ISSN: 2581-8651

Journal of Humanities and

Vol-7, Issue-4, Jul-Aug 2025
Education Development
https://dx.doi.org/10.22161/jhed.7.4.8
Peer-Reviewed Journal
(JHED)

Twenty-First Century Learning Skills Developed among

Grade 11 Students in Zone 3, Division of Zambales
Elmer M. Camaso

President Ramon Magsaysay State University, Philippines

Received: 27 Jun 2025; Received in revised form: 21 Jul 2025; Accepted: 26 Jul 2025, Published on: 07 Aug 2025
©2025 The Author(s). Published by TheShillonga. This is an open-access article under the CC BY license
(https://creativecommons.org/licenses/by/4.0/)

Abstract— This study determined the level of 21st century learning skills developed among Grade 11 students in
Zone 3, Division of Zambales. This study used descriptive research design where survey checklist has served as
the main instrument in gathering data. Purposive sampling was implemented. There are 129 HUMSS students
from 4 public schools in Zone 3, Zambales that served as respondents. The instrument used is adopted and
modified by the researchers. It was also validated by experts. The instrument has two parts, includes; (a) Profile
of the respondents, (b) level of learning skills. Based from the results, the study concludes that (a) majority of the
student-respondents are female in their teenage stage, (b) the academic performance of the respondents is very
satisfactory, (c) that they perceived agree with their level of learning in terms of critical thinking, creativity,
collaboration, and communication skills, (d) that there was significant difference in the level of learning skills
when grouped according to sex profile, and lastly (e) there is no significant relationship between the level of
learning skills and academic performance of the respondents.
Keywords— 21st century learning skills, Grade 11 students, HUMSS strand, descriptive research, academic
performance

I. BACKGROUND OF THE STUDY individual's everyday life that include both personal and
High school graduates often enter college professional qualities.
academically unprepared for college-level material. In some According to Ross (2017), 21st century skills not
cases, academic deficiencies are so severe that colleges opt to only provide a framework for successful learning in the
expel the students (Bettinger and Long 2009 and Mah and classroom but ensure students can thrive in a world where
Ifenthaler 2018). According to Harlow (nd), it is necessary to change is constant and learning never stops.
be prepared to enter higher education. Students who did not Today, the Philippines has taken necessary actions to
prepare for college while in high school have a distinct thrive and survive in the fast-changing industries of the 21st
disadvantage from those learners who prepare. century. One indicator is the shift from the SEC-UbD
Preparations may include the enhancement of the curriculum to K- 12 curriculum. The new education
st
21 century skills that the students have. 21st-century skills curriculum was anchored to the 21st century skills to meet the
are classified into three categories: learning skills, literacy global standards. As stated in D.O. No. 21, s. 2019 entitled
skills, and life skills (Pardede, 2019). The learning skills refer Policy Guidelines on the K-12 Basic Education Program, K-
to the mental processes required to adapt and improve upon a 12 curriculum will holistically develop individuals equipped
modern work environment. The literacy skills, sometimes with the 21st century skills. These skills will prepare students
called IMT skills (information literacy, media literacy, and to become effective in helping to address the needs of the
technology literacy), deals with how individuals can discern nation, by pursuing higher education, employment,
facts, publishing outlets, and the technology behind them; and entrepreneurship, or middle-level skills development. For the
the life skills focus on the intangible elements of every Philippines to cope with the pressing challenges, there is a
need to assess the learners’ knowledge and existing 21st-

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Camaso Journal of Humanities and Education Development (JHED)
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century learning skills as an indicator that the school is II. METHODS AND DESIGN
fulfilling its commitment in the field of education and to the This study made use of the quantitative- descriptive research
country. design and the questionnaire as the main instrument of
The Department of education must continue gathering data.
identifying the necessary skills needed by 21st-century Participants and Sampling Technique
learners for them to survive in the 21st-century environment.
The study used purposive sampling technique in
For the students to deal with the changes, they need to learn
selecting the respondents. There a total of 129 HUMSS
the essential skills that are useful in all subjects and all
students served as respondents. They came from 4 public
careers; this is what we call the Four C’s of the 21st-century
nation high schools from Zone 3, Division of Zambales,
learning skills: critical thinking, communication,
namely; Cabangan National High School (Cabangan), Gov.
collaboration, and creativity.
Manuel D. Barretto National High School (San Felipe), La
It is therefore the objective of this research to Paz National High School (San Narciso) and San Antonio
determine the level of 21st century learning skills developed National High School (San Antonio).
among Grade 11 students in Zone 3, Division of Zambales.
Instruments
Statement of the Problem
The instrument used was an adapted questionnaire from the
This study aimed to determine the level of 21 st century study of Okan Sarigoz entitled Assessment of the High School
learning skills developed among Grade 11 students in Zone 3, Students’ Critical Thinking Skills and Christie J. Brungardt
Division of Zambales. Specifically, this study will answer the entitled College Graduates’ Perceptions of Their Use of
following questions: Teamwork Skills: Soft Skill Development in Fort Hays State
1. What is the profile of the respondents in terms of: University and online quiz from skillsyouneed.com (Creative
1.1 Age Thinking Skills Self-Assessment) and mindtools.com (How
Good Are Your Communication Skills) and modified by the
1.2 Sex?
researcher.
2. What is the student’s Academic Performance?
The instrument was pilot tested on Grade 11 HUMSS
3. What is the level of learning skills developed among students of Zambales National High School through Google
Grade 11 students in terms of: Forms. Reliability was also tested using Cronbach Alpha. The
3.1 Critical thinking skills validated instrument was utilized by the researcher to gather
data for this study. It was subdivided into three (3) sections.
3.2 Creativity skills
Sections (I) consist of respondents’ profile, (II) academic
3.3. Collaboration skills performance, (III) questionnaires about Critical Thinking
3.4. Communication skills? Skills, Creativity Skills, Collaboration Skills, Communication
Skills.
4. Is there a significant difference on the level of skills
developed in terms of the following dimensions when To interpret the data effectively, the researcher employed the
grouped according to profile variables: following statistical treatment.
4.1 Critical thinking skills Table 1. Respondents Questionnaire Weighted Value and
Qualitative Description
4.2. Creativity skills
Weighted Value Qualitative Description
4.3. Collaborative skills
4.4. Communication skills? 3.25 – 4.0 Strongly Agree That It was
Developed
5. Is there a significant relationship between the level
of 21st century learning skills developed and students’ 2.50 – 3.24 Agree That It was Developed
academic performance? 1.75 – 2.49 Fairly Agree That It was Developed
st
6. What plan can be developed to enhance level of 21 1.0 – 1.74 Disagree That It was Developed
century learning skills among Grade 11 students?

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Table 2. Scale Used in the Interpretation of Pearson r Table 4: Frequency and Percentage Distribution on the
Correlation Value Student-respondents’ Academic Performance
Descriptive Academic Frequency Percentage
+/- 0.00 to +/- 0.20 negligible correlation
Equivalent Performance
+/- 0.21 to +/- 0.40 low or slight correlation Rating
+/- 0.41 to +/- 0.70 moderate relationship Outstanding 90-100 40 31.00
Very 85-89 58 45.00
+/- 0.71 to +/- 0.90 denotes high relationship Satisfactory
+/- 0.91 to +/- 0.99 very high relationship Satisfactory 80-84 31 24.00
Fairly 75-79 0 0.00
+/- 1.00 perfect correlation Satisfactory
Did Not Meet 74 and below 0 0.00
Expectations
III. RESULTS AND DISCUSSION
Total 129 100.00
1. Profile of the Student-respondents Mean= 88.28 (Very Satisfactory)
Table 3: Frequency and Percentage Distribution on the
Student-respondents’ The academic performance of 58 (or 45.00%)
Profile Variables students ranged from 85-89 indicating “Very Satisfactory”
Profile Variables Frequency Percentage academic performance; 40 (or 31.00%) students whose
(f) (%) academic performance ranged from 90-100 described as
Age 16-20 126 97.70
“Outstanding” academic performance; and 31 (or 24.00%)
(Years) students whose academic performance ranged from 80-84
21 & 3 2.30
described as “Satisfactory”. The computed mean academic
Mean = above
18.12 or 18 performance of student-respondents was 88.28 indicating
Total 129 100.00 “Very Satisfactory” academic performance.
years old
Sex Male 36 27.90 This is related to the studies of Santos (2019),
academic performance of students is very satisfactory with an
Female 93 72.10
average of 88.0563, Almerino, Ocampo, Abellana, Almerino,
Total 129 100.00 Mamites and Pinili (2020), HUMSS students have average
academic performance and Magulod (2018) students have
Table 3 shows the frequency, percentage and mean good level of academic performance with a total mean grade
distribution on the student-respondents’ profile variables of of 85.55.
age and sex. A study in Pakistan emphasized that academic
1.1. Age. Most of the student-respondents with 126 performance is among the several components of academic
(97.70%) are from the age group 16-20 years old, success (Masud, Mufarrih, Qureshu, Khan, Khan, Khan
while 3 (2.30%) are from the age group 21 years and 2019). Regier (2015) suggested that academic success is vital
above. The computed mean age of student- because it is linked to positive outcomes.
respondents was 18.12 or 18 years old. 3. Level of Skills of the Student-respondents
1.2. Sex. The majority of the student-respondents
with 93 (72.10%) are female, while 36 (27.90%) are 3.1 Level of Skills in terms of Critical Thinking
male. Skills of the Student-respondents
2. Student’s Academic Performance The level of skills of student-respondents in terms of
The student’s academic performance is presented in Critical Thinking Skills is presented in Table 5.
Table 4. The student-respondents “Agree” that “4. They can
detect the problems in a situation, explain and define them”
and “11. When they encounter a situation, they can express
their thoughts and defend their opinion” with a rating of 3.16
(tied at rank 1.5) while “19. When they encounter a matter,

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they can be more elaborative” had the lowest mean of 2.96

interpreted as “Agree” (rank 20).
Table 5: Assessed Level of Skills in terms of Critical Thinking Skills
Critical Thinking Skills Mean DR
1. When I encounter a problem, I consider it without prejudice. 2.98 Agree
2. When I encounter a problem, I analyze whether the subject is from first hand or second hand. 3.12 Agree
3. I deduce regarding an explained issue and I can evaluate the reasons of these deductions. 3.03 Agree
4. I can detect the problems in a situation, explain and define them. 3.16 Agree
5. When I encounter a problem, I can solve it, and make deductions. 3.11 Agree
6. While a situation is explained, I can analyze it by thinking the data regarding that matter. 2.99 Agree

7. By means of my thoughts, I can make hypothesis regarding the situation. 2.98 Agree
8. I can pass an accurate judgment an issue, and I can give a conclusion with my thoughts. 2.97 Agree
9. When I read a matter, I can understand the main idea and intention of the writer. 3.05 Agree
10. By means of my thoughts, I can make comments and can good judgments. 3.00 Agree
11. When I encounter a situation, I can express my thoughts and defend my opinion. 3.16 Agree
12. I can explain my thoughts regarding a matter convincingly and logically. 3.01 Agree
13. By means of explanations regarding a situation, I can predict the unexplained ideas. 2.98 Agree
From the explanations regarding a situation, I can find the contradiction between reason and result. 3.10 Agree
While an issue is explained, I can concentrate on the matter together with my thoughts. 3.07 Agree
By means of explanations, I can establish striking connections regarding the situation. 2.98 Agree
When I encounter a problem, I can think critically, reasonably and analytically. 3.03 Agree
When I encounter a scenario, I can visualize it and can feel as the main character of it. 3.1 Agree
When I encounter a matter, I can be more elaborative. 2.96 Agree
When I encounter a matter or an action, my thoughts do not misguide me. 2.97 Agree
Overall Weighted Mean 3.04 Agree

Overall, the student-respondents “Agree” that their ability to passionately and responsibly take, apply and control
level of skills was developed in terms of critical thinking skills their thinking skills, develop proper principles and standards
with a mean rating of 3.04. The result implies that the student's to evaluate their thinking, and willingly judge, accept, or
level of skills in terms of critical thinking skills was not fully reject new ideas, concepts, and viewpoints.
developed since the students just agreed but not strongly 3.2 Level of Skills in terms of Creativity Skills of
agreed that it was developed. the Student-respondents
The result of this study is related to the findings of The student-respondents “Strongly Agree” that “2.
Aktamis and Yenice (2010), students in the Aegean Region They take up new activities or hobbies on a regular basis” with
have middle-level developed critical-thinking skills. a rating of 3.35 (rank 1) while “11. They deliberately try to
Fadhlullah and Ahmad (2017) also reported that students’ break their routine” had the lowest mean of 2.72 interpreted
critical thinking abilities ranged from low to moderate. as “Agree” (rank 18). Overall, the student-respondents
An Indonesian study emphasizes the importance the “Agree” that their level of skills was developed in terms of
need of students to develop critical thinking. Pardede (2019) creativity skills with a mean rating of 3.14. The result implies
emphasized that critical thinking increases the students’ that the student's level of skills in terms of creativity was not

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fully developed since the students just agreed but not strongly according to the study of Meiarti and Ellianawati (2019), the
agreed that it was developed. The result of the study is related creativity of the students is not optimally developed.
to the findings of Sugiyanto, et.al (2018), the student's Table 6 shows the level of skills of student-
creative thinking skills were relatively in low grade and respondents in terms of Creativity Skills.
Table 6: Assessed Level of Skills in terms of Creativity Skills
Creativity Skills Mean DR
1. I try out new ways of doing things. 3.30 StronglyAgree
2. I take up new activities or hobbies on a regular basis. 3.35 StronglyAgree
3. I enjoy discussions with people with different viewpoints. 3.16 Agree
4. I enjoy finding out more about things that are new to me. 3.33 StronglyAgree
5. I make an effort to take on new challenges. 3.28 StronglyAgree
6. I am open to new ideas, even those that challenge the way I think. 3.18 Agree
7. I spend time thinking and reflecting on how I learn. 3.21 Agree
8.I like thinking about the connections and similarities between things. 3.19 Agree
9. I like activities that involve patterns, such as crosswords and jigsaw puzzles. 3.14 Agree
10. I do not like to opt for the first solution that I think of to any problem. 3.02 Agree
11. I deliberately try to break my routine. 2.72 Agree
12. I like trying to solve difficult problems, both as puzzles and in life. 3.05 Agree
13. I make an effort to use techniques that help me think differently. 3.21 Agree
14. From the explanations regarding a situation, I can find the contradiction between 3.1 Agree
reason and result.
15. While an issue is explained, I can concentrate on the matter together with my thoughts. 3.07 Agree
16. By means of explanations, I can establish striking connections regarding the situation. 2.98 Agree
17. When I encounter a problem, I can think critically, reasonably and analytically. 3.03 Agree
18. When I encounter a scenario, I can visualize it and can feel as the main character of it. 3.1 Agree
19. When I encounter a matter, I can be more elaborative. 2.96 Agree
20. When I encounter a matter or an action, my thoughts do not misguide me. 2.97 Agree
Overall Weighted Mean 3.04 Agree

An Indonesian study also showed that the creative address the fast-changing industries and to gain competitive
thinking skills of students are not fully developed. Madyani, advantage individuals must go beyond the playbook, often
Yamtinah, Utomo, Saputro and Mahardiani (2020), majority improvising with limited resources and being capable of
of the respondents showed a low level of creative thinking inventing the new solution (Puccio 2020).
skills. 3.3 Level of Skills in terms of Collaboration Skills of the
Creative thinking of students must be developed Student-respondents
because it helps an individual to see new opportunities, to The level of skills of student-respondents in terms of
produce new ideas to flexibly adapt to changing situations and Collaboration Skills is shown in Table 7.
apply one’s imagination to solve complex problems. To

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Table 7: Assessed Level of Skills in terms of Collaboration Skills

Collaboration Skills Mean DR
1. When I work as part of a team, I ensure the instructions are understood by all the team members 3.34 Strongly
prior to starting the task. Agree
2. When I work as part of a team, I understand and contribute to the organizational goals. 3.19 Agree
3. When I work as part of a team, I teach other team members. 3.16 Agree
4. When I work as part of a team, I interact cooperatively with other team members. 3.21 Agree
5. When I work as part of a team, I know the process of making a decision. 3.11 Agree
6. When I work as part of a team, I serve as a role model in formal and informal interactions. 3.11 Agree
7. When I work as part of a team, I conduct myself with courtesy. 3.14 Agree
8. When I work as part of a team, I ask for the instructions to be clarified when it appears not all the 3.22 Agree
team members understand the task.
9. When I work as part of a team, I help ensure the proper balancing of the workload. 3.16 Agree
10. When I work as part of a team, I know how to weigh the relative importance among different 2.89 Agree
issues.
11. When I work as part of a team, I lead when appropriate, mobilizing the group for high 3.07 Agree
performance.
12. When I work as part of a team, I respect the thoughts and opinions of others in the team. 3.36 StronglyAgree
13. When I work as part of a team, I can identify potential problems readily. 3.16 Agree
14. When I work as part of a team, I communicate in a manner to ensure mutual understanding. 3.21 Agree
15. When I work as part of a team, I do my part of the organization in a timely manner. 3.15 Agree
16. When I work as part of a team, I prepare sufficiently to make a decision. 3.12 Agree
17. When I work as part of a team, I treat others with courtesy. 3.23 Agree
18. When I work as part of a team, I willingly contribute solutions to resolve problems. 3.29 StronglyAgree
19. When I work as part of a team, I seek and respond to feedback. 3.26 StronglyAgree
20. When I work as part of a team, I track other team members’ progress 3.13 Agree
21. When I work as part of a team, I solicit input for decision making from my team members. 3.15 Agree
22. When I work as part of a team, I adapt readily to varying conditions and demands. 3.1 Agree
23. When I work as part of a team, I listen attentively. 3.27 Strongly
Agree
24. When I work as part of a team, I am able to change decisions based upon new information. 3.15 Agree
When I work as part of a team, I try to bring out the best in others. 3.29 Strongly
Agree
When I work as part of a team, I recognize conflict. 3.08 Agree
When I work as part of a team, I clearly and accurately exchange information. 3.02 Agree
When I work as part of a team, I emphasize the meeting of deadlines. 3.21 Agree
When I work as part of a team, I accept individual differences among members. 3.19 Agree
When I work as part of a team, I identify needs or requirements and develop quality/timely solutions. 3.17 Agree

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When I work as part of a team, I pay attention to what others are saying. 3.27 StronglyAgree
When I work as part of a team, I treat all my team members as equals 3.4 Strongly
Agree
Overall Weighted Mean 3.18 Agree

The student-respondents “Strongly Agree” that “32. works a waste of time because other members discuss some
When they work as part of a team, they treat all their team unrelated topics and cannot reach an agreement. According to
members as equals” with a rating of 3.40 (rank 1) while “10. Varona (2020), good collaboration skills yield better results in
When they work as part of a team, they know how to weigh collaborative learning contexts, it is why the collaboration
the relative importance among different issues” had the lowest skills of the students must be developed.
mean of 2.89 interpreted as “Agree” (rank 32). Overall, the According to Child and Shaw (2016), students’
student-respondents “Agree” that their level of skills was collaboration skills should be developed to increase students’
developed in terms of collaboration skills with a mean rating social competency and academic self-concept. Students
of 3.18. The result implies that the student’s level of skills in gained more knowledge and learned specific skills and
terms of collaboration was not fully developed since the processes when they work in groups. Sulaiman and Shahrill
students just agreed but not strongly agreed that it was (2015) stated that collaboration helped to improve students’
developed. performance academically as well as to develop the necessary
The result of the study is related to the findings of skills of the 21st century.
Othman and Murad (2015), student collaboration was not 3.4 Level of Skills in terms of Communication Skills of the
fully developed because some group members preferred not Student-respondents
to share their ideas with the group. Some members were
Table 8 presents the level of skills of student-
taking group work as relaxation time, some consider group
respondents in terms of Communication Skills.
Table 8: Assessed Level of Skills in terms of Communication Skills
Communication Skills Weighted Descriptive
Mean Equivalent
1. I try to anticipate and predict possible causes of confusion, and I deal with them up front. 3.16 Agree
2. When I write a memo, email, or other document, I give all of the background information and 3.24 Agree
detail I can to make sure that my message is understood.
3. If I don't understand something, I ask to clarify it. 3.29 Strongly
Agree
4. When people talk to me, I try to see their perspectives. 3.12 Agree
5. When I finish writing a report, memo, or email, I scan it quickly for typos and so forth, and then 3.16 Agree
send it off right away.
6. When talking to people, I pay attention to their body language. 3.15 Agree
I use diagrams and charts to help express my ideas. 3.10 Agree
Before I communicate, I think about what the person needs to know, and how best to convey it. 3.17 Agree
When someone's talking to me, I think about what I'm going to say next to make sure I get my 3.30 Strongly
point across correctly. Agree
Before I send a message, I think about the best way to communicate it (in person, over the phone, 3.20 Agree
in a newsletter, via memo, and so on).

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I try to help people understand the underlying concepts behind the point I am discussing. This 3.22 Agree
reduces misconceptions and increases understanding.
I consider cultural barriers when planning my communications. 3.19 Agree
Overall Weighted Mean 3.19 Agree

The student-respondents “Strongly Agree” that “9. deduced that the respondents are not effective communicator
When someone's talking to them, they think about what are not effective communicators. According to Richards
they’re going to say next to make sure they get their point (2021), some of the reasons for not fully developed
across correctly” with a rating of 3.30 (rank 1) while “7. They communication skills may include lack of motivation, little
use diagrams and charts to help express their ideas” had the opportunity to practice communicating and personality
lowest mean of 3.10 interpreted as “Agree” (rank 12). Overall, factors.
the student-respondents “Agree” that their level of skills was A foreign study suggested that communication skills
developed in terms of communication skills with a mean must be developed because it is essential to achieve success
rating of 3.19. in the growing service sector. Penbek, et. al (2009) reported
The result implies that the student's level of skills in that students in today's era need to master communication
terms of communication was not fully developed since the skills in different cultural contexts to be globally competitive.
students just agreed but not strongly agreed that it was
developed.
IV. TEST OF DIFFERENCE ON THE LEVEL OF
The result of the study is related to the findings of SKILLS WHEN GROUPED ACCORDING TO
Iksan, et.al (2011), the communication skills among students THE STUDENT-RESPONDENTS PROFILE
are good but some aspects need to be developed, and in the VARIABLES
findings of Misdi, Pauzi, Mokhtar, Ali and Hadi (2010), the
4.1 Critical Thinking Skills
level of communication among students at learning
institutions in Malaysia is not satisfactory. The Analysis of Variance to test difference on the
Level of Skills as to Critical Thinking Skills when Grouped
A local study also revealed that senior high school
According to the student-respondents profile variables is
students’ collaboration was not fully developed. Eslit and
presented in Table 9.
Bangelisan (2018) reported that the respondents' speaking and
listening skills revealed a high significance which can be
Table 9: Analysis of Variance to test difference on the Level of Skills as to Critical Thinking Skills when Grouped According to
the student-respondents profile variables
Sources of Variations SS df MS F Sig. Decision / Interpretation
Age Between Groups 0.519 1 0.519 2.554 0.113 Accept Ho
Within Groups 25.832 127 0.203 Not Significant
Total 26.351 128
Sex Between Groups 0.981 1 0.981 4.910 0.028 Reject Ho
Within Groups 25.370 127 0.200 Significant
Total 26.351 128

There was a significant difference on the level of significant difference on the level of skills as to critical
skills as to critical thinking skills when student-respondents thinking skills when grouped according to sex
are grouped according to sex (Sig. = 0.028). The computed The result of the study is related to the findings of
significant value (Sig.) is less than (<) 0.05 alpha level of Perdana, Budiyono, Sajidan, and Sukarmin (2019), the
significance, therefore null hypothesis is rejected. There is a significant value obtained in their study was 0.000 which

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indicates that there is significant gender difference in terms of Grouped According to the student-respondents profile
critical thinking skills. variables.
On the other hand, the computed significant value The computed significant values (Sig.) for age (Sig.
(Sig.) for age was (Sig. = 0.113) which indicates that there = 0.275) and sex (Sig. = 0.163) were all greater than (>) 0.05
was no significant difference on the level of skills as to critical alpha level of significance. The results indicate that there was
thinking skills of student-respondents. no significant difference on the level of skills as to creativity
4.2 Creativity Skills skills of student-respondents. Therefore, the null hypothesis is
accepted.
Table 10 shows the Analysis of Variance to test
difference on the Level of Skills as to Creativity Skills when
Table 10: Analysis of Variance to test difference on the Level of Skills as to Creativity Skills when Grouped According to the
student-respondents profile variables
Sources of Variations SS df MS F Sig. Decision / Interpretation
Age Between Groups 0.231 1 0.231 1.204 0.275 Accept Ho
Within Groups 24.372 127 0.192 Not Significant
Total 24.603 128
Sex Between Groups 0.376 1 0.376 1.971 0.163 Accept Ho
Within Groups 24.227 127 0.191 Not Significant
Total 24.603 128

The result for age is related to the study of Tindowen, According to the student-respondents profile variables is
Bassig, Cagurangan (2017), the significant value obtained in shown in Table 11.
their study for age was 0.233 which indicates that there is no The computed significant values (Sig.) for age (Sig.
significant age difference in terms of creativity skills. On the = 0.119) and sex (Sig. = 0.062) were all greater than (>) 0.05
other hand, the significant value obtained in their study for sex alpha level of significance. The results indicate that there was
was 0.032 which indicates that there is a significant sex no significant difference on the level of skills as to
difference in terms of creativity skills. Their findings stresses collaborative skills of student-respondents. Therefore, the null
that the male learners are more creative than female learners. hypothesis is accepted.
4.3 Collaborative Skills It is related to the study of Tindowen, et.al (2017),
The Analysis of Variance to test difference on the the significant values obtained in their study for age was 0.318
Level of Skills as to Collaborative Skills when Grouped and sex was 0.928 which indicates that there is no significant
age and gender differences in terms of collaboration skills.
Table 11: Analysis of Variance to test difference on the Level of Skills as to Collaborative Skills when Grouped According to the
student-respondents profile variables
Sources of Variations SS df MS F Sig. Decision / Interpretation
Age Between Groups 0.516 1 0.516 2.467 0.119 Accept Ho
Within Groups 26.564 127 0.209 Not Significant
Total 27.080 128
Sex Between Groups 0.736 1 0.736 3.546 0.062 Accept Ho
Within Groups 26.344 127 0.207 Not Significant
Total 27.080 128

4.4 Communication Skills

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Table 12 shows the Analysis of Variance to test The computed significant values (Sig.) for age (Sig.
difference on the Level of Skills as to Communication Skills = 0.299) and sex (Sig. = 0.136) were all greater than (>) 0.05
when Grouped According to the student-respondents profile alpha level of significance. The results indicate that there was
variables. no significant difference in the level of skills as to
communication skills of student-respondents. Therefore, the
null hypothesis is accepted.
Table 12: Analysis of Variance to test difference on the Level of Skills as to Communication Skills when Grouped According to
the student-respondents profile variables
Sources of Variations SS df MS F Sig. Decision / Interpretation
Age Between Groups 0.247 1 0.247 1.087 0.299 Accept Ho
Within Groups 28.853 127 0.227 Not Significant
Total 29.100 128
Sex Between Groups 0.506 1 0.506 2.248 0.136 Accept Ho
Within Groups 28.594 127 0.225 Not Significant
Total 29.100 128

It is related to the study of Tindowen, et.al (2017), LEARNING SKILLS AND STUDENTS’
the significant values obtained in their study for age was 0.847 ACADEMIC PERFORMANCE
and sex was 0.129 which indicates that there is no significant The Pearson Product Moment Coefficient of
age and gender differences in the effects of communication Correlation to determine Relationship between Level of Skills
skills. of the 21st Century Learning Skills and Students’ Academic
Performance is presented in Table 13.
V. TEST OF RELATIONSHIP BETWEEN THE
LEVEL OF SKILLS OF THE 21ST CENTURY
Table 13: Pearson Product Moment Coefficient of Correlation to determine Relationship between Level of Skills of the 21st
Century Learning Skills andStudents’ Academic Performance
Sources of Correlations Level of Academic Performance Decision /
Skills Interpretation
Level of Skills Pearson Correlation 1 -.010
Sig. (2-tailed) 0.912
N 129 129 No Relationship
Academic Performance Pearson Correlation -.010 1 Accept Ho
Sig. (2-tailed) 0.912
N 129 129

The computed Pearson r value was -0.010 which denotes a very low negative correlation between the level of skills and
the academic performance of students. The computed P-value was 0.912 which is greater than (>) 0.01 level of significance,
therefore the null hypothesis is accepted. The result signifies that there is no significant relationship between the level of skills and
the academic performance of students.
This further implies that the level of skills of students does not affect their academic performance. This is related to the
study of Varona (2020), the students in St. Michael College of Caraga are proficient in their academics, but the 21st-century skills

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Camaso Journal of Humanities and Education Development (JHED)
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in terms of 4C’s (critical thinking, communication, collaboration, and creativity) have no significant impact on students’ academic
performance.

VI. PROPOSED ACTION PLAN TO ENHANCE THE LEVEL OF LEAST DEVELOPED 21ST CENTURY
LEARNING SKILL AMONG GRADE 11 LEARNERS
The proposed action plan to enhance the level of least developed 21st Century learning skill among Grade 11 learners is
presented in Table 14.
Table 14: Proposed Action Plan to Enhance Least Developed 21 st Century Learning Skills among Grade 11 Students
Competency Area Needing Proposed Persons Materials Source Budget Time
Enhancement Action Plan Involved Needed of Fund Frame
Critical thinking Becoming Conduct Teachers, Laptop/ Mobile School 500.00 January
skills elaborative on virtual School Phone and MOOE 2022
different training to Head, Internet
matters enhance Invited connection
critical Speaker
thinking
skills
Creativity skills Flexibility on Conduct of Teachers, Laptop/ Mobile School 500.00 February
routines Virtual School Phone and MOOE 2022
Symposium Head, Internet
to Enhance Invited connection
Creativity Speaker
Skills
Collaboration Knowing how Conduct Teacher/ Spaghetti School 500.00 March
to weigh group Facilitator, Tower Game MOOE 2022
relative dynamic Students *spaghetti
importance activities to noodle, marsh
among different enhance team mallows
issues when building.
Zoom Game]
working as part
of a team *picture book
entitled
“Zoom” by
Istvan Banyai
Communication Use of diagrams Conduct Teacher, Ready- made School None April
and charts to activities that students questionnaire MOOE (School 2022
help express foster creative for the activity. supplies
ideas. thinking (give can be
students the utilized)
chance to
answer
questions
creatively
using their
own words).

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VII. CONCLUSION socially among students to develop their collaboration

Based on the summary of the findings, the researcher skills.
concluded that: 6. Teachers are encouraged to guide students develop a
1. Majority of the student-respondents are female in their way to express their ideas correctly.
teenage stage. 7. Future researchers may conduct a follow-up study
2. The academic performance of the student-respondents with in-depth and with a wider in scope so as to
is “Very Satisfactory”. validate the findings obtained in the study.

3. The student-respondents “Agree” that their level of

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