TWENTY FIRST CENTURY SKILLL AND ACHIEVEMENT IN ARALING

PANLIPUNAN: BASIS FOR INTERVENTION PROGRAM

ROWMIL MARIANO PERUELO

A Research Presented to the Faculty of the

College of Education, Arts and Sciences
President Ramon Magsaysay State University,
San Marcelino, Zambales

In Partial Fulfilment of the Requirements for the Degree

Bachelor of Secondary Education
with specialization in Social Study

March 2019

1
 ABSTRACT

Researcher: ROWMIL M. PERUELO,

peruelorhowmil27@gmail.com

Title: TWENTY FIRST CENTURY SKILLS AND ACHIEVEMENT

IN ARALING PANLIPUNAN: BASIS FOR INTERVENTION
PROGRAM

Degree: Bachelor of Secondary Education

Specialization: Social Studies

Adviser: Edwin C. Relaniza, LPT

The evolution of the technology and inevitable development of skill and

knowledge of the millennials has an impact on the way of working performance,

strategy in teaching and learning. This descriptive correlational study sought to

determine the Achievement in 21st Century Skills and Achievement in Araling

Panlipunan which is the basis for intervention program. There were a total of 50

Grade 10 students in San Guillermo National High School (SGNHS), a public

secondary school who served as the respondents of the study. The results showed

that the level of Araling Panlipunan Achievement of the Grade 10 AP respondents

is Proficient. The respondents Sometimes practice learning and innovation skills

while Sometimes practice in Digital Literacy Skills and Sometimes practice in Life

and Career Skills. There is a very high positive correlation significant with Araling

Panlipunan Achievement and 21st century skills. There is a significant difference

among the three variables of 21st century skills. The study recommends that the

level of AP achievement of the respondents may be maintained through innovative

and student – centered pedagogical approaches which prepare the learners in the

2
21st century society. Teachers may contextualize, localize, globalize and

indigenize their lessons in order for the students to improve learning and innovation

skills, digital literacy skills and life and career skills. The proposed intervention

program can also be utterly applied in the school with the supervision of the school

administrators and teachers.

Keywords: Achievement in Araling Panlipunan, 21st Century Skills, Araling

Panlipunan Respondent’s, Intervention Program

3
 Chapter 1

INTRODUCTION

Background of the Study

The evolution of the technology and inevitable development of skill and

knowledge of the millennials has an impact on the way of working performance,

strategy in teaching and learning. Concurring to Kofi Annan (2015), Secretary

Common of the Joined Together Countries, Data and Communication Innovation

has changed, decorated and molded the Education as well as the competencies

of twenty first century. Decorate and mildew the Education as properly to the

competencies of the twenty first century.

Agreeing to Gewertz (2008), twenty-century capabilities is one of the

foremost omnipresent terms in today’s preparing wrangles about. Advocates point

to unused work force fact that requests the ensuing time of college understudies

and individuals who are unbiased masterminds, inconvenience solvers, and choice

creators. Open schools contended that in arrange to have a central point isn't fair

on giving the essentials, but similarly so on guaranteeing that understudies procure

a suite of recently vital considering and thinking abilities. Broadly specified by way

of nation-wide instruction bunches, coach unions, higher tutoring organizations,

and staff change offices as indispensably for today’s understudies, these

capabilities are moreover picking up steam with policymakers. The governors and

chief kingdom school officers of at slightest 10 states have committed in revising

standards for instructing and considering and to make modern evaluations that

reflect the need for 21st-century aptitudes.

4
 Appraisal is additionally an inquisitive driver within the 21st-century abilities

talk about. But it may also legitimately be one of the high-quality openings to bridge

the skills-content isolate that has risen from the thrust and push-back of the 21st-

century competencies movement. Rising evaluation models give a few of the

foremost promising illustrations of how, at once, preparing can coordinated abilities

and substance. two an accentuation on what college understudies can do with

information, as a substitute than what units of understanding they have, is the

substance of 21st-century aptitudes.

There are thousands of descriptors of the capacity set, which incorporates

ways of life abilities, a group of worker’s aptitudes, interpersonal aptitudes, utilized

abilities, and non - cognitive aptitudes. Indeed, more, definitions exist for the

person capacities that drop underneath the broader category of twenty-first -

century aptitudes. In characterizing “technology literacy,” for occurrence, an

assortment of instruction organizations and companies posting information

science aptitudes, advanced media familiarity, progressed computer, and Web

communications, as well as the infant time period “technacy” — profound data of

innovative frameworks.

The century-specific name in addition deceiving. Knowing how to think

basically, logically, and imaginatively are not gifted specific or one of a kind to the

21st century. Such calls, in any case, have heightened within the past two

numerous a long time as the nature of the financial framework and work has

changed.

5
 Concurring to Murnane and Require (2004), both financial specialists and

teachers at Harvard and MIT, individually, have been investigating and composing

approximately the “evolution of the workforce for more than a decade”. They have

found, presently more noteworthy regularly accomplished by utilizing computer

frameworks. Today’s individuals in about all divisions of the financial framework

ought to be able to discover and to analyze data, habitually coming from some of

the sources, and use this reality to form determinations and to form unused

thoughts. 21st-century aptitudes, at that point, are not unused, fair recently

imperative.

Philippines is one of the most up-to-date international locations who

implemented K – 12, According to the study, K – 12 is a bridging key for the

succession of the 21st century also known as the millennials. Youthful individuals

of the Philippines require a run of abilities, both scholarly as well as the capacity

to apply these aptitudes and information in their ordinary lives particularly to their

career competency within the future.

The 21st abilities understudy got to succeed in learning, work, and life in

this century. It guarantees victory, understudies require both profound

understanding of the major standards and facts in center subjects counting Araling

Panlipunan (Social Considers) conjointly be able to apply this information to

important contemporary subjects (Such as worldwide mindfulness, monetary,

wellbeing and education, etc.) additionally to the center values of Araling

Panlipunan (Maka – Diyos, Maka – Tao, Maka – Kalikasan at Maka – bansa)

utilizing a few assortment abilities such as Learning Advancement abilities,

6
Advanced Education Abilities and Life and Career Abilities. These abilities of

Araling Panlipunan understudies can be utilized as a premise for an intercession

program to degree the capability level of 21st-century abilities. This kind 21st

Century abilities intercession program plans to track and to know or to screen the

advance of each learner.

Nowadays, Araling Panlipunan achievements and goals build a good

impact and result in understanding different social issues in the world. It improves

the life and social awareness of each individual, gains better economy and

advancement performance effectively. Its’ goal attainment can be a tool for the

enhancing at its best in 21st century. Modern procedures, strategies and

imaginative way of educating with different thoughts must be substantiated to form

learning and accomplish higher in quality instruction for the understudies within the

21st century.

The Organization for the 21st-century abilities has created a system for

21st-century learning, which portrays the aptitudes that understudies have to be

flourish in today’s worldwide economy, Pacific Arrangement Investigate Center

(2010).

This considers centered on the conceivable relationship of the 21st-century

attitudes and the Araling Panlipunan accomplishment of the understudies which

served as standard data for a proposed intercession program which looks for to

make strides the students’ aptitudes and accomplishment.

7
Statement of the Problem

The study aimed to determine the acceptability of 21st century skills into

the relationship of Araling Panlipunan Achievement and to measuresits proficiency

level as basis for an intervention program.

Specifically, it answered the following questions;

1. What is the profile the Grade 10 Araling Panlipunan students of San

Guillermo National High School?

2. What is the level of 21st century skills of Araling Panlipunan students at

San Guillermo National High School (SGNHS) in terms of:

1.1 Learning and Innovation Skills;

1.2 Digital Literacy; and

1.3 Life and Career Skills?

3. What is the level of Araling Panlipunan achievement of Araling

Panlipunan students at San Guillermo National High School (SGNHS)?

4. Is there a significant relationship between Araling Panlipunan

Achievement and 21st century skills of AP students?

5. Is there a significant difference among the three variables of 21st century

skills?

6. What activities must be included in the intervention program based on

the results of the study?

8
Significance of the Study

The study provided students appropriate activities that would enhance their

Araling Panlipunan achievement as well as their 21st century skills. The findings

of the study would improve the teachers’ teaching skills that will lead by the

improvement of students learning. The results of the study would serve as a

reference and guideline for the curriculum designers to include relevant student –

centered activities towards Araling Panlipunan achievement and 21st century

skills, the findings would serve as a baseline information for the future researchers

who want to explore more the relationship of another variable to 21st century skills.

The findings would assist the school heads to improve the instructional plan being

implemented in their respective schools as to improve learners Araling Panlipunan

Achievement and 21st century skills.

Scope and Limitation

The study focused on the relationship between Araling Panlipunan

Achievement and 21st century skills of Araling Panlipunan students at a public

secondary school in Zambales. There were a total of 50 respondents and it was

conducted in Grade 10 class of San Guillermo National High School S.Y 2018 –

2019.

9
 Chapter 2

FRAMEWORK OF THE STUDY

This chapter presents the reviews of related literature wherein it focuses on

the 21st Century skills as basis for Intervention program. Literature from books and

websites as well as researches that presents 21st century skills as a basis for an

intervention for Araling Panlipunan (Social Studies) students. This chapter also

contains the framework and theoretical analysis. These give directions to the

present investigation.

Araling Panlipunan Achievement

What does it cruel to realize in a subject matter such as Araling Panlipunan?

In this subject matter, surer such accomplishment must contain and incorporate

knowing the important occasion, truths, issues and ideas inside the space. That's

when we anticipate understudies of Modern Issues to know what is “Climate

Change”, “Unemployment” and “Migration” cruel. We too anticipated our

understudies to know that in Regional and border clashes can cause and deliver

impact in political issues to accomplish a firm government and great connections

to other nations. This kind of information knowing that its truth is regularly called

propositional or revelatory information; information almost the truths, concepts and

its standards. Different choices and brief answers accomplishment tests do a

sensibly great work of measuring certain perspectives of propositional information.

Without a doubt, an exceptional innovation of multiple-choice and brief reply testing

has been created and utilized broadly within the 20th century.

10
 The Academic Mentoring Program works to lock in government school

educates in orchestrate to create strides learning levels of assistant school

children, which it does in a parcel by giving shifting media resources laid out by

Prema Vidya and scattered to government school teaches Prema Vidya (2013).

Inside the 2012 – 2013 educational year, it has given shifting media resources to

230 government and government-aided schools, coming to 22, 181 understudies

in seven districts Prema Vidya (2013). There was an increase in scope from the

2011 – 2012 insightful year when the Educational Mentoring Program started with

198 governments.

21st Century Skills

Many groups have taken all students to learn “21st century skills.” In

response, a few organizations have improved, as the portion of their regulation

brand, systems for the modern thousand years’ substance and forms instructors

ought to communicate a portion of students’ tutoring. There are different definitions

of “21st-century skills,” and is the term getting to be an umbrella express beneath

which advocates from different bunches can contend for nearly any sort of

information. The different systems for 21st-century aptitudes have in common and

interestingly include an overarching conception almost the information that

graduates at this time in history ought to have as viable laborers and citizens.

Current conceptual systems for “21st-century skills” contain the

Organization for Twenty-first Century Capacities (2006), the Metiri Bunch and

NCREL (2003), the American Affiliation of Colleges and Colleges (2007), and the

Organization for Budgetary Participation and Progress (2005). Interior the specific

11
 district of data and communications progression, which luxuriously joined with

21st-century capacities, 21st-century systems contain the reexamined ISTE

analyst prerequisites for advancement interior the teacher programs (2007), as

well as computerized capability measures from the Teacher Testing Advantage

ICT Instruction Board (2007). Person investigators such as Jenkins et al (2006)

have as well characterized records of “digital literacies” that complement

analyzing, composing, and number juggling as center competencies for the twenty-

first century.

Learning and Digital Literacy Career and Life

Innovation

“The 4 C’s”

Critical thinking and Information Literacy Flexibility and Adaptability

Problem solving

Creativity and Innovation Media Literacy Initiative and Self – Direction

Communication ICT Literacy Social & cross – cultural

interaction

Productivity & Accountability

Collaboration
Leadership & Responsibility

Table 1. P21 Skills for twenty first century gaining knowledge of skills
Table 1, Shows the learning objectives which incorporate conventional

center subject information ranges, such as social ponders, math, science, dialect,

etc.; intrigue and modern topical mastery, such as natural, wellbeing, monetary

and civic education; and three sets of basic aptitudes connected to the learning of

substance information.

12
Figure 1. P21 Framework for 21st Century Skills learning

Figure 2 shows P21 framework that incorporates both 21st-century

understudy results (spoken to by the curves) and bolster frameworks (spoken to

by the pools). To begin with, the learners results are related to the abilities,

information, and mastery students ought to ace to succeed in work and life

specifically: a) key and center subjects such as perusing, composing and number

juggling; b) learning and advancement abilities, such as inventiveness, basic

considering, communication, and collaboration; c) data media and innovation

aptitudes, which are related to data proficiency both computerized and analogical

ones; d) life and career abilities, which incorporate adaptability, self-direction-

cross-cultural aptitudes, efficiency and authority. In reality, guidelines, evaluations,

educational modules, instruction, proficient improvement, and learning situations

must all be adjusted to create a bolster framework that upgrades the above-stated

aptitudes.

13
Conceptual Framework

The framework shows the 21st Century skills and Achievement in Araling

Panlipunan: Basis for Intervention Program.

21st Century Skills

Learning and
Innovation Skills

Digital Literacy
Skills

Life and Career

Skills Proposed
Intervention Program

Araling Panlipunan
Achievement

Figure 2. The Research Paradigm

The researcher explored the 21st century skills including learning and

innovation skills, information, media and technology skills and life and career skills.

Figure 2 shows the use of survey questionnaire of the Araling Panlipunan students

through basis intervention program. It aimed to correlate AP achievement to the

21st century skills towards Araling Panlipunan students. The data were obtained

from the responses from the survey questionnaire. Araling Panlipunan

Achievement and 21st century skills of the students were the basis for the proposed

intervention program.

14
Null Hypotheses

To provide and to place the study in clear focus, this inquiry is empirically

tested using the following null hypotheses.

1. There is no significant relationship between Araling Panlipunan

achievement and 21st century skills of AP students.

2. There is no significant relationship among 21st century skills variables.

Definition of Terms

The basic concepts in the study are defined operationally as follows;

Araling Panlipunan Achievement. It alludes to the complete accomplishment

standings of the learners based on their grades on the quarterly reviewing period.

21st Century Skills. It alludes to certain center competencies such as

collaboration, computerized education, basic considering, and issue – tackling that

advocates accept schools have to be instructed to assist understudies to flourish

in today’s world.

Intervention. It is the act of embedding one thing between others, like an

individual attempting to offer assistance.

15
 Chapter 3
RESEARCH METHODOLOGY

This chapter presents the research design used in conducting the study. It

includes the research design, research locale, respondents and sampling

techniques, research instruments, the data gathering procedure and the

appropriate statistical treatments of data to answer the specific problems.

Research Design

The study used a descriptive correlational method that refers to a type of

study in which information is collected without making any changes to the study

subject. This implies that the analyst cannot straightforwardly associated with the

environment in which she is examining in a way that would cause any changes

related to the consider. These types of studies are also sometimes known as

observational studies.

Research Locale

This study was conducted at San Guillermo National High School located

at the Barangay Burgos, Municipality of San Marcelino, Zambales. The time frame

of the study was from August to November SY 2019.

San Guillermo National High School taught students in grades seventh to

tenth and it has grade eleven and twelve in San Marcelino, Zambales of Central

Luzon (Region III).

16
Figure 3. Strategic Map of San Guillermo National High School.

17
Respondents and Sampling Technique

The study involved a total of 50 respondents of Grade 10 level on Araling

Panlipunan Subject at San Guillermo National High School, S.Y. 2018 – 2019.

The study used the purposive sampling technique which involved deliberate

selection of students considered to be the most appropriate source of data in line

with the objectives of the study.

Research Instruments

In order to gather a reliable and valid data to determine the 21st century

skills of Araling Panlipunan among the Grade 10 students, the researcher used an

adapted survey questionnaire from the study of Ladringan (2017) (See Appendix

B) Some of the items were developed by the researcher. To evaluate the survey

questionnaire as to the consistency, clarity, vocabulary load and content, three (3)

experts were tapped for the validation of the instrument. The experts are one (1)

Mathematician specialist, one (1) Social Studies specialist and a Language

teacher. (Appendix C)

The first part is the profiling of the students such as Sex, Grade, Section

and 2nd quarter grade in Araling Panlipunan.

The send part is the questions in different areas of 21st century skills like

“Life and Career skills”, “Learning and Innovation Skills” and “Digital Literacy Skills”

18
 Item Distribution in the Research Instrument

Area Total Number of Items

Learning and Innovation Skills 25
Digital Literacy Skills 13
Life and Career Skills 25
Total 63

Data Gathering Procedure

The study was guided by the following processes as shown in Figure 3.

Phase 1 Phase 2
Development and Validation of Securing the Principals’
the Questionnaire Approval and Permission

Phase 4
Analysis and Interpretation of Phase 3
Data Gathered Administration of the Survey
Questionnaires.

Phase 5
Writing of the Research Report

Figure 3. The Data Gathering Process

Phase 1. Development and validation of the research questionnaire. The

evaluation tool was adapted and modified based on the survey questionnaire tool

of Ladringan (2017) and some items were developed by the researcher. Three

experts were selected to check the consistency of each item in the research tool

used. For reliability testing, there were 10 respondents who were not part of the

study were selected from San Guillermo National High School (Appendix B & C).

19
 Phase 2. Securing of permission and approval from the principal and AP

head teacher of San Guillermo National High School (SGNHS) through the

endorsement letter from the office of BSED chairperson. The letter of permission

was given to the principal of the school San Guillermo National High School

(SGNHS) (See Appendix E & H).

Phase 3. Administration of the survey questionnaires. The survey

questionnaires were given to the Grade 10 Araling Panlipunan students of San

Guillermo National High School based on the date set by the school. A total of 50

out of 50 survey questionnaires (100.0%) were retrieved from the respondents

(See Appendix D & J).

Phase 4. Analysis and interpretation of gathered data. After the data were

gathered and encoded in Excel 2016, the researcher worked on the data analysis

and interpretations (See Appendix K).

Phase 5. Writing of the research report. The researcher used frequency and

percent distribution, mean, standard deviation and pearson r correlation in data

analysis. After the data analysis, the researcher interpreted all the results. Using

these results, the researcher was able to formulate conclusions and

recommendations. The research paper was checked by the grammarian (See

Appendix A) and processed in Turnitin Originality Report to check the authenticity

(See Appendix)

Data Analysis

The following statistical tools were used for the interpretation of the results.

20
Frequency and Percentage Distribution. It was employed to determine the

frequency counts and percent distribution of the AP achievement of the

respondents.

Likert Scale and intervals of 21st century skills with Corresponding

Qualitative Values are as following:

Arbitrary Values Statistical Limits Verbal Description

5 4.50 – 5.00 Always
4 3.50 – 4.49 Often
3 2.50 – 3.49 Sometimes
2 1.50 – 2.49 Seldom
1 1.00 – 1.49 Never
Mean. This was utilized to determine the average ratings for the three 21st century

skills.

Standard Deviation. It was used to measure the spread of how far the ratings are

from their mean. It is the square root of the variance.

Correlation Analysis. It was used to investigate the correlation between AP

Achievement and 21st Century Skills according to the answers of the respondents.

Verbal interpretation of the Computed Pearson Correlation Coefficient r

Pearson Correlation Coefficient Verbal Interpretation
±0.81 to ±1.00 Very High Correlation
±0.61 to ±0.80 High Correlation
±0.41 to ±0.60 Moderate Correlation
±0.21 to ±0.40 Low Correlation
0.00 to ±0.20 Slight Correlation

21
 Chapter 4
RESULTS AND DISCUSSION
This chapter encompasses the findings and interpretation of the results of

the investigation regarding to the relationship between 21st century skills and

Araling Panlipunan Achievement of Grade 10 Junior High school students of San

Guillermo National High School.

Profile of the Grade 10 Araling Panlipunan Respondents

The demographic profile of the Grade 10 Araling Panlipunan Respondents

was determined to give a more comprehensive background of their sex.

Sex. Frequency and percent distribution of the Grade 10 Araling Panlipunan

respondents in terms of sex is presented in Table 2.

Table 2. Frequency Distribution of the Respondents Sex

A
SEX FREQUENCY PERCENT %

Female 28 56.00

Male 22 44.00

TOTAL 50 100.00

As shown in the table, out of 50 respondents, 28 or 56.00% are Female and

22 or 44.00% are Male.

22
Level of Araling Panlipunan Achievement of Grade 10 Students

The level of Araling Panlipunan Achievement of Grade 10 Students based

on their Second Quarter grade is Presented in Table 3.

Table 3. Araling Panlipunan Achievement of Respondents in AP 10

Araling Panlipunan
A
F Percent Verbal Discriptions
Achievement

90 – Above 5 10.00 Advanced

87 - 89 13 26.00 Proficient

84 – 86 13 26.00 Proficient

81 – 83 6 12.00 Approaching Proficiency

78 – 80 10 20.00 Developing

75 – 75 3 6.00 Beginning

Total 50 100.00

As appeared in table 3, 5 respondents or 10% percent have grades between

90 and over portrayed as “Advanced”, It is taken after by 87 to 89 and 84 to 86

with the same recurrence number of 13 or both are 26%, at that point 78 to 80 or

20% those within the “Developing” level. In the meantime, as it were 3 respondents

or 6% have a place to the “Beginning” level in their Araling Panlipunan

Accomplishment.

Based on the results presented, respondents are “Proficient” in terms of

Araling Panlipunan Achievement.

23
Level of 21st Century Skills of Araling Panlipunan Students

The level of 21st century skills of Grade 10 AP students of San Guillermo

National High School is presented in the following tables.

As shown in Table 4, the respondents “Sometimes” practice the learning

and Innovation Skills with an overall mean of 3.25 and standard deviation of 0.10.

In specific, the respondents “Often (ON)” do the taking after things: Work

out adaptability and eagerness to be supportive in making essential compromises

to achieve a common objective (3.56); Successfully analyze and assess prove,

contentions, claims and convictions (3.52); Tune in viably to disentangle meaning,

counting information, values, demeanors and intensions (3.50); Expect shared

obligation for collaborative work, and esteem the person commitments made by

each group part (3.44) Expound, refine, analyze and assess claim thoughts in

arrange to move forward and maximize imaginative endeavors (3.42).

In the meantime, the most reduced implies are gotten within the taking after

things: Utilize numerous media and advances, and know how to judge their

adequacy a need as well as evaluate their affect (3.10); Act on imaginative

thoughts to create a unmistakable and valuable commitment to the field in which

the advancement will happen (3.06); Utilize different sorts of thinking (inductive,

deductive, etc.) as fitting to the circumstance (2.86) beneath “Sometimes” and

Make unused and beneficial thoughts (both incremental and radical concepts)

(2.80) beneath “Seldom” in Verbal Portrayals.

24
 Learning and innovation skills progressively are being recognized as the

abilities that partitioned understudies who are arranged for progressively complex

life and work situations within the 21st century, and those who are not. A center on

imagination, basic considering, communication, and collaboration is basic to

prepare students for the long run. The Organization for 21st Century Aptitudes

(2007), in terms of imagination and development that will illustrate inventiveness

and innovativeness in work, to create, to implement and to communicate modern

thoughts to others, being open and being responsive to modern and differing

viewpoints, can act on imaginative thoughts to form a unmistakable and valuable

commitment to the space in which the advancement happens. In Basic

Considering & Problem-Solving work out sound thinking in understanding, make

complex choices and choices, get it the interconnects among frameworks,

Distinguish and inquiring critical questions that clarify different focuses of seeing

and lead to superior arrangements

25
Table 5 shows that the respondents “Sometimes” practice in the Digital Literacy

Skills with an overall mean of 3.36 and a standard deviation of 0.12.

The best things are: Oversee the stream of data from a wide assortment of

sources (3.52), Utilize advanced innovations (computers, PDAs, media players,

GPS, etc.), communication/networking devices and social systems suitably to get

to, oversee, coordinated, assess and make data to effectively work in an

information economy (3.52), Get it and successfully utilize the foremost fitting

expressions and elucidations in differing multi-cultural environment (3.44), Get it

both how and why media messages are built, and for what purposes (3.42), Utilize

innovation as an apparatus to investigate, organize, assess and communicate data

(3.38) additionally Apply an essential understanding of the ethical/legal issues

encompassing the get to and utilize of data innovations (3.38).

On the other hand, the least implies are gotten within the taking after things:

Get to data effectively (time) and successfully (sources) (3.26), Understand and

utilize the foremost fitting media creation tools, characteristics, and traditions

(3.26), and Apply the elemental understanding of the ethical/legal issues

encompassing the get to and utilize of data (3.20)

The Organization for 21st Century aptitudes addresses the reality that we

live in “Technology and media-suffused environment” and schools or instructors

who disregard this reality will rapidly end up an terminated base from Instructing

within the 21st Century. The Association for 21st Century Aptitudes (2010).

26
 As we moved into the 21st century, various components are bringing strong

qualities to bear on the choice of Progressed Instruction capacities in instruction

and present-day designs propose will sometime recently long see broad-scale

changes inside the way instruction is organized and passed on as a result of the

openings and affordances of Progressed Instruction. It is acknowledged that the

utilize of Progressed Instruction in instruction can increase get to learning

openings. It can offer help to overhaul the quality of instruction with advanced

teaching techniques, make strides learning comes about and enable alter or better

organization of instruction systems. The continued and extended utilize of

Computerized Capability aptitudes in instruction in a long time to come will serve

to amplify the common and topographical openings that are right presently

experienced.

The integration of Advanced Education in higher instruction is unavoidable.

The exceptionally tall request for higher instruction has fortified critical

development in both private and open arrangement. Advanced Proficiency within

the shape of Administration Data Frameworks is progressively widespread. The

utilize of Computerized Proficiency makes an open environment which empowers

the capacity and the reuse of data materials as too it empowers the interface

among the instructors as well as understudies. Separated from having to empower

Computerized Proficiency approaches, governments, and higher education

institutions will have to create techniques for viable Advanced Proficiency

arrangement and maintainability.

27
 Table 6 shows that the respondents “Often” practice in Life and Career

Skills with an overall mean of 3.43 and a standard deviation of 0.08.

In common, the respondents “Sometimes” hone in Life and Career

Aptitudes incorporate: Regard social contrasts and work viably with individuals

from run of social and social foundations (3.70), Act obligation with the interface of

the bigger community in intellect (3.70), Rouse others to reach their each best

through illustration and selflessness (3.66), Conduct themselves in a respectable,

proficient way (3.64), Prioritize, arrange and oversee work to attain the aiming

result (3.56), Set objectives with substantial and intangible victory criteria (3.54)

and Reflect fundamentally on past encounters in arrange to educate future

advance (3.52).

In the interim, the most reduced implies demonstrates the taking after

things: Bargain emphatically with commend, misfortunes, and feedback (3.32), Set

and meet objectives, indeed within the confront of impediments and competing

weights (3.32), Utilize interpersonal and issue – fathoming abilities to impact and

direct others toward a objective (3.32), Screen, characterize, prioritize and total

errands without coordinate oversight (3.30), Join criticism successfully (3.24),

Work viably in a climate of equivocalness and changing needs (3.22) and Illustrate

activity to development expertise levels towards a proficient level (3.22).

Today’s life and work environment require distant more than considering

abilities and substance information. The capacity to explore the complex life and

work situations within the all inclusive competitive data age requires understudies

28
 to pay thorough consideration to creating satisfactory life and career abilities, The

Association for 21st Century Abilities (2010)

Summary of 21st Century Skills of Araling Panlipunan Students

Table 7. Summary of 21st Century Skills of Grade 10 Araling Panlipunan Students

A
Sub Skills Mean SD VD Rank

Learning And Innovation Skills 3.25 0.10 SS 3

Digital Literacy Skills 3.36 0.12 SS 2

Life and Career Skills 3.43 0.08 SS 1

TOTAL 3.35 0.10 SS

Legends: AS – Always (4.20 - 5.00); ON – Often (3.40 – 4.19); SS – Sometimes (2.60 - 3.39);
SM – Seldom (1.80 – 2.59); NR – Never (1.00 – 1.79)

Table 7 shows the summary of the variables respondents’ 21st Century

Skills in Araling Panlipunan.

It can be gleaned from the table that they “Sometimes” practice in Learning,

Innovation Skills (3.25) with a deviation of 0.10 and Digital Literacy Skills with a

deviation of 0.12 (3.36) and “Sometimes” practice in Life and Career Skills (3.43)

with a deviation of 0.08.

29
Relationship of among 21st Century Sub Skills and Araling Panlipunan

Achievement of Grade 10 AP Respondents

Significant relationship among 21st Century Sub Skills and Araling

Panlipunan (AP) Achievement of the respondents is presented in the table below.

Table 8. Correlation of 21st Century Sub Skills and AP Achievement

A
21st Century Skills AP Achievement
R p Remark/s
Learning and Innovation Skills 0.454** 0.001 Moderate Correlation

Digital Literacy Skills 0.370** 0.001 Low Correlation

Low Correlation
Life and Career Skills 0.380** 0.001

** Correlation is significant at the 0.01 level (2 – tailed)

As shown on Table 8, Learning innovation skills and AP Achievement has

a significant of moderate correlation with the correlation coefficient of 0.454**

(p<0.01), Digital Literacy has 0.370** (p<0.01), correlation coefficient with a

significant of Low Correlation while Life and Career Skills has 0.380** (p<0.01),

with a significant low Correlation.

30
Relationship between 21st Century Skills and Araling Panlipunan

Achievement of Grade 10 AP Respondents

Significant relationship between 21st Century Skills and Araling Panlipunan

(AP) Achievement of the respondents is presented in the table below.

Table 9. Ove all Summary of Correlation between 21st Century Skills and
AP Achievement

Variables R p Remark/s

21st Century Skills and Araling Panlipunan 0.992** 0.001 Very High
Achievement Correlation

Table 9 shows that 21st Century Skills has a very high positive correlation

significant with Araling Panlipunan Achievement with a correlation coefficient of

0.991 (p<0.01). This finding implies that there is a very high relationship, as the

21st Century Skills increases the level of AP Achievement also increases.

31
Relationship among the 21st Century Skills Variables

Table 10 shows the computed correlation coefficients among the

variables of the 21st century skills.

Table 10. Correlation Coefficients among 21st Century Skills in Araling Panlipunan

A LIS IMT LCS

1. Learning Innovation Skills 1

2. Digital Literacy Skills 0.245** 1

3. Life and Career Skills 0.144** 0.187** 1

** Correlation is significant at the 0.01 level (2 – tailed)

Table 10 shows statistically significant correlation between Learning,

Innovation and Skills, and Digital Literacy Skills (r=0.245; p<0.01). This means the

Learning and Innovation Skills, and Digital Literacy Skills has a positive very high

correlation which concludes that when the Learning and Innovation Skills

increases, Digital Literacy Skills will also increase.

It is also showed that Learning and Innovation skills are significantly

correlated with the Life and Career Skills (r=0.114; p<0.01). This means that

Learning and Innovation Skills; and Life and Career Skills has a very high positive

correlation which concludes that as learning and innovation skills increases, the

life and career skills increase also.

32
 Moreover, the table also shows that there is a statistically significant

correlation between digital literacy skills and life and career skills (r=0.187; p,0.01).

This means that digital literacy skills and life and career skills has a positive very

high correlation which concludes that as digital literacy skills increases, the life and

career skills also increases.

33
Proposed Intervention Program

The part of instruction for all children is to supply the encounters required

to memorize aptitudes that will lead to “personal autonomy and social

responsibility” National Investigate Board (NRC),( 2001, p. 40). Educational

interventions furnish learners with the direction required to construct up" to

construct up the competencies being instructed with the help of the framework of

the guidelines and got to handle practical skills, scholarly, cognitive, behavioral,

and social competencies that specifically have an impact on the child’s capacity

get to an instruction. The mediation has to point at competencies that ought to be

gotten or that need to be carried out more regularly to lead to beneficial comes

about.

Levin and James (2001) expressed that programs which advance capacity

building ought to center on the taking after: Creating survival abilities, getting to be

competent within the fundamental aptitudes of instructing, extending one's

guidelines adaptability, procuring guidelines mastery, contributing to the proficient

development of colleagues, and working out administration and taking part in

decision-making.

Kaggwa (2003) clarified that scholastic execution alludes to the quality

and amount of information, aptitudes, procedures and positive demeanors,

behaviors, and reasoning that understudies accomplish.

The understudies recognized are set in an Intercession Program. The

program incorporates proposed methodologies supporting person and a bunch of

34
understudy needs. Methodologies distinguished as working well with the

understudies and subsequently moved forward results are moreover recorded

based on the information gathering with the assistance of overview survey

instrument. The Proposed Mediation Program is created and created by the

analyst which ought to be coordinated to each Sub Aptitudes that has the 3 most

reduced implies within the overview (see table 4, 5, 6) and would be shared with

the understudies, instructors, and the educational modules pioneers.

General Objectives: To improve and enhance the 21st century skills of AP Student

Learning and Innovation Skills

Person/s Target
Specific Objective/s Activity title Expected Output
Involved dates

Create new and Idea Gathering: AP September At least 50% of the

worthwhile ideas Project Teachers, 1st week AP teachers and
(both incremental Compiling new Students students will gather
and radical concepts, new and unique
concepts). ideas, concepts.
techniques and
strategies

Act on creative ideas Seminar and AP September At least 50% of

to make a tangible Workshops Teachers, 2nd week participants will
and useful planning in Students actively participate in
contribution to the forming planning that gives
field in which the tangible output best output.
innovation will occur. for innovation

35
 Use various types of Debate, AP September At least 60% of AP
reasoning (inductive, Brainstorming, Teachers, 3rd week students will join in
deductive, etc.) as Buzz Session Students the said activities
appropriate to the such as debate
situation.

Table 11. Proposed Intervention Program in terms of Learning and Innovation Skills
Digital Literacy
A

Specific Person/s Target

Activity title Expected Output
Objective/s Involved dates

Apply the Symposium / AP October At least 30% of

elemental Seminar, Teachers, 2nd week students and
understanding of Campaign on Students teachers will
the ethical/legal social media participate and
issues use social
encompassing media as
the get to and mandatory
utilize of data.

Get and utilize Academic AP October Participants are

the foremost Tutoring Teachers, 3rd week now ready to
fitting media Program Students utilize the
creation devices, appropriate
characteristics, media creation
and traditions . tools,
characteristics,
and
conventions..

36
 Access Workshop; AP October At least 45% of
information conduct some Teachers, 4th week students
efficiently (time) information Students manage the flow
and effectively variety of of information
(sources). sources from various

Table 12. Proposed Intervention Program in terms of Digital Literacy Skills

A

Life and Career Skills

Specific Person/s Target Expected

Activity title
Objective/s Involved dates Output

Demonstrate Seminar / AP November At least 30% of

initiative to Workshop Teachers, 2nd week the AP teachers
advance skill regarding to skill Students and students will
levels towards a levels towards attend to the
professional professional seminar
level. level

Work effectively Team building; AP November At least 50% of

in a climate of collect input and Teachers, 3rd week the students and
ambiguity and identify the Students teachers will join
changing participants of the team building.
priorities. the study base
brainstorming

Incorporate Post-Con, Team AP November At least 40% of

feedback building; Collect Teachers, 4th week the participants
effectively. some input and Students will participate in

37
 feedback into post- con / Team
the work Building to collect
responsive the inputs and
feedbacks

Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMENDATIONS

This chapter presents the three main sections of the study. The primary

area gives a rundown of the discoveries. The moment presents the conclusions of

the request which were inferred from the discoveries. This area presents some

substantial suggestions that will be utilized to move forward the 21st-century

Aptitudes of Araling Panlipunan understudies in terms of Learning Development

Abilities, Computerized Proficiency, and Career Abilities.

Summary of Findings

The significant of the findings of the study are as follows:

1. There were a total of 50 respondents from Grade 10 students of San

Guillermo National High School S.Y 2018-2019 that consist of 28 females

with a percent of 56.00 and 22 males with a percent of 44.00.

2. The level of Araling Panlipunan Achievement of the Grade 10 AP

respondents is “Proficient” as computed by the highest mean percentage of

26%.

38
 3. The respondents “SS - Sometimes” hone learning and development abilities

with an by and large cruel of 3.25 and standard deviation of 0.10, whereas

“SS – Sometimes” hone in Advanced Education Aptitudes with an by and

large cruel of 3.36 and standard deviation of 0.12 and “SS - Sometimes”

hone in Life and Career Aptitudes with an generally cruel of 3.43 with

standard deviation of 0.08 and “SS - Sometimes” hone.There is a very high

positive correlation significant with Araling Panlipunan Achievement and

21st century skills with a correlation efficient of 0.991 (p<0.01).

4. There is a statistically significant correlation between Learning and

Innovation Skills, Digital Literacy Skills (r=0.245; p<0.01), and between

Learning and Innovation Skills (r=0.144; p<0.001), between Information,

Media and Technology Skills; and Life and Career Skills (r=0.187; p<0.01).

5. The crafted intervention program contains various activities such as Idea

Gathering Program, Seminar, workshops, Debate, Brainstorming, Buzz

Session, Symposium, Campaign, Academic Tutoring, Team Building and

Post-Con.

Conclusions

Based on the data gathered, this study, therefore, concludes the following;

1. The Araling Panlipunan Achievement level of Grade 10 respondents is”

Proficient”.

2. The respondents “(SS) Sometimes” practice in Learning and Innovation

Skills as well to Information, Media and Technology Skills; and “(ON) Often”

practice in Life and Career Skills.

39
 3. There is a significant positive high relationship between Araling Panlipunan

Achievement and 21st century skills.

4. There is a significant relationship among the variables of 21st century skills.

A multitude of student-centered activities is covered in the proposed

intervention program.

Recommendations

Based on the conclusions drawn, the following are recommended:

1. The level of AP achievement of the respondents may have maintained

through innovative and student – centered pedagogical approaches which

can prepare them in the 21st century society.

2. Teachers may contextualize, localize, globalize and indigenize their lessons

in order for the students to improve learning and innovation skills,

information, media and technology skills and life and career skills

3. In the relationship of AP achievement and 21st century skills, teachers may

utilize teaching practices that could enhance the achievement which will

eventually enhance learner’s in 21st century skills.

4. The learners 21st century competencies may be additionally enhanced

through a multitude or more than one things to do is the internal and outdoor

of the lecture room settings.

5. Proposed Intervention program can also be utterly applied in the school with

the supervision of the school administrators and teachers.

40
 REFERENCES

Annan, K. (2015). One young world. https://www.oneyoungworld.com/news-

item/kofi-annan-listens-young-people%E2%80%99s-priorities-post-2015-
development-agenda. GSDH digital marketing.
Educational Testing Service ICT Literacy Panel. (2007). ICT Literacy Assessment.
An Issue Paper from ETS, Educational Testing Service, Princeton, NJ,
available at: www.ets.org/Media/Tests/
Information_and_Communication_Technology_Literacy/0202heapaper.pdf
.
Gewertz, C. (2008). Stages Press on 21st Century Skills. Education Week.
International Society for Technology in Education. (2007). National educational
technology standards for students: The next generation. Retrieved from
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Stan
dards/NETS_for_Students_2007.htm.
Jenkins, H. (2006). Convergence Culture: Where Old and New Media Collide. New
York: New York University Press.
Jenkins, Henry; John D & Catherine T Mac Arthur Foundation. (2006). Confronting
the Challenges of Participatory Culture: Media Education for the 21st
Century. An Occational Paper on Digital Media and Learning. John D. and
Catherine T. MacArthur Foundation. 140 South Dearborn Street Suite 1200,
Chicago, IL 60603. Tel: 312- 726-8000; Fax: 312-920-6258; e-mail:
4answers@macfound.org; Web site: http://www.macfound.org.
Kaggwa, R. V. (2003). Contribution of Teachers’ Involvement in School
Administration on Students’ Academic Performance In Private Secondary
Schools . Unpubulished Dissertation, Makerere University.
Ladringan, M. J. (2017). 21st Century Skills and Science Achievement: basis for
Intervention.
Levin, J., James F. (2001). Principles of Classroom Management: A Professional
Decision Making Model. Boston: Allyn and Bacon.
Metri Group & NCREL. (2003). EnGauge 21st century skills: Literacy in the digital
age. Chicago, IL: NCREL.
Murmane, Richard and Levy Frank. (2004). The new division of Labor: How
Computers are creating the next job market. Princeton, N.L: Princeton
University Press.
National Research Council. (2001 ). Educating Children with Autism. Washington,
DC: The National Academies Press. https://doi.org/10.17226/10017.

41
Organization for Economic Cooperation and Development. (2004). Problem
Solving for tomorrow's world: First Measures of Cross-Curricular
Competencies from PISA 2003. Paris: Author.
Pacific Policy Research Centre. (2010). 21st century skills for students and
teachers. Honolulu:: Kamehameha Schoold, Research and Evaluation
Division.
Partnership for 21st Century Skills. (2006). 21st Century Skills Assessment:. A
Partnership for 21st Century Skills e-paper.
Partnership for 21st Century Skills. (2007). Beyond the Three Rs: Voter Attitudes
Toward 21st Century Skills. Tucson, AZ: Author.
Partnership for 21st Century Skills. (2010). American Management Association
Critical Skills Survey. Survey, Tucson: P21, .
Prema Vidya. (2013). Annual Report 2012 - 2013. Retrieved from
http://www.premavidya.org/downloads.

42