21st-Century Teaching Skills Practices of Multi-Grade Teachers and The Pupil's Academic Performance: Basis For An Intervention Measure
21st-Century Teaching Skills Practices of Multi-Grade Teachers and The Pupil's Academic Performance: Basis For An Intervention Measure
21st-Century Teaching Skills Practices of Multi-Grade Teachers and The Pupil's Academic Performance: Basis For An Intervention Measure
Abstract
The expediency of revisiting the 21st century teaching skills gravitate the demands of the learners’ capacity to learn. This was
worsened when a teacher is assigned in a multi-grade – handling different levels of learners while sustaining the quality
education afforded to the pupils. With limited studies conducted regarding this area, the researcher opted to focus only as to
how these teachers are able to sustain in teaching multi-grade level. This study determined the level of multi-grade teachers’
teaching skills practices to the academic performance of the learners. This study utilized quantitative research design anchoring
the descriptive statistical tools such as the weighted mean, Pearson r, Chi Square and Anova to have a database line for an
intervention measure. A survey questionnaire was deployed in order to elicit relevant data that can provide light in answering
the gap of the study. There were 31 teachers that served as the respondents of this study. The results showed that the degree of
relationship between teachers’ profile and level of practices showed that, all the variables were results to insignificant. Degree
of correlation between teachers’ level of the practices on the 21st century teaching skills and the academic performance. It
revealed that the computed given data results to insignificant degree of correlation between the two variables. The degree of
variance in the level of practices on the 21st century skills showed that there were no two schools in the district met the level of
significance of 0.05. All data results in the different school were above the level of significance. The results of the study
generated an important message that the pupils of today which are tagged as computer generation learners need teachers who
can provide a learning environment wherein 21st century skills are honed. This study recommended for a further investigation
of the lived experiences of the multi-grade teachers in handling the responsibility of coping the demands of this era towards
increasing the academic performance of the learners
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Psych Educ, 2023, 8(7): 761-776, Document ID: 2023PEMJ689, doi:10.5281/zenodo.7901626, ISSN 2822-4353
Research Article
different knowledge context the multi-grade teaching the teacher’s level of practice 21st-century teaching
occurs. The teacher should be more trained and skills and the academic performance of pupils?
flexible to face the different classroom situation than 6.Is there a significant degree of variance in the level
to handle a mono grade class. These have culturally of practices on the 21st Century skills of the teachers
and socially different populations. Multi-grade in the different schools in the district?
teaching is most often provided for communities in 7.Based on the findings, what intervention measure
remote areas, there is more likely to be a need to pay may be proposed?
special attention to the though-word and social
environment of the people to be served. The district of
Sevilla is one of the many school districts in the Literature Review
Philippines which adopted the multi-grade type of
school. Out of thirteen primary and elementary schools
.
in this district, seven are multi-grade, three are primary
schools and four are complete elementary.
Methodology
The researcher focused on establishing the different
gaps that can be looked into regarding the relationship
of the multi-grade teachers who are using 21st-century Design
teaching skills to the academic performance of the
pupils. In connection to this, the researcher wants to This research study is a quantitative method. Use of a
st
determine the 21 -century teaching skills practices of Survey Questionnaire patterned about the study of
the multi-grade teachers, the level of the pupils' Practices on the 21st Century Skills of Bukidnon State
academic performance, relationship between the University last June 1, 2018. The study also utilizes
pupil’s performance and level of practice with the 21st- documentary analysis on the academic performance of
century teaching skills in Sevilla district with the end the pupils based on their average grades during the
view of intervention measures based on the result of first and second quarter of the school year 2019-2020.
the given survey.
Respondents
Research Questions
The respondents of the study were the 31 teachers
The purpose of this study was to determine the 21st- handling multi-grade classes of the schools' district of
century teaching skills practices of multi-grade Sevilla, Bohol. Each teacher is handling two-grade
teachers and the academic performance of the pupils in levels except the researcher is handling two-grade
Sevilla, Sevilla, District, Bohol for the S.Y. 2019-2020 levels as a multi-grade teacher. This is a purposive-
with the end view of proposing intervention measures. universal because all the multi-grade teachers of
Specifically, this study sought to answer the following Sevilla district were the respondents.
sub-problems:
Instrument
1.What is the profile of the respondents in terms of the
following: The instrument used was taken from the standard tool
1.1.sex; of the Bukidnon State University survey form on
1.2.age; Practices on the 21st Century Skills last June 1, 2018.
1.3.years in Service; and The relevant questions to determine the 21st-century
1.4.highest educational attainment? skills were enumerated.
2.What is the level of practices on 21st-century
teaching skills according to the following dimensions: Data Gathering Procedure
2.1.learning and innovation;
2.2.information, media and technology; and Phase 1. Permission to use the tool from other
2.3.life and career? researchers. The researcher sent permission to the
3.What is the level of the pupils' academic owner of the questionnaire via e-mail to Bukidnon
performance? State University.
4.Is there a significant degree of relationship between
the teacher’s profile and level of practice with the 21st Phase 2. Permission to Conduct the Survey. The
century teaching skills? researcher sent a formal communication to the vice
5.Is there a significant degree of correlation between president for academics at the University of Bohol,
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Psych Educ, 2023, 8(7): 761-776, Document ID: 2023PEMJ689, doi:10.5281/zenodo.7901626, ISSN 2822-4353
Research Article
Ethical Consideration
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Research Article
the time.
Figure 3. .
Figure 4. .
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Figure 6. . Figure 7. .
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Figure 8. .
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Research Article
Figure 12. .
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Research Article
Figure 13. .
Figure 14. .
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Research Article
Figure 16. .
Figure 17. .
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Figure 21. .
Figure 18. .
Figure 23. .
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Figure 27. .
Figure 24. .
Figure 28. .
Figure 30. .
Figure 26. .
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Psych Educ, 2023, 8(7): 761-776, Document ID: 2023PEMJ689, doi:10.5281/zenodo.7901626, ISSN 2822-4353
Research Article
revealed that the two variables were insignificant the in terms of age in correlation with the pupils’
degree of relationship wherein the p=.165 in which the academic performance was insignificant.
level of significance is 0.05. Therefore, the teachers’
highest educational attainment which referring to this Table 17. Pupils' Academic Performance Correlation
table will not affect the level of 21st-century teaching to Teachers Years in Service Profile
skills practices. Based on the data gathered the null
hypothesis is accepted. There is no significant degree
of relationship between the teachers' profile and level
of practice with the 21st century teaching skills.
Figure 31. .
Figure 32. .
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Research Article
Figure 38. .
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Research Article
Figure 41. .
Discussion
Figure 40. .
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Research Article
computer generation pupils and the educators must be students for the future. Kappa Delta Pi Record, 47(3), 121-123.
more knowledgeable than their pupils. Iqbal, M. Z., & Mahmood, A. (2011). Factors related to low research
productivity at higher education level. Asian social science, 7(2),
It is suggested that teachers should continue upgrading 188.
their education attainment regardless on aged. This
Lambert, J. & Gong, Y. (2010). 21st Century Educational
will help update their knowledge and skills with their Technology Course Design: A Five-Year Research Project. In D.
job, revitalize their commitment and enhance their Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for
performance to ensure quality education and training. Information Technology & Teacher Education International
The respondents 21st century teaching practices should Conference (pp. 3279-3286). San Diego, CA, USA: Association for
the Advancement of Computing in Education (AACE).
be developed. Based on the results learning skills and
innovation has fully practice by the multi-grade Leonard Tan. (2017) Developing twenty-first century competencies
teacher. Therefore, teachers must attend seminars, through the arts: a case study of a high performing secondary school
band in Singapore. Asia Pacific Journal of Education 37:4, pages
school LAC sessions, and trainings with regards to this
472-482.
issue. This will help the respondents to lessen their
works like grade computations and online reports. Lauri Palsa, Pekka Mertala. (2019) Multiliteracies in local curricula:
conceptual contextualizations of transversal competence in the
finnish curricular framework. Nordic Journal of Studies in
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