English Literature As A Tool To Develop 21 Century Skills Among Grade 10 Students

English Literature as a Tool to Develop 21st Century Skills Among Grade 10 Students
Marc Anthony M. Bandola, Aaron Jan C. Dizon, Gillian D. Ramos
College of Education
Research Development and Innovation Center
Our Lady of Fatima University
Josefina C. Mendoza, Ph.D.
Adviser
October 2018
ii
ENGLISH LITERATURE AS A TOOL TO DEVELOP 21ST…
ENDORSEMENT LETTER
This thesis entitled “ENGLISH LITERATURE AS A TOOL TO DEVELOP 21st CENTURY

SKILLS AMONG GRADE 10 STUDENTS” prepared by Gillian D. Ramos, Aaron Jan C. Dizon,
and Marc Anthony M. Bandola in partial fulfillment of the requirements for the degree Bachelor
of Secondary Education major in English has been examined and now recommended for Oral
Examination.
This is to certify that Marc Anthony M. Bandola, Aaron Jan C. Dizon and Gillian D. Ramos are
ready for Oral Examination.
Josefina C. Mendoza, Ph.D.

Adviser
________________________________________________________________________
This is to certify that the thesis: “ENGLISH LITERATURE AS A TOOL TO DEVELOP 21 ST
CENTURY SKILLS AMONG GRADE 10 STUDENTS” prepared and submitted by Gillian D.
Ramos, Aaron Jan C. Dizon and Marc Anthony M. Bandola on _________ has been examined and
approved in an oral examination with a Grade of _______
Miel O. Abdon, Ed.D.

Chairman
Ernesto Q. Malapitan Jr., LPT Elmer S. Hidalgo, Ph.D.

Member Member
Elmer S. Hidalgo, Ph.D.

Dean, College of Education
OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

iii
Certificate of Originality
We hereby declare that this thesis is the outcome of our independent and original work.
We affirm that any section of the paper which have been submitted is attributed and cited as such,
and that this paper contains no materials previously published or written by other persons, nor
materials which to a substantial extent has been accepted for the award of any degree or diploma
in a university or any other educational institution, except where due acknowledgement is made in
the thesis.
We also declare that nothing in this paper violates copyright, trademark and other
intellectual property laws. This thesis is a product of our own work, apart from the assistance we
received from others in regards to style, presentation and language expression.
Marc Anthony M. Bandola
Aaron Jan C. Dizon
Researchers Gillian D. Ramos
Date: _______________
Josefina C. Mendoza, PhD

Research Adviser
Date: ________________

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TABLE OF CONTENTS
Pages
TITLE
PAGE………………………………………………………………………………….……………i
ENDORSEMENT…………………………………………………………………….…………....ii
CERTIFICATE OF ORIGINALITY……………………………………………….……………..iii
TABLE OF CONTENTS………………………………………………………….………………iv
LIST OF TABLES……………………………………………………………….…….…………..v
LIST OF APPENDICES……………………………………………………….……………….…vi
ABSTRACT………………………………………………………………….…………………..vii
1.0 INTRODUCTION………………………..………………………………........………………1
2.0 BACKGROUND………………………………………………………………………………1
2.1 Theoretical Framework…………………………………………………………………….1
2.2 Variable Discussion………....……………………………………………………………..2
2.3 Research Simulacrum……….……………………………………………………………..6
3.0 METHODOLOGY……….……………………………………………………………………7
3.1 Research Design…….……………………………………………………………………...7
3.2 Research Locale………….………………………………………………………………...7
3.3 Population and Sampling….………………….……………………………………………7
3.4 Research Ethics….…………………………………………………………………………7
3.5 Research Instruments…….………………………………………………………………...8
3.6 Data Collection………...…….………………………………………………...………......8
3.7 Data Analysis……….……………………………………………………………………...8

4.0 RESULT……….....……………......……………………………………………………...…9
4.1 Profile of the Student Respondents…................…………………………………………9
1 Gender…….…………................................................................................................ 9
1.1 Socio – Economic Background…………….……………………………….….…10
4.2 21st Century Skills of the Students………………..…....….………….…………………11
2 21st Century Skills of the Students in terms of Collaboration.....……………..…....11
2.1 21st Century Skills of the Students in terms of Creativity……………………..…12
2.2 21st Century Skills of the Students in terms of Critical Thinking……………..…12
2.3 21st Century Skills of the Students in terms of Communication………………....13
4.3 English Literature Learning Strategies used by the Students .........................................14
3 English Literature learning strategies in terms of Cognitive………...………………14
3.1 English Literature learning strategies in terms of Mnemonic…..……..…………..15
3.2 English Literature learning strategies in terms of Metacognitive........……………15
3.3 English Literature learning strategies in terms of Affective…………………....…16
3.4 English Literature learning strategies in terms of Socio-Economic Background....17
4.4 Differences in the 21st century skills across Students’ Profile………………………...17
4 Difference in the 21st Century skills of the students across Gender……………...…18
4.1 Difference in the 21st Century skills of the students across Socio Economic
Background……………………………………………………………………………18
4.5 Differences in the learning strategies across Students’ Profile…..……….……..……..19
5 Difference in the learning strategies of the students across Gender………..…....….19
5.1 Difference in the learning strategies of the students across Socio Economic
Background……………………………………………………………………...20
4.6 Relationship between Students’ Learning strategies and their 21st century skills……..20
5.0 DISCUSSION……………………………………………………………………….………..21

5.1 Summary of Findings……………………............……….………………………….21
6.0 CONCLUSION……………………………………………………………………………....22
7.0 RECOMMENDATION…………………………………...………………………………….23
REFERENCES…………………………………....……………………………………………...24

LIST OF TABLES
Table Page
1 Profile of the Students – Respondents in terms of Gender……………………………….…..9
2 Profile of the Students – Respondents in terms of Socio – Economic Background………...10
3 21st Century Skills of the Students in terms of Collaboration……………………………….11
4 21st Century Skills of the Students in terms of Creativity…………………………………...12
5 21st Century Skills of the Students in terms of Critical Thinking…………………………...12
6 21st Century Skills of the Students in terms of Communication…………………………….13
7 English Literature learning strategies in terms of Cognitive…………………...…………...14
8 English Literature learning strategies in terms of Mnemonic...………………...….……..…15
9 English Literature learning strategies in terms of Metacognitive…………………………...15
10 English Literature learning strategies in terms of Affective………………………………...16
11 English Literature learning strategies in terms of Socio-economic background…..………..17
12 Difference in the 21st Century skills of the students across Gender………………………...18
13 Difference in the 21st Century skills of the students across Socio Economic Background…18
14 Difference in the learning strategies of the students across Gender………………………...19
15 Difference in the learning strategies of the students across Socio Economic Background…20
16 Relationship between Students’ Learning strategies and their 21st century skills…………..20

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vi
LIST OF APPENDICES
Page
Appendix A: Questionnaire………………………………………………………………………26
Appendix B: Letter to the Principal………………………………………………………………31
Appendix C: Informed Consent………….……………………………….………………………32
Appendix D: Certificate of Validation……………………………………………………………35
Appendix E: Statistician’s Certificate………………………………….…………………………36
Appendix F: Acknowledgement……………………………………………………………….….37

ENGLISH LITERATURE AS A TOOL TO DEVELOP 21ST… vii
Abstract
Student’s interest in English literature has waned over the years. With the 21st century style
of teaching and learning is more commonly used nowadays; more and more students consider
English literature as nothing but a simple material to be read in order to pass. This paper sought to
determine if English literature can be used to develop 21st century skills among Grade 10 students.
The data were obtained from one hundred (104) grade 10 students using an adapted two-part
questionnaire. The results showed that in the institution where the research was conducted, the
respondents are mostly by females which represent the 57.28% of the sample. It also can be seen
that in the research there are 40.78% of the sample had a monthly family income of 11,000 to
20,000php. Students in that institution are also well acquainted in the 21st century skills that they
need to develop. The English literature can also be an effective tool when utilizing the cognitive,
mnemonic, metacognitive, affective and social learning strategies. There are also no significant
differences in the 21st century skills and learning strategies regardless of the students’ gender and
socio-economic status with values. With a p-value of 0.560 and 0.295 21st century skills, and a p-
value of 0.709 and 0.630 respectively. However, the research shows that there is a relationship
between the students 21st century learning strategies and their 21st century skills with a p-value of
0.00. Therefore, it can be concluded that the students’ learning strategies is significantly related to
the 21st century skills.
Key words: English Literature, 21st Century Skills, 21st Century Learning Strategies
COLLEGE OF EDUCATION OUR LADY OF FATIMA UNIVERSITY

ENGLISH LITERATURE AS A TOOL TO DEVELOP 21ST… vii

ENGLISH LITERATURE AS A TOOL TO DEVELOP 21ST… 1
1.0 Introduction
English Literature, is an art that shows a product of life and about life that represents certain
selected facts of experience whether real or imaginary, by using an appropriate literary form.
(Ealdama, Y. G. 2015). It can contain some works of imagination that can inspire, inform and many
more. 21st century is upon here, as concurrence to this literary and cultural innovations as well as
historic shift that accompanied with it had a great impact in the way of learning literary pieces.
Learning literature could do more than reading literary work but teaching people especially the
young ones to regard what it means to be a human; as a person who could have affinity to the world
(Low, 2014). Nowadays, English Literature is becoming just a reading necessity in order to pass
an English subject. The purpose of this research is to look at English Literature as a relevant tool
to develop 21st Century skills among Grade 10 students, which are the level of the students that the
English Literature subjects are commonly tackled. This will revive the English Literature as a
normal subject to be taught, into a tool that 21st Century learners need, for them to be ready with
the ever changing 21st Century. The significance of this study is to generate data that can be used
as input for enhancing the utilization of English Literature as a tool to develop 21 st Century skills
among Grade 10 students.
2.0 Background
21st Century Learners nowadays are developing faster than in the past. Arguably, English
Literature is also losing its edge. Therefore, this study aims to contribute in developing the skills
and learning strategies with using the English Literature as a tool in the center of it all.
2.1 Theoretical Framework

2.1.1. Howard Gardner’s Multiple Intelligences Theory
According to the theory of Gardner (1983), intelligence is not necessarily dominated by

just one general ability. It suggests that a student should not be labeled as not academically inclined
just because of one generalized evaluation method. As such, relating this theory to develop 21st
Century skills will ensure that all the possible learning style of every student will be catered as per
their needs. This theory can also help them learn English Literature when used as a learning
strategy, e.g., with a literary piece, a teacher can give Verbal-Linguistic intelligent students a
writing activity, a Logical-Mathematical intelligent students a activity using graphic organizers,
Spatial intelligent students can make graphic representations of the literary piece given, Kinesthetic
intelligent students can have a part of the literary piece and act it out, Musical intelligent students
can read the literary piece in rhythmic manner, Intrapersonal intelligent students can make a

reflection paper regarding the piece, Interpersonal intelligent students can be a group project. As
English Literature as a tool is flexible, paired with this theory, it becomes an apparent tool to
develop 21st century skills as needed by the learners. With English Literature, there are many
activities to be done that the subject can accommodate most, if not, all the different learning styles
of a student inside a learning environment.
Even though this is not an educational theory but a psychological one; It is applied in many
studies. Gardner pleads for the personalization of the content, teaching it in many ways, as there
are a lot of different disposition and different types of intelligences. It is an alternative perspective,
a pluralist view on the mid, leading to a pluralist view on education, which should be based on the
individual, should consider the multiple intelligences in teaching and learning. It is well known that
schools have put more importance in reading and writing in language and literature teaching. There
are many students that performs well in that kind of learning environment but there are also students
who do not. The Multiple Intelligences theory opens the door to a variety of teaching strategies
which can easily be applied on the language and literature classroom. It gives teachers opportunities
to widen modern teaching strategies by using various assignments and activities to better suit all
learner’s needs. (Armstrong, 2012) It is interesting to see that citation of the theory exists within a
lot of different language teaching methods. Examples is the Silent Way emphasize the expansion
of student’s inner thinking (intrapersonal intelligence). Total Physical Response emphasizes
language learning by physical action (Bodily -Kinesthetic Intelligence) Some emphasize the use of
music (Musical Intelligence) to enhance understanding of learning. The Communicative Approach
as well as cooperative learning stress the importance of interpersonal relationships (Interpersonal
Intelligence) (Lin 2012).
2.2 Variable Discussion

2.2.1 Profile of the respondents
Studies on the influence of student’s gender, Socio-economic background, Grade level

found a significant connection on the student’s effectiveness on acquiring 21st Century skills using
English Literature.
In the beginning, gender is not focused on disbanding assessment data by sex or indicating
differences into girls’ or boys’ men or woman’s skills, abilities and competencies. Otherwise,
gender is a social construct that influences the understanding and opportunities available because
that learner is a male or a female. Through the genders are supposedly equal, this difference is
important to distinguish. It helped to categorize-from “Women are bad at math because math is

masculine.” and “Boys are leaders.” to “Girls should take care of their young siblings.” and “Men
make final decision in the home.”-can be ascribed by male and female and unintentionally
continued by teachers. Eventually, such gendered understanding and knowledge granted to the
gender differences observed in female and male learning outcomes that presently establish
discussion of gender in skills development. (Kwauk, Braga, Kim, 2017)
Until the rise of 21st century, education systems all over the world centered on preparing their
learners to gather content and knowledge. As a result, schools focused on giving literacy and
numeracy skills to their learners, these skills were distinguished as required to collect knowledge.
Current developments in technology and telecommunication have made information and
knowledge universal and easily accessible in the 21st century. Therefore, while skills like literacy
and numeracy are still significant and necessary, these skills are not enough, in order to answer
technological, demographic and socio-economic changes, education systems start to make the shift
toward giving their learners with an area of skills that depend not only on cognition but also on the
association of cognitive, social, and emotional characteristics. (Wikipedia, 2018)
According to Konings (2012),10th Grade students had input into the design of their
environments, they felt more successful and invested in their learning. At the same time, when a
teacher asked students to list factors that would make them more successful in learning, the students
did not ask for more time to complete the activities given. Students stated that their learning would
be more effective in an environment that they design and in which they could pursue their personal
interests in addition to their schoolwork. (Konings, 2012)
Research Question #1: What is the profile of the respondents in terms of:
1.1 Gender and

1.2 Socio – economic background
2.2.2 21st Century Skills
The term “21st Century skills” is generally used to refer to certain core competencies such as
collaboration, creativity, critical thinking and communication. Advocates and schools believe such
core competencies is needed to teach and help students thrive in today’s world. (Rich, 2012)
Domingo (2018) stated that the term “21st century skills” is usually used to pertain to certain
core competencies such as collaboration, digital literacy, critical thinking, and problem-solving that
the schools need to teach to help the students thrive in today’s world. Students of the 21 st century
focuses more on the content knowledge and expertise. Building comprehension across and among

academic subjects as well as interdisciplinary themes, emphasizing deep understanding rather than
shallow knowledge. Students exposing in the real-world data, tools and experts they encounter in
the future will learn best when actively engaged that can measure their mastery (Shark 2015).
Research Question#2: What are the 21st century skills that can be developed through the study of
English Literature in terms of:
2.1 Collaboration;
2.2 Creativity;
2.3 Critical thinking and
2.4 Communication
2.2.3 21st English Literature Learning Strategies
Strategies are challenges on how the students will learn the necessary skills needed to cope
with the 21st Century. Cognitive strategies are types of learning strategies that learners apply in
order to learn more effectively. These involve repetition, organizing new language, summarizing
meaning, guessing meaning from context, using pictures for memorization. These strategies
involve calculated control of language to improve learning. Categorization of learning strategies
differentiate among cognitive strategies and two more types, metacognitive strategies and
social/affective strategies. (Teaching English UK, 2012) While Mnemonic strategies also known
as transformational strategies. Transform means to change. A learner uses a transformational
strategy when he/she changes hard or unfamiliar information into easier information. Because
simpler information is easier to learn. (University of Kansas, 2018).
Metacognition is the identification and understanding of a person’s own thoughts. By

spending time in class for building metacognition skills, it will help the students understand the
why they realize concepts in other ways. When students have a firm hold of their own thought
proceeds, they will learn how to work through problems organized by using metacognition.
(Crouch, 2018)
Affective strategies are learning strategies concerned with managing emotions, both
negative and positive. The relationship between affective strategies and learning is not clear, but a
positive affective environment helps learning in general. (British Council, 2012) And Social
learning strategy is when students learn through collaboration, with and from others. (Larevska,
2017)

A social skill is any ability facilitating interaction and communication with others where
social rules and relations are made, interaction and changed in verbal and nonverbal ways. The
procedure of learning these skills is known as socialization.
Research Question #3: What are the English Literature learning strategies used by the
respondents in terms of:
3.1 Cognitive;
3.2 Mnemonic;
3.3 Metacognitive;
3.4 Affective and
3.5 Social
2.2.4 21st Century Skills and the Profile of the Respondents
With the rapidly changing knowledge base, connected workforce, and an increasingly global
society have combined the need for students to develop 21st Century skills. (Kansas Department of
Education, 2008) The profile of the students learning will also have an impact when learning as it
might decide whether a student is decisive to learn or not. Gender will cause interests or lack of
interest when with peers of the same gender. While the Socio-economic background of the students
will reflect their attentiveness, availability of the materials and the consistency of their interest.
Grade level will translate to the deepness of the English literature lessons that will be tackled.
Research Question #4: Is there a significant difference in the 21stCentury skills when profile is
considered?
2.2.5 English Literature Learning Strategies and the Profile of the Respondents
The learning strategies will make or break the student’s interest regardless of their profile.
Also, profile in effect, will also decide if the strategies chosen can be utilized properly by the
student. Gender will involve bias in each, whether male or female. Socio-economic background
will decide if a student can afford the materials, manipulatives needed by the chosen strategy and
the Grade level which will decide the difficulty of the lesson.
Research Question #5: Is there a significant difference in the learning strategies used in studying
English Literature when profile is considered?

2.2.6 Relationship between 21st Century skills and Learning strategies in studying
English Literature
When studying English Literature, students think that it’s all about stories, poems, authors
and the like. The correct learning strategy in learning English Literature will make the acquisition
of 21st Century skills much faster and will show results early on. In turn, English Literature as a
tool will be a viable choice when choosing learning strategies in acquiring 21st Century Skills.
Research Question #6: Is there significant relationship between developed 21st Century skills and
learning strategies used in studying English Literature?
2.3Research Simulacrum
Figure 1 shows the relationships between the variables of this study. Box number 1 shows
the profile of the respondents as to gender and social economic background. The causality which
are 21st century skills as to Collaboration, Creativity Critical thinking and Communication and
strategies in learning English Literature where composed of Cognitive, Mnemonic, Metacognitive,
Affective and Social.
21st Century skills as to:
 Collaboration
 Creativity
HO1  Critical thinking
 Communication
Profile:
 Gender
 Socio-economic background
HO3
Strategies in learning English Literature:
HO2  Cognitive
 Mnemonic
 Metacognitive
 Affective
 Social

Hypothesis #1There is a significant difference in 21st century skills developed through study of
English Literature when profile is considered.
Hypothesis #2 There is a significant difference in the learning strategies used in studying English
Literature when profile is considered.
Hypothesis #3 There is a significant relationship between developed 21st Century skills and
learning strategies used in studying English Literature.
3.0 Methodology
This part shows the research design, which describes the type of treatment that was
implemented. Research locale, which describes where the survey was conducted. Population and
Sampling, which describes the respondents of this research. Research Ethics addresses the ethical
issues that are raised when people are involved as participants in this research. Research
instruments describe the questionnaire that was used in this research. Data collection, addresses the
steps that was taken when gathering data. And lastly, Data analysis which describes the
computation and the statistical operation that was performed when the data is gathered.
3.1 Research Design
This research used the Descriptive correlational design. Correlational design is through
which an observation of the relationships with the variables can be achieved.
3.2 Research Locale
The research was conducted in a selected Private Basic Education School in Bulacan. The
respondents answered a survey questionnaire at a designated classroom inside the campus. The
researchers chose the campus as the place of implementation to make the respondents comfortable
and concentrated. The research was conducted in the first semester of the Academic Year 2018 –
2019.
3.3 Population and Sampling
The respondents of this study were one hundred four (104) Grade 10 students enrolled in
English. The researchers used the purposive sampling technique. A purposive sample is a non-
probability sample that is selected based on characteristics of a population and the objective of the
study. This type of sampling is useful in studies that need to reach a target sample quickly.
3.4 Research Ethics
This research conducted surveys among Grade 10 students. The researchers ensured that
the privacy and security of data collected was private and remained between the respondents and
the researchers. Some of the significant issues that were included are confidentiality and data
protection for the convenience of the respondents. The researchers made sure that the survey
questionnaires were planned in a clear and precise manner to prevent conflicts and
misunderstandings among the respondents. Enough time was given to the respondents to answer
the survey questions to ensure accurate and precise answers as well as to avoid any errors that may
arise.

3.5 Research Instruments

The study used an adapted survey questionnaire from a website called Survey Monkey to
gather data and information significant to the questions raised in the study. The questionnaire
consists of 2 (Two) parts that includes subjective type of questions. The first part of the
questionnaire focused on the respondent’s profile such as gender, socio-economic background and
grade level. The second part was the determiners, assessing the respondent’s development of their
learning skills and strategies using English Literature while considering their profile. Furthermore,
the questionnaire was also translated into Tagalog. The questionnaire was validated by Dr. Eliza T.
Mazo
3.6 Data Collection

When conducting the study, the researchers started with a letter requesting for authorization
from the adviser, Dean of College of Education and from the Principal of the private school in
Bulacan. After the approval, the researchers sent the letter personally to the selected private school
principal and explained the goal of the study followed by securing the permission of the school’s
respondents to participate in the study. After the school principal’s approval, the researchers began
to conduct their survey. The researchers administered a survey questionnaire to the respondents
and they started answering the questionnaires.
3.7 Data Analysis

The data gathered was tallied, organized, and analyzed with the following statistical
treatment. Percentage and frequency were used in the first set of questions with regards to the
profile of the repondents, to determine the value of the variables. Mean was used to get the average
rate given by the respondents for the rest of the questions to get the overall assessment to test the
hypothesis of this research. Standard deviation was used to determine the variation between each
data point relative to the Mean. Two-way ANOVA was used to compare the mean differences
between groups that have been split on two independent factors.

4.0 Result(s)
This section deals with the presentation, analysis, and interpretation of the data gathered
from the participants of the study. In the light of meeting the objectives of this research, the
discussions are presented as follows:
4.1. Profile of the Student – Respondents
4.1.1. Gender
Table 1 below reveal how the students – respondents are distributed according to
their gender. It can be seen from table 1 that female respondents outnumbered their male
counterpart. There are 59 females which represent 57.28% of the total sample while only
44 or 42.72 % are males. This confirms the common notion of predominance of women to
male in the institution.
Table 1
Profile of the Student – Respondents in terms of Gender
Gender Frequency Percentage

Male 44 42.72%
Female 59 57.28%
TOTAL 103 100%

4.1.2. Socio – economic Background
The table below presents the socio – economic background of the students by
considering their monthly family income. It can be seen that 42 or 40.78% of the sample
have monthly family income ranging from 11,000 to 20,000. It can also be noted that below
and only 28 or 27.18% belong to a family with a monthly household income that is above
20, 000. The distribution shows that the student – respondents have an average family
income.
Table 2
Profile of the Student – Respondents in terms of Socio – Economic Background
Socio – economic
Frequency Percentage
Background
10, 000 and below 33 32.04%
11, 000 – 20, 000 42 40.78%
Above 20, 000 28 27.18%
TOTAL 103 100%

4.2. 21st Century skills of the students
By sharing responsibility in doing collaborative work, and value individual contribution

made by each team member. Collaborative activities also exercise their flexibility and willingness
to accomplish their specific goal by working with their peers. This helps them to learn better with
other people and also exercise their leadership skills. (Trilling & Fadel, 2012)
The table below shows the 21st century skills of the students in terms of collaboration. The
over – all weighted mean signifies that the students often utilize collaboration in their English
literature classes. Since item number five obtained the highest weighted mean of 3.233, it can be
said that students follow directions from their group mates. Since number one obtained the lowest
weighted mean of 2.786 it can be said that students join less in making group works with their
classmates.
Table 3
21st Century Skills of the Students in terms of Collaboration
Weighted
Indicators Ranking
Mean
1. I join group works with my classmates. 2.786 1
2. I am flexible and willing to compromise with my
2.961 3
team member to reach a common goal.
3. I demonstrate responsibility as a team member 2.913 2
4. I accept criticism from my group mates. 2.971 4
5. I follow directions from my group mates 3.233 5
Over – all 2.973
Legend: 5 – highest and 1 -lowest
Lack of attention of developing creativity and innovation skills is a common misperception

that creativity is only for artistic-types and geniuses (Wegerif & Dawes, 2012) But recently,
children are more attracted and inclined to creative way of learning specially in reading a literature
for it is more interesting.
The table below shows the 21st century skills aligned with creativity that have to be
developed to the students who took part in this study. It can be noted from Table 4 that from item
number three with the weighted mean of 2.981 most of the students often accept new ideas in
studying English literature. Item number two; students rarely create a new and unique idea which
is the least weighted mean of 2.359.

Table 4
21st Century Skills of the Students in terms of Creativity
Weighted
Indicators Ranking
Mean
1. I have wide range creative ideas. 2.670 3
2. I create new and unique ideas. 2.359 1
3. I accept new ideas. 2.981 5
4. I combine two different ideas and make them a
2.757 4
better one.
5. I find inspirations in literary works. 2.650 2
Over – all 2.683
In 21st Century learning there are many ways of developing the critical thinking skills of
learners that can be used. And this helps them to cope up in learning and studying English Literature
that initiate the focus on the ability of problem solving (Trilling & Fadel, 2012).
The table below shows the 21st century skills aligned with critical thinking that have to be
developed to the students who took part in this study. It can be noted from Table 5 that the
respondents use comprehension most of the time when reading a literature that have the weighted
mean of 3.029. While students rarely use inferencing and gather information when reading with the
same weighted mean 2.573.
Table 5
21st Century Skills of the Students in terms of Critical Thinking
Weighted
Indicators Ranking
Mean
1. I use different kinds of reasoning. 2.660 3
2. I gather relevant information. 2.573 1
3. I use comprehension in reading. 3.029 4
4. I use inferencing when reading. 2.573 1
5. I evaluate the literary pieces I read. 2.650 2
Over – all 2.697

Education has focused on the fundamentals of good communication – speech, writing, and
reading that demands of social relations. Communicating effectively in variety of purposes is
needed to be enhanced and not just focusing just on the fundamentals. (Trilling & Fadel 2012).
The table below shows the 21st century skills aligned with communication that have to be
developed to the students who took part in this study. It can be observed from Table 6 that the
respondents are listening attentively to avoid misunderstandings when it comes to communication
that it comes highest in the rank with the weighted mean of 3.107. On the other hand, students are
rarely express their thoughts clearly with the weighted mean of 2.631.
Table 6
21st Century Skills of the Students in terms of Communication
Weighted
Indicators Ranking
Mean
1. I share information efficiently and effectively. 2.718 3
2. I express my thoughts clearly. 2.631 1
3. I motivate others through powerful speech. 2.670 2
4. I listen attentively to avoid misunderstandings. 3.107 5
5. I express interest in the idea of my group mates. 2.942 4
Over – all 2.814

4.3. English Literature Learning Strategies used by the Students

Cognitive strategy is been involved deliberately in manipulating the language to improve
the students learning and able to comprehend English Literature in association of different ways
(Mary 2006)
The table below shows the cognitive learning strategies that the students use in developing
21st century skills. Item number 4 being the highest with the weighted mean of 2.932 means students
are good at distinguishing facts to fiction when reading a literature. But they rarely predict the
ending of a literary piece that they read.
Table 7
English Literature learning strategies in terms of Cognitive
Weighted
Indicators Ranking
Mean
1. I interpret what I have learned. 2.553 2
2. I recall information about what I learned. 2.699 4
3. I understand the meaning of the literary story I read. 2.602 3
4. I distinguish from facts to fictions. 2.932 5
5. I predict the ending of a literary piece I read. 2.515 1
Over – all 2.660
The aid of using mnemonics is kind of transformational strategy which converts difficult
information or unfamiliar information into a more manageable state. In this, the simpler or more
familiar information, the more it is learned effectively and efficiently (Girod, 2012).
The table below shows the mnemonic learning strategies that the students use in developing
21st century skills. It can be noted that the item number one is the highest weighted mean of 3.233
that shows students usually use abbreviations to recall what they have learned. While with the 2.388
of weighted mean item four rank the lowest that the students are rarely uses acronyms in writing
poems.

Table 8
English Literature learning strategies in terms of Mnemonic
Weighted
Indicators Ranking
Mean
1. I use abbreviation to recall what I learned. 3.233 5
2. I use patterns in memorizing. 2.971 4
3. I create new meaning or structure to memorize. 2.583 3
4. I use acronyms in writing poems. 2.388 1
5. I use rhyming words to memorize. 2.466 2
Over – all 2.728
Encouraging the students to monitor themselves working through problems outside the
classroom through this, students will be able to identify insights into their own learning habits.
Building this skill requires a commitment to cultivation, by encouraging them; teachers can help
students develop a strength that will provide an advantage throughout their lives (Crouch, 2018).
The table below shows the metacognitive learning strategies that the students use in
developing 21st century skills. It can be noted that students do self-assessments with the highest
weighted mean of 2.864. While item number four with the weighted mean of 2.485 ranked the
lowest this means that students are seldom finding a simpler version of the literary piece they are
reading.
Table 9
English Literature learning strategies in terms of Metacognitive
Weighted
Indicators Ranking
Mean
1. I monitor my comprehension skills. 2.728 3
2. I do self-assessments. 2.864 5
3. I plan and organize when reviewing. 2.757 4
4. I find simple version of literary piece. 2.485 1
5. I refocus my attention in dealing in a situation. 2.718 2
Over – all 2.711

The learning environment encourages the students to use their affective strategies in
learning specially in learning English Literature. It helps them to reflect the contents of the learning
materials and that could be applicable to their lives (Crouch, 2018).
The table below shows the affective learning strategies that the students use in developing
21st century skills. This shows that students tend to value the people around them with the weighted
mean of 3.495 ranked the highest. On the other hand, with the weighted mean of 2.738 students are
rarely sensitive towards individuals and their cultural differences ranked the lowest.
Table 10
English Literature learning strategies in terms of Affective
Weighted
Indicators Ranking
Mean
1. I value people around me. 3.495 5
2. I am sensitive towards individuals and our cultural
2.738 1
differences.
3. I commit to ethical practices. 2.951 3
4. I listen to others with respect. 3.417 4
5. I reflect on the stories I read. 2.903 2
Over – all 3.101

The students by nature, are social beings who learns from observing others and their
surroundings. Thus, they learn from one another, either by imitation, modelling or observance. And
by collaboration with their peers it helps them to learn more and to be more motivated (Lazarevska,
2017).
The table below shows the social learning strategies that the students use in developing 21st
century skills. It can be seen in the table 11 that with the weighted mean of 3.379 students are
constantly socializing with their peers. It also can be noted that the students are hardly demonstrate
active participation in activities with the weighted mean of 2.767.
Table 11
English Literature learning strategies in terms of Socio-economic background.
Weighted
Indicators Ranking
Mean
1. I socialize with my peers. 3.379 5
2. I resolve conflicts between my peers. 2.825 2
3. I demonstrate active participation in activities. 2.767 1
4. I cooperate in group activities. 3.019 3
5. I use good manners on socializing with my peers. 3.155 4
Over – all 3.029
4.4. Differences in the 21st century skills across Students’ Profile

Majority of the teenagers even women in our modern times emerging roles and
responsibilities today. Even though their father’s educational attainment is higher than their
mothers. This doesn’t affect their skills and capabilities are distinctly excellent in every area.
(Aguila 2015).
In the aim of determining whether a significant difference exists between the 21 st century
skills of male and female student – respondents, the t – test for independent sample means was
used. The result of this test is shown below. As shown in Table 12, the computed test statistic is
t=0.585 (p > 0.05). This leads the researcher to accept the null hypothesis. Therefore, there is no
significant difference between the 21st century skills of the students encountered by the male and
female students towards English literature acquisition.

Table 12
Difference in the 21st Century skills of the students across Gender
Test
Mean
Groups Mean Statistic p - value Decision Remarks
Difference
(t)
Male 2.828 0.064 0.585 0.560 Accept Ho Not
Female 2.764 Significant
Academic achievement is more important than the socio-economic status. This shows that
having low or high economic status doesn’t affects that 21st century skills of the students with the
proper guidance from the teachers it could be possible that one could be successful. (Ford 2013).
In order to determine if there is a significant difference in the 21st century skills of the
students when they are grouped according to their socio-economic background, the One – way
Analysis of Variance (ANOVA) was employed. This test yields the results which are shown in the
table below. It can be observed that the computed test statistic is F = 1.237 (p > 0.05). This drove
the researchers to accept the null hypothesis. Therefore, there is no significant difference in the 21 st
century skills of the students across their socio-economic background.
Table 13
Difference in the 21st Century skills of the students across Socio Economic Background
Test
Source of Sum of Mean
df Statistic p – value Decision Remarks
Variation Squares Square
(F)
Between
0.711 2 0.355
Groups
Accept Not
1.237 0.295
Within Ho Significant
28.725 100 0.287
Groups
Total 29.435 102

4.5. Differences in the learning strategies across Students’ Profile

As El-Dib (2014) said, the cultural milieu of both male and female live and opportunities
given to each determine their types of strategies. The strategies are rather than functions for learning
than gander itself. Thus, it moves forward to the direction of the tasks and demand for learning
context situated in the cultural milieu.
In the aim of determining whether a significant difference in the learning strategies exists
between male and female student – respondents, the t – test for independent sample means was
used. As shown in Table 14, the computed test statistic is t=0.037 (p > 0.05). This leads the
researcher to accept the null hypothesis. Therefore, there is no significant difference in the learning
strategies exists between male and female students in studying English literature.
Table 14
Difference in the learning strategies of the students across Gender
Test
Mean
Groups Mean Statistic p - value Decision Remarks
Difference
(t)
Male 2.824 Not
0.037 0.374 0.709 Accept Ho
Female 2.862 Significant
The willingness to learn also with the support of educational system students could gain
sufficient learning ways. Whatever the socio-economic status of a child it doesn’t affects it able to
study. With the right teachers, they could support the different learning strategies of a student (Yee
A. 2016).
In order to determine if there is a significant difference in the 21st century skills of the
students when they are grouped according to their socio-economic background, the One – way
Analysis of Variance (ANOVA) was employed. This test yields the results which are shown in the
table below. It can be observed that the computed test statistic is F = 0.465 (p > 0.05). This drove
the researchers to accept the null hypothesis. Therefore, there is no significant difference in the
learning strategies of the students across their socio-economic background.

Table 15
Difference in the learning strategies of the students across Socio Economic Background
Test
Source of Sum of Mean p–
Df Statistic Decision Remarks
Variation Squares Square value
(F)
Between
0.231 2 0.116
Groups
Accept Not
0.465 0.630
Within Ho Significant
24.893 100 0.249
Groups
Total 25.125 102
4.6. Relationship between Students’ Learning strategies and their 21st century skills
Skills able you to input information and output in your learning through writing, speaking
and taking tests but these lead o short-term learning. But with the use of learning strategies it could
help the learning process to be on superficial level, this combination of organizing information lead
to deeper comprehension and lasting memory (Fishel 2013).
The Pearson Product – Moment Correlation Coefficient r was utilized to find out whether
students’ learning strategies and 21st century skills are significantly correlated. It can be seen from
the table above that the calculated correlation coefficient is r = 0.836 (p < 0.05). This leads to the
rejection of the null hypothesis and so, it can be concluded that students’ learning strategies is
significantly related to the 21st century skills.
Table 16
Relationship between Students’ Learning strategies and their 21st century skills
Variables Test Statistic
p – value Decision Remarks
Correlated (r)
Learning
Strategies and
0.836 0.000 Reject Ho Significant
21st century
skills

5.0. Discussions
This chapter contains a discussion of the summary of the findings of the study and the
conclusions derived from them. Moreover, it presents the recommendations that may be offered
accordingly.
5.1. Summary of Findings

In the conduct of this study, the researchers have found out the following:
1. According to profile the respondents is composed of a majority of female.
2. The distribution shows that the majority of the student – respondents ranges 11,000-20,000.
3. Most of the student’s values being a team player in collaboration of learning performing
assigned task in English literature.
4. Most of the students are open to new creative ideas to be innovative and view interesting
ways to learn.
5. Critical thinking activities or tasks like comprehension will help students develop critical
thinking in studying English literature.
6. Students develop good communication skill if the teachers will create an opportunity for
the students to express their thoughts.
7. The respondents often interpret what they learned, recall information about what they
learned, understand the meaning of the literary story they read, distinguish facts from
fictions and predict the ending of a literary piece they read.
8. Mnemonic strategy helps the students improve their retention of important information in
the literary piece that they read and promotes better retention of English literature materials
they read.
9. Students most of the time self – evaluate and monitors his or her errors and lapses to
improve their skills.
10. Students most of the time value people around them and listen to others with respect.
11. Student socialize with their peers thus, they value their peers and their surroundings this
built their socialization skills.
12. There is no significant difference between the 21st century skills of the students being
developed by male and female students in learning English literature.
13. There is no significant difference in the 21st century skills of the students across their socio-
economic background.
14. There is no significant difference in the learning strategies exist between male and female
student-respondents.

15. There is no significant difference in the learning strategies of the students across their
socio-economic background.
16. Learning strategies of students is related to their 21st century skills and it’s parallel to one
another.
6.0 Conclusions
In line with the above findings, the researcher concluded the following:
1. The results confirm the common idea that females dominate the field of education in the
institution particularly in the Basic Education Department.
2. The student’s common socioeconomic status is average income.
3. The collaboration skill that dominates the students is supporting their group mates doing
their activities.
4. The creativity skill that dominates the students is open to new ideas presented to them.
5. The critical thinking skill that the students use is having different kinds of reasoning.
6. The communication skill that dominates the students is being a good listener to their peer
to avoid misunderstandings.
7. The student’s learning strategy in cognitive is being able to recognize the facts from
fictions.
8. The student’s learning strategy in mnemonic is using abbreviation to have an easier way to
recall what they have learned from the literature.
9. The student’s learning strategy in metacognitive is doing assessments to their self to
monitor their progress or their weakness in learning.
10. The student’s learning strategy in affective is value the people around them that means that
they are the most important people for them.
11. The student’s learning strategy in social is spending more time with their peers to cultivate
their relationship with one another.
12. No significant relation of having different genders in acquiring 21st century skills thus, even
you are a male or female no one dominates in their skills.
13. No significant relation of the socioeconomic status of their parents in acquiring their 21 st
century skills.
14. No significant relation of gender in their learning strategies even though they are male or
female even though they have different kinds of learning strategies still no one dominates
from it.

15. No significant relation of socioeconomic status in their learning strategies even though low
earnings family or high didn’t differs in their learning strategies and they are closely similar
from one another.
16. Having learning strategies have a significant relation to their 21st century skills and should
be paralleled from one another. Thus, we concluded that in teaching learning strategies
should be considered to improve their 21st century skills.
6.0 Recommendations
From the above findings and conclusions, the recommendations below are offered:
1. The teachers may participate in seminars or trainings in the 21st century skills and learning
strategies to strengthen their skills in handling 21st century learners. Also, they are
suggested to continuously equip themselves with new ideas and practices that they may
use as they embrace the challenges and struggles of 21st century education system.
2. As stakeholders, the parents must give his full cooperation to the teachers in order to come
up with a good plan on how to address issues regarding 21st century skills.
3. The school administrators and other authorities are recommended to initiate teacher
trainings on 21st century skills and learning strategies. Also, they are encouraged to
monitor, supervise, support, and give feedback on teachers’ conduct of lesson considering
21st century skills and learning strategies. This is to ensure the quality of delivery of
instruction in the classrooms and help teachers in improving their own practices.
4. Future researchers may conduct a similar study in a bigger sample. Also, other variables
that are not included here may be taken as part of their study.

References
Armstrong, T. (2018). Multiple Intelligences. Retrieved on July 15, 2018 from

http://www.institute4learning.com/resources/articles/multiple-intelligences/
British Council (2012) in Affective Strategies. Retrieved on September, 07, 2018

fromhttps://www.teachingenglish.org.uk/article/affective-strategies
British Council (2012) in Cognitive Strategies. Retrieved on September, 07, 2018 from
https://www.teachingenglish.org.uk/article/cognitive-strategies
British Council (2012) in Compensation Strategies. Retrieved on September, 07, 2018 from
https://www.teachingenglish.org.uk/article/compensation-strategies\
Crouch, D. (2018) in Developing 21st Century Skills: Metacognition. Retrieved on September, 07,
2018 from https://edu.stemjobs.com/developing-21st-century-skills-metacognition/
Domingo, D. (2018). Essential 21st Century Skills for Today’s Students. Retrieved on July, 10,
2018 from http://www.doctorshangout.com/group/english-lesson-made-
easy/forum/topics/essential-21st-century-skills-for-today-s-students
Envision Experience (2018). 13 Essential 21st Century Skills for Today’s Students. Retrieved on
July, 10, 2018 fromhttps://www.envisionexperience.com/blog/13-essential-21st-century-skills-
for-todays-students
Fishel (2013) in What is the difference between Study Habits, Study Skills and Study Strategies?
Retrieved on May, 19, 2013 from http://www.breakthroughlearningcollege.com/learning-
habits/classroom-habits/habits-skills-strategies/
Kansas Department of Education (2012) in 21st Century Skills Retrieved on September, 07, 2018
from https://community.ksde.org/Default.aspx?tabid=3203
Kwauk, Braga, Kim (2017). Skills for a “gendered” world: Adding a gender perspective to the
skills debate. Retrieved on September 06, 2018 from https://www.brookings.edu/blog/education-
plus-development/2017/04/03/skills-for-a-gendered-world-adding-a-gender-perspective-to-the-
skills-debate/
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from https://www.tecweb.org/styles/gardner.html
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https://en.wikipedia.org/wiki/Language_learning_strategies
Pacific Policy Research Center (2012). 21st Century Skills for Students and Teachers (Kamehameha
Schools). Retrieved on July, 10, 2018 from
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Rich, E. (2012) in How do you define 21st Century Learning? Retrieved on September, 07, 2018
from https://www.edweek.org.tsb/articles/2010/10/12/01panel.h04.html
University of Kansas (2018) in Mnemonic Strategies. Retrieved on September, 07, 2018 from
https://www.specialconnections.ku.edu/q=instruction%2Fteacher_tools%2Fmnemonic_strategies
Wikipedia (2018) in 21st Century Skills. Retrieved on September, 07, 2018 from
https://en.wikipedia.org/wiki/21st_century_skills

Appendix A
Questionnaire
English Literature as a Tool to Develop 21st Century Skills Among Grade 10 Students
Questionnaire
Take note: Read each question carefully and answer them honestly.
Put check in the box for your answers.
(Basahin mabuti ang mga katanungan. Sumagot ng wasto at totoo. At lagyan ng
tsek sa loob parisukat para sa iyong sagot.)
Part 1 - Profile
Gender/Kasarian
Male/ Lalaki Female/ Babae
What is your family’s monthly income? / Alin dito ang buwanan na kita ng
iyong pamilya?
10,000php and
below/pababa
11,000php – 20,000php
/pataas
Part 2 – 21st Century Learning skills and Learning Strategies

Take note: Read each description carefully and Rate your answers the circle for your
answers. / Basahin mabuti ang mga nakasulat. Itiman ang bilog ng nararapat
na sagot mula sa iyo.
4 – Always / Palagi 2 – Sometimes / Minsan

3 – Often / Madalas 1 – Rarely / Madalang
A. 21st Century skills, to be developed:
Collaboration 4 3 2 1
1. I join group works with my classmates.

(Sumali ako sa mga pangkat na gawain
kasama ang aking mga kamag aral)
2. I am flexible and willing to compromise
with my team member to reach a common
goal.

(Kaya kong umangkop at handang

makipagtulungan sa aking mga kagrupo
upang makamit namin ang layunin na
minimithi)
3. I demonstrate responsibility as a team
member.
(Ako ay mapagkakatiwalaan ng aking mga
kagrupo)
4. I accept criticism from my group mates.
(Tumatanggap ako ng pamumuna galling
sa aking mga kagrupo)
5. I follow directions from my group mates.
(Sumusunod sa mga utos ng aking mga
kagrupo)
Creativity 4 3 2 1
1. I have wide range creative ideas.
(Mayroon akong malawak na malikhaing
ediya)
2. I create new and unique ideas.
(Gumagawa ako ng makabago at
pambihirang ediya)
3. I accept new ideas.
(Tumatanggap ako ng mga makabagong
ediya)
4. I combine two different ideas and make
them a better one.
(Pinagsasama ko ang dalawang
magkaibang ideya para mas mapabuti ito)
5. I find inspirations in literary works.
(Nakakakuha ako ng inspirasyon sa mga
gawang literature)
Critical Thinking 4 3 2 1
1. I use different kinds of reasoning.
(Gumagamit ako ng iba’t ibang dahilan)
2. I gather relevant information.
(Nangangalap ako ng makabuluhang
impormasyon)
3. I use comprehension in reading.
(Gumagamit ako pang - unawa ng sa
pagbasa)
4. I use inferencing when reading.
(Gumagamit ako pag-hinuha sa pagbasa)
5. I evaluate the literary pieces I read.
(Masusi ko na pinaga-aralan ang mga
literaturang aking binabasa)
Communication 4 3 2 1
1. I share information efficiently and
effectively.

(Nagbinabahagi ako ng mahusay at

mabisang mga impormasyong)
2. I express my thoughts clearly.
(Malinaw kong ang aking mga iniisip)
3. I motivate others through powerful speech.
(Lumalakas ang aking loob sa
pamamagitan ng
4. I listen attentively to avoid
misunderstandings.
(Nakikinig ako ng mahusay upang
maiwasan ang di pagkakaunawaan)
5. I express interest in the idea of my
groupmates.
(Nagpapakita ako ng sa mga ideya ng
aking mga kagrupo)
B. 21st Century learning strategies used to develop skills through English literature:
Cognitive 4 3 2 1
1. I interpret what I have learned.
(Gumagamit ako ng interpretasyon para sa
aking nabasa)
2. I recall information about what I learned.
(Naalala ko ang mga impormasyong aking
pinag aralan)
3. I understand the meaning of the literary
story I read.
(Naiintindihan ko ang kahulugan ng
literaturang aking binasa)
4. I distinguish from facts to fictions.
(Natutukoy ko ang totoo sa di totoo)
5. I predict the ending of a literary piece I
read.
(Nahuhulaan ko ang wakas ng literaturang
aking binasa)
Mnemonic 4 3 2 1
1. I use abbreviation to recall what I learned.
(Gumagamit ako ng pagpapaikli para
aking matandaan ang aking pinag aralan)
2. I use patterns in memorizing.
(Gumagamit ako ng mga parisan para
magsaulo)
3. I create new meaning or structure to
memorize.
(Gumagawa ako ng makabaong kahulugan
o sa pagsasaulo)
4. I use acronyms in writing poems.
(Gumagamit ako ng paikli ng pangalan sa
pagsulat ng mga tula)

5. I use rhyming words to memorize.

(Gumagamit ako ng paripantig sa
pagsasaulo)
Metacognitive 4 3 2 1
1. I monitor my comprehension skills.
(Sinusubay-bayan ko ang aking kakayahan
sa pang – unawa)
2. I do self-assessments.
(Sinusuri ko ang aking sarili)
3. I plan and organize when reviewing.
(Nagpaplano at nagsasaayos ako tuwing
nagbabalik aral)
4. I find simple version of literary piece.
(Humahanap ako ng mas madaling
bersyon ng literatura)
5. I refocus my attention in dealing in a
situation.
(Binabalik ko ang aking pagtutok sa
pagharap sa isang sitwasyon)
Affective 4 3 2 1
1. I value people around me.
(Binibigayan ko ng halaga ang mga tao sa
aking paligid)
2. I am sensitive towards individuals and our
cultural differences.
(Sensitibo ako sa mga indibidwal at sa
mga iba’t ibang kultura)
3. I commit to ethical practices.
(
4. I listen to others with respect.
(Nakikinig ako ng may respeto sa iba)
5. I reflect on the stories I read.
(Nagsa-salarawan ako sa mga kwentong
aking nabasa)
Social 4 3 2 1
1. I socialize with my peers.
(Nakikihalubilo ako sa aking mga kaklase)
2. I resolve conflicts between my peers.
(Binibigyang solusyon ko ang mga di
pagkaka-unawaan sa pagitang nga aking
mga kaklase)
3. I demonstrate active participation in
activities.
(Nagpapakita ako ng aktibong
partisipasyon sa mga gawain)
4. I cooperate in group activities.
(Tumutulong ako sa mga grupong gawain)

5. I use good manners on socializing with my

peers.
(Gumagamit ako ng paggalang sa
pakikisalamuha sa aking mga kaklase)

Appendix B
Letter to the Principal

Appendix C
Informed Consent
ENGLISH LITERATURE AS A TOOL TO DEVELOP 21ST CENTURY SKILLS AMONG
GRADE 10 STUDENTS
PRINCIPAL INVESTIGATOR
Gillian D. Ramos
74, Flamengco St. Panghulo, Obando, Bulacan
+639122831476
ramos.gilliand@gmail.com
PURPOSE OF STUDY
You are being asked to take part in a research study. Before you decide to participate in this
study, it is important that you understand why the research is being done and what it will involve.
Please read the following information carefully. Please ask the researchers if there is anything
that is not clear or if you need more information.
The purpose of this study is to provide input to teachers and supervisors regarding the use of
intervention strategies towards improved teaching performance. The results of their research will
serve as an input to enhance the intervention programs on improving teacher performance.
STUDY PROCEDURES
As the researchers, we are going to conduct a survey to know if the English Literature will be a
viable tool to develop 21st Century skills among Grade 10 students. The researchers want to
inform that this study will be helpful to improve student performance.
If you decide that you want to take this part, there will be three process.
1. We will inform you about the terms and condition of our research by taking to be part
of this research.
2. The researchers will give some instruction to participate on how to answer the survey
questionnaire and if the participants would like to ask some questions they cannot
understand, the researchers are willing to explain it further.
3. The researchers will give a survey tool questionnaire that will be answered by the
participants, which consists about the teaching styles of the participants.
DURATION
If the participant will decide to take part in the study, it not may longer an hour the estimated
duration time of the researchers only 20-30 minutes will be needed to answer all the
questionnaires.
Participant’s Initial: ___________

RISK

In participating in this research, there is no known harm to your physical, mental, emotional and
social well-being. However, your free time might be consumed in answering the test. You may
decline to answer any or all questions and you may terminate your involvement at any time if you
choose.
BENEFITS
The contents of questionnaire raise no sensitive or controversial issues and does not contain
elements typically frightening to respondents. Nevertheless, a copy of the questionnaire has been
reviewed by the Ethics Review Board and approved for use in this research.
CONFIDENTIALITY
Your responses to this survey will be anonymous. Please do not write any identifying information
on your survey. For the purposes of this research study, your comments will not be anonymous.
Every effort will be made by the researchers to preserve your confidentiality.
Participant data will be kept confidential except in cases where the researcher is legally obligated
to report specific incidents.
CONTACT INFORMATION
If you have questions at any time about this study, or you experience observe effects as the result
of participating in this study, you may contact the researchers.
Gillian D. Ramos - 09122831476
Aaron Jan C. Dizon - 09558167404
Marc Anthony M. Bandola - 09758511870
VOLUNTARY PARTICIPATON
Your participation in this study is voluntary. It is up to you to decide whether or not to take part
in this study. If you decide to take part in this study, you will be asked to sign a consent form.
After you sign the consent form, you are still free to withdraw at any time and without giving a
reason. Withdrawing from this study will not affect the relationship you have, if any, with the
researchers. If you withdraw from the study before data collection is completed, your data will be
returned to you or destroyed.

CONSENT
I have read and I understand the provided information and have had the opportunity to ask
questions. I understand that my participation is voluntary and that I am free to withdraw at any
time, without giving a reason and without cost. I understand that I will be given a copy of this
consent form. I voluntary agree to take part in this study.
Participant’s signature: __________________________ Date: ____________

Investigator’s signature: _________________________ Date: _____________

Appendix D
Certificate of Validation
CERTIFICATE OF VALIDITY
This is to certify that contents of the research survey questionnaire for the study entitled
“English Literature as a tool to develop 21st Century Skills among Grade 9 and 10 students” is
hereby found valid and their instrument is now ready for administration and that all the suggestions
and corrections recommended were duly incorporated.
Dr. Eliza T. Mazo

Faculty Member

Appendix E
Statistician Certificate
STATISTICIAN’S CERTIFICATION
This is to certify that this research study entitled, “ENGLISH LITERATURE AS A TOOL TO
DEVELOP 21ST CENTURY SKILLS AMONG GRADE 10 STUDENTS”
prepared and submitted by Ramos, Gillian D., Dizon, Aaron Jan C., and Bandola, Marc Anthony
M. in partial fulfillment for the degree of Bachelor of Science in Secondary Education Major in
English has been statistically reviewed and undersigned.
Mr. Oliver G. Mariano
Statistician

Appendix F
Acknowledgement
We would like to express our gratitude to God for giving us knowledge, strength and
guidance that are necessary to complete this research study.
Also, we would like to thank Dr. Elmer S. Hidalgo, Dean of the College of Education, for
providing us available learning facilities and allowing us to use various research instruments.
We are also grateful to Dr. Miel O. Abdon, Program Head of the College of Education, for
helping us find related literature for our study.
We are expressing our sincere appreciation to Dr. Josefina C. Mendoza, Research Adviser,
whose expertise, understanding, generous guidance and support made it possible for us to work on
a topic that was of great interest to us.
We are also thankful to our professors who put their faith in us, urged us to do better and
for being a constant source of motivation.
Lastly, we want to take this opportunity to voice out our deepest gratitude for unceasingly
guidance and support throughout this entire journey towards the completion of our research study.
MAMB
AJCD
GDR

PROFILE OF THE RESEARCHERS
Gillian D. Ramos
74 Flamengco St. Pangulo, Obando, Bulacan
gillian.ramos@gmail.com | 09059676480
OBJECTIVE: To obtain a position as a high school teacher to employ my devotion to

children’s educational needs and development that would offer opportunities for career
growth, and keep with the innovation.
PERSONAL INFORMATION:
Date of Birth: August 23, 1996 Place of Birth: Valenzuela City
Age: 21 years old Gender: Female
Citizenship: Pilipino Civil Status: Single
Father: Rizalito S.M. Ramos Jr. Occupation: Police Man
Mother: Jocelyn D. Ramos Occupation: N/A
Religion: Catholic
EDUCATIONAL ATTAINMENT:
Tertiary: Bachelor of Science in Education Major in English
Our Lady of Fatima University (Valenzuela campus) - 2016 – 2018
Bachelor of Science in Business Administration Major in Marketing
University of the East (Caloocan campus) - 2013 – 2015
Secondary: Colegio de San Pascual Baylon - 2009 – 2013
Primary: Panghulo Elementary School - 2003 – 2009
SKILLS/QUALIFICATIONS:
Languages and Level: Proficient in the English Language both verbal and written
Computer Skills: Well verse in Microsoft Word, Excel, and PowerPoint
Other Character Traits/Qualifications:
 Good critical thinking skills

 Good classroom management

 Enthusiastic and passionate

 Creative
SPECIAL AWARDS/HONORS/CERTIFICATIONS:
 Representative
Social Orientation and Community Involvement
Our Lady of Fatima University 2017 – 2018
 Secretary
Japanese Enthusiasts’ Organization
University of the East 2014 – 2015
 Auditor
Book Lover’s Club
Colegio de San Pascual Baylon 2012 – 2013
 Consistent Awardee of Gold medal
Book Lover’s Club
 Top 10 of the class
WORK EXPERIENCE:
Practice Teaching
Mary Immaculate School of Valenzuela
300 hours
Puregold Price Club
November 2016 – March 2017
REFERENCE: Supplied upon request

Aaron Jan C. Dizon

Age: 19 Birthdate: April 05, 1999
52 San Francisco, Brgy.Karuhatan, Valenzuela City
Globe: (+63)9558167404
machoaaronman@gmail.com
OBJECTIVE: To obtain a position as a high school teacher to employ my devotion to

children’s educational needs and development that would offer opportunities for career
growth, and keep with the innovation.
Date of Birth: April 5, 1999 Place of Birth: Valenzuela City
Age: 19 years old Gender: Male
Citizenship: Pilipino Civil Status: Single
Father: Rogelio P. Dizon Occupation:
Mother: Ana C. Dizon Occupation: OFW
Religion: Catholic
Tertiary: Our Lady of Fatima University, 2016-2018
University of the East Caloocan Campus, 2015-2016
Secondary: St. Therese of the Child Jesus Kidz Academy, 2011-2015
Primary: St. Therese of the Child Jesus Kidz Academy, 2007-2011
Languages and Level: Proficient in the English Language verbal and written
Computer Skills: Well verse in Microsoft Word, Excel, Power Point, Video editing and
Audio Editing.
 Good kinesthetic skills

 Good linguistic skills.
 Creative skills

SPECIAL AWARDS/HONORS/CERTIFICATIONS:
 Fatima Young Educators’ Society (FYES) 2017 – 2018

-Vice President
Our Lady of Fatima University
 Lits UE Caloocan -Editor 2015 – 2016

 REFERENCE: Supplied upon request

Marc Anthony M. Bandola

03 Pasong Balite Hills, Brgy Hills, Valenzuela City
sin,crammy@gmail.com | 09758511870
OBJECTIVE: To encourage creativity and higher-order thinking in a way that

increases student performance.
Date of Birth: September 01, 1994 Place of Birth: Valenzuela City
Age: 24 years old Gender: Male
Citizenship: Filipino Civil Status: Single
Father: Reynaldo M. Bandola Occupation: Transport Operator
Mother: Amelita D. Manuel Occupation: Business Woman
Religion: Catholic
Tertiary: Bachelor of Science in Education Major in English
Our Lady of Fatima University (Valenzuela campus) - 2012 – 2018
Bachelor of Science in Information Technology
AMA Computer College (Caloocan Campus) - 2010 – 2011
Secondary: St.Bernadette College of Valenzuela, 2006-2010
Primary: St.Bernadette College of Valenzuela, 2001-2006
Languages and Level: Proficient in the English Language both verbal and written
Computer Skills: Well verse in Microsoft Word, Excel, and PowerPoint

 Good critical thinking skills

 Enthusiastic and passionate
 Creative
SPECIAL AWARDS/HONORS/CERTIFICATIONS
 Deans lister 2nd sem

Our Lady of Fatima University 2017 – 208
WORK EXPERIENCE:
Call center agent
Alorica Philippines
2017 – 2015
Hinduja global solutions
2014-2012
REFERENCE: Supplied upon request

English Literature As A Tool To Develop 21 Century Skills Among Grade 10 Students

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English Literature As A Tool To Develop 21 Century Skills Among Grade 10 Students

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English Literature as a Tool to Develop 21st Century Skills Among Grade 10 Students

Marc Anthony M. Bandola, Aaron Jan C. Dizon, Gillian D. Ramos

Research Development and Innovation Center

Our Lady of Fatima University

Josefina C. Mendoza, Ph.D.

This thesis entitled “ENGLISH LITERATURE AS A TOOL TO DEVELOP 21st CENTURY

Josefina C. Mendoza, Ph.D.

Miel O. Abdon, Ed.D.

Ernesto Q. Malapitan Jr., LPT Elmer S. Hidalgo, Ph.D.

Elmer S. Hidalgo, Ph.D.

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Marc Anthony M. Bandola

Aaron Jan C. Dizon

Researchers Gillian D. Ramos

Josefina C. Mendoza, PhD

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

2.1 Theoretical Framework…………………………………………………………………….1

2.2 Variable Discussion………....……………………………………………………………..2

2.3 Research Simulacrum……….……………………………………………………………..6

3.1 Research Design…….……………………………………………………………………...7

3.2 Research Locale………….………………………………………………………………...7

3.3 Population and Sampling….………………….……………………………………………7

3.4 Research Ethics….…………………………………………………………………………7

3.5 Research Instruments…….………………………………………………………………...8

3.6 Data Collection………...…….………………………………………………...………......8

3.7 Data Analysis……….……………………………………………………………………...8

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

4.1 Profile of the Student Respondents…................…………………………………………9

1.1 Socio – Economic Background…………….……………………………….….…10

4.2 21st Century Skills of the Students………………..…....….………….…………………11

2 21st Century Skills of the Students in terms of Collaboration.....……………..…....11

2.1 21st Century Skills of the Students in terms of Creativity……………………..…12

2.2 21st Century Skills of the Students in terms of Critical Thinking……………..…12

2.3 21st Century Skills of the Students in terms of Communication………………....13

4.3 English Literature Learning Strategies used by the Students .........................................14

3 English Literature learning strategies in terms of Cognitive………...………………14

3.1 English Literature learning strategies in terms of Mnemonic…..……..…………..15

3.2 English Literature learning strategies in terms of Metacognitive........……………15

3.3 English Literature learning strategies in terms of Affective…………………....…16

3.4 English Literature learning strategies in terms of Socio-Economic Background....17

4.4 Differences in the 21st century skills across Students’ Profile………………………...17

4 Difference in the 21st Century skills of the students across Gender……………...…18

4.5 Differences in the learning strategies across Students’ Profile…..……….……..……..19

5 Difference in the learning strategies of the students across Gender………..…....….19

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

5.1 Summary of Findings……………………............……….………………………….21

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

1 Profile of the Students – Respondents in terms of Gender……………………………….…..9

2 Profile of the Students – Respondents in terms of Socio – Economic Background………...10

3 21st Century Skills of the Students in terms of Collaboration……………………………….11

4 21st Century Skills of the Students in terms of Creativity…………………………………...12

5 21st Century Skills of the Students in terms of Critical Thinking…………………………...12

6 21st Century Skills of the Students in terms of Communication…………………………….13

7 English Literature learning strategies in terms of Cognitive…………………...…………...14

8 English Literature learning strategies in terms of Mnemonic...………………...….……..…15

9 English Literature learning strategies in terms of Metacognitive…………………………...15

10 English Literature learning strategies in terms of Affective………………………………...16

11 English Literature learning strategies in terms of Socio-economic background…..………..17

12 Difference in the 21st Century skills of the students across Gender………………………...18

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Appendix B: Letter to the Principal………………………………………………………………31

Appendix C: Informed Consent………….……………………………….………………………32