21st Century Skills of Senior High School Students in Marikina Institute of Technology PDF

**INVESTIGATION ON 21ST CENTURY SKILLS OF SENIOR HIGH SCHOOL** **STUDENTS IN MARIKINA INSTITUTE OF TECHNOLOGY** **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** A Research Presented to Marikina Institute of Technology City of Marikina **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**...

**INVESTIGATION ON 21ST CENTURY SKILLS OF SENIOR HIGH SCHOOL** **STUDENTS IN MARIKINA INSTITUTE OF TECHNOLOGY** **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** A Research Presented to Marikina Institute of Technology City of Marikina **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** In Partial Fulfillment of the Requirements for the Subject Practical Research II **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** Presented by **BRITON, JERSEY S.** **CABALIW, JANNA MAE M.** **CUNANAN, ASTROID AARON A.** **DOLORITO, SHENZHEN D.** **FAJARDO, JAMES FRANK LEMAR B.** **GUTIERREZ, KIRKPATRICK ROSS P.** **OCENAR, MARIA SHANELLE P.** **OMALAY, RECHELYN A.** **ORGIN, HONEYGRACE R.** **PAPAURAN, JULLIEANN B.** **PONTANARES, JONATHAN** **RAMOS, MIKE A.** **REVANO, JOHN RYAN B.** **SALVADOR, JENNY Z.** **TABIAN, FRIENDLY M.** **TARRAYO, JACKIELYN A.** **TORIO, JOHN PATRICK P.** **October 2024** ACKNOWLEDGEMENT =============== The researchers would like to express their infinite appreciation and deepest gratitude for the help and support of the following individuals listed below who made exceptional contributions to accomplish this study. **MR. KENNETH JOSHUA T. PIZARRA**, the researchers sincerely thank their committed research adviser for his immense help, unwavering support, abundant knowledge, and crucial guidance, which has helped them to successfully complete their study. **MS. JOLYNA D. ALIMAGNO**, the researchers express their sincere appreciation to the research statistician for her important contribution in carefully analyzing and interpreting the data, which greatly improved the quality and trustworthiness of the study\'s findings. Her knowledge and commitment were essential in advancing the study\'s results and insights. **MR. MANUEL M. PEÑERO**, the researchers would like to convey their genuine appreciation to the school head for his approval of the researchers conducting the survey, which was critical to the study. Overall, the researchers extend their appreciation to the respondents for taking the time to answer the survey questionnaire honestly, and to **MS. MALAYA C. ROMERO** for her assistance in disseminating the survey questionnaire to the grade 11 students. DEDICATION ========== This work is the fruit of many sacrifices. This study is wholeheartedly and proudly dedicated to the individuals who served as an inspiration for the researchers\' efforts. From parents and guardians to faculty, classmates, and circle of friends who provided support when the researchers were faced with difficulties while working on this project. Lastly, we also dedicate this work to the Almighty God. Thank you. Our love for all of you is immeasurable. Let God bless us always. **The Researchers** TABLE OF CONTENTS ================= **TITLE PAGE** i [**ACKNOWLEDGEMENT**](#acknowledgement) ii [**DEDICATION**](#dedication) iii [**TABLE OF CONTENTS**](#table-of-contents) iv **CHAPTERS** **IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA** Demographic profile of the respondents 17 21st Century Skills of Senior High School Students in Marikina Institute of Technology (MIT) 20 Significant Differences of 21st Century Skills to Demographic Profile 21 **V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS** Summary 27 Conclusions 29 Recommendations 30 **BIBLIOGRAPHY** 31 **CURRICULUM VITAE** 36 CHAPTER I --------- **INTRODUCTION** This chapter presents the background of the study, the statement of the problem, significance of the study, and scope and delimitation of the study. #### Background of the Study In the modern era, new and advanced technology is becoming increasingly abundant. And so, technology has become a necessary part of human life, both enabling and complicating our lifestyles (Chakraborty et al., 2023). Media literacy is one of the 21st century information, media, and technology skills, and it aims to teach students to differentiate between real and fictional information on the internet and to critically analyze media. (Shadiev & Wang, 2022). According to Haryono et al. (2021), to participate in the twenty-first century, we must not only master the fundamental literacy skills of reading, writing, and arithmetic; we must also be highly qualified in critical thinking, problem solving, effective communication, and collaboration, as well as being creative and innovative. Being proficient in traditional skills is insufficient for success in the twenty-first century. The 21st century skills of the students are utilized in how they perform in school academics, sports, the arts, etc. Küçüktığlı (2022) identifies five essential 21st-century skills for students: 1. Information and Technology Literacy skills, 2. Critical thinking and problem-solving skills, 3. Entrepreneurship and innovation skills, 4. Responsibility and leadership skills, and 5. Career Awareness. Buckle (2024) emphasizes the importance of students\' critical thinking, creativity, innovation, leadership, teamwork, and digital literacy in solving problems, promoting creativity and innovation in both school and home environments. In order to guide the creation of policies for these important abilities, research on 21st-century digital skills must be conducted in detail. While there is a significant focus on communication skills, studies on creativity, critical thinking, collaboration, and communication are still lacking (Laar, 2020). Tam and Trzmiel (2018) stated that 21st-century skills are important in facilitating transitions to life beyond school and ensuring a better fit between graduates\' skills and employers\' skill demands. With that being said, some of the students are still struggling to show their skills. According to Daud et al. (2017), financial problems faced by students in higher education institutions can limit their ability to fully demonstrate their skills and talents. As said by Thornhill-Miller et al. (2023), technology dependency, or the reliance on technology for assessment, may exclude students who lack access to digital tools. Fabillan et al. (2024) stated that there is still a gap in understanding how well 21st century skills are being integrated into education and how effectively students are learning them. In the words of Carada et al. (2022), some Filipino high school graduates opt to work rather than complete their education due to financial constraints. Therefore, evaluating the 21st-century skills of the students and whether they need improvement or not is beneficial for them because it is a skill needed for either higher education or the workplace. Tindowen et al. (2017) found out in their study that ALS learners have a low level of acquisition of 21st-century skills. The study\'s main objective is to determine the 21st century skills of the grade 11 and 12 senior high school students at Marikina Institute of Technology during the school year 2024--2025. Such as their information and technology literacy skills, critical thinking and problem-solving skills, entrepreneurship and innovation skills, responsibility and leadership skills, and career awareness. #### #### Statement of the Problem This study aims to determine the 21st century skills of the grade 11--12 senior high school students at Marikina Institute of Technology during the school year 2024--2025. Specifically, it seeks to answer the following questions: 2\. What is the level of 21st-century skills of the senior high school students in terms of: 3\. Is there a significant difference between the 21st-century skills of senior high school students when they are grouped according to profile? #### Significance of the Study This study aims to determine the 21st-century skills of senior high school students. This study aims to give benefits to the following benefactors. To the **Students.** The study provides benefits to the senior high school students by obtaining some knowledge and information about the skills of the 21st century. To the **Parents.** The study allows parents to more effectively observe and understand their children\'s needs, as well as how to support them. It is critical that they are prepared and accepting of new information in order to learn about their child\'s environment, recognize the challenges, conflicts, or opportunities that arise, and understand how all of this affects their 21st-century skills. To the **Teachers.** They can aid their struggling students with this study. It will also be the starting point for developing more effective teachers. To the **Researchers.** This study will help in developing knowledge based on 21st century skills development, especially in secondary education in the Philippines. To the **Future Researcher.** The findings are useful for other researchers as they provide a base for future studies to investigate the determinants of the skills and the techniques and methods in improving student performance. To **Marikina Institute of Technology.** The study will provide important insight into the extent to which students are likely to acquire vital 21st-century competencies. The data can be utilized by the institution to improve its educational programs, ensure that they are consistent with programs offered by similar institutions in different parts of the world, and prepare students for the challenges of the future. #### Scope and Delimitation The study\'s main objective is to determine the skills of 21st century learners in the school year 2024--2025. The locale will be the grade 11 and 12 senior high school students at Marikina Institute of Technology (MIT), with the strands of HUMSS and GAS. The study will be conducted at Marikina Institute of Technology during the academic year 2024-2025. The researchers will use multiple non-probability sampling methods, such as voluntary response, convenience, and snowball sampling. The study is limited to students in grades 11 and 12 only and does not include students from other grade levels outside MIT or other institutions. Furthermore, the study does not explore the influence of external factors such as parental involvement or extracurricular activities. This research does not aim to evaluate the effectiveness of the curriculum or teaching methods used by the institution. Additionally, it does not include a longitudinal analysis of skill development over time, focusing instead on the students\' current abilities. There are also many 21st-century skills, but in this study, it will only be limited to five (5) skills, which are: (information and technology literacy skills; critical thinking and problem-solving skills; entrepreneurship and innovation skills; responsibility and leadership skills; and career awareness). CHAPTER II ---------- **CONCEPTUAL FRAMEWORK** This chapter represents the review of related literature and studies, the conceptual model, hypothesis, and the definition of terms used in this research. #### Review of Related Literature **Foreign Literature.** Nowadays, students are learning more about their own skills and abilities. Living in a modernized world and society requires new and multiple abilities, which induces the attainment of skills that are needed. As said by van Laar et al. (2017), technical, communication, collaboration, creativity, critical thinking, and problem-solving skills, as well as background skills, such as moral awareness and lifelong learning, are factors that can guide students to have a thorough overview and measure their skills decisively. These skills are essential components of the 21st-century capability that can help students be more efficient and competent in everyday life challenges. The American Psychological Association (APA, 2017) found that education, socioeconomic status, and financial problems can affect students\' lives and how they perform in academics and show their 21st century skills. Social status and class also exerts influence on how they perform in school activities. A student\'s health situation also has an impact on their education. Therefore their physical or mental health issues have significant effects on their lives. Parents are the first teachers of their children; hence, growing up in a poor setting might lead to negative outcomes. And so, a student\'s familial environment has a significant impact on them. To sum up, it can be concluded that many factors affect how a student can properly display their set of 21st-century skills. According to David et al. (2024), the development of critical thinking and problem-solving skills has effective instructions to promote engagement by simulating in real-world scenarios; it encourages self-directed learning and enhances communication skills. It also promotes a collaborative learning environment, allowing students to apply theoretical knowledge to practical challenges. In their study, they also emphasized the importance of implementing project-based learning in an educational environment to prepare students for the difficulties of the 21st-century workforce. Additionally, the students can develop acknowledgments for ideas, skills, attitudes, and processes valued by professionals. It also helps students understand that they can use these abilities and skills to solve problems. **Local Literature.** On another note, DepEd (2019) stated how important 21st-century skills are in the senior high school curriculum. DepEd is also making efforts to encourage the students who need it to learn from school. These efforts include revising curriculum frameworks to emphasize critical thinking, collaboration, and creativity. DepEd provides teacher training initiatives to equip educators with 21st-century skills to engage students in learning. Additionally, the division has promoted the adoption of project-based learning and the use of technology in the classroom to provide all students with individuals applying these abilities and skills. Tindowen et al.\'s (2017) study stated that education is crucial for a nation\'s development and globalization. Their study highlighted that people, including dropouts and out-of-school students, struggle to acquire the numerous 21st-century skills. They have also found that low 21st-century skills acquisition are affected by factors such as sex, age, and employment status. Varona (2020) states that the 21st-century skills among senior high school students participants had high levels of these skills and a high academic performance. However, there was no significant correlation between academic performance and 21st-century skills. But her study found that communication skills were the best predictor of academic performance. Also, the study recommends encouraging helpful teaching and learning in environments to motivate a students\' decisions and academic success. #### Review of Related Studies **Foreign Studies.** According to Zhou (2024), the 21st century skills framework includes cognitive, intrapersonal, and interpersonal competencies that are crucial for personal and societal progress. The origin of the term \"21st century skills\" emerged in 1997, when the National Academy of Sciences in the United States released the report, 'Preparing for the 21st Century: The Education Imperative'. The 21st century skills needed to prepare students for success in an increasingly competitive and modern global economy refer to skills like critical thinking and digital literacy. Sumarto et al. (2018) said that information and communication technology (ICT) literacy is the ability to use digital technology, communication tools, and/or networks to define, access, manage, integrate, evaluate, create, and communicate information well and legally toward a knowledgeable society. According to Machin-Mastromatteo (2022), information literacy originated from Paul Zurkowski. For the first time, he used the concept in his seminal work, 'The information service environment: relationships and priorities'. Moto et al. (2018) stated that information literacy, media literacy, and information and communication technology (ICT) literacy are essential skills for future success. Rahman (2019) stated that problem-solving is a process that involves systematic observation and critical thinking to find an appropriate solution or way to reach the desired goal. Lau (2024) argued that the concept of critical thinking can be traced back to Presocratic philosophy. Mccormick (2015) explained that problem solving and critical thinking skills are beneficial across all fields of study and provide lasting value in the workplace and everyday life. **Local Studies.** Acosta et al. (2017) claim socio-emotional skills, including responsibility, are increasingly important for the Philippine labor market but are not adequately developed in the education system. Moreover, Contreras (2022) conveyed that good student leadership is always connected with virtuous qualities; it is indicated in the following characteristics: integrity---which includes trustworthiness, honesty, and consistency---compassion for others, initiative, and vision. Good leaders are those who inspire, empower, and listen (Rey, 2018). Leadership is not about instilling fear in people but about inspiring trust and confidence, practicing empathy, and collaborative leadership. Leadership skills must be developed, but the cultivation of leaders' character virtues cannot be neglected to appropriately respond to contemporary challenges. Carada et al. (2022) explored how various factors influence senior high school graduates\' perceived skills and employability. The findings of their study indicate that senior high school graduates demonstrated high levels of cognitive, technical, and emotional skills and were rated highly in terms of employability. Finally, technical and emotional skills were identified as key predictors of employability among senior high school graduates. According to Fabillan et al. (2024), in the 21st century, the need for individuals with specific skills has grown rapidly due to the fast-paced and ever-changing nature of society. The workplace has become increasingly competitive, and employers now seek employees who possess a diverse set of skills beyond academic knowledge. Therefore, it is essential to equip K-12 students with these 21st-century skills to ensure their future success. Their study underscored the importance of career awareness and the need to continually improve the curriculum to better prepare students for the demands of the modern workplace. #### #### Conceptual Model of the Study The conceptual model that is used in this research study can be seen in figure 1. **Figure 1. Conceptual Model of the Investigation on 21st Century Skills of** **Senior High School Students in Marikina Institute of Technology** The input contains the survey questionnaire which is the demographic profile of the respondents and their 21st-century skills which are; information and technology literacy skills, critical thinking and problem-solving skills, entrepreneurship and innovation skills, responsibility and leadership skills, and career awareness. The process contains the distribution and collection of the questionnaire, statistical treatment of data, and analysis and interpretation of data. The output contains the 21st century skills of senior high school students. Significant difference among the 21st century skills of the respondents when grouped according to profile. #### #### Research Hypothesis **(H₀):** There is no significant difference in the 21st-century skills of senior high school students when they are grouped according to profile. **(Hₐ):** There is a significant difference in the 21st-century skills of senior high school students when they are grouped according to profile. #### Definition of Terms Used in the Study The following terms that are included to the present study were defined operationally below: **21st Century Skills.** This study describes 21st-century skills as a collection of skills and abilities that are crucial for students\' personal and societal progress. These skills include ITLS, CTPSS, EIS, CA, and RLS. **Information, technology, and literacy skills.** In this study, information literacy and technologically literacy imply the ability to use digital technology and assess information well. **Critical thinking and problem-solving skills.** In the course of this study, it defines critical thinking and problem-solving skills as the opportunity to analyze situations and search for efficient and rational solutions. **Entrepreneurship and innovation skills.** It is the ability to be creative and innovate different things. **Responsibility and leadership skills.** It is the measure of authority to be responsible for and seek ways to make others perform specific tasks and to search for ways of ensuring others do their best in terms of mutual responsibility. **Career Awareness.** In the context of this study, career awareness is the recognition of skills necessary for obtaining a certain job and training necessary. It also helps in creating awareness to people about potential careers and hence assist individuals to plan for their future occupations. CHAPTER III ----------- **METHODOLOGY** This chapter presents the methodology that was used in conducting the study and includes the discussion of research design, data gathering instrument, data gathering procedures, sources of data, and statistical treatment of data. #### Research Design The researchers utilized the quantitative research method to examine the 21st century skills of the students at Marikina Institute of Technology (MIT). Taking the whole document into consideration and following an analysis of other relevant studies, it has been decided that a non-experimental research method, specifically the descriptive method, was the most appropriate to use in this study. The quantitative research approach was used because it provides answers to \'what\' and \'how many\' questions about phenomena. Meanwhile, the descriptive method was chosen because it describes a population or phenomenon and it excels at gathering information regarding each student individually. Helmold (2019) stated that quantitative research methods deal with numbers and anything that is measurable. It systematically investigates phenomena and their relationships. As noted by Coghlan and Brydon-Miller (2014), as being opposite to qualitative research, quantitative research includes methodologies such as questionnaires, structured observations, or experiments. According to Siedlecki (2020), descriptive research is a comprehensive investigation method that exposes facts and provides a thorough interpretation of the findings. This method is particularly effective for comprehending current conditions, common practices, ongoing situations, or any observed phenomena. Deckert (2023) further explains that descriptive research provides information based on observation and describes things using surveys, questionnaires, rubrics, interviews, or rankings. #### Locale and Population The study will be conducted at the Marikina Institute of Technology. The institution is located in the municipality of Marikina City. It is a private secondary school that caters to grade 11 to grade 12 students. The study's population will be the grade 11 and 12 senior high school students who are taking the GAS and HUMSS strands at Marikina Institute of Technology (MIT) during the academic year 2024-2025. #### Sampling Method The researchers will use multiple non-probability sampling methods, such as voluntary response, convenience, and snowball sampling. According to Nikolopoulou (2023), non-probability sampling is used to answer a research question by using non-random criteria, namely the availability or geographical proximity of the individuals being researched. Non-probability sampling methods include the following techniques: first, convenience sampling, in which participants are picked based on their ease of access to the researcher. Second, in voluntary response sampling, as the name suggests, people volunteer themselves to be participants. And lastly, snowball sampling, wherein new participants are recruited by other participants to form a part of the sample. The sampling methods were chosen based on the objective judgment of the researchers. The researchers used the non-probability sampling methods for ease of access due to the geographical proximity of the target respondents, which are the Grade 11 and 12 students of Marikina Institute of Technology (MIT). The source of the data will be the selected Grade 11 and 12 students of Marikina Institute of Technology (MIT). The population of the study consists of enrolled grade 11 and 12 students in MIT. #### #### Data Gathering Instrument The researchers used a survey questionnaire to assess the 21st-century skills of senior high school students. The questionnaire had multiple sections, including demographic profile (age, sex, grade level, and socio-economic status) and sequential statements about information and technology literacy skills, critical thinking and problem-solving skills, entrepreneurship and innovation skills, responsibility and leadership skills, and career awareness. Respondents rated each statement related to their proficiency in each skill on a Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). #### Data Gathering Procedure **I.** The researchers structured a survey questionnaire based on the key 21st-century skills being evaluated. The survey also includes demographic questions (e.g., age, sex, grade level, socio-economic status) to assess the difference between the 21st-century skills of senior high school students when they are grouped according to profile. **II.** The survey questionnaire was adopted to the scale of Çevik and Şentürk (2019), titled \"Multidimensional 21st Century Skills Scale\". The researchers have obtained their approval to utilize it. **III.** Participants were invited to participate in the study via email and social media platforms. The researchers distributed the survey questionnaire through Google Forms, with the target group being Grade 11 and 12 students. **IV.** The survey responses were collected over a set period, ensuring that all eligible participants had sufficient time to submit their responses. All collected data were tabulated and stored securely, with identifying information removed to protect participants\' privacy. The researchers ensured that only authorized personnel had access to the data. The gathered data was analyzed using both descriptive and analytical statistical methods. The Statistical Package for the Social Sciences (SPSS) and Microsoft Excel were employed to perform the analysis. These tools help identify patterns, skill levels, and significant differences based on demographic factors. #### Ethical Consideration According to Bhandari (2021), ethical considerations in research involve principles that guide how studies are designed and carried out. Researchers must follow specific ethical standards when collecting data from participants. In this study, the participants, which are the grade 11 and 12 students from the Marikina Institute of Technology\'s GAS and HUMSS strands, have given full authorization. Their voluntary participation is highly valued, and their privacy is protected. The study\'s purpose was to investigate the 21st century skills of Grade 11 and 12 students at Marikina Institute of Technology. The researchers will keep the personal information of the students involved in this study. This is done to preserve their privacy and provide them with a sense of security. Participants will be assured that they will remain anonymous throughout the study. Furthermore, the researchers will capture and analyze the 21st-century skills of the students. The researchers will obtain permission from the students and the institution to conduct this research. The data will be handled with a strict commitment to confidentiality. Misrepresentation or biased reporting of primary data findings will be avoided. The research will prioritize objectivity in discussions and analyses. Additionally, any affiliations, funding sources, and potential conflicts of interest will be disclosed. All communication related to this research will be conducted with honesty and transparency. #### #### Data Analysis Data analysis will be applied when analyzing the data. Statistical Package for the Social Sciences (SPSS) programs and Microsoft Excel were used in the data analysis process of study. The results were non-parametric, the response will determine the level of expertise and skills of the target students in the five areas of 21st-century skills. To determine the context, the study employed the following: **Frequency and Percentage.** This is used to determine the number and distribution of respondents according to demographic profile. **Mean.** This is used to determine the average of responses of the respondents in terms of 21st-century skills. **Standard deviation.** This is used to determine the range of values that are most representative of the data. It is used to measure the variability of the data collected on 21st-century skills. **Mann-Whitney U test.** This was applied to determine whether there is a statistically significant difference between two independent groups. **Kruskal-Wallis test**. This was applied to test whether there were any statistically significant differences among the groups. CHAPTER IV ---------- **PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA** This chapter deals with the presentation, analysis and interpretation of the data gathered in this study. #### Demographic profile of the respondents The table below shows the computed frequency and percentage of age distribution of the senior high school students who participated in the study. None of the respondents answered, "21 years old and above\", and so they were then categorized into two age groups: 15-17 years old and 18-21 years old. **Table 1.** *Age distribution of the respondents* **Age** **Frequency** **Percent** ------------------- --------------- ------------- 15 - 17 years old 162 64.3 18 - 21 years old 90 35.7 Total 252 100.0 Out of the 252 respondents, 162 students (64.3%) belong to the age group of 15--17 years old, indicating that the majority of the respondents are in this age range. Meanwhile, 90 students (35.7%) are in the 18--21 years old age group. This distribution shows that the majority of senior high school students at Marikina Institute of Technology are between the ages of 15 and 17, which is normal for senior high school students in the Philippines. The smaller percentage of students aged 18-21 may represent those who began school later or did breaks from school. The total number of respondents is 252, which represents 100% of the sample. **Table 2.** *Sex distribution of the respondents* **Sex** **Frequency** **Percentage** --------- --------------- ---------------- Female 161 63.9 Male 91 36.1 Total 252 100.0 The table shows that there are more female than male respondents in the institution. 161 respondents are female, depicting 63.9%. In contrast, 91 respondents are male, representing 36.1%. This indicates a higher representation of female students in the senior high school students of the institution. The sex distribution of the respondents is important as it provides context for understanding any potential differences in obtaining 21st-century skills based on sex. The total number of respondents is 252, representing 100% of the sample. **Table 3.** *Grade level distribution of the respondents* **Grade Level** **Frequency** **Percent** ----------------- --------------- ------------- Grade 11 74 29.4 Grade 12 178 70.6 Total 252 100.0 The table shows the computed frequency and percentage of grade level distribution of the senior high school students who participated in the study. Out of the 252 respondents, 74 students (29.4%) are from Grade 11, indicating that less than a third of the respondents are in this grade level. While 178 students (70.6%) are from Grade 12, which makes up the majority of the sample. This uneven distribution shows that a higher number of Grade 12 students participated in the study compared to Grade 11 students. The larger representation of Grade 12 students may provide more insights into 21st-century skills as these students are in their final year of senior high school, potentially having more experience in developing skills compared to Grade 11 students. The total number of respondents is 252, representing 100% of the sample. **Table 4.** *Family Monthly Income of the respondents* **Family Monthly Income** **Frequency** **Percent** --------------------------- --------------- ------------- Less than ₱9,100 130 51.6 ₱9,100 - ₱18,200 60 23.8 ₱18,200 - ₱36,400 40 15.9 ₱36,400 - ₱63,700 13 5.2 ₱63,700 - ₱109,200 3 1.2 ₱109,200 - ₱182,000 1.4 Above ₱182,000 5 2.0 Total 252 100.0 Table 4 presents the distribution of respondents based on their family monthly income, providing insight into the socio-economic status of the senior high school students at Marikina Institute of Technology. The majority of the respondents, 130 students (51.6%), reported a family monthly income of less than ₱9,100, indicating that over half of the students come from low-income households. 60 students (23.8%) have a family monthly income in the range of ₱9,100 to ₱18,200, further emphasizing that a significant portion of the respondents come from low-income to lower-middle-income families. 40 students (15.9%) reported a family monthly income between ₱18,200 and ₱36,400, while 13 students (5.2%) fall within the ₱36,400 to ₱63,700 range, suggesting a smaller portion of respondents belong to middle-income families. Only 3 students (1.2%) reported a family income of ₱63,700 to ₱109,200, and 1 student (0.4%) falls into the ₱109,200 to ₱182,000 bracket, indicating that very few students belong to upper-middle-income families. A small portion, 5 students (2.0%), reported a family income of above ₱182,000, representing the high-income group. This data suggests that the majority of the senior high school students come from lower socio-economic backgrounds, with a significant portion living in families with a monthly income of less than ₱18,200. This may have implications for the students\' access to resources and opportunities related to the development of 21st-century skills. The total number of respondents is 252, representing 100% of the sample. #### 21st Century Skills of Senior High School Students in Marikina Institute of Technology (MIT) The next data was computed with a significant difference in the 21st century skills of the respondents using the formula of mean and standard deviation. **Table 5.** *Descriptive Statistics of the 21st Century Skills of SHS Students in MIT* **N** **Minimum** **Maximum** **Mean** **Standard Deviation** **Verbal Interpretation** ------- ------- ------------- ------------- ---------- ------------------------ --------------------------- ITLS 252 1.00 5.00 3.0656 1.04635 Partially Agree CTPSS 252 1.00 5.00 2.6991.86720 Partially Agree EIS 252 1.00 5.00 2.8964.88845 Partially Agree RLS 252 1.00 5.00 2.7183.91277 Partially Agree CA 252 1.00 5.00 3.1071 1.12970 Partially Agree The study analyzed five key skill areas using descriptive statistics, including the mean and standard deviation, along with inferential tests such as the Mann-Whitney U test and Kruskal-Wallis test. The skills examined were Information & Technology Literacy Skills (ITLS), Critical Thinking and Problem Solving Skills (CTPSS), Entrepreneurship and Innovation Skills (EIS), Responsibility and Leadership Skills (RLS), and Career Awareness (CA). The mean scores for the five skill areas ranged from 2.6991 to 3.1071, indicating that on average, students partially agreed with statements assessing their competencies in these skills. The highest mean score was observed in Career Awareness (3.1071), suggesting a relatively higher level of agreement among students in understanding and awareness of career options. Conversely, critical thinking and problem-solving skills had the lowest mean score (2.6991). Standard deviations ranged from 0.86720 to 1.12970, with information and technology literacy skills showing the highest variability (1.04635) among students\' responses. This variability indicates diverse levels of self-assessed competency in these areas. Overall, the findings suggest that while students at Marikina Institute of Technology acknowledge possessing these 21st-century skills to some extent, there is room for improvement across all areas to ensure that they are fully equipped for future challenges. #### Significant Differences of 21st Century Skills to Demographic Profile The data below presents whether there are significant differences in 21st-century skills among senior high school students at Marikina Institute of Technology based on their age using mean, standard deviation, the Mann-Whitney U test, and Kruskal-Wallis test. The skills measured include Information and Technology Literacy Skills (ITLS), Critical Thinking and Problem-Solving Skills (CTPSS), Entrepreneurship and Innovation Skills (EIS), Responsibility and Leadership Skills (RLS), and Career Awareness (CA). **Table 6.** *Significant Differences of 21st Century Skills to their Age* **N** **Mean** **Standard Deviation** **p** **Decision** ------- ------- ---------- ------------------------ ------- ---------------------------- ITLS 252 3.0656 1.04635 0.893 Retain the null hypothesis CTPSS 252 2.6991 0.86720 0.911 Retain the null hypothesis EIS 252 2.8964 0.88845 0.958 Retain the null hypothesis RLS 252 2.7183 0.91277 0.445 Retain the null hypothesis CA 252 3.1071 1.12970 0.413 Retain the null hypothesis The results show that all five 21st-century skills have a mean score ranging from 2.6991 to 3.1071, with standard deviations indicating a moderate level of variation among the students\' responses. The p-values for all skills exceed the threshold of 0.05, implying no significant differences in 21st-century skills based on the students\' age. Consequently, the null hypothesis, which states that there are no significant differences in these skills relative to age, is retained for all skill categories. This indicates that age does not significantly influence the development of 21st-century skills such as information and technology literacy, critical thinking and problem-solving, entrepreneurship and innovation, responsibility and leadership, and career awareness among the students in this study. **Table 7.** *Significant Differences of 21st Century Skills to their Sex* **N** **Mean** **Standard Deviation** **p** **Decision** ------- ------- ---------- ------------------------ ------- ---------------------------- ITLS 252 3.0656 1.04635 0.036 Reject the null hypothesis CTPSS 252 2.6991 0.86720 0.189 Retain the null hypothesis EIS 252 2.8964 0.88845 0.075 Retain the null hypothesis RLS 252 2.7183 0.91277 0.007 Reject the null hypothesis CA 252 3.1071 1.12970 0.022 Reject the null hypothesis The table presented whether there are significant differences in 21st-century skills among senior high school students at Marikina Institute of Technology based on their sex. Information and Technology Literacy Skills (ITLS), Critical Thinking and Problem-Solving Skills (CTPSS), Entrepreneurship and Innovation Skills (EIS), Responsibility and Leadership Skills (RLS), and Career Awareness (CA) are among the competencies assessed. The data was analyzed using mean, standard deviation, Mann-Whitney U test, and Kruskal-Wallis test. Information & Technology Literacy Skills (ITLS) had a mean score of 3.0656 and a standard deviation of 1.04635; the p-value of.036 indicates a statistically significant difference based on sex. Therefore, the null hypothesis was rejected, suggesting that sex influences the development of ITLS. Critical Thinking and Problem Solving Skills (CTPSS) had a mean score of 2.6991 and a standard deviation of.86720, with a p-value of.189, indicating no significant difference based on sex. Thus, the null hypothesis was retained. The mean score of Entrepreneurship and Innovation Skills (EIS) was 2.8964 with a standard deviation of.88845. The p-value of.075 suggests no significant difference related to sex, leading to the retention of the null hypothesis. Responsibility and leadership skills (RLS) got a mean score of 2.7813 and a standard deviation of.91277, the p-value of.007 indicates a significant difference based on sex. Consequently, the null hypothesis was rejected, implying that sex significantly impacts RLS. Career Awareness (CA) had the highest mean score of 3.1071 and a standard deviation of 1.12970. The p-value of.022 suggests a significant difference based on sex, resulting in the rejection of the null hypothesis. In conclusion, the study found significant differences in information and technology literacy skills, responsibility and leadership skills, and career awareness based on sex, as indicated by the rejection of the null hypotheses for these skills. This suggests that sex plays a significant role in the development of these specific 21st-century skills among senior high school students at the Marikina Institute of Technology, while critical thinking and problem solving, as well as entrepreneurship and innovation skills, did not show significant differences. **Table 8.** *Significant Differences of 21st Century Skills to their Grade Level* **N** **Mean** **Standard Deviation** **p** **Decision** ------- ------- ---------- ------------------------ ------- ---------------------------- ITLS 252 3.0656 1.04635 0.078 Retain the null hypothesis CTPSS 252 2.6991 0.86720 0.028 Reject the null hypothesis EIS 252 2.8964 0.88845 0.164 Retain the null hypothesis RLS 252 2.7183 0.91277 0.345 Retain the null hypothesis CA 252 3.1071 1.12970 0.584 Retain the null hypothesis The data displays whether there are significant differences in 21st-century skills among senior high school students at Marikina Institute of Technology by grade level. The abilities assessed are information and technology literacy skills (ITLS), critical thinking and problem-solving skills (CTPSS), entrepreneurship and innovation skills (EIS), responsibility and leadership skills (RLS), and career awareness (CA). The data was examined with the Mean, Standard Deviation, Mann-Whitney U, and Kruskal-Wallis tests. Information & Technology Literacy Skills (ITLS) has a mean score of 3.0656 and a standard deviation of 1.04635. The p-value of.078 suggests no statistically significant difference based on grade level. Therefore, the null hypothesis was retained. Critical Thinking and Problem Solving Skills (CTPSS) had a mean score of 2.6991 and a standard deviation of.86720. The p-value of.028 indicates a statistically significant difference based on grade level, leading to the rejection of the null hypothesis. The mean score of Entrepreneurship and Innovation Skills (EIS) was 2.8964 with a standard deviation of.88845. The p-value of.164 shows no significant grade level-related differences, leading to the retention of the null hypothesis. Responsibility and Leadership Skills (RLS) has a mean score of 2.7813 and a standard deviation of.91277, the p-value of.345 indicates no significant difference by grade level. Therefore, the null hypothesis was retained. Career Awareness (CA) had the highest mean score of 3.1071 and a standard deviation of 1.12970. The p-value of.584 indicates no significant difference based on grade level, leading to the retention of the null hypothesis. Overall, the study found significant differences only in critical thinking and problem solving skills based on grade level, as indicated by the rejection of the null hypothesis for this skill. This suggests that grade level plays a role in the development and perception of critical thinking and problem-solving skills among senior high school students at the Marikina Institute of Technology, while the other assessed skills did not show significant grade level-related differences. **Table 9.** *Significant Differences of 21st Century Skills to their Socio-economic Status* **N** **Mean** **Standard Deviation** **p** **Decision** ------- ------- ---------- ------------------------ ------- ---------------------------- ITLS 252 3.0656 1.04635 0.241 Retain the null hypothesis CTPSS 252 2.6991 0.86720 0.569 Retain the null hypothesis EIS 252 2.8964 0.88845 0.035 Reject the null hypothesis RLS 252 2.7183 0.91277 0.331 Retain the null hypothesis CA 252 3.1071 1.12970 0.142 Retain the null hypothesis The results showcase if there are significant differences in 21st-century skills among senior high school students at Marikina Institute of Technology (MIT) based on socio-economic status. The abilities evaluated include information and technology literacy skills (ITLS), critical thinking and problem-solving skills (CTPSS), entrepreneurship and innovation skills (EIS), responsibility and leadership skills (RLS), and career awareness (CA). The data was analyzed using the mean, standard deviation, Mann-Whitney U, and Kruskal-Wallis tests. Information & Technology Literacy Skills had a mean score of 3.0656 and a standard deviation of 1.04635; the p-value of.241 indicates no significant difference based on socio-economic status, leading to the retention of the null hypothesis. Critical Thinking and Problem Solving Skills (CTPSS) showed a mean score of 2.6991 and a standard deviation of.86720, with a p-value of.569, suggesting no significant difference related to socio-economic status. Thus, the null hypothesis was retained. Entrepreneurship and Innovation Skills (EIS) mean score was 2.8964, accompanied by a standard deviation of.88845. The p-value of.035 indicates a statistically significant difference based on socio-economic status, resulting in the rejection of the null hypothesis, implying that socio-economic factors may influence this skill. Responsibility and leadership skills (RLS) got a mean score of 2.7813 and a standard deviation of.91277; the p-value of.331 suggests no significant difference based on socio-economic status, leading to the retention of the null hypothesis. Career Awareness (CA) had a mean score of 3.1071 and a standard deviation of 1.12970. The p-value of.142 indicates no significant difference related to socio-economic status, resulting in the retention of the null hypothesis. In conclusion, the findings reveal a significant difference in entrepreneurship and innovation skills based on socio-economic status, as indicated by the rejection of the null hypothesis for this skill. This suggests that socio-economic factors may play a significant role in shaping students\' entrepreneurial and innovative capabilities. In contrast, no significant differences were observed for ITLS, CTPSS, RLS, and Career Awareness, indicating that these skills may be less influenced by socio-economic status among senior high school students at the Marikina Institute of Technology. CHAPTER V --------- **SUMMARY, CONCLUSIONS AND RECOMMENDATIONS** This chapter presents the summary, conclusions and recommendations of the study. #### Summary This study aims to determine the 21st century skills of the grade 11--12 senior high school students at Marikina Institute of Technology during the school year 2024--2025. Specifically, it seeks to answer the following questions: 2\. What is the level of 21st-century skills of the senior high school students in terms of: 3\. Is there a significant difference between the 21st-century skills of senior highschool students when they are grouped according to profile? 4\. Based on the results of the study, what are the recommendations that could be proposed? There is sufficient evidence to support a significant difference in 21st century skills of senior high school students when they are grouped according to profile. The research method used by the researchers was a quantitative, non-experimental descriptive research design to determine the 21st-century skills of students in Marikina Institute of Technology. The whole document was taken into consideration, and after an analysis of other relevant studies, it has been decided that the descriptive method was the most appropriate to use in this study. The descriptive method describes a population or phenomenon and excels at gathering information regarding each student individually. The study focused on the 21st century skills of senior high school students in Marikina Institute of Technology. The researchers used voluntary response, convenience, and snowball sampling, and this study limits its coverage to grade 11 and grade 12 students of Marikina Institute of Technology during the academic year 2024-2025. The researchers implemented a survey questionnaire and collected the data through Google Forms that included relevant questions for each participant. The data collected by the researchers was checked, tabulated, and analyzed. The statistical tools that the researchers used were the frequency and percentage, mean, standard deviation, Mann-Whitney U test, and Kruskal-Wallis test. The study\'s main findings were as follows: 1\. The total number of respondents are 252 students. The highest computed frequency of each demographic profile of the respondents was the age 15--17 years old, being the highest at 162 or 64.3 percent. Next is sex having a higher frequency of females than males, being 161 or 63.9 percent. Then the grade level that had the higher frequency were grade 12 students, being 178, or 70.6 percent. Lastly, the highest family monthly income was less than ₱9,100, having 130, or 51.6 percent. 2\. The 21st century skills of the respondents that had the highest overall mean result were career awareness, with rank number 1 of the overall mean value of 3.1071, interpreted as partially agree. Followed by the information and technology literacy skills with the overall mean of 3.0656, interpreted as partially agree. Then, entrepreneurship and innovation skills rank 3 of the overall mean with a result of 2.8964, interpreted as partially agree. Then, 2.7183 overall mean in the responsibility and leadership skills, interpreted with partially agree. Lastly, the lowest overall mean of 2.6991 was critical thinking and problem solving skills, also interpreted with partially agree. 3\. There is a significant difference in 21st century skills of senior high school students when they are grouped according to profile, such as sex, grade level, and socio-economic status, except for age. When they are grouped according to sex, there is a significant difference in information and technology literacy skills (ITLS), responsibility and leadership skills (RLS), and career awareness (CA). When grouped according to grade level, there is a significant difference for critical thinking and problem-solving skills (CTPSS). And when grouped by socio-economic status, there is a significant difference in entrepreneurship and innovation skills (EIS). #### Conclusions Based on the indicated findings, the following conclusions were drawn: 1\. The findings show that 252 students participated and the majority of the respondents were aged 15--17, with more females than males. Most were Grade 12 students, and a significant portion came from families with a monthly income of less than ₱9,100. 2\. Among the respondents\' 21st-century skills, career awareness ranked highest, followed by information and technology literacy skills. Entrepreneurship and innovation skills came next, followed by responsibility and leadership skills. Critical thinking and problem-solving ranked the lowest. All skills were interpreted as partially developed. 3\. The findings of the significance difference of the respondents showed sufficient evidence to support a significant difference in 21st century skills of senior high school students when they are grouped according to profile. #### Recommendations The following recommendations are offered based on the findings and conclusion of the study. 1\. The researchers suggest that future researchers do everything within their capability to increase the respondents to the survey questionnaire. Such as going room-to-room in the morning, afternoon, and evening shift in their school to be able to distribute the survey to every student that is willing to participate in the study. 2\. The findings show that the 21st century skills of senior high school students are only partially developed. To further develop the respondents' 21st-century skills, it is recommended that the institution improve targeted interventions, placing special attention on enhancing the critical thinking and problem-solving skills of the students due to it ranking the lowest. 3\. It is important to take on a different approach to developing the 21st-century skills of senior high school students. Therefore, it is suggested that the institution develop a curriculum that includes various activities concentrating on what the students are lacking based on their profile. BIBLIOGRAPHY ============ Bhandari, P. (2021, October 18). Ethical Considerations in Research \| Types & Examples. Buckle, J. (2024). 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How to develop 21st century skills in Students: The role of LEGO CURRICULUM VITAE ================ **PERSONAL INFORMATION** **EDUCATIONAL ATTAINMENT** **ACHIEVEMENTS**  **PERSONAL INFORMATION** Birthdate: **March 9, 2006** Sex: **Female** Age: **18** Nationality: **Filipino** Civil Status: **Single** **EDUCATIONAL ATTAINMENT** **PERSONAL INFORMATION** **EDUCATIONAL ATTAINMENT**  **PERSONAL INFORMATION** **EDUCATIONAL ATTAINMENT** **ACHIEVEMENTS** +-----------------------------------+-----------------------------------+ | **1st place in Quiz Bee** (2024) | **Best in Science** (2023) | +===================================+===================================+ | **Grade 12 Class Secretary** | **With Honors** (2021 - 2023) | | (2024) | | +-----------------------------------+-----------------------------------+ | **With High Honors** (2023 - | **Grade 10 Class President** | | 2024) | (2022 - 2023) | +-----------------------------------+-----------------------------------+ | **Conduct Awardee** (2023) | **2nd place in Virtual School | | | Press Conference:** | | | | | | **Science Writing** (2022) | +-----------------------------------+-----------------------------------+ | **Best in Filipino** (2023) | **2nd place in VSPC: Sports | | | Writing** (2022) | +-----------------------------------+-----------------------------------+ | **Best in English** (2023) | **3rd place in VSPC: Copy Reading | | | &** | | | | | | **Headline Writing** (2022) | +-----------------------------------+-----------------------------------+ | **Best in Math** (2023) | **3rd place in VSPC: Feature | | | Writing** (2022) | +-----------------------------------+-----------------------------------+ | **Best in Araling Panlipunan** | **Grade 9 Class Officer: Business | | (2023) | Manager** (2021 - 2022) | +-----------------------------------+-----------------------------------+ | **Best in TLE** (2023) | **Grade 7 Class Vice President** | | | (2019 - 2020) | +-----------------------------------+-----------------------------------+ | **Best in MAPEH** (2023) | **1st place in Spelling Bee** | | | (2019) | +-----------------------------------+-----------------------------------+ | **Best in ESP** (2023) | **With Honors** (2018 - 2020) | +-----------------------------------+-----------------------------------+ Organizations: **Class Officers** (2019 - Present) **PERSONAL INFORMATION** Birthdate: **December 3, 2006** Age: **17** Nationality: **Filipino** Religion**: Roman Catholic** Civil Status: **Single** **EDUCATIONAL ATTAINMENT** Secondary: **MARIKINA INSTITUTE OF TECHNOLOGY** Elementary: **BATANG ELEMENTARY SCHOOL** **ACHIEVEMENTS** Academic: **Grade 11 Class P.I.O.** (2023 - 2024) Organizations: **Class Officers** (2023 - 2024)  **PERSONAL INFORMATION** Birthdate: **October 29, 2006** Sex: **Male** Nationality: **Filipino** Religion: **Roman Catholic** Civil Status: **Single** **EDUCATIONAL ATTAINMENT** Secondary: **MARIKINA INSTITUTE OF TECHNOLOGY** Elementary: **H. BAUTISTA ELEMENTARY SCHOOL** **PERSONAL INFORMATION** **EDUCATIONAL ATTAINMENT** **ACHIEVEMENTS** Academic: **With Honors** (2023 - 2024)  **PERSONAL INFORMATION** **EDUCATIONAL ATTAINMENT** Elementary: **MACABUG ELEMENTARY SCHOOL** **ACHIEVEMENTS** Academic: **Grade 12 Class Treasurer** (2023 - 2024) Organizations: **Class Officers** (2023 - Present) **PERSONAL INFORMATION** Birthdate: **May 14, 2006** Sex: **Female** Age: **18** Nationality: **Filipino** Religion: **Catholic** Civil Status: **Single** **EDUCATIONAL ATTAINMENT**  **PERSONAL INFORMATION** **EDUCATIONAL ATTAINMENT** **PERSONAL INFORMATION** **EDUCATIONAL ATTAINMENT**  **PERSONAL INFORMATION** **EDUCATIONAL ATTAINMENT** Elementary: **SAPANGAN ELEMENTARY SCHOOL** **ACHIEVEMENTS** **PERSONAL INFORMATION** **EDUCATIONAL ATTAINMENT** **ACHIEVEMENTS**  **PERSONAL INFORMATION** Sex: **Female** Age: **19** Nationality: **Filipino** Religion: **Roman Catholic** Civil Status: **Single** **EDUCATIONAL ATTAINMENT** Secondary: **MARIKINA INSTITUTE OF TECHNOLOGY** Elementary: **SILANGAN ELEMENTARY SCHOOL** **PERSONAL INFORMATION** **EDUCATIONAL ATTAINMENT**  **PERSONAL INFORMATION** **EDUCATIONAL ATTAINMENT** Elementary: **CONCEPCIÓN ELEMENTARY SCHOOL** **PERSONAL INFORMATION** Birthdate: **March 21, 2004** Sex: **Male** Age: **20** Nationality: **Filipino** Religion: **Roman Catholic** Civil Status: **Single** **EDUCATIONAL ATTAINMENT**