The 21st Century Skills, Mathematical Resilience and Academic Performance of Grade 10 Public School Learners

Mary LJ C. Ramirez

doi:10.55927/eajmr.v4i7.269

Authors

Mary LJ C. Ramirez University of the Immaculate Conception

DOI:

https://doi.org/10.55927/eajmr.v4i7.269

Keywords:

Education, 21st Century Skills, Mathematical Resilience, Academic Performance, Descriptive Correlational

Abstract

The incidence of low achievement in mathematics is alarming. This study is a descriptive correlational design. Descriptive statistics such as mean and standard deviation were utilized to present the status of learners’ 21^st century skills, mathematical resilience, and academic performance. Moreover, Pearson product moment coefficient correlation was employed to analyze the relationship of 21^st century skills and mathematical resilience to academic performance of the learners at Sultan Kudarat. Both 21^st century skills and mathematical resilience were measured through self-assessed survey questionnaires: Measuring 21st Century Skills in International Study of City Youth and Measuring Mathematical Resilience: An application of the construct of resilience to study of mathematics. Meanwhile, grades were used to ascertain participant’s level of academic performance. Results revealed that 21^st century skills have significant relationship to academic performance. In contrary, mathematical resilience of the learners have no significant relationship to their academic performance.

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