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VOL. 12, ISSUE 5 (2025)
Junior high school students’ 21st-century skills and academic achievement in english, mathematics, and science
Authors
John Mark Nicolai M Sagde, Mark James B Catubay, Marjonerie P Buenafe, Dexter E Casumpang, Rowena S Evangelio
Abstract
This study explored the relationship between 21st-century skills and
academic achievement among junior high school students at San Agustin Institute
of Technology (SAIT) during the 2023–2024 school year. It aimed to identify
which specific skills most significantly influence student performance in core
academic subjects. A descriptive-correlational research design was utilized,
involving 221 students. Data were collected using a validated questionnaire
with a Cronbach's alpha of 0.888. Statistical treatments included mean and
standard deviation, Pearson’s r correlation, and multiple regression analysis.
Students demonstrated a high level of 21st-century skills, with personal and
social responsibility scoring the highest. Academic achievement in English,
mathematics, and science was rated as very satisfactory. Correlation results
revealed that critical thinking, problem-solving, and decision-making skills
were significantly associated with performance in mathematics. Creativity and
innovation were linked to achievement in English and mathematics, while
communication skills were correlated with science achievement. Regression
analysis identified creativity and innovation as significant predictors of
English performance only. The findings suggest that creativity and innovation
are essential for academic success in English. Therefore, English educators are
encouraged to incorporate strategies that nurture these skills to enhance
learning outcomes.
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Pages:50-59
How to cite this article:
John Mark Nicolai M Sagde, Mark James B Catubay, Marjonerie P Buenafe, Dexter E Casumpang, Rowena S Evangelio "Junior high school students’ 21st-century skills and academic achievement in english, mathematics, and science". International Journal of Multidisciplinary Research and Development, Vol 12, Issue 5, 2025, Pages 50-59
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