical questions

on my own
4 I can manage my time perfectly
5 I can finish projects, performance tasks, and

homework’s on time

Computing/ICT Literacy
5 4 3 2 1
1 I know how to research to find high quality,

academic information to help me produce
well evidenced assignments.
2 I have my own study habits and my own
strategies in preparing for exams
3 I can solve logical and analytical questions
on my own
4 I can manage my time perfectly
5 I can finish projects, performance tasks, and

homework’s on time
64

Career & Learning Self-reliance
5 4 3 2 1
1 I always think of my future.
2 I don’t depend on others to much.
3 I am always confident about myself.
4 I can manage my time perfectly.
5 I always do my best to have a better career.

65
I.
Ace John Gregor P. Aguilar
Brgy. Villasol, Bayawan City, Neg. Or.
_____________________________________________________________________________
PERSONAL INFORMATION
Nickname: Dodong/ Ace
Birthday: May 4,2002
Birthplace: Silliman University Medical Center, Dumaguete City
Age: 15
Nationality: Filipino
Religion: Catholic
Civil Status: Single
Father’s Name: Andrecito S. Aguilar
Mother’s Name: Flordeliza P. Aguilar
Sibling/s: Froilan Clint P. Aguilar
EDUCATIONAL BACKGROUND:
Kindergarten: Villasol Kindergarten
Primary: Villasol Elementary School
Secondary: St. Augustine Academy of Bayawan Inc.
Motto: “Never say die”

66
II.
Alejandro V. Amosin
Brgy. Tinago, Peping Gamo Str. Bayawan City Neg. Or.
_____________________________________________________________________________
Nickname: Aljon
Birthday: August 30, 2001
Birthplace: Palawan, Cuyo
Age: 16
Religion: Born again
Father’s Name: Alejandro P. Amosin
Mother’s Name: Janita V. Amosin
Sibling/s: Archie V. Amosin
Jennifer V. Amosin
Shara Mae V. Amosin
Alex V. Amosin
Kindergarten: Bayawan Baptist Learning Center
Primary: Bayawan East Central School
Motto: “Never say never”

67
III.
Edilbert M. Boltiador
Brgy. Tinago Marteris Str. Bayawan City, Neg Or.
_____________________________________________________________________________
Nickname: Ebert
Birthday: November 20, 2001
Birthplace: Brgy. Tinago Marteris Str. Bayawan City, Neg Or.
Age: 16
Religion: Roman Catholic
Father’s Name: Ildefonso J. Boltidaor
Mother’s Name: Elizabeth J. Boltidaor
Sibling/s: Godfrey A. Boltiador
Jerelyn B. Tiago
Michael Joey J. Boltidaor
April Rose J. Boltidaor
Kindergarten: Angelecum Learning Center
Motto: “Never under estimate the heart of a champion”

68
IV.
Cliff Kenneth P. Dujeno
Brgy. Nangka, Bayawan City, Neg. Or.
______________________________________________________________________________
Nickname: Laido
Birthday: June 22, 2001
Birthplace: Bayawan District Hospital
Age: 16
Father’s Name: Calixto Dujeno
Mother’s Name: Genevieve Dujeno
Sibling/s: Joshua Dujeno
Kindergarten: Baptist Learning Center
Motto: “It’s better to give up than fighting for nothing”

69
V.
Darlene Macabingil
Brgy. Boyco Bollos Str., Bayawan City , Neg. Or.
______________________________________________________________________________
Nickname: Dar
Birthday: January 13, 2002
Age: 16
Father’s Name: Dante Macabingil
Mother’s Name: Rizlyn L. Macabingil
Sibling/s: Dan Lawrence L. Macabingil
Kindergarten: Bayawan East Central School Kindergarten
Motto: “Life is hell, so deal with it”

70
VI.
Ray Angelo T. Navarro
G. V Subdivision Villareal Bayawan City
______________________________________________________________________________
Nickname: Ray Ray/ Raynavz
Birthday: May 6, 2001
Birthplace: Holy Child Hospital Dumaguete City
Age: 16
Father’s Name: Reynaldo J. Navarro
Mother’s Name: Imelda T. Navarro
Sibling/s: Rhea Issabelle T. Navarro
Primary: Bayawan City Science and Technology Education Center/ Saint Augustine Academy
Motto: “Be the person your dog thinks you are”

71
VII.
John Mark T. Norico
Brgy. Banga/ Brgy. Malabugas , Bayawan City, Neg. Or.
______________________________________________________________________________
Nickname: Mckinns/ Bibi/ Caloy
Birthday: September 19, 2001
Age: 16
Father’s Name: Robert T. Norico
Mother’s Name: Eliza T. Norico
Sibling/s: N/A
Kindergarten: Baptist Learning Center
Primary: St. Augustine Academy of Bayawan Inc.
Motto: “FOOD IS LIFE”

72
VIII.
Jelan Kaye S. Penaredonda
Cab-cabon, Banga , Bayawan City, Neg. Or.
______________________________________________________________________________
Nickname: Lisa Serrano/ Chanwoo/ Jungkook /Jinhwan
Birthplace: Catanauan, Quezon Province
Age: 15
Father’s Name: Ronaldo A. Penaredonda
Mother’s Name: Marcia S. Penaredonda
Sibling/s: Airis Cathryn S. Penaredonda
Marc Santino S. Penaredonda
Recia Roma S. Penaredonda
Kindergarten: Quezon Kindergarten
Primary: Sta. Lucia Elementary School
Motto: “Living without passion is like being dead”

73
IX.
Emelisa T. Saligan
Cambulo, Banga, Bayawan City, Neg. Or.
_____________________________________________________________________________
Nickname: Byun Shem/Rose/Baek Em/Jinyoung
Birthday: September 4, 2002
Age: 15
Father’s Name: Melvin E. Saligam
Mother’s Name: Aileen T. Saligan
Sibling/s: Liesha T. Saligan
Terrence T. Saligan
Primary: Banga Central School
Motto: “Unite as one, we love Kpop, we are one.”

74
X.
Carl S. Segocio
Brgy. Pasil, Malabugas,Bayawan City, Neg. Or.
______________________________________________________________________________
Nickname: Tan-tan
Birthday: April 14,2002
Birthplace: Brgy. Malabugas , Bayawan City, Neg. Or.
Age: 15
Father’s Name: Amancio S. Segocio
Mother’s Name: Narisa S. Segocio
Sibling/s: Cindy Ann S. Segocio, Icee bhe S. Segocio
Sheila S. Segocio, Nariboy S. Segocio
Glen S. Segocio, Jonie S. Segocio
Kindergarten: Pasil Malabugas Kindergarten
Primary: TGMES, Malabugas
Motto: “Love is good”

75
XI.
Lyka Kryshalyn M. Sobretero
Brgy. Suba, Zamora Str,Bayawan City, Neg.Or.
______________________________________________________________________________
Nickname: Layy/lyk
Birthplace: Provincial Hospital Dumaguete City
Age: 16
Religion: Baptist
Father’s Name: Leopoldo G. Sobretero
Mother’s Name: Junelyn M. Sobretero
Sibling/s: Leigh Joshua M. Sobretero
Motto: “God gives His hardest battle to His strongest soldier”

76
XII.
Jhudemy T. Tumacole
Brgy. Suba Zamora Str. Bayawan City, Neg. Or.
_____________________________________________________________________________
Nickname: Meme/ Mymy/ Tamaemae
Birthday: December 1, 2001
Birthplace: SUMC, Dumaguete City, Neg. Or.
Age: 16
Father’s Name: Romy C. Tumacole Sr.
Mother’s Name: Julie T. Tumacole
Sibling/s: Juliet T. Tumacole, Romy T. Tumacole Jr.
Julemy T. Tumacole, Jhufel T. Tumacole
Julie Ann T. Tumacole
Primary: St. Augustine Academy of Bayawan Inc.
Motto: “Learn how to put your goals before your feelings. Chasing love will leave you broke
and unfocused.”

Grade 10 Research

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Running head: 21st CENTURY SKILLS 1

21ST CENTURY SKILLS 2

St. Augustine Academy of Bayawan, Inc.

In Partial fulfillment of the

Aguilar, Ace John Gregor P.

In Partial Fulfillment of the Requirements

Aguilar, Ace John Gregor P.

TABLE OF CONTENTS TABLE OF CONTENTS

TITLE PAGE ................................................................................................................................... 1

APPROVAL SHEET ....................................................................................................................... 2

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND ...................................................... 8-16

 Background of the Study ...................................................................................................... 8-12

 Statement of the Problem ...................................................................................................... 12-13

 Significance of the Study ...................................................................................................... 13-14

 Scope and Limitations of the Study ...................................................................................... 14

 Definition of Terms............................................................................................................... 15-16

CHAPTER 2: REVIEW OF RELATED LITERATURE ............................................................ 17-28

 Review of Related Literature and Studies............................................................................. 17-25

 Theoretical/Conceptual Framework ...................................................................................... 26

 Theoretical/Conceptual Diagram .......................................................................................... 27-28

CHAPTER 3: METHOD AND PROCEDURES .......................................................................... 29-24

 Research Design ................................................................................................................... 29-30

 Research Respondents .......................................................................................................... 30

 Statistical Treatment of the Data........................................................................................... 31-34

CHAPTER 4: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA ........... 35-40

 Results of the Study .............................................................................................................. 35-40

CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ......................... 41-46

 Conclusions ........................................................................................................................... 41-42

 Recommendations ................................................................................................................. 42-43

REFFERENCES .............................................................................................................................. 47-48

APPENDICES .................................................................................................................................. 49-62

 Appendix A – Letter of Approval ......................................................................................... 50

 Appendix B – Research Instrument/Questionnaire ............................................................... 51-53

 Curriculum Vitae .................................................................................................................. 54-62

St. Augustine Academy of Bayawan, Inc.

IRWIN B. INGAN, RN LEE MARIE M. MARFIEL

MIRASOL A. MORONES MONA JEAN A. QUITONG , MAEd-English

Approved by the Committee on Oral Examination with a grade of ________

IRWIN B. INGAN, RN LEE MARIE MARFIEL

MIRASOL A. MORONES MONA JEAN A, QUITONG, MAEng.

Accepted and approved in partial fulfilment of the subject ELECTIVE 10.

SR. CELERINA C. HIFARVA, A.R.

communication, teamwork, analyzing & investigating, flexibility, time management, and

has the largest weighted mean.

Keywords: Programs, Academic Performance, Comprehension, Creativity, Learning and Innovation

skills, Critical thinking, Communication, Verbal Communication, Nonverbal Communication ,

Written Communication, Communication Styles and Competencies, Collaboration, Media Literacy,

technology skills, Life and career skill

The Problem and its Scope

standards or expectations around academic achievement. The chief goal of an academically

incongruous with students' core identities.

creativity, design learning, implementing strategies for artful presentations.

to navigate complex life and work environments.

Statement of the Problem

1. What is the demographic profile of the respondents in terms of:

1.2 gender; and

1.3 grade level

St. Augustine Academy of Bayawan, Inc.

2.1 Career, civic and learning self-direction

2.4 Computing and digital proficiency

2.6 Critical thinking and problem solving

2.7 Cross-cultural and social fluency

Significance of the Study

studies related to the specifics of implementation.

This study is the significance to the student of:

The administration helped organize the 21st century skills.

specialization in the field of study.