Research Paper Sample

21st CENTURY SKILLS, DIMENSIONS OF LEARNING AND MATHEMATICAL
COMPETENCE OF SELECTED GRADE 11 PUBLIC SENIOR HIGH SCHOOL

STUDENTS: BASIS FOR MATHEMATICAL INTERVENTION PLAN
A Thesis
Presented to the Faculty of Graduate Studies
MINDORO STATE UNIVERSITY
Main Campus
Alcate, Victoria, Oriental Mindoro
In Partial Fulfillment
of the Requirement for the Degree of
MASTER OF ARTS IN EDUCATION
Major in Mathematics
by
NAME__________________________
June 2023
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Chapter I
THE PROBLEM AND ITS BACKGROUND
Introduction
One of the foundational disciplines of the Filipino educational system is
mathematics. It is in fact one of the most difficult subjects on the curriculum.
Throughout the past few decades, researchers have been effective in pinpointing
the various factors that significantly influenced pupils' achievement, particularly in
mathematics.
Information is used in mathematics to represent and solve problems across
all disciplines. It is a vast interdisciplinary field with a potent arsenal of tools for
comprehending the universe. Given its relevance in education and many
occupations, it is believed to be the foundation in practically all parts of academics.
Given this, it is essential to possess sufficient mathematical proficiency to improve
the world.
However, according to Duque and Tan (2018), there are concerns about
how competence in mathematics would be attained, how this mathematical
perception would endure after the students encounter several lessons, and how
the students grasp all the mathematical ideas and methodologies over the course
of several years. Since there are numerous factors that can influence a student's
performance, a few examples include environmental considerations (Andamon,
2018), sociological factors (Cordova, 2018), students' motivations and self-efficacy
(Saligumba 2018), teaching processes and strategies. The need to stress these
factors is necessary to reduce the rate of the students' aptitude for mathematics.
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Even though there have been many innovative teaching techniques established
recently, and even if mathematics is an enjoyable topic for certain students,
performance in the subject remains poor since most students find it challenging,
intimidating, and disheartening.
Moreover, there are worries that youngsters in underdeveloped nations are
not learning enough math. Less is known about the state of mathematics education
because of the emphasis on enrollment and literacy. Between 56 and 62 percent
of students have learned the fundamentals of mathematics in the remaining
quarter of the countries. This evidence further testify that mathematics education
is indeed one of the problems encountered by teachers. This problem is rampant
in developing countries including the Philippines.
On the National Achievement Test (NAT), the outcome is extremely low,
especially in the discipline of mathematics where it scored 28.7%, the lowest of all
subjects for the academic year 2014–2015. Given that it fell short of the passing
standard specified by the National Educational Testing and Research Center, this
demonstrated that pupils genuinely do not acquire a mastery level of
comprehension in mathematics (NETRC).
Another piece of evidence according to Lucas (2019) is the fact that the
Philippines has never participated in an international assessment of basic
education since the new K–12 curriculum was established. The Programme for
International Student Assessment, or PISA, is a triennial test that evaluates the
reading, math, and science skills of 15-year-old students from across the world.
The outcomes in the Philippines are dismal. The lowest reading scores and
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second-lowest math and science scores were achieved by pupils from the
Philippines. Children in the Philippines are nearly through with junior high school
at the age of 15, demonstrating unequivocally that the country's basic education
has serious problems in the early years.
Additionally, knowledge itself is becoming more specialized and expanding
exponentially. The way we learn social interactions is changing as a result of
information and communication technology. Today's businesses place a premium
on work ethics, perseverance, shared management-making, data sharing,
cooperation, improvement, and speed. Being able to connect, exchange, and
utilize information to comprehend difficult problems, adapting and innovating in
accordance to new needs and changing conditions, and controlling and extending
the power of technology to develop new knowledge are all key components of
success in today's world.
Schools, instructors, and classrooms must be changed in ways that would
support kids in acquiring the creative and teamwork skills they will need to thrive
in both the workplace and in life to meet these difficulties. Every teacher wants
their students to succeed in the profession by having the skills, knowledge, and
learning preferences that the society and workplace of the 21st century have
identified as essential. As students become more adept in critical thinking and
problem-solving techniques, their learning becomes deeper. These skills are
different from standard academic abilities in that they do not hugely depend on
content knowledge itself.

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Teaching students to enjoy math is a difficult task for math teachers. Every
kid can succeed and achieve in this area, though. We should encourage students
to learn the material independently using the internet connections that are
available to assist them advance. It’s their initiative to perform studies to boost their
education. The 21st century world demands a fundamentally different attitude. To
participate effectively in the increasingly complex societies and globalized
economy that characterize today's world, students must be able to think critically
to name just a few necessities.
The country's K–12 curriculum aimed to establish Filipinos holistically with
21st century skill. As it has become apparent that conventional educational
institutions have generally failed to prepare students to address these problems,
the global education community has been more outspoken and active in support
of the essential changes. The adoption of the fourth Sustainable Development
Goal and the Education 2030 agenda, which binds nations to guarantee that
students gain expertise and abilities regarding topics like equitable development,
equality for all people, human rights, worldwide citizenship, and others, is the most
significant culmination of several initiatives and studies around the wider topic of
"21st century skills."
The said 21st century skills is supposedly a tool to boost students
achievement in all learning areas particularly core subjects like Science and Math.
This framework has been integrated into the curriculum since 2013. Students must
have these skills for them to function well in the real world. The Assessment of
Santos (2021) proved that traditional teaching methods are less effective
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compared to collaborative and constructive which are anchored to the new
curriculum. It is supposedly a goal of the K to 12 to increase students’ learning yet
its students continuously attain low academic scores in National tests like NAT.
Locally, the mean percentage score of the First Quarterly Examinations
conducted at Mansalay District in School Year 2022-2023 resulted 59.91% which
did not reach the standard level of Mean Percentage Score which is 75%. The
following data shown reflects that the students of Mansalay District have difficulty
in understanding math concepts particularly the Grade 11 Students. Thus,
teachers were instructed to identify all the issues that affects Mathematics learning
and prepare an intervention plan to mitigate the learning circumstances.
Hence, this study aimed to determine if 21st century skills as well as the
dimensions of learning has positive relationship with Mathematical competence.
The result of this study would be a great help to teachers particularly in strategies
appropriate for their learners while attaining the goal of the K to 12 curriculum.
Statement of the Problem
Generally, the study determined the 21st century skills, dimensions of
learning and Mathematical competence of Selected Grade 11 Senior High School
students at Mansalay district. This would serve as a basis for the formulation of an
intervention plan.
Specifically, it sought answers to the following research questions:
1. To what extent do the 21st Century Skills are manifested by Grade 11 Public
Senior High School Students at Mansalay District in terms of:
1.1 critical thinking;

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1.2 creativity;
1.3 collaboration, and
1.4 communication?
2. To what extent do the following dimensions of learning are manifested by
Grade 11 student in terms of:
2.1 student engagement;
2.2 assessment of student learning;
2.3 classroom management, and
2.4 pedagogy/ methods?
3. What is the level of mathematical competence of selected Grade 11
students in terms of:
2.1 understanding;
2.2 computing;
2.3 applying; and
2.4 Reasoning.
4. Is there any significant relationship between the level of 21st century skills
and Mathematical competence of Grade 11 students?
5. Is there any significant relationship between the dimensions of learning and
Mathematical competence of Grade 11 students?
6. Is there any significant difference on level of 21st century skills of Grade 11
students?
7. Is there any significant difference on the dimensions of learning of Grade 11
students?
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8. Is there any significant difference on the Mathematical competence of Grade
11 students?
9. What Mathematical Intervention Plan can be proposed based on the findings
of the study?
Statement of the Hypotheses
The following are the hypotheses to be tested in the study:
1. There is no significant relationship between the level of 21st century skills and
Mathematical competence of Grade 11 students.
2. There is no significant relationship between the dimensions of learning and
Mathematical competence of Grade 11 students.
3. There is no significant difference on level of 21st century skills of Grade 11
students.
4. There is no significant difference on the dimensions of learning of Grade 11
students,
5. There is no significant difference on the Mathematical competence of Grade
11 students.
Scope, Limitation and Delimitation of the Study
This study was confined on the correlation between 21st century skills,
dimensions of learning and Mathematical Competence of Grade 11 students at
Mansalay district. This focuses on 21st century skills in terms of critical thinking,
creativity, collaboration, communication, and as well as the dimensions of learning
in terms of student engagement, assessment of student’s learning, classroom

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management, methodology/ pedagogy as perceived by the respondents. This
study also determined the effects of 21st century skills, dimensions of learning and
Mathematical competence of Grade 11 students through quarterly assessment.
This is limited to the perceived responses of 265 Grade 11 students who
are enrolled during school year 2022-2023.
The 265 respondents were guided accordingly to assure the reliable and
correct responses from them. All items in the questionnaire and skill test were
explained thoroughly for the respondents to properly give their honest responses.
The challenge encountered by the researcher was the retrieval of data. The
researcher needed to assure its’ completeness to properly tabulate the data.
The study is only limited to the 4c’s of 21st century skills. Other 21st Century
skills such as problem solving, perseverance, information literacy, technology skills
and digital literacy, media literacy, global awareness, self-direction, social skills,
literacy skills, civic literacy, social responsibility, innovation skills and thinking skills
were not covered in this study.
Significance of the Study
The result of the study would benefit the following persons:
Students. The output of the study could be a guide for them to equip the
necessary skills to enhance their mathematical competence and therefore,
participate effectively in the increasingly complex society.

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Teachers. The findings of the study could be a baseline for them to think of
a possible way to completely think of the best possible way to enhance the
mathematical skills of their students. Furthermore, the findings could help them to
plan, to create and to intensify strategies related to 21st century learning to assure
the quality of mathematics education in their respective schools.
Curriculum Designers/ Education Specialists. The study could be a
springboard for the creation of additional policies related to Mathematics Education
and Twenty First century Learning. They might see the gaps of existing policies
and they could soon address the deficiencies of these policies related to
Mathematics Education that will be based on the findings of the research.
School Heads. The findings of the study could give them a quick view on
the status of the learners in their respective schools. Through the findings of this
research, they might see the needs of their teachers and the finding could be a
springboard to address the professional deficiency of Mathematics teachers.
Future Researchers. The finding of this study could be a reference for
other research, and this can be baseline source of information for other related
studies.
Theoretical Framework
Behaviorist theory proposed by Johnson Wattson (2015) asserted that all
behaviors should be attained through conditioning, that occurs when there is
interactions with the environment. Environmental signals are said to be the product
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of human conduct of human activities. This states that conduct, irrespective of
one's interior mental understanding can be systematically and impartially
analyzed. Strict behaviorists contend that regardless of one's genetic history,
character traits, or internal thoughts, everyone can be trained to complete any
activity, within the limits of one's physical ability. Only the right instruction is
required.
The behaviorist approach is applied in a math class where the teacher
covers prior material and assignments before modeling fundamental problem
solving and letting the students practice it in their seats. This pedagogical approach
is an illustration of behaviorist theory. The common method of teaching
mathematics is traditional in line with the behaviorists' theory.
Connectivism theory of Jean Piaget as cited by Santos (2017) stated that
contends that learners should successfully combine ideas, theories, and
background information. Connectivism supports learning that happens in settings
other than one-on-one interactions. The study is related to connectivism theory
because it relies heavily on concepts that technology must be integrated with
learning spaces to continuously foster effective learning outcomes. 21st century
skills particularly ICT must be included in all classrooms as much as possible.
Constructivist Learning Theory by Dewey as cited by Way J (2019) stated
that learning comes from prior knowledge and students learns best when they are
given a chance to develop personal understanding of a certain lesson based on
their experiences and reflection on them. The whole concept of utilizing innovative
teaching strategies is aligned on the constructivist learning theory which allows the
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form of guided discovery to take place in which the teachers promote a learner
centered environment and avoids a direct instruction or the traditional way of
teaching. The teachers provide variety of activities that allows the learners to
inquire, discuss, understand, analyze, and reconstruct the new knowledge they
acquired.
Constructivism is said to be a student-centered approach in teaching and
learning. 21st century learners should become constructivist because they should
construct knowledge by themselves through the help of teachers. This the main
reason why the K to 12 curriculum was born. It is the framework of the curriculum
that we have today.
Cognitive method developed and introduced by Piaget (1936) asserts that
cognitive development is gradually developing based on biological maturation and
mental procedures.
Relating it to the current study, a cognitive viewpoint suggested that a
behavioral examination of education is frequently insufficient to understand how
instruction affects learning. Behavioral and cognitive strategies are still integrated
in education today. The ability to understand and give solutions is where this idea
is mostly used in mathematics education.
Discovery learning takes place when learners are instructed to construct
research independently. Three educational objectives are achieved by teachers
through exploration learning. These are independent research, understanding and
learning information.
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The current study is related to this theory because Mathematics is a subject
that can be taught best using discovery approaches. Teachers as facilitators of
learning must let student discover mathematical ideas and concepts on their own.
Conceptual Framework
In view of the following presentation and discussions, the conceptual
framework hereunder is constructed:
Independent Variable Dependent Variable
21st Century Skills of Selected

Grade 11 Public Senior High
School Students at Mansalay
District in terms of:
1.1 Critical Thinking
1.2 Creativity
Level of Mathematical Competence
1.3 Collaboration
of Selected Grade 11 Public Senior
1.4 Communication
High School Students at Mansalay
District in terms of:
2.1 Understanding
Dimension of learning in terms 2.2 Computing
of: 2.3 Applying
2.4 Reasoning
1.1 Student engagement,
1.2 Assessment of student
learning,
1.3 Classroom
management/ Culture?
1.4 Pedagogy/Methods
Mathematical Intervention Plan
Figure 1. Hypothesized Relationship and Differences between and among

the Variables
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Figure 1 shows the conceptual paradigm of the study. The research
focused on determining the level of 21st century skills and dimensions of learning
which are the independent variable of the study and Mathematical competence
of Selected Grade 11 Senior High School students at Mansalay district which is
the dependent variable. The result of the differences and relationship of these
variables served as the basis in constructing a Mathematical intervention plan.
The one headed arrow represents the relationship between the
dependent and independent variable. The two headed arrow on the other hand
represents the significant difference between the sub factor of the dependent and
independent variables. The broken arrow signifies the output or the implication of
the study.
Definition of terms
To establish clearer understanding of some technical terms used in the
study, the following terms are operationally defined as follows:
21st Century Skills. These are sets of skills needed to be obtained by
learners. This is generally used to refer to certain core competencies that promotes
believe schools need to teach to help students thrive in today's world. This term
refers to the different important skills needed to be learned by the students in
school.
Applying. This terminology is defined as the ability of the learners to
transfer knowledge into concrete examples and integrate it in real life scenarios.
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Assessment of Student Learning. This term refers to assessment, which
is designed to evaluate student learning and assess what they have learned at the
end of a period. This is also used in the research as a process of assessing
students’ performance through a written test or examination.
Classroom Management/ Culture. This term is defined as the set of
behavior, norms and culture of learners in a classroom. This is further defined as
how teachers develop students’ behavior in classrooms.
Computing. This term is defined as the ability to rum mathematical analysis
and computation to derive at an exact and correct answers.
Creativity. This pertains to one of the 21st century skills that is supposed to
be developed by the learners aiming to let them think outside the box. This enables
the learners to create ideas in a very creative way.
Critical Thinking. This pertains to the process of thinking and processing
information using higher order thinking skills. This is also defined as the process
of vigorously and competently conceptualizing information.
Collaboration. This refers in the study as a way of working with peers. This
is a process of doing something with others to produce a meaningful concept and
ideas.
Mathematical Competence. This pertains to the mathematical ability of the
students. This is how learners integrate mathematical thinking to solve a variety of
problems in everyday situations.

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Mathematics Intervention Plan. This terminology refers to Mathematics
activities that was employed to mitigate issues on learning related to Mathematic
subjects. This is also a tool to help teachers and learners to capture Mathematics
learning competencies the easiest way possible.
Reasoning. This term refers to the ability of the learners to give
justification to ideas and mathematical concepts.
Student engagement. This refers to the level of attention and desire that
students show they learn things which has direct relevance to the degree of
motivation in education.
Understanding. This term is defined in the study as the ability to
comprehend in mathematical concepts and ideas. This further means the
capacity of the learners to understand mathematical problem and situation.

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Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter displays all summary of related literature and studies which
are both significant to the study.
Related Literature
Critical Thinking
Making decisions based on knowledge and communication that has been
gathered while employing enough thought and reasoning is referred to as critical
thinking. It relates to the capacity for critical thought and deft judgment in
determining what information or communication is pertinent in a certain situation
(Gut, 2011). A crucial 21st-century talent is the capacity to sort through the volume
of incoming data to create your own point of view (Dede, 2010). Employees need
to be able to think critically to establish an independent perspective or opinion that
is well-founded in the specific subject (Voogt, 2018).
Critical Thinking (CT), according to Alsaleh (2016), has been acknowledged
as one of the most significant thinking abilities and as one of the most significant
markers of the effectiveness of student learning. The aim of teaching should be to
encourage students to become sensitive, observant, introspective, critical, and
challenge discrepancies within the courses offered to fully address the gaps in
education, namely rote memorization vs the encouragement of critical thinking

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abilities (Edmonds et. al., 2018). The chances of students successfully establishing
their own set of critical thinking abilities are higher when they can explain their
understandings in minute writings. Students have limited opportunity to build their
capacity for critical thought when memorization alone is the expectation in the
classroom without encouraging these abilities (Yuen et. al.,2006).
Creativity
The generation of original and possibly beneficial ideas for goods, services,
or processes is a key component of creativity (Cummings, 1996). Employee
creativity is emphasized as a requirement for long-term organizational
performance (Houghton, 2008), therefore it becomes apparent that companies
must possess this ability to lead or adapt to change.
Creativity is a valuable ability since it generates original, fascinating ideas
that are specific to a single person or group of people. We employ creativity in all
aspects of daily life, including problem solving (Santos, 2017). Being creative
throughout your life will enable you to approach issues from many perspectives
and come up with solutions. A person's life may be made better by being creative
by giving them more perspectives on how to discover the world. Those that are
creative will be able to find new and fascinating things throughout their lives.
Individual thinking and creative approaches influence how these
dimensions interact, and as a result, they may be represented and found in a wide
variety of ways (Sternberg, 2010). The creative phenomenon has therefore been
investigated using a variety of methodologies, sometimes stressing the individual,

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the process or the result, the environment, or even the interplay between two or
more of these elements, suggesting that there are several ways to define creativity
(Wechsler, 2012).
According to a humanistic viewpoint, the creative person has the awareness
and skills to respond to crises in transforming ways (O'Hara, 2017). As a result, it
is possible to see the creative person as someone who is working toward self-
actualization and acquiring traits associated with mental health, such as subjective
well-being, resilience, optimism, quality of life, and other elements stressed by
positive psychology (Suarez, 2015). Amabile (1996) proposed that motivation and
a particular field of knowledge should interact for creativity. So, creative people
would work to promote their intrinsic drive, viewing this as a crucial factor to affect
a person's capacity to exhibit their skills (Subotnick, Olszewski-Kubilius, & Worrell,
2011). When creative people are pursuing a highly stimulating job, they experience
these times of intense attention and great participation during which they forget
about deadlines or surrounds. This condition is known as the "state of flow"
(Csikszentmihalyi, 1997; McCoach & Flake, 2018).
Collaboration
In accordance with Selwyn (2019), figuring out the norms that influence our
behavior is the first step in understanding how to collaborate. Our key principles at
Selwyn serve as a framework for how students collaborate both individually and in
groups. Each of our principles serves as an example to students of the qualities
required for productive teamwork. Successful collaboration involves good listening
abilities. Students must develop their listening skills to function well in groups.
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Students at Selwyn acquire active listening techniques via deliberate instruction
and practice in the classroom, as well as through observing instructors and staff
members modeling these techniques for them. Working together is a test of
curiosity. This implies that in addition to developing their listening skills, students
also need to master the art of posing inquiries that encourage in-depth
understanding and participation. Questions that invite meaningful responses are
open-ended and promote engagement. Negotiation abilities are necessary for
collaboration. A skilled negotiator is able to recognize and explain common ideas
and areas of group agreement, as well as control her own pace within the group
discourse and group activity. She also has mastered active listening abilities.
Successful negotiators and collaborators also possess the leadership qualities
required to encourage and inspire others to realize a common goal.
Work is evolving to be increasingly specialized, multidisciplinary, and
knowledge-based. Employee collaboration is necessary due to work complexity
because no one person can have the necessary knowledge and abilities (Wang,
2010). As a result, teams of individuals performing complementary responsibilities
and tasks are increasingly used to complete work (Dede, 2010; Fraser & Hvolby,
2010). Workers frequently rely on others to do their responsibilities (Bronstein,
2003). They require a thorough awareness of their own tasks as well as those of
their cooperating partners in order to perform interdependently.
Communication
Communication abilities, which involve the capacity to communicate
information while ensuring that the meanings are successfully expressed by taking
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into consideration the audience and medium, are crucial in the expanding service
industry (Ananiadou & Claro, 2009; Katz, 2007).. To succeed in today's social
world, one must be able to properly balance their wants and ambitions with those
of the greater community (Voogt et al., 2013). Employers need candidates with
communication skills due to the interdependence of our global economy (Levy &
Murnane, 2004).
Student Engagement
Willms, Friesen and Milton, (2009) explained in their study the importance
of student engagement especially in Mathematics. Historically, promoting
achievement, positive behaviors, and a sense of belonging among all students
have been the main goals of student involvement. The majority of attention on
student involvement, however, is given to high school students because this is the
age group when disengagement is most common. In order to address or
reengage/reclaim a minority of largely socioeconomically disadvantaged kids who
were at danger of dropping out of high school, student engagement was primarily
intended to. In contrast, Bundhick MJ et.al., (2014) examined the development of
student involvement and its function in fostering a variety of desired outcomes,
including academic outcomes like improved success and less dropout, as well as
different well-being and life outcomes. Nonetheless, there is a lot of
disengagement in schools. This could be partly because there is not a
comprehensive conceptual framework for understanding how students are
engaged in the classroom or how teachers can actively encourage student
engagement in the literature.

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Assessment of Student’s Learning
Stated on the Resilient Educator, authentic assessment methods for
Mathematics would be used for teachers. This demonstrated how evaluating a
student's capacity to apply what they have learnt in mathematics to a "real world"
situation forms the basis of genuine evaluation. Math examinations that are
authentically assessed place more emphasis on a student's analytical skills, their
capacity to integrate what they have learned, their inventiveness, and their writing
and spoken communication skills than rote learning and passive test-taking.
Performance assessments, quick investigations, open-ended questions, portfolios,
self-assessment, and multiple-choice questions are six strategies for including
realistic evaluation of arithmetic in the classroom. In this type of learning
environment, students learn persistence, self-regulating behaviors and reflection,
participation, and a particular enthusiasm for learning different kinds of scholastic
material. Traits such as thinking and reasoning, allowing the students to work alone
or in smaller groups, teaching them how to use symbols, tables, graphs, drawings,
calculators, and computers, as well as attitudes and dispositions, were also
developed.
Classroom Management
Ahmad (2020) stated in his study the importance of classroom management
in mathematics class. It helps teachers to impart knowledge and assist pupils in
realizing their full potential. It is essential to stress that teachers work hard to keep
the classroom atmosphere disturbance-free in order to guarantee that learning

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objectives are met. The technique comprises controlling the learners' behaviors
and actions and inspiring them to participate in class activities. Hence, maintaining
order in the classroom has become crucial to the teaching process. The current
study attempted to ascertain how students felt about classroom management in
mathematics classes, which included setting up the classroom, enforcing rules,
managing students' conduct, communicating with students, and effectively
organizing the class. The findings indicated that students thought the professor
did a good job of managing the class. To ascertain how each of the five factors
influences arithmetic performance, more research is necessary.
Understanding
The grasp of mathematical ideas, procedures, and linkages was increased
by Moschkovich (2015). It involves more than simply knowing formulas or facts; it
also involves being able to apply mathematical ideas appropriately and link newly
learned ideas to previously known ones. Researchers have created a variety of
computer-based feedback tools and scaffolds to support students' conceptual
growth and address any potential misunderstandings. For instance, Yang et al.
(2012) used an inductive discovery learning strategy to build online learning
materials in which students were given identical instances with a different critical
feature of the idea. This approach was used to guide students' discovery of the
patterns of concepts. Students were given suggestions by McLaren et al. (2017)
to address their typical misunderstandings regarding decimals. They ran a
research in which they used the game to substitute seven lectures from
conventional maths classrooms. Their findings demonstrated that an educational

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game might enhance learning performance and pleasure more effectively than a
traditional teaching strategy.
Computing
Computing is procedurally fluid, effective, precise, and suitable. This strand
has a direct link to conceptual comprehension since it is not feasible to grasp a
mathematical notion without controlling the methods underlying it. Students must
understand calculating principles (such as place values) and perform the method
accurately to increase procedural fluency. To combat practice's monotony,
researchers created a variety of digital games. For practice with arithmetic
expressions, Chen et al. (2012) created the Cross Number Puzzle game. In the
game, players might work together or separately to solve a complex mathematical
conundrum. Their research revealed that low-ability pupils in the collaborative
setting improved their arithmetic abilities the most. Moreover, Ku et al. (2014)
created mini-games to hone students' capacity to mentally calculate. They
demonstrated that the mini games might boost students' confidence in
mathematics while also enhancing their ability to complete calculations.
Applying
The capacity to frame a problem into a mathematical form in order to solve
it is known as applying. It is the ability to effectively use previously taught concepts
and techniques in a new setting. In order to help students, convert word problems
into equations step-by-step, some researchers created multilayer computer-based
scaffolds (González-Calero et al., 2014), but other researchers identified the issue
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of over-scaffolding. There may not be enough room for pupils to improve their skills
and too much scaffolding. Many experts suggested enabling pupils to ask for
assistance when answering word problems to prevent this issue (Roll et al. 2014).
For instance, Cheng et al. (2015) developed a Scaffolding Seeking method to
motivate primary children to answer word problems independently by expressing
their thoughts first, as opposed to receiving and perhaps abusing scaffolds. Other
research (Li, 2014) emphasized the necessity for instructors to possess abilities
that may help their students build their problem-solving skills, which may fit their
demands connected to strategic competency. According to Fang's (2012) findings,
the most crucial abilities are problem-solving and using a variety of tactics to tackle
various types of mathematics difficulties. These skills align with the strategic
competence strand. According to Evans (2012), problem-solving skills significantly
increased among middle and high school mathematics instructors who took part in
an alternate credential program.
Reasoning
Adaptive reasoning was characterized by Moschkovich (2015) as logical
analysis, reflection, and justification of one's own answer. It is the capacity to
defend the method and/or solution chosen. This element shows how capable a
pupil is at reasoning, reflection, justification, and explanation. According to Shriki
and Patkin (2016), teachers must possess fundamental teaching techniques in
order to help students improve their ability to give mathematical reasons and
explanations, as well as their mathematical thinking and reflecting skills. When

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teachers use their teaching abilities in a variety of ways, such as conducting
mathematical proofs, making estimates and predictions, identifying analogical
correspondences that represent potent reasoning mechanisms, and applying
intuitive, inductive, and deductive thinking, the adaptive reasoning strand can
flourish.
According to several studies, instructors must help students acquire
adaptive reasoning abilities, including higher-level thinking abilities and the
capacity to get over challenges using mathematical reasons and proofs (Polly,
2011 and Superfine et.al., 2014). Additional research in the same field (Al-
Khateeb, et. Al. 2012) revealed that pre-service mathematics teachers have poor
thinking skills in modeling, estimation, criticism, guessing, symbol expression, and
justification, but have intermediate abilities in induction, reasoning, and
mathematical proof. It was clear from Fang's (2012) study that teachers needed to
improve their abstracting and generalizing skills.
Related Studies
The 21st-century abilities go beyond digital skills; the list of skills provided
is far longer (Lacson, 2017). Furthermore, unlike digital talents, 21st-century
abilities are not often supported by ICT. The seven fundamental talents that we
identified are technical, information management, communication, cooperation,
creativity, critical thinking, and problem solving. Ethical awareness, cultural
awareness, adaptability, self-direction, and lifelong learning were also named as
five contextual competencies.

26
The study reflected that 21st century skills are not just about pure technology
skills, but it is a combination of different lifelong skills that needed to be mastered
by different learners. Furthermore, the research implies that 21st Century skills are
needed to master different learning areas.
Based on the findings of Yueming (2016), for pre-service teachers, the
studies revealed a three-construct scale with innovation and problem solving,
cooperation, and technological utility, and for in-service teachers, a one-dimension
scale with cross-functional skills. According to this study, various scales should be
employed to assess the confidence of pre-service teachers and in-service teachers
in imparting twenty-first century abilities.
21st Century skills should also be imparted to pre-service future teachers
because they are the one to provide quality learning to students. If using 21 st
century skills mean providing quality teachers, therefore it also means producing
quality learners.
Also, Chai’s (2015) demonstrated that, in comparison to students'
judgments of the learning processes, the subscales that assess students'
perceptions of critical thinking, creative thinking, and real problem-solving were
more significant predictors of their knowledge generation efficacy.
The study reflected that problem solving is amongst the most important
aspect and scale to measure students’ 21st century skills. It is indeed vital that
research about these matters should be created and understood.

27
Way (2019) asserted that effective teacher interactions focus largely on
mathematical thinking (Cheeseman, 2009), and that monitoring student progress
and providing prompts or extension is effective for supporting student motivation
and engagement (Clarke et.al., 2002; Hackenberg, 2010; Sullivan et al., 2006).
This means that teachers are the primary developer of Mathematics competence
through student motivation and engagement.
Student engagement play a vital role in developing learners’ capabilities. It
is a driving force that help learners to elicit their potentials particularly in developing
mathematics subjects. Student engagement should be promoted in teaching and
learning for it helps learners t nourish other related skills as well.
Challenging students to communicate both orally and in writing in
mathematics class help deepen their conceptual understanding, improve
mathematics performance, and reduce anxiety towards mathematics (Lumibao,
2016). This study was undertaken to determine the effect of mathematical
communication on the mathematics performance and anxiety. Hence
mathematical communication is effective in improving students’ achievement,
conceptual understanding, and reducing anxiety.
The study signifies how important communications in learning is. It helps
learners to develop conceptual understanding by asking questions, seeking
answers to their own questions, and giving priority to peer-to-peer works.
Communication furthermore helps students to discover facts.

28
When teaching mathematics, critical thinking skills can be used, practiced,
and enhanced by effective cognitive methods (Huang, 2016). Critical thinking can
enhance creative problem-solving options by encouraging students to seek new
strategies when solving mathematical problems. Mathematics teachers know the
importance of mathematical reasoning, for it builds the skills required for higher-
level mathematics.
Since Mathematics is one of the major subjects in the country, teachers
should focus more on developing and mastering Mathematics through critical
thinking. It allows learners to think wiser and deeper to help them grasp concepts
and skills. Critical thinking plays a vital role in the development of Mathematics
concepts for it touches the cognitive development of learners.
Marder (2023) asserted that establishing a well-organized classroom
conducive to learning is a key element of high-quality teaching. However, less is
known about the degree to which the classroom management process is affected
by the specific students in the classroom. In a well-managed and orderly
classroom, teachers spend a limited amount of time on non-instructional activities,
which allows for an optimal use of the allocated learning time. Since the amount of
“time-on-task” is a critical condition for students' learning (Praetorius et al., 2018;
Schwab & Elias, 2014), classroom management has most consistently been
associated with students' academic achievement.
This study explained how classroom management affects student learning.
Cleaner and organized classrooms help learners grasp concepts freely and full of
29
understanding. It’s the ability to focus more makes it easier for them to understand
what is being asked and how it will be solved. A cleaner environment also means
a peaceful way of giving knowledge through teaching and learning.
The study of Santos (2017) has a lot to say on this for according to his study,
students must really obtain creativity skills for it is vital in teaching and learning
process. Since creativity produces unique, exciting ideas that are particular to a
single person or group of people, it is an important skill. Creativity is more than just
being artistic or creative; it also entails the ability to see everyday objects from
several perspectives.
We use creativity to solve problems and in all facets of daily life. Being
creative can learners come up with solutions and be able to look at problems from
various angles throughout their life. Being creative can enhance a person’s life by
enhancing their thoughts on how to explore the world. Those with a creative spirit
will always be able to discover fresh and exciting things.
Moreover, Selwyn (2019) asserted that effective collaboration requires the
ability to listen. For students to work well in groups, they must improve their
listening abilities. Students learn active listening skills through focused instruction,
practice, and observation of teachers and staff members modeling these skills for
them in the classroom. Curiosity is put to the test while cooperating.
This suggested that in addition to honing their listening abilities, students
should also learn the skill of asking questions that invite thoughtful reflection and
30
active participation and engagement. Collaboration unleashes students’ potential
to develop communication skills as well.

31
Chapter III
RESEARCH METHODOLOGY
This chapter displays the methodologies of the research study, the research
design and the procedures used in gathering data, the sources of data, the
sampling design and the statistical treatment used in interpreting the data.
Research Design
The study utilized a descriptive- comparative-correlational design.
The descriptive correlational study is a study in which the researcher is
mostly drawn in determining and describing relationships among variables, without
seeking to establish a causal connection (Ermida, 2012). In this study, 21st century
skills, dimensions of learning and Mathematical competence were described.
A correlational research design investigates relationships between
variables without the researcher controlling or manipulating any of them,
(Bhandari, 2022). In this study, the researcher determined the relationship
between twenty first century skills, dimensions of learning and Mathematical
competence.
As defined by Buchi (2016), comparative method tries to reach conclusions
beyond single cases and it also aims to determine difference between two or more
variables. This research design was utilized to assess the difference between the
32
responses of the respondents in the level of 21st century skills, dimensions of
learning and mathematical competence.
Research Locale
The research study was conducted on the four (4) public secondary schools
in Mansalay District. The public schools included are Don Pedro High School, Fe
del Mundo National High School, Manaul National High School and Balugo
National High School. These schools were chosen because they are the public
institutions delivering Senior High School Programs at Mansalay District.
Respondents of the Study
The respondents of the study were 265 randomly selected from 784 total
population of Public Senior High school student in Mansalay disctrict. They are
composed of 58 SHS students from Balugo National High School, 33 from Don
Pedro High School, 134 students from Fe del Mundo National High School ad 40
from Manaul National High School.
Sampling Technique
Cochran’s formula was used with precision level + -5, confidence level of
95% and estimated proportion of 0.5 was used to determine the actual number of
the respondents of the study.

33
The researcher utilized the proportional stratified random sampling. Hayes
(2019) defined stratified random sampling as a method of sampling that divides
the member of population into smaller subgroups called strata. The basis on
determining the strata depends on the possible respondents’ shared
characteristics such as income and gender. This sampling further highlights the
differences in attributes of the respondents from different strata. The proportional
stratified means that the sample strata is in parallel with the population strata.
To assure the fair selection of respondents the researcher used fishbowl
method. This method assured that all members of the population would have equal
chances of being part of the sample.
The list of all respondents, the population and the sample are shown on the
table below:
Table 1
Distribution of the Respondents of the Study
Mansalay District Secondary Schools Population Sample
Balugo National High School 171 58
Don Pedro National High School 97 33
Fe del Mundo National High School 397 134
Manaul National High School 119 40
Total 784 265

34
Research Instrument
The study utilized a self-made questionnaire and skill test as the main
instrument in data collection for this study, which was divided into three (3) main
parts.
The first part is composed of eight (8) items related to 21st century skills in
terms of critical thinking, creativity, collaboration, communication.
The second part is composed of items related to the dimensions of learning
in terms of student engagement, assessment of student learning, classroom
management/ culture and pedagogy/methods.
The third part is composed of items related to the Mathematical competence
of selected Grade 11 Public Senior High School Students at Mansalay District in
terms of understanding, computing, applying, and reasoning.
Scaling and Quantification of Data
In quantifying the descriptive responses of the respondents in the
questionnaires about 21st century skills, dimensions of learning and Mathematical
Competence, the four -point likert scale was utilized:
Table 2
Quantitative Value, Statistical Limit and Descriptions
Quantitative Value Statistical Limit Description
4 3.50-4.00 Very High
3 2.50-3.49 High
2 1.50-2.49 Low
1 1.00-1.49 Very Low

35
Table 3
Scaling for Mathematical Competence
Quantitative Value Statistical Limits Description

4 3.50-4.00 Exemplary
3 2.50-3.49 Proficient
2 1.50-2.49 Developing
1 1.00-1.49 Emerging
Validation of the Research Instrument
The draft of the research instrument was constructed, and it was presented
to 3 panel of experts for some comments, suggestions and revisions. The panel of
experts was composed of Master Teachers. The research instrument was revised
based on the corrections and suggestions given by the panel of experts. The
finalized copy of the questionnaire was reproduced after the approval of the
research panelists and the expert validators.
Reliability of the Instrument
With regards to the reliability test, the study used Cronbach’s Alpha.
Analysts frequently use Cronbach ’s alpha to determine and test the reliability of
newly constructed research tool. This helps them assess the quality of the tool
during the design phase before its actual administration.
The correlation value based on the results from Cronbach’s Alpha Table is
shown in Table 4.
36
Table 4
Cronbach’s Alpha Table
Cronbach’s Alpha Internal Consistency

α>0.09 Excellent
0.09>α>0.08 Good
0.08>α>0.07 Acceptable
0.07>α>0.06 Questionable
0.06>α>0.05 Poor
0.05>α Unacceptable
Table 5
Computed Reliability of the Research Instrument
Cronbach's N of
Variable Alpha Items Interpretation
Part 1: 21st Century Skills
A. Critical Thinking Skills 0.817 8 Reliable
B. Creativity 0.738 8 Reliable
C. Collaboration 0.866 8 Reliable
D. Communication 0.877 8 Reliable
Part II. DIMENSION OF LEARNING
A. Student Engagement 0.827 8 Reliable
B.Assessment of Student Learning 0.738 8 Reliable
C.Classroom Management 0.822 8 Reliable
D. Methods/ Pedagogy 0.825 8 Reliable
Data Gathering Procedure
Upon testing reliability of the tool, a letter of request signed by the Dean of
Graduate studies was sent to the School’s Division Superintendent of Oriental
Mindoro to ask permission on the conduct of the study. Upon approval, the
researcher sent back the letter to the respective principals of each Secondary
school in Mansalay District to allow the conduct of the research study. The
researcher secured an approval letter signed by the research adviser. After the
37
approval of the permit, the researcher administered the questionnaires together
with the skill test to the selected Grade 11 students last May 8, 2023 at Fe del
Mundo National High School, May 9, 2023 at Don Pedro National High School,
May 10, 2023 at Manaul National High School and May 11, 2023 at Balugo
National High School. The researcher guided the students in answering the items.
The researcher retrieved the questionnaires, ensured that no items were left
unanswered and immediately tabulated and tallied the data using an appropriate
statistical tool. All responses given by the respondents were kept confidential.
Ethical considerations
To ensure the secrecy of the research, the researcher utilized voluntary
participation of the respondents. The results remained anonymous and
confidential. Approval to conduct the study was prepared. The results underwent
careful and strict analysis.
Statistical Treatment of Data
The statistical tools used to compute, analyze, and evaluate the null
hypothesis are as follows:
Frequency and Percentage was utilized to describe the Mathematical
Competence of Grade 11 students at Mansalay district.

38
Weighted mean was used to determine the 21st century skills, dimensions
of learning and Mathematical Competence of Grade 11 students at Mansalay
district.
The Spearman Rank Coefficient was used to evaluate the strength of the
correlation between independent and dependent variables. It was used to
determine if there is a significant relationship between 21st century skills,
dimensions of learning and Mathematical Competence of Grade 11 students at
Mansalay district.
The Friedman’s Test was utilized to test significant difference between the
responses on 21st century skills, dimensions of learning and Mathematical
Competence of Grade 11 students at Mansalay district.
\
39
Chapter IV
RESULTS AND DISCUSSION
This chapter presents the analyses and interpretation of the organized data
collected from the groups of respondents.
1. Extent of the 21st century skills manifested by Grade 11 Public Senior High
School Students at Mansalay District
Table 6 showed the mean extent of the 21st century skills manifested by
Grade 11 Public Senior High School Students at Mansalay District in terms of
critical thinking. As shown, the mean responses for critical thinking in all the
indicators were consistently described as high. Thus, showing that the
respondents manifested the use of critical thinking in solving Mathematical
Problems.
The indicator “I can look for reasons, explanations, and meaning and seeks
new information to broaden understanding about normal probability distribution.”
obtained the highest mean of 3.31 described as high. The result simply showed
that students tend and has the ability to look for relevant information, gather
important data, identify major reasons, and look for explanations to process
Mathematics problems.
The overall mean score of 3.15 showed that students evidently proved that
learners know how to manifest and use critical thinking skills to solve mathematical
problems. Furthermore, it implied that students could analyze and process data
40
and information through critical thinking to arrive at conclusions and exact
answers.
The result was in parallel to study of Alsaleh (2016) which stated that
students who use critical thinking to arithmetic not only understand how to solve a
problem, but also why it works. Students also employ critical thinking when
choosing the most effective approach to a problem. Critical thinking is important
and one of the key factors to understand Math Problems. It also revealed on his
study that students with great critical thinking skills can easily work on Mathematics
problems.
41
Table 6
Mean Extent of the 21st Century Skills Manifested by Grade 11 Public Senior
High School Students at Mansalay District in terms of Critical Thinking
Items Mean Rank Verbal

I can…… Description
1. make decisions and solve
problems involving normal
probability distribution using good, 3.20 2.5 High
comprehensive reasoning, and
judgment.
2. gather and analyze information
from a different set of sources and
individuals to fully understand a 3.19 4 High
problem involving normal probability
distribution.
3. proactively anticipate needs and
prioritize action steps in solving the 3.20
2.5 High
problem involving normal probability
distribution.
4. correctly summarize and interpret
data with an awareness of personal 3.01 7 High
biases that may impact outcomes
5. strategize and create tactics to
deal with math problem involving 2.98 8 High
normal probability distribution
6. create inferences to solve a
problem involving normal probability 3.13 6 High
distribution.
7. look for reasons, explanations,
and meaning and seeks new
information to broaden 3.31 1 High
understanding about normal
probability distribution.
8. use instinct as a guide to search
for evidence and acts on intuition
3.14 5 High
only with knowledge of risks
involved.
Overall Mean: 3.15 Description: High
42
1.2 Creativity
Table 7 below showed the mean extent of the 21st century skills manifested
by Grade 11Public Senior High School Students at Mansalay District in terms of
creativity. As gleaned on the table, all items under creativity were consistently
described as high. Thus, it reflected that students were able to think of the best
and unique way to comprehend and understand lesson related to probability
distribution.
The indicator, “I can solve a problem involving normal probability distribution
on my own before asking someone.” ranked first and obtained the highest
computed mean of 3.19 described as high. This result further implied that the
student respondents are independently seeking for ways to address word
problems related to their lesson.
Furthermore, the overall computed mean of 2.98 was described as high.
This clearly manifested that learners were able to be more critical and creative in
addressing Mathematics problems. They were able to use existing knowledge and
turn it into a meaningful information that help them understand and comprehend
Mathematics problems. In addition, students manifest creativity by thinking of best
strategies fitted to their abilities, look at different angles and perspectives, identify
and search for relevant information and create own solutions and formula. This
way students were able to easily answer Mathematics problems as easy and
creative as possible.
The study of Santos (2017) has a lot to say on this for according to his study,
students must really obtain creativity skills for it is vital in teaching and learning
43
process. Since creativity produces unique, exciting ideas that are particular to a
single person or group of people, it is an important skill. Creativity is more than just
being artistic or creative; it also entails the ability to see everyday objects from
several perspectives. We use creativity to solve problems and in all facets of daily
life. Being creative can learners come up with solutions and be able to look at
problems from various angles throughout their life. Being creative can enhance a
person's life by enhancing their thoughts on how to explore the world. Those with
a creative spirit will always be able to discover fresh and exciting things.
It is also in parallel to Cognitive Learning theory asserted that students learn
best when given the opportunity to construct their own understanding of a
particular lesson based on their experiences, creativity, and reflection on them.
Learning is said to originate from prior knowledge. The constructivist learning
theory permits guided exploration and avoid direct instruction or traditional
methods of teaching, provides the foundation for the entire idea of adopting
creative teaching practices unleash the creativity of learners in their own phase
and way.
44
Table 7
High School Students at Mansalay District in terms of Creativity

1. solve a problem involving normal
probability distribution on my own 3.19 1 High
before asking someone
2. come up with solutions I haven’t
2.77 8 High
considered before.
3. give feedback on each idea and
3.12 2 High
then improve it.
4. think of better ideas inside and
outside the box to solve problems
3.05 4 High
involving normal probability
distribution.
5. use intuition as well as logic to
make decisions and create ideas to
2.94 5 High
solve problems involving normal
6. challenge assumptions and ask
hard questions to discover what is 2.83 6 High
real.
7. make connections between old
3.06 3 High
ideas to produce new insights.
8. make unusual associations or
connections between seemingly 2.88 7 High
unrelated or remote ideas.
1.3 Collaboration
Table 8 shows the mean extent of the 21st century skills manifested by
Grade 11Public Senior High School Students at Mansalay District in terms of
collaboration. The table clearly showed that almost all the indicators in
collaboration are consistently high. This result clearly manifested that students
45
were able to work as team or groups to produce best outputs and to learn
probability distribution the easiest way.
The item “I can acknowledge and respects team member’s perspectives
and differences.” ranked first and obtained the highest mean of 3.52 described as
very high. This result implied that students were able to learn with groups and
peers while treating each other with respect, tolerance and understanding
differences of one another. Through this, learners would be able to learn
harmoniously together. Other indicators were described as high. The overall all
mean of 2.98 described as high implied that students manifested high collaborative
skills because they were able to work in teams and groups while achieving one
goal, set team goals and objectives and encourage full involvement of members in
all group activities and reports.
The study of Selwyn (2019) asserted that effective collaboration requires
the ability to listen. For students to work well in groups, they must improve their
listening abilities. Students learn active listening skills through focused instruction,
practice, and observation of teachers and staff members modeling these skills for
them in the classroom. Curiosity is put to the test while cooperating. This
suggested that in addition to honing their listening abilities, students should also
learn the skill of asking questions that invite thoughtful reflection and active
participation and engagement.

46
Table 8
High School Students at Mansalay District in terms of Collaboration

1. share knowledge about
probability distribution among 3.25 6 High
teachers and students.
2. involve all team members in the
presentation of final project/ outputs
3.24 7 High
to topics involving normal
3. set a team schedule and track
progress toward goals and 3.06 8 High
deadlines.
4. establish team standards to make
agreements on how the team works 3.26 5 High
together.
5. acknowledge and respects team
member’s perspectives and 3.52 1 Very High
differences.
6. help and manage team conflicts
3.41 3 High
is solving the problems.
7. offer assistance to others in their
3.34 4 High
work when needed
8. share my ideas and knowledge to
help team solve problems and 3.45 2 High
conflicts
1.4 Communication
Table 9 showed the mean extent of the 21st Century Skills manifested by
Grade 11 Public Senior High School Students at Mansalay District in terms of
communication. As can be gleaned on the table, the responses consistently
described as High. This implied that student respondents manifested high

47
communication skill for they can comprehend Mathematics problems easily if they
communicate with peers and teachers. This is reflected in its overall computed
mean of 3.12 described as high.
The table further showed that the item “I can share ideas and insights to
help others finish their task.” ranked first and obtained the highest mean of 3.35
described as high. This result implied that students have the ability to communicate
with other learners and peers to share their existing knowledge and insights about
the topic. High capacity to exchange of conversation related to the topic enable
them to concretize their knowledge related to the topic. Other indicators were also
described as high and obtained mean between 2.97 to 3.21. This result clearly
indicated that students manifested communication skills that enable them to
express their thoughts, report findings in class and present information in clear and
precise way.
These findings were in parallel to the study of Diloyan (2017) stating that
when teacher-student communication is effective, both parties gain: the students'
level of passion would increase and the instructor would have a significant impact
on the child's learning. People learn more readily with the aid of effective
communication, which also enhances the bond between teacher and student and
fosters a happy learning environment. Using communication for a variety of
purposes, such as to inform, instruct, motivate, and persuade, while utilizing
multiple media and technologies, and being able to judge their efficacy and assess
their impact, is what is essential in day-to-day life as learners.

48
Table 9
High School Students at Mansalay District in terms of Communication.

1. clearly and completely address
alternative or opposite perspectives 3.17 3 High
or design solutions
2. give accurate answers to
2.99 7 High
audiences’ questions and queries.
3. express and explain my answers
3.13 4 High
in class.
4. adapt a communication style
appropriate for the purpose, task, or 3.08 5 High
audience
5. present all information clearly,
2.97 8 High
concisely, and logically
6. use appropriate body of language
3.03 6 High
when presenting
7. communicate effectively with
3.21 2 High
peers to finish the task given.
8. share ideas and insights to help
3.35 1 High
others finish their task.
2. Extent of the dimensions of learning manifested by Grade 11 student
2.1 Student Engagement
Table 10 reflected the mean extent of the following dimensions of learning
manifested by Grade 11 student in terms of student engagement. As can be seen
on the table, all items were almost consistently high in all indicators for student
engagement. This is reflected in the overall computed mean of 3.25 described as
high. This result implied that Grade 11 learners are well-engaged and hooked in
their Mathematics class. This further means that the students were able to
49
participate in class discussions, share relevant learnings to class, join different
class discussions and activities, pay attention to facilitators and more.
Based on the table, the item “I enjoy learning new things in class.” got the
highest computed mean of 3.65 described as very high. This result tells that the
students are totally paying attention to their class activities by learning new
mathematics concepts. Other items obtained the mean scores between 2.64 to
3.43 and all described as High. The result clearly manifested that students are
engaged and focused in learning Mathematics in class.
This result has something to do with Willms et al.’s (2009) study that
fostering student engagement and involvement in class makes is a better way to
enhance Mathematics learning as easy as possible. It asserted that high school
students receive the majority of focus regarding student engagement as they are
the demographic where disengagement is most prevalent. Student involvement
was primarily designed to address or reengage/reclaim a minority of mostly
socioeconomically disadvantaged children who were in danger of dropping out of
high school.
50
Table 10
Mean Extent of the following Dimensions of Learning Manifested by Grade

11 student in terms of Student Engagement

Description
1. I enjoy learning new things in
3.65 1 Very High
class.
2. I am an active participant of
3.25 5 High
school activities.
3. I participate in class regularly. 3.32 4 High
4. I share my insights and thoughts
3.08 7 High
in class
5. I pay attention to all important
3.38 3 High
details discussed by my teacher.
6. I jot down important notes and
3.43 2 High
details in my lecture notebook.
7. I ask questions whenever I
3.25 6 High
wanted to clarify things.
8. I participate in academic
competition in school such as Math 2.64 8 High
quiz bee before.
2.2 Assessment of Student Learning
Table 11 shows the mean extent of the dimensions of learning manifested
by Grade 11 student in terms of assessment of student learning. As reflected in
the table, the students affirmed that their respective teachers do their best to
assess the needs in learning of their students. This is evident to the computed
mean score of 3.32 described as high. All responses for assessment of student
learning were almost consistently high.
The item, “When I do not understand a topic, my teacher tries to explain it
in a different way” obtained the highest mean of 3.52 described as very high. Other
51
indicators obtained the mean of 3.21 to 3.39 also described as high. The results
manifested that teachers are greatly doing their job particularly in giving
assessments and feedback to the performance of their learners. Teachers’ jobs in
assessing student learning includes reflections, student motivation and student
enrichment. Furthermore, the result showed that the teachers highly observed
proper assessment in Mathematics subject as evidenced by its obtained mean
score.
The result is in consonance to Albert Bandura’s Social Learning Theory. It
is asserted that students tend to study more if they were rewarded with high grades
and if teachers continuously monitor student’s performance through assessment.
Students seems to refrain from learning when not properly assessed. Furthermore,
math exams that are truly assessed focus more attention on a student's analytical
abilities, their capacity to integrate what they have learned, their creativity, and
their writing and spoken communication skills. There are six ways to include a
realistic evaluation of math in the classroom: performance assessments, fast
investigations, open-ended questions, portfolios, self-assessment, and multiple-
choice questions.
52
Table 11

11 student in terms of Assessment of Student Learning.

Description
1.My teacher encourages me to
reflect on how I can improve my 3.35 3 High
assignments
2. After examining my test results,
my teacher discusses the answers I 3.28 6 High
gave to the test with me
3. My teachers inquire what went
3.21 8 High
well and what went badly in my work
4. My teacher encourages me to
reflect on my learning process and
3.39 2 High
to think about how to improve next
time.
5. When I do not understand a topic,
my teacher tries to explain it in a 3.52 1 Very High
different way
6. During class I have an
opportunity to show what I have 3.22 7 High
learned.
7. My teacher makes me aware of
the areas I need to work on to 3.29 4.5 High
improve my results
8. I am aware of the criteria by
which my assignment will be 3.29 4.5 High
evaluated
2.3 Classroom Management
Table 12 shows the mean extent of the dimensions of learning manifested
by Grade 11 students in terms of classroom management. As can be gleaned from
the table, all responses were described as high. This further implied that the school
53
manifested a conducive learning environment and classroom to foster effective
learning. This is evident to the overall computed mean of 3.39 described as high.
The table further showed that the item “My learning environment builds trust
and healthy relationships between teacher and students, and peer-to-peer among
students” ranked first and obtained the highest mean of 3.50 described as very
high. This implied that the learning environment where the students were exposed
were able to provide healthy relationship between other members of the school.
This finding is in lined to the definition of classroom management of Hernandez
(2018), stating that classroom management is not only about the classroom
structure itself but it is also about classroom climate like healthy intrapersonal
relationship of one classroom community to others. Other indicators obtained the
mean scores between 3.29 to 3.48 and described as high. This reflected on the
ability of the classroom managers and teachers to ensure holistic development of
students by providing a good classroom environment. This would benefit both
students and teachers to ensure the effective transfer of knowledge. Furthermore,
the results implied that classroom management is not only about proper handling
of students’ classroom attitude and behavior. It is the orchestration of the learning
environment of a group of individuals within a classroom setting.

54
Table 12

11 student in terms of Classroom Management.
Statements Mean Rank Verbal

My learning environment…. Description
1. is clean, well-lighted and well-
3.32 7 High
ventilated.
2. has rules and regulations to be
3.46 3 High
followed.
3. do not tolerate negative behavior
3.48 2 High
of other learners.
4. fosters an environment that
supports academic, social, and 3.35 5.5 High
emotional learning
5. facilitates a structured and
organized environment where 3.29 8 High
students can focus on learning
6. builds trust and healthy
relationships between teacher and
3.50 1 Very High
students, and peer-to-peer among
students
7. maintains attention and fosters
3.35 5.5 High
motivation and engagement
8. gives equal opportunities to
3.36 4 High
different learners despite diversity.
2.4 Methods/Pedagogy
Table 13 reflects the mean extent of the following dimensions of learning
manifested by Grade 11 student in terms of methods/pedagogy.
As shown on the table, the indicator, “My teacher makes connections
between mathematics and other disciplines.” ranked first and obtained the highest
mean score of 3.48 described as high. This implied that teachers are doing a great
job to make sure that there is an integration of subject within and across the
curriculum areas. This result affirmed that the teachers are consistently aligning
55
their teacher methods to what the Philippine Professional Standards for Teachers
want them to do. The PPST dictates the different objectives and standards that
teachers should possess and that includes teaching strategies and methodologies.
Other items obtained computed mean scores ranging from 3.34 to 3.46 all
described as high. Thus, this indicated that the teachers possess teaching
strategies fitted to the needs of the learners and to the curriculum. In addition, the
result showed that teachers really prepare, perform well, and carry out their
lessons at their finest. Teachers should be characterized by a firm high level of
differentiation and integration of cognitive and non-cognitive aspects. They had the
superior knowledge and capacity to identify what strategy fits all learners, hence
prepare multiple strategies for better learning of students (Bhagoliwal, 2012)

56
Table 13
11 student in terms of Pedagogy/ Methods.
Statements Mean Rank Verbal

My teacher….. Description
1. take students’ prior
understanding into account when 3.35 6.5 High
planning curriculum and instruction.
2.develop students' conceptual
3.38 4 High
understanding of mathematics
3. make connections between
3.48 1 High
mathematics and other disciplines.
4. lead a class of students using
3.34 8 High
discovery approach.
5. listen/ask questions as students
3.46 2 High
work to gauge their understanding.
6. uses variety of learning materials
3.35 6.5 High
to cater learning needs.
7. anticipates learners diversity
through the use of differentiated 3.36 5 High
activities.
8. level his/her teaching methods to
the mathematical ability of the 3.42 3 High
learner
3. Level of Mathematical Competence of Selected Grade 11 Public Senior

High School Students at Mansalay District in terms of:
3.1 Understanding
Table 14 shows the level of Mathematical competence of selected Grade
11 Public Senior High School Students at Mansalay District in terms of
understanding.
The table indicated that 176 out of 265 or 66.42% of students demonstrated
an exemplary performance in understanding the problem. This is being followed
by 75 or 28.3% who are proficient. Next, is the group who are still developing which
57
is composed of 13 students or 4.91%. The remaining students, or 0.38% are still
emerging.
The result showed that the majority or more than half of the students can
exemplarily understand the given skills test related to probability distribution. This
further implied that most of the learners can comprehend the problem. This is
evident to the computed mean of 3.60 described as exemplary.
The result of the study may be redirected to Bloom’s Taxonomy stating that
understanding is the second level next to remembering. It integrates the ability of
the learners to make use of the concepts that they remember and use it to solve a
specific problem. Understanding is one of the basic and easiest among other levels
in bloom’s taxonomy. Although this is one of the lowest, it should still be given
emphasis because the higher levels can be attained if the lower level was
mastered. Tafur (2018) also suggested that to obtain high mathematical
competence, students must learn to understand what they are doing.

58
Table 14
Level of Mathematical Competence of Selected Grade 11 Public Senior High

School Students at Mansalay District in terms of Understanding
Scores Frequency Percentage Description

4 176 66.42% Exemplary
3 75 28.3% Proficient
2 13 4.91% Developing
1 1 0.38% Emerging
Total 265 100%
Mean: 3.60 Exemplary
3.2 Computing
Table 15 reflects the level of Mathematical Competence of selected Grade
11 Public Senior High School Students at Mansalay District in terms of computing.
As can be gleaned on the table, 117 out of 265 or 44.15% of the
respondents perform exemplarily in skills test in terms of computation. This is
followed by 99 students or 37.36% who performed proficiently. Next are 47
students or 17.74% who are developing. Only 2 students or 0.75% are still
emerging in computational skills.
The data revealed that less than majority can perform exemplarily and
proficiently in computation. This is evident to the weighted mean of 3.25 described
as proficient. This result is in lined to the findings of Nayan (2018) that most of the
students can compute properly if they know what process is of doing so and if they
were able to conceptualize computational process. In his study among STEM
students, it was revealed that almost half of the students are good in computational
skills.
59
Table 15
School Students at Mansalay District in terms of Computing

1 2 0.75% Emerging
Total 265 100%
Mean: 3.25 Proficient
3.3 Applying
Table 16 shows the level of Mathematical competence of selected Grade
11 Public Senior High School Students at Mansalay District in terms of applying.
As shown on the table, 86 out of 265 or 32.55% of the respondents
performed proficiently in skills test. This is followed by 73 or 27.55% of the
respondents who performed exemplarily.69 or 26.04% are still developing. Lastly,
there 13.96% of the students who are still emerging. The overall mean is 2.72
described as proficient. The table clearly showed that although the mean was
described as proficient, students should still enhance application skills of the
lesson for many of the respondents are still under developing and emerging.
Though students were able to successfully compute mathematical problems, it is
revealed that most of them are struggling on how to apply these lessons in real-
life situations.
The result was anchored on the study of Santillan (2019) stating that
learning is not learning if the students were not able to identify the lesson’s use in
daily life. Students should be able to perform both in computation and application.
60
Table 16
Level of Mathematical Competence of Selected Grade Eleven Public Senior
High School Students at Mansalay District in terms of Applying

1 37 13.96% Emerging
Total 365 100%
3.4 Reasoning
Table 17 deals with level of Mathematical competence of selected Grade
11 Public Senior High School Students at Mansalay District in terms of reasoning.
As reflected on the table, 153 out of 265 respondents or 57.74% were able
to reason out exemplarily. 66 or 24.91% of the entire respondents were proficient
in reasoning skills. There are still 25 or 9.43% who are still developing in this skill.
Finally, only 21 respondents or 7.92% are still emerging. The overall weighted
mean is 3.32 described as proficient. This result implied that almost all of the
respondents were able to reason out and explain their answers because almost all
of them fall under proficient and exemplary.
This finding can be supported or backed up by the study of Magararu
(2019), stating that if the students were able to get Mathematical concepts, then
students were also able to explain and reason out their answers. In addition, only
14.29% of students score highly on all reasoning indices and have strong
mathematical reasoning skills. Up to 60.00% of children with medium mathematical

61
reasoning have been able to submit conjectures, gather evidence, and give
justifications. These kids, who have a reasoning score of 25.71 percent, were only
able to make conjectures and still had some questions (Ramadhany, 2021).
Table 17
School Students at Mansalay District in terms of Reasoning

1 21 7.92% Emerging
Total 265 100%
4. Relationship between the level of 21st Century Skills and Mathematical

Competence of Grade 11 students
Table 18 shows the Pearson’s Product Moment Correlation results between
21st Century Skills and Mathematics Competence of Grade 11 students.
As can be gleaned on the table, critical p value for Critical thinking versus
understanding (.000), computing (.001), reasoning (.000) and applying (.000)
failed to exceed the .05 level of significance. This, therefore mean that there is
significant relationship between the 21st century skills in terms of critical thinking
and the indicators for the Mathematics competence. Thus, the null hypothesis is
rejected.
This result further implied that critical thinking ability of learners is directly
related to the indicators of Mathematical Competence. This means that if the

62
learners manifest high level of critical thinking, therefore it guarantees a high level
of Mathematics competence.
This study is directly aligned to the study of Huang (2016) stating that when
students were properly equipped with critical thinking skills, it will surely enhance
their confidence in solving Mathematical problems. Thus it assures that learners
were able to comprehend and understand Math skill problems properly.
The table also reflected that the p value for creativity versus understanding
(.000), computing (.004), reasoning (.011) and applying (.000) is lesser than the
.05 level of significance. This therefore means that the null hypothesis is rejected,
thus, there is significant relationship between the 21st century skills in terms of
creativity and the indicators of Mathematics Competence.
This implied that all indicators for Mathematics competence were directly
related to creativity. Creativity skills enable learners to think of different strategies
creatively to deal with different Mathematics Problems. De Vink (2021) also
revealed in his study that divergent and convergent methods are considered
creative way on dealing problems, thus students who are properly equipped with
these are good Mathematics problem solvers. Divergent thinking is directly related
to Mathematics performance.
The p value for collaboration versus understanding (.000), computing
(.000), reasoning (.000) and applying (.000) also failed to exceed .05 level of
significance. This means that there is an existing relationship between the 21st
63
century skills in terms of collaboration and the indicators of Mathematics
competence.
This means that collaboration skills is directly associated with all indicators
of Mathematics competence. Collaboration enables learners to improve their
Mathematics performance. If they are exposed in group activities where they can
collaborate better, then it gives an assurance that students will also perform better
in Mathematics.
According to Klang et al. (2021), collaborative learning approaches boost
students’ capabilities to understand Mathematics problems. Peer tutoring and
other strategies that promotes collaboration are better to use in Mathematics
learning compared to individual or solo works.
Finally, the p value of communication versus understanding (.002),
computing (.005), reasoning (.007) and applying (.018) is less than .05 level of
significance. This means that there is significant relationship between the 21st
century skills in terms of communication and the indicators of Mathematics
Competence. Thus, the null hypothesis is rejected.
The result further implied that communication skills give an assurance that
students will perform better in Mathematics competence. Communication skills
nourish the students’ ability to solve problems related to Mathematics. Lomibao
(2016) revealed in her studies that Mathematics communication helps students to
understand conceptual data. It helps leaners understand how Mathematical
concepts works.
64
Generally, the data revealed that there is significant relationship between
the extent to which the students manifest the 21st century skills and their level of
Mathematical Competence through skills test. This signified further that the
students’ Mathematics competence is directly related to their manifestation of 21st
century skills. The 21st century skills that they manifested give an assurance that
they would perform best in Mathematics skills test as a measure for Mathematical
competence.
65
Table 18
Correlation Results Between 21st Century Skills and Mathematics
Competence of Grade 11 Students
Variable Understanding Computing Reasoning Applying
Correlation
.277** .206** .214** .263**
Critical Coefficient
Thinking Skills p value .000 .001 .000 .000
N 265 265 265 265
Correlation
.258** .175** .157* .238**
Coefficient
Creativity
p value .000 .004 .011 .000
N 265 265 265 265
Correlation
.285** .256** .232** .209**
Coefficient
Collaboration
p value .000 .000 .000 .001
N 265 265 265 265
Correlation
.191** .173** .164** .146*
Coefficient
Communication
p value .002 .005 .007 .018
N 265 265 265 265
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
5. Relationship between the level of Dimensions of Learning and

Mathematical Competence of Grade 11 students
Table 19 shows the computed correlation between Dimensions of Learning
and Mathematical Competence of Grade 11 students.
As shown on the table below, the p value for student engagement versus
understanding (.000), computing (.000), reasoning (.000) and applying (.000)
failed to exceed 0.05 level of significance. This indicated that there is a significant
relationship between the dimensions of learning in terms of student engagement
and the indicators of Mathematics competence.

66
This further reflected that student engagement has something to do with all
indicators of Mathematics competence. Thus, student engagement can be a tool
to unleash student’s potential in Mathematics subjects. This result is parallel to the
findings of Way (2019). He asserted that student engagement is categorized inti
three, emotional, behavioral and cognitive aspect. The cognitive aspect of student
engagement allows learners to understand concrete mathematics problems and
use collaborative learning approach.
Moreover, the p value for assessment of student learning versus
understanding (.002) and applying (0.12) also failed to exceed 0.05 level of
significance. This result is found statistically significant and 5% level of significance
with 264 degrees of freedom, thus there is significant relationship between
dimensions of learning in terms of assessment of student learning to Mathematic
competence in terms of computing understanding and applying, thus, the null
hypothesis is rejected. In addition , the p value for assessment of student learning
versus computing (.139) and reasoning (.204) exceeded the 0.05 level of
significance respectively making the result statistically insignificant with the
degrees of freedom 264. This implied that there is no significant relationship
between dimension of learning in terms of assessment of student learning to
Mathematics competence in terms of computing and reasoning, thus, the null
hypothesis is accepted.
This implied that computing and reasoning are not being affected by
teachers’ assessment of student learning. This means that although teachers do
their jobs properly and uses different strategies in assessing student learning, still
67
it will not give an assurance that students will have an exemplary performance in
Mathematics competencies in terms of computing and reasoning. It depends on
the students on how they will work it out. Santos (2016) asserted that there are
teacher factors that do not affect students’ learning. It further reiterates that
learning is not solely on part of teachers. Student factors is more related to student
performance.
The table also reflected that the p value of classroom management vs.
understanding, computing, reasoning, and applying ranges from .000 to .002 failed
to exceed the 0.05 level of significance. This implied that there is significant
relationship between the dimension of learning in terms of classroom management
and the indicators of Mathematics competence. Thus, the null hypothesis is
rejected.
The result implies that classroom management is really a factor in learning
Mathematics. This means that the better classroom the students were exposed,
the better performance in Mathematics. Marder (2023) stated that classroom
management is really a determinant of having good Mathematics performance. A
clean, safe and motivating learning environment helps students concentrate more
in learning tasks that leads to development, growth and maturity in solving
problems.
Finally, the p value for methods/ pedagogy versus understanding,
computing, reasoning, and applying ranges from .000 to .009 also failed to exceed
0.05 level of significance. This implies that there is significant relationship between
68
the dimension of learning in terms of methods/ pedagogy and the indicators of
Mathematics competence. Thus, the null hypothesis is rejected.
This indicated that methods/ pedagogy employed by teachers in teaching
enable learners to perform better in Mathematics. Teacher factors such as
strategies really affects the capability of learners. After all, teachers are facilitators
of learning. Jasmin 2018 stated that teachers’ strategies are very vital in
developing students’ performance. Teachers should employ different strategies to
cater the needs of each and every learner.
Generally, the results implied that only assessment of student learning is
not directly related to dimensions of learning in terms of computing and reasoning.
This further means that as teachers continuously and effectively assess and
monitor students’ progress, it could not directly affect students’ computational and
reasoning skills. Other manifestation of student engagement, assessment of
learning, classroom management and methods/ pedagogy have anything to do
with Mathematical competence. This also means that generally, dimensions of
learning are factor that influence Mathematics competence through skills test.
69
Table 19
Correlation results between Dimensions of Learning and Mathematics
Competence
Variable Understanding Computing Reasoning Applying
Correlation
.330** .214** .189** .356**
Student Coefficient
Engagement p value .000 .000 .002 .000
N 265 265 265 265
Correlation
Assessment .189** .091 .078 .155*
Coefficient
of Student
p value .002 .139 .204 .012
Learning
N 265 265 265 265
Correlation
.269** .194** .299** .284**
Classroom Coefficient
Management p value .000 .002 .000 .000
N 265 265 265 265
Correlation
.210** .160** .270** .269**
Methods/ Coefficient
Pedagogy p value .001 .009 .000 .000
N 265 265 265 265
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
6. Difference on level of 21st Century Skills of Grade 11 Students
Table 20 shows the significant difference on level of 21st Century Skills
Using Friedman's Test. As can be gleaned on the table, the computed p value of
.000 does not exceed the significance level of 0.05 with a degree of freedom 3.
This further implied that the result is statistically significant which means that there
is a significant difference on the level of 21st century skills of the student
respondents. Thus, reject the null hypothesis.
The result further indicated that every respondents have different extent of
manifestation on the different indicators of 21st century skills. This could be due to
fact that every students have differences and they have different coping
mechanisms in the different 21st century skills.

70
Table 20
Significant difference on level of 21st Century Skills Using Friedman's Test
Test Statisticsa Interpretation

N 265
Chi-Square 177.982
Significant
Df 3
P value .000
Table 21 shows the Post hoc analysis using Wilcoxon Signed rank Test with
Bonferroni Adjustment. From the computation using the chi-square test, it was
found that there is significant difference on the level of 21st century skills of the
student respondents. Due to this finding, Post Hoc analysis was employed to
determine where the significant differences lie.
Considering the comparison between critical thinking versus creativity and
collaboration, the computed p value of .000 failed to exceed significance level of
0.05. This means that they are statistically significant thus, critical thinking is not
comparable with creativity and collaboration. On the other hand, critical thinking
compared to communication are statistically insignificant since the computed p
value is exceeds the significance level of 0.05. This means that critical thinking is
comparable to communication skills because they are found statistically
insignificant.
Looking at the comparison between creativity and collaboration, creativity
and communication and collaboration and communication, their p values of .000
do not exceed the 0.05 level of significance making it statistically significant. This
further means that there is a significant difference between then and so they are
not comparable with one another.

71
The findings of the study implied that there are some compared variables
that showed similarity in the extent of manifestation. This maybe because students
were exposed in different learning locations, and that they have different learning
styles.
Table 21
Post Hoc Analysis Using Wilcoxon Signed Rank Test with Bonferroni
Adjustment (a = 0.05/ 6= 0.0083) for 21st Century skills.
Creativity Collaborati Communicati
Collaborati Communicati Communicati
- Critical on - Critical on - Critical
on – on – on -
Thinking Thinking Thinking
Creativity Creativity Collaboration
Skills Skills Skills
Z -7.177b -7.361c -1.073b -11.081c -5.334c -7.940b
p value .000 .000 .283 .000 .000 .000
Interpretati Significa Not

on nt Significant Significant Significant Significant Significant
7. Difference on the Dimensions of Learning of Grade 11 Students
Table 22 shows the computed difference on the extent manifestation on the
dimensions of learning of grade 11 students using chi-square test.
The computed p value of .000 failed to exceed the 0.05 level of significance
at degrees of freedom 3. This further implies that the results is statistically
significant. This means that there is a significant difference on the extent of
manifestation of the different dimensions of learning as assessed by the student
respondents. Thus, the null hypothesis is rejected.
Considering the result, it clearly implied that the responses of the students
differ. This could be because they are being taught by different teachers, they have
different learning styles, they are from different learning areas and their teachers
have different ways on assessing their students’ progress.

72
Table 22
Significant Difference on the Dimensions of Learning of Grade 11 Students
Test Statisticsa Interpretation

N 265
Chi-
31.931
Square Significant
Df 3
p value .000
Table 23 shows the post hoc analysis using Wilcoxon Signed rank Test with
Bonferroni Adjustment (a = 0.05/ 6= 0.0083). Since table 21 confirmed that there
is an existing significant difference on the manifestation of the different dimensions
of learning, post hoc analysis were utilized to identify in which area the significant
differences lie.
Considering the result of the post hoc analysis, assessment of student
learning versus student engagement, classroom management versus student
engagement, methods and pedagogy versus student engagement and methods
and pedagogy versus assessment of student learning obtained a p value ranging
from .000 to .004. These p values failed to exceed the 0.05 level of significance
making the results statistically significant. It means that there is a significant
difference on the manifestation of dimension of learning, thus making them
incomparable with one another. On the other hand, classroom management
versus assessment of student learning and methods/ pedagogy obtained a p value
of .157 and .556, respectively. These values exceeded the 0.05 level of
significance making them insignificant. This means that there is no significant
difference between these variables. Thus, these variables and comparable with
one another.
73
Table 23
Post Hoc Analysis using Wilcoxon Signed Rank Test with Bonferroni
Adjustment (a = 0.05/ 6= 0.0083) for Dimensions of Learning
Methods/
Assessmen Pedagogy
t of Student Classroom Methods/ Classroom -
Learning - Manageme Pedagogy - Management Assessme Methods/
Student nt - Student Student - Assessment nt of Pedagogy -
Engageme Engageme Engageme of Student Student Classroom
nt nt nt Learning Learning Management
Z -3.083b -4.552b -5.909b -1.415b -2.905b -.573b
p value .002 .000 .000 .157 .004 .566
Interpretatio Not Significan Not

n Significant Significant Significant significant t significant
8. Significant Difference on the Mathematical Competence of Grade 11

Students
Table 24 shows the significant difference on the Mathematical Competence
Using Friedman's Test.
Based on the results, the computed p value of .000 failed to exceed the
significant level of 0.05 making it significant. This further implied that there is a
significant difference on the Mathematical competence of the student respondents.
Thus, the null hypothesis is rejected.
Considering the results, the student respondents differ on how they perform
in Mathematics competence through skills test. This could be based on the fact
that every students have different level of capacity and understanding on how to
deal with the Mathematics problem and how they put meaning on it.
74
Table 24
Significant difference on the Mathematical Competence Using
Friedman'sTest
Test Statistics Interpretation
N 265
Chi-Square 160.521
Significant
Df 3
p value .000
Table 25 reflects on the Post hoc analysis using Wilcoxon Signed rank Test
with Bonferroni Adjustment (a = 0.05/ 6= 0.0083) for Mathematics Competence.
Since table 24 showed that there is significant difference on the level of
Mathematics Competence among grade 11 students, the post hoc test was utilized
to determine which variable is comparable to others.
It can be gleaned on the table that the comparison between reasoning and
computing obtained a p value of .208 and comparison between applying and
reasoning which exceeded the 0.05 level of significance making it statistically
insignificant. This further implies that there is no significant difference between
these two and they are comparable variables. On the other hand, other variable
comparisons obtained a p value of .000 which failed to exceed the 0.05 level of
significance, thus there is significant difference between these variables.

75
Table 25
Post hoc analysis using Wilcoxon Signed rank Test with Bonferroni
Adjustment (a = 0.05/ 6= 0.0083) for Mathematics Competence
Computing - Reasoning – Applying - Reasoning- Applying - Applying -
Understanding Understanding Understanding Computing Computing Reasoning
Z -8.850b -4.707b -10.510b -1.258c -6.802b -7.286b
p value .000 .000 .000 .208 .000 .000
Interpretation Significant Significant Significant Not significant Significant Not significant
9. The Proposed Project
The proposed project is a Mathematics Intervention Plan that aimed to
intensify students’ ability to solve mathematical problems. This project was
conceptualized upon knowing that there are students who are still developing and
emerging in their Mathematics competence. This Mathematics intervention plan
features a strategy of adding 30 minutes a day to focus on vital procedures in
problem solving. (See appendix D)

76
Chapter V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
The researcher presents the summary of findings, conclusions and
recommendations which are entirely based on the data analyzed and interpreted
in the preceding chapter.
SUMMARY OF FINDINGS
The following is the summary of findings of this study:
1. Extent of the 21st Century Skills manifested by Grade 11Public Senior

High School Students at Mansalay District in terms of:
The indicator with the highest mean of 3.31, categorized as High, was "I can
look for reasons, explanations, and meaning and seeks new information to
broaden understanding about normal probability distribution." All of the items'
mean score for critical thinking responses were uniformly rated as High. The
overall mean of 3.15 demonstrated that the Grade 11 public senior high school
pupils in the Mansalay District highly displayed the use of critical thinking when
solving mathematical problems.
1.2 Creativity
The indicator with the highest computed mean of 3.19, which is deemed
high, was "I can solve a problem involving a normal probability distribution on my
own before asking someone." It was ranked first. Under creativity, every item was
consistently rated as high. Thus, the overall mean score of 2.98, which is
considered high, showed that students were able to think critically about the finest
77
and most original manner to acquire and absorb teachings linked to probability
distribution.
1.3 Collaboration
The item that came in first rank and had the highest mean of 3.52, or Very
high, was "I can acknowledge and respect team member's perspectives and
differences." This finding suggested that students were able to learn collaboratively
with peers and in groups while showing tolerance for and respect for one another's
diversity. This will allow students to learn in harmony with one another. The level
of other markers was High. Because students were able to work in teams and
groups to accomplish a single goal, define team goals and objectives, and promote
member participation in all group activities and reports, the overall all mean of 2.98
classified as High suggests that students exhibit High Collaborative skills.
1.4 Communication
The greatest mean of 3.35 was obtained by the first item, "I can share ideas
and insights to help others finish their task." This finding suggested that students
are able to interact with classmates and other students to share their knowledge
and understanding of the subject. Their strong ability to converse about the subject
allows them to put their knowledge about it into practice. Other indicators likewise
received good ratings and had mean values between 2.97 and 3.21. The
responses are consistently described as High for the communication indicator.
This suggested that student responders had strong communication skills since
speaking with peers and teachers helps them understand math issues.
78
2. Extent of the following dimensions of Learning manifested by Grade 11
student in terms of:
2.1 Student Engagement
The item with the highest computed mean of 3.65, which was rated as high,
was "I enjoy learning new things in class." This outcome demonstrated that the
student are fully engaged in the lessons being taught and are picking up new
mathematical ideas. Other items, with mean values ranging from 2.64 to 3.43, were
all rated as High. The outcome demonstrated unequivocally that students are
attentive and involved in their study of mathematics in class. Almost all metrics of
student participation were strong for all items. The overall computed mean of 3.25,
which is considered high, reflects this.
2.2 Assessment of Student Learning
The affirmed that their various teachers try their best to determine the
students' learning need, the calculated mean score of 3.32, which is high, makes
this clear. Nearly all the replies for the student learning assessment were high. The
item with the highest mean of 3.52, which is considered very high, was "When I do
not understand a topic, my teacher attempts to explain it in a different way." Other
markers with a mean between 3.21 and 3.39 were also considered high.
2.3 Classroom Management
The overall rating of all responses for all indicators was High. This further
suggested that the school creates a supportive classroom environment to promote
efficient learning. The overall computed mean of 3.39, which is high, makes this
79
clear. The first-placed item received the highest mean of 3.50, which is
characterized as extremely high.
2.4 Pedagogy/Methods
The item that placed first and received the highest mean score of 3.48,
which is considered high, is "My teacher makes connections between mathematics
and other disciplines." Other indicators had a computed mean score between 3.34
and 3.46, all of which were categorized as High. The average was 3.39, which is
considered high.
3. Level of Mathematical Competence of Selected Grade 11 Public Senior

High School Students at Mansalay District
3.1 Understanding
The results showed that 176 out of 265 pupils, or 66.42% of them, excelled
in their comprehension of the issue. 75 people, or 28.3%, who are skilled, are doing
this. The following group, which comprises 13 students or 4.91%, is still
developing. 0.38% of the pupils are still in the process of emerging. The findings
indicate that the majority of students—more than half—can understand the
supplied abilities test on probability distribution with exemplary clarity. This further
suggested that the majority of students can understand the issue. The computed
mean of 3.60, which is referred to as exemplary, makes this clear.
3.2 Computing
According to the survey, 117 out of 265 responders, or 44.15 percent,
demonstrated exemplary computation skills in a skills test. 99 students, or 37.36
percent, then performed competently after that. 47 pupils, or 17.74, are next, and
80
they are developing. Only 2 students, or 0.75%, still need to develop their
computing abilities. Less than half of people, according to the data, are adept in
computation. The mean score of 3.25, which is considered proficient,
demonstrates this.
3.3 Applying
As can be seen, 86 out of 265 responders, or 32.55%, performed
proficiently on the skills test. 73 or 27.55% of the responders then performed
exemplarily, while 69 or 26.04% are still developing. Finally, 13.96% of the pupils
are still in the emerging stage. The average score is 2.72, which is considered
proficient. The data unmistakably demonstrated that even if the mean was
considered proficient, students should still improve their ability to apply the lesson
because many of the respondents are still in the early stages of development.
3.4 Reasoning
As reflected 153 out of 265 respondents or 57.74% were able to reason out
exemplarily. 66 or 24.91% of the entire respondents were proficient in reasoning
skills. There are still 25 or 9.43% who are still developing in this skill. Finally, only
21 respondents or 7.92% are still emerging. The overall mean score 3.32 is
described as proficient.
4. Relationship between the level of 21st Century Skills and Mathematical

Competence of Grade 11 students
The critical p value for critical thinking versus understanding (.000),
computing (.001), reasoning (.000) and applying (.000) is less than 0.05 level of
81
significance. This therefore means that there is significant relationship between the
21st century skills in terms of Critical thinking and the indicators for the Mathematics
competence. Thus, the null hypothesis is rejected. It is also reflected that the p
value for creativity versus understanding (.000), computing (.004), reasoning
(.011) and applying (.000) is lesser than 0.05 level of significance. This therefore
means that the null hypothesis is rejected, thus, there is significant relationship
between the 21st century skills in terms of creativity and the indicators of
Mathematics competence. The p value for collaboration versus understanding
(.000), computing (.000), reasoning (.000) and applying (.000) also failed to exceed
the 0.05 level of significance. This means that there is an existing relationship
between the 21st century skills in terms of collaboration and the indicators of
Mathematics competence. Finally, the p value of communication versus
understanding (.002), computing (.005), Reasoning (.007) and applying (.018) is
less than .05 level of significance. This means that there is significant relationship
between the 21st century skills in terms of communication and the indicators of
Mathematics competence. Thus, the null hypothesis is rejected. Generally, the
data revealed that there is significant relationship between the extent to which the
students manifest the 21st century skills and their level of Mathematical
competence through skills test. This signifies further that the students’
Mathematics competence is directly related to their manifestation of 21st century
skills.
82
5. Relationship between the level of Dimensions of Learning and

Mathematical Competence of Grade 11 students
The p value for student engagement versus understanding (.000),
computing (.000), reasoning (.000) and applying (.000) failed to exceed the 0.05
level of significance. This indicates that there is an existing relationship between
the dimensions of learning in terms of student engagement and the indicators of
Mathematics competence. Moreover, the p value for assessment of student
learning versus understanding (.002) and applying (0.12) also failed to exceed 0.05
level of significance respectively. This result is found statistically significant at 5%
level of significance with 264 degrees of freedom, thus there is significant
relationship between dimensions of learning in terms of assessment of student
learning to Mathematic competence in terms of computing understanding and
applying, thus, the null hypothesis is rejected. Contrary to that, the p value for
assessment of student learning versus computing (.139) and reasoning (.204)
exceeded the .05 level of significance respectively making the result statistically
insignificant with the degrees of freedom 264. This implied that there is no
significant relationship between dimension of learning in terms of assessment of
student learning to Mathematics competence in terms of computing and reasoning,
thus, the null hypothesis is accepted. The data also reflected that the p value of
classroom management vs. understanding, computing, reasoning and applying
ranges from .000 to .002 failed to exceed the 0.05 level of significance. This implied
that there is significant relationship between the dimension of learning in terms of
classroom management and the indicators of Mathematics competence. Thus, the
null hypothesis is rejected. Finally, the p value for methods/ pedagogy versus
83
understanding, computing, reasoning and applying ranges from .000 to .009 is less
than also to 0.05 level of significance. This implied that there is significant
relationship between the dimension of learning in terms of methods/ pedagogy and
the indicators of Mathematics competence. Thus, the null hypothesis is rejected.
Generally, the results implies that only assessment of student learning is not
directly related to dimensions of learning in terms of computing and reasoning.
6. Difference on Level of 21st Century Skills of Grade 11 students
The calculated p value of.000 does not go beyond the 0.05 level of
significance with degree of freedom 3. The fact that the finding is statistically
significant further suggests that there is a considerable difference between the
student respondents' levels of 21st-century skills. Reject the null hypothesis as a
result.
7. Difference on the Dimensions of Learning of Grade 11 students
The calculated p value of.000 fell below the 0.05 level of significance at
degrees of freedom 3. The outcomes are statistically significant is further implied
by this. According to the student respondents' assessments of the different
learning aspects, there is a substantial variance in the degree to which each
dimension is manifested. The null hypothesis is disproved as a result. The
conclusion that can be drawn from the results is that the student respondents'
responses varied.
84
8. Significant difference on the Mathematical Competence of Grade 11

students
Estimated p value of.000 was significant because it fell short of the
threshold of 0.05. This further suggested that there is a notable gap between the
student respondents' levels of mathematical competency. The null hypothesis is
thus disproved. According to the findings, the student respondents' performance
on the skills exam for mathematics competency varies.
CONCLUSIONS
Based on the findings of the study, the following conclusions were drawn:
1. Grade 11 students manifest proficient 21st century skills particularly in
communication, collaboration, critical thinking and creativity.
2. Mathematics teachers of Grade 11 students were able to assess student’s
learning, provide conducive learning environment and utilize appropriate
teaching methodologies to all learners encountering difficulties.
3. Grade 11 learners exhibit exemplary skills in Mathematics competence
particularly in understanding and proficient skills in computing, applying and
reasoning.
4. The 21st century skills affect the performance of Grade 11 students in the
Mathematics competence through skills test. Manifestation of 21st century
skills would give an assurance of good Mathematical competence.
5. The different areas of dimension of learning has something to do with the
mathematics competence results of the students.
6. The respondents have different extent of manifestation of 21st century skills.

85
7. Different extent on the manifestations in different dimensions of learning was
also revealed.
8. The respondents have different capabilities performing Mathematics
Competence.
9. Intervention plan like project ELEVATE is proposed as reflected on the results
of the study.
RECOMMENDATIONS
The following recommendations are suggested based on the findings and
conclusions.
1. The Mathematics teachers are encouraged to conduct intensified remedial
classes for those students who are developing and emerging in all indicators of
Mathematics competence.
2. Teachers are suggested to intensify further the 21st century skills of learners
since it is directly affecting mathematics competence.
3. Students should always be exposed to different Mathematics Competence skills
tests with different complexities to enhance their applying and reasoning skills.
4. Additional study should be conducted using the research instrument to gauge
the relationship between 21st century skills, dimensions of learning and
Mathematics Competence.
5. Schools are encouraged to use the findings of this research.

86
6. Different schools are encouraged to intensify Mathematics education in their
respective institutions.
7. Researchers on the same field should utilize this research in other areas to
gauge the relationship between 21st century skills, dimensions of learning and
Mathematics Competence.
8. Other variables for 21st century skills and dimensions of learning should be
considered in further studies.
9. The researcher recommends that activities like Project ELEVATE, Remedial/
Enhancement class for students who are emerging and developing,
Mathematics Education training for Teachers related to 21st century skills
application in teaching and learning process, and Monitoring system for the
performance of students in Mathematics should be employed in schools.

87
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90
APPENDIX A
Letter Request
91
APPENDIX B
Questionnaire
Research Title: 21st Century Skills, Dimensions of Learning and
Mathematical Competence of Selected Grade 11 Public Senior High School
Students: Basis for Mathematical Intervention Plan
Name (Optional):___________________________________________________
School(Optional):__________________________________________________
Directions: Read each item carefully. Give your honest rating to each item by
placing a check (/) mark on the number that corresponds to your answer. Use the
following scale as reference:
Scale Description
4 Very High
3 High
2 Low
1 Very Low
Part I. 21st Century Skills
A. Critical Thinking Skills 4 3 2 1

I can…… (VH) (H) (L) (VL)
1. make decisions and solve problems involving
normal probability distribution using good,
comprehensive reasoning, and judgment
2. gather and analyze information from a
different set of sources and individuals to
fully understand a problem involving normal
3. proactively anticipate needs and prioritize
action steps in solving the problem involving
normal probability distribution.
4. correctly summarize and interpret data with
an awareness of personal biases that may
impact outcomes
5. strategize and create tactics to deal with
math problem involving normal probability
distribution
92
6. create inferences to solve a problem

involving normal probability distribution.
7. look for reasons, explanations, and meaning
and seeks new information to broaden
understanding about normal probability
distribution.
8. use instinct as a guide to search for evidence
and acts on intuition only with knowledge of
risks involved.
B. CREATIVITY 4 3 2 1
I can… (VH) (H) (L) (VL)
1. solve a problem involving normal probability
distribution on my own before asking
someone
2. come up with solutions I haven’t considered
before.
3. give feedback on each idea and then
improve it
4. think of better ideas inside and outside the
box to solve problems involving normal
5. use intuition as well as logic to make
decisions and create ideas to solve problems
involving normal probability distribution.
6. challenge assumptions and ask hard
questions to discover what is real.
7. make connections between old ideas to
produce new insights.
8. make unusual associations or connections
between seemingly unrelated or remote
ideas
C. COLLABORATION 4 3 2 1
I can…. (VH) (H) (L) (VL)
1. share knowledge about probability
distribution among teachers and students
2. involve all team members in the presentation
of final project/ outputs to topics involving
3. set a team schedule and track progress
toward goals and deadlines.
4. establish team standards to make
agreements on how the team works together
5. acknowledge and respects team member’s
perspectives and differences.
93
6. help the team solve the problems and

manage team conflicts.
7. offer assistance to others in their work when
needed
8. help the team solve problems and manage
conflicts
D. COMMUNICATION 4 3 2 1
I can…. (VH) (H) (L) (VL)
1. clearly and completely address alternative or
opposite perspectives or design solutions
2. answer audience questions clearly and
completely
3. express and explain my answers in class.
4. adapt a communication style appropriate for
the purpose, task, or audience
5. present all information clearly, concisely, and
logically
6. use appropriate body of language when
presenting
7. communicate effectively with peers to finish
the task given.
8. share ideas and insights to help others finish
their task
Part II. Dimensions of Learning

A. STUDENT ENGAGEMENT 4 3 2 1
(VH) (H) (L) (VL)
1. I enjoy learning new things in class.
2. I am an active participant of classroom
activities.
3. I participate in class regularly
4. I share my insights and thoughts in class
5. I pay attention to all important details
discussed by my teacher.
6. I jot down important notes and details in my
lecture notebook.
7. I ask questions whenever I wanted to clarify
things
8. I participate in academic competition in
school such as Math quiz bee before.
B. ASSESSMENT OF STUDENT LEARNING 4 3 2 1
(VH) (H) (L) (VL)
94
1. My teacher encourages me to reflect on how

I can improve my assignments
2. After examining my test results, my teacher
discusses the answers I gave to the test with
me
3. My teachers inquire what went well and what
went badly in my work
4. My teacher encourages me to reflect on my
learning process and to think about how to
improve next time
5. When I do not understand a topic, my
teacher tries to explain it in a different way
6. During class I have an opportunity to show
what I have learned.
7. My teacher makes me aware of the areas I
need to work on to improve my results
8. I am aware of the criteria by which my
assignment will be evaluated
C. CLASSROOM MANAGEMENT 4 3 2 1
My learning environment is…. (VH) (H) (L) (VL)
1. is clean, well-lighted and well-ventilated.
2. has rules and regulations to be followed
3. do not tolerate negative behavior of other
learners
4. fosters an environment that supports
academic, social, and emotional learning
5. facilitates a structured and organized
environment where students can focus on
learning
6. builds trust and healthy relationships
between teacher and students, and peer-to-
peer among students
7. maintains attention and fosters motivation
and engagement
8. Gives equal opportunities to different
learners despite diversity.
D. METHODS/ PEDAGOGY 4 3 2 1
My teacher…… (VH) (H) (L) (VL)
1. take students' prior understanding into
account when planning curriculum and
instruction
2. develop students' conceptual understanding
of mathematics
95
3. make connections between mathematics

and other disciplines.
4. lead a class of students using discovery
approach
5. listen/ask questions as students work in
order to gauge their understanding
6. uses variety of learning materials to cater
learning needs.
7. anticipates learners’ diversity through the
use of differentiated activities
8. level his/her teaching methods to the
mathematical ability of the learner
96
APPENDIX C
Skill Test
Name/(Optional):_________________________________________________
School:_________________________________________________________
Dependent Variable: Level of Mathematical Competence of Grade 11

Students
Content Standard: The learner demonstrates understanding of key concepts of
Performance Standard: The learner is able to accurately formulate and solve
real-life problems in different disciplines involving normal distribution.
Most Essential Learning Competencies:

1. Identifies regions under the normal curve corresponding to different standard
normal values (M11/12SP-IIIc-3)
2. Converts a normal random variable to a standard normal variable and vice
versa. (M11/12SP-IIIc-4)
3. Computes probabilities and percentiles using the standard normal table.
(M11/12SP-IIIc-d-1)
Directions: Answer the following questions related to the mathematics

problem given below. Use the space provided. Be guided with the rubrics
given below for grading.
Entry to a certain university is determined by a national test. The scores on

this test are normally distributed with a mean of 500 and a standard deviation of
100. Tom wants to be admitted to this university and he knows he must score
better than at least 70 percent of the students who took the test. Tom takes the
test and scores 585.
(Understanding and Computing)

1. What is the probability that a student gets a score lower than 585? Show
your solution.
97
(Reasoning)
2. Will he be admitted to this university? Why? Why not?
(Applying)
3. In what aspect in your life you can apply normal probability distribution?
98
RUBRICS FOR GRADING

CRITERIA SCORE
4 3 2 1
Exemplary Proficient Developing Emerging
Understanding The strategy The strategy The strategy The strategy
used showed used showed used showed used showed
you understood you understood you understood that you did not
how to solve most parts of part of the understand the
problem.
the entire the problem. problem.
problem.
.
.
Reasoning The The The The

explanation is explanation is explanation is explanation is
clearly and it understandable understandable unorganized
precisely and complete but incomplete and hard to
explained the but contain because it follow.
reasons using some errors in describes only
correct math part(s) of the
mathematical terminologies problem or
terms . and reasoning. solution.
Computing The math The math The math The math

computations computations computations computations
are complete contain small have errors are not
and accurate, error(s), but that affected accurate
resulting in a still answer the answer, or and/or did not
solution that most of the you left out result in a
answers the important parts important solution that
problem. of the problem. parts. answered the
problem
Applying Provided The application The application The

correct and stated is stated is application
direct supported by supported with stated is
application of mostly correct many incorrect supported
Mathematical details details with incorrect
concept in real details
life.
99
APPENDIX D
Project Proposal
I. Project Information
A. Title
The proposed project will be called:
1. Project ELEVATE- “Enhancing Mathematics Learning Experiences
and EleVAting Mathematics Competence Through Thirty Minutes
Enhancement Program
B. Activity
This project is a proposed intervention plan which is based on the problems
encountered by learners in their Mathematics class. It is timely and
necessary for the learners to understand Mathematical Concepts and
increase their 21st century learning skills and Mathematics performance.
This is also the output considering the research done. This project proposal
was conceptualized to address the needs of learners particularly in
Mathematics Competencies. This projects further aims to:
• Elevate and enhance learners’ performance in Mathematics by
adding 30 minutes daily to capture necessary competencies
needed to be mastered.
• Enhance student’s Problem-Solving Ability such as Understanding,
Computing, Reasoning and Applying Skills.
C. Date
This project will be implemented in the second quarter onwards of the
Academic Year 2023-2024. This project was formulated upon identifying
the appropriate intervention to be given to the learners and after conducting
a study about their Mathematics Competence.
D. Location
The project shall be implemented in Manaul National High School, a public

secondary school, geographically located at Mansalay, Oriental Mindoro.
E. End Users
The beneficiary of this project are all the learners of Manaul National High
School as well as the teachers.
F. Budget and Fund Source

The source of the Fund to be used in this project is the schools MOOE for
school year 2023-2024.
100
G. Project Proponent
The proponent of this project is the Senior High School Mathematics
Teachers.
II. Rationale
One of the foundational disciplines of the Filipino educational
system is mathematics. It is in fact one of the most difficult subjects on the
curriculum. Throughout the past few decades, researchers have been effective
in pinpointing the various factors that significantly influenced pupils'
achievement, particularly in mathematics.
On the National Achievement Test (NAT), the outcome is extremely low,
especially in the discipline of mathematics where it scored 28.7%, the lowest
of all subjects for the academic year 2014–2015. Given that it fell short of the
passing standard specified by the National Educational Testing and Research
Center, this demonstrates that pupils genuinely do not acquire a mastery level
of comprehension in the subject of mathematics (NETRC).
Another piece of evidence according to Lucas, 2019 is the fact that the
Philippines has never participated in an international assessment of basic
education since the new K–12 curriculum was established. The Programme for
International Student Assessment, or PISA, is a triennial test that evaluates the
reading, math, and science skills of 15-year-old students from across the world.
The outcomes in the Philippines are dismal. The lowest reading scores and
second-lowest math and science scores were achieved by pupils from the
Philippines. Children in the Philippines are nearly through with junior high
school at the age of 15, demonstrating unequivocally that the country's basic
education has serious problems in the early years.
Locally, the Mean Percentage Score of the First Quarterly Examinations
conducted at Mansalay District in School Year 2022-2023 resulted 59.91%
which did not reach the standard level of Mean Percentage Score which is
75%. The following data shown reflects that the students of Mansalay District
have difficulty in understanding math concepts particularly the Grade 11
Students. Thus, teachers were instructed to identify all the issues that affects
Mathematics learning and prepare an intervention plan to mitigate the learning
circumstances.
III. Objectives and Long-Term goals

Project Elevate aims to enhance learners’ performance by adding additional
thirty minutes daily and by providing instructions which are aligned to the Most
Essential Learning Competencies. Furthermore, the projects also aims to
enhance further some of the 21st century skills like critical thinking,
collaboration and communication, elevate the computational, applying,
understanding and analyzing skills.
101
IV. Program of activity/ work
Every teacher should consider the following strategies:
Strategies
Pre- Assessment Administer a pre- assessment to
determine student’s baseline
knowledge and problem- solving
skills
Targeted Instruction Provide direct instruction and
interactive lessons focusing on
problem-solving techniques
Cognitive Strategies Teach students various cognitive
strategies such as: Identifying key
information, creating visual
representation, Identifying and
applying appropriate problem-
solving formulas and providing
guided practice to learners.
Cooperative Learning Assign group tasks that require
problem- solving, promoting
discussion, sharing ideas, and
justifying reasons.
Scaffolded Practice Provide scaffolded practice activities
that gradually increase complexity
Technology Integration Encourage students to use
mathematical software that support
problem- solving and visualization
Formative Assessment Conduct frequent formative
assessments to monitor students’
progress
Individualized Support Identify students who require
additional support through ongoing
monitoring and assessment
Parent Involvement Communicate regularly with parents,
sharing student’s progress and areas
for improvement.
102
Budget Proposal
Item Description/ Unit Quantity Unit Total Source
No. Materials Cost Cost of Fund
1 Cellphone Pesos 1 1,000 1,000 MOOE
Load
TOTAL 1,000
V. Implementation Sustainability
• Identify the circumstances encountered by learners in Mathematics
class.
• Plan of an appropriate intervention that could solve such
circumstances.
• Make project proposal and submit it for approval.
• Prepare and procure necessary equipment.
• Prepare all the documents for liquidation purposes.
Prepared by:
CURRICULUM VITAE
103

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21st CENTURY SKILLS, DIMENSIONS OF LEARNING AND MATHEMATICAL

COMPETENCE OF SELECTED GRADE 11 PUBLIC SENIOR HIGH SCHOOL

THE PROBLEM AND ITS BACKGROUND

One of the foundational disciplines of the Filipino educational system is

mathematics. It is in fact one of the most difficult subjects on the curriculum.

the various factors that significantly influenced pupils' achievement, particularly in

Information is used in mathematics to represent and solve problems across

comprehending the universe. Given its relevance in education and many

occupations, it is believed to be the foundation in practically all parts of academics.

Given this, it is essential to possess sufficient mathematical proficiency to improve

how competence in mathematics would be attained, how this mathematical

performance, a few examples include environmental considerations (Andamon,

2018), sociological factors (Cordova, 2018), students' motivations and self-efficacy

recently, and even if mathematics is an enjoyable topic for certain students,

intimidating, and disheartening.

Moreover, there are worries that youngsters in underdeveloped nations are

because of the emphasis on enrollment and literacy. Between 56 and 62 percent

of students have learned the fundamentals of mathematics in the remaining

is indeed one of the problems encountered by teachers. This problem is rampant

in developing countries including the Philippines.

On the National Achievement Test (NAT), the outcome is extremely low,

demonstrated that pupils genuinely do not acquire a mastery level of

comprehension in mathematics (NETRC).

Philippines has never participated in an international assessment of basic

International Student Assessment, or PISA, is a triennial test that evaluates the

has serious problems in the early years.

Additionally, knowledge itself is becoming more specialized and expanding

exponentially. The way we learn social interactions is changing as a result of

information and communication technology. Today's businesses place a premium

on work ethics, perseverance, shared management-making, data sharing,

cooperation, improvement, and speed. Being able to connect, exchange, and

utilize information to comprehend difficult problems, adapting and innovating in

success in today's world.

Schools, instructors, and classrooms must be changed in ways that would

identified as essential. As students become more adept in critical thinking and

problem-solving techniques, their learning becomes deeper. These skills are

content knowledge itself.

education. The 21st century world demands a fundamentally different attitude. To

participate effectively in the increasingly complex societies and globalized

to name just a few necessities.

The country's K–12 curriculum aimed to establish Filipinos holistically with

21st century skill. As it has become apparent that conventional educational

institutions have generally failed to prepare students to address these problems,

of the essential changes. The adoption of the fourth Sustainable Development

"21st century skills."

The said 21st century skills is supposedly a tool to boost students

compared to collaborative and constructive which are anchored to the new

curriculum. It is supposedly a goal of the K to 12 to increase students’ learning yet

Locally, the mean percentage score of the First Quarterly Examinations

conducted at Mansalay District in School Year 2022-2023 resulted 59.91% which

in understanding math concepts particularly the Grade 11 Students. Thus,

and prepare an intervention plan to mitigate the learning circumstances.

dimensions of learning has positive relationship with Mathematical competence.

Statement of the Problem

Generally, the study determined the 21st century skills, dimensions of

learning and Mathematical competence of Selected Grade 11 Senior High School

Specifically, it sought answers to the following research questions:

Senior High School Students at Mansalay District in terms of:

1.1 critical thinking;

1.3 collaboration, and