1

ASSESSING 21ST CENTURY SKILLS OF PRE-SERVICE TEACHERS:

BASIS FOR SKILLS DEVELOPMENT PROGRAM

KAREN JOY A. ALTERADO

HOLY BLESS L. ADOLFO

RAEMARC LOPEZ

A Research Proposal Presented to the Faculty of the Undergraduate Program

President Ramon Magsaysay State University
Castillejos, Zambales

A Manuscript submitted in Partial Fulfillment of the course requirements

for the Degree of BACHELOR OF SECONDARY EDUCATION
Major in Social Studies

December 2023
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CHAPTER I

INTRODUCTION

Background of the Study

Today's students are expected to have various skills to be successful in their

future working life. What is common for these definitions is the emphasis on

collaboration, communication, ICT literacy, creativity, critical thinking, problem

solving, and social and cultural competencies (Voogt et al, 2013). The expectation of

21st-century skill development poses demands for teachers. According to (Voogt et

al, 2013), p. 21st-century teachers must be competent in their learning and working

skills; they need abilities and pedagogical practices that support their students’ skill

development. According to Fraillon (2014), teachers need to be able to integrate the

training of 21st-century skills into pedagogical approaches. Again, this poses

expectations for teacher education. Teacher training needs to provide new teachers

with the competence to use pedagogical practices aligning with 21st-century skills.

According to (Hakkinen et al,2017), teacher education can be a powerful channel to

trigger longer-term change and support the integration of 21st-century skills within

everyday school practices. The 21st Century Learner Skills All of the international

research and educational planners and theoreticians involved in the field of education

have attempted to develop frameworks necessary for students to be successful in the

information-based and technology directed global society under the concept of “21st

century skills” (Cretu, 2017). In literature, there is no universal agreement on what

21st century skills are. In literature, there are different classifications of these skills.

For more effective education and instruction, it is of great importance to know what

21st century learner skills are. According to Trilling and Fadel (2009), in the studies

conducted within the context of Partnership21 (P21, 2015), 21st learner skills are
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subsumed under three headings, being “learning and innovativeness skills”,

“information, media and technology skills”, “life and career skills”.

Teacher education has a significant role in preparing pre-service teachers with

adequate 21st century skills. There has been a shift of educational standards in the

21st century learning that replaces basic skill competencies and knowledge

expectation of the past. These changes need to be mastered by pre-service teachers.

They will offer valuable insights for the present and future pre-service teachers when

they have positive attitudes and attributes to the 21st century skills. teachers expressed

moderately positive attitude toward the 21st century skills but had lack of

communication and collaboration skill in the ways of working. Each indicator of

attitudes and attributes was discussed (Shidiq & Yamtinah, 2019). 21st-century skills

of pre-service teachers were developed, and pre-service teachers started to reason the

issues they face in the classroom, produce alternative way(s) to overcome troubles or

support learning, and SHARE their experiences and solutions with colleagues

sincerely in a collaborative atmosphere. However, one intriguing finding is that, in a

context which does not embed lesson study, if the process is not internalized, it may

cause the future teachers to be loath to reason, produce and share due to the lack of

self-efficacy as well as the fear of being criticized (Yeşilçınar & Aykan, 2022). The

phrase “21st century skills” has been a buzzword among librarians for some time

now, but it is still working its way into the vocabulary of many educators and

education administrators. The Partnership for 21st Century Skills, a national

organization that advocates for 21st century readiness for every student, defines 21st

century skills as critical thinking, problem solving, collaboration, creativity,

communication, and innovation. These skills are an integral part of ensuring a

successful transition into college. New technologies emerge constantly and demand
 4

swift adaptation. As such, 21st century skills are dynamic. The phrase itself will likely

morph into something new as technologies and educational standards evolve. Out of

these skills has emerged the “21st century student.” No longer satisfied to sit in a

chair and be lectured, 21st century students require learning experiences replete with

collaboration and engaging activities. In addition, they are in a position to share the

expectations faculty will have for students when they arrive at college. The pre-

service teacher preparedness to transition to college and the workplace for high school

students; namely, by working with pre-service teachers.

A pre-service teacher will carry out practice teaching at his/her last stage of

the teacher education program. A culmination of his/her formal education and the

transitional phase from being a student to becoming a future teacher. It aims to

provide opportunities to apply the principles learned in the teaching-learning process;

to discover their weaknesses in teaching; to gain a realistic picture of the teaching

profession. As in various other fields, changing and progressing circumstances

worldwide have contributed to changes in studying and teaching environments. A

range of aspects is involved in this transition, from schools' technical architecture to

teaching skills. Key players in this transformation are learners and educators who are

stakeholders in the learning and teaching system. Despite the continuous progress in

updating teacher training and in-service training, teachers remain inadequate and thus

continue to become less demanded professionals. Many graduates fail to land teaching

jobs, aggravating the country's unemployment and underemployment. One of the

issues mentioned in (Flores, 2017) study regarding the College of Development

Education's employability in Region V is the poor foundation given to graduates as

far as pedagogical competence is concerned. According to him, less time is given to

graduates of the course to concentrate on the skills teachers should have in the 21st
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century. After the 21st- century teaching scenario was given less time, the students

enrolled in their subjects were more exposed to the content and training students

regarding the various strategies tailored; therefore, the graduates produced under the

teaching education program become knowledgeable in content to lack pedagogical

preparation and exposure.

This aims to assess the 21st-century skills of the pre-service teachers of

College of Teacher Education at the President Ramon Magsaysay State University:

Basis for skills development program. Motivated by the information presented in the

literature, this study will make it possible to reveal the current situation of the pre-

service teacher in the process of acquiring 21st century skills. This study is looking

forward to examine the pre-service teachers had poses a 21 st century skills, learning

and innovation skills, knowledge, media and technology skills, life and career skills;

they thought that teachers, parents, academicians and the individual himself or herself

were responsible for enabling them to acquire 21st century skills.

Statement of the Problem:

This study aims to assess the 21st- century skills of Pre-service teachers of

College of Teacher Education at President Ramon Magsaysay State University-

Castillejos Campus.

Specifically, it seeks to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Age;

1.2 Sex; and

1.3 Field of specialization

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2. What are the 21st-century skills employed by the Pre-service teachers

at President Ramon Magsaysay State University in terms of:

2.1. Learning and Innovations Skills;

2.2. Information and Technology Skills; and

2.3 Life and Career Skills?

3. Are there significant differences in the variables when grouped according to

respondent’s profile?

4. What challenges do pre-service teachers encounter in the practice of 21 st-

century skills?

5. Based on the results of the study, what skills development program could be

developed for the pre-service teachers at President Ramon Magsaysay State

University?

Scope and Limitation of the Study

The research will delve into the various dimensions of 21st-century skills

exhibited by the pre-service teachers at President Ramon Magsaysay State

University, Castillejos Campus. The investigation will concentrate on three distinct

categories of skills: Learning and Innovations Skills, Information and Technology

Skills, and Life and Career Skills. Through a comprehensive analysis of these skill

sets, the study seeks to shed light on the level of competence demonstrated by the

pre-service teachers in adapting to the evolving educational environment. By

examining the specific ways in which these skills are employed, the research aims

to provide valuable insights into the strengths and areas for improvement among

the pre-service teachers, ultimately contributing to the enhancement of their overall

teaching capabilities. However, it's important to note that the findings and
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recommendations should be understood in the context of this university and may

not apply directly to other institutions. Additionally, the study has limitations

related to research methodology and sample size that need to be considered when

interpreting the results.

Significance of the Study

The study hopes to benefit the following people in the academic

community:

Curriculum Developers. The results of the study could help curriculum

developers to modify and improve the curriculum, ensuring that future educators

are well-prepared to implement innovative, effective teaching strategies in their

courses that are in line with current educational trends and requirements.

School Administrators. School Administrators can strategically allocate

resources by using the data-driven insights, which eventually improve the quality

of instruction at the College of Teacher Education whether it be through faculty

development, updated materials, classroom changes, or monitoring systems.

Teachers. The research findings will serve as a foundational resource for the

faculty of the College of Education, enabling them to cultivate expertise in

contemporary teaching methodologies.

Students. The research findings benefit to College of Education students lies

in an enriched and dynamic learning experience that caters to diverse learning

styles, fostering improved academic performance, critical thinking skills, and better

preparation for future teaching roles, ultimately enhancing their overall education

and career prospects.

Future Researchers. The research findings can serve as a foundation for

further research, inspire innovative teaching methodologies, and contribute to the

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ongoing advancement of educational practices, benefitting both the field of

education and future generations of students.

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CHAPTER II

FRAMEWORK OF THE STUDY

This chapter comprises the conceptual literature concerning the variables of the study,

the conceptual framework where the study is anchored, the operational definition of

important terms and the hypotheses to be tested.

Research Literature

The pre-service English teachers felt themselves competent in "intercultural

skills", "learning and innovation skills", "career skills", and "life skills" respectively.

In the findings related to the importance of having 21st-century skills, the pre-service

English teachers attached importance to having "learning and innovation skills", "life

skills", "intercultural skills", and "career skills" respectively. In addition, pre-service

English teachers stated that they found pre-service education inadequate for the

acquisition of 21st-century skills. Based on these results, it is suggested that the 21st-

century skills should be integrated into the English pre-service teacher education

programs by providing an effective learning environment considering all the

components (Aydın & Tan-Sisman, 2021).

This is mainly due to the fact that since it includes the 21st century learners’

processes of accessing knowledge and structuring, it could explain both other skill

topics and performance indicators. Thus, digital literacy skills basically include three

literacy skills of information, media, and information and technology literacy.

Information literacy, in short, includes the ability to access information effectively

and productively, to assess information with a critical and holistic perspective and to

use this information accurately and creatively. Media literacy skills reflect the skills
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of 21st century learners to use 21st century media and communication tools such as

video, podcast, web pages, web 2.0 tools in the process of learning these tools.

Information and communication technologies literacy on the other hand, expresses the

skills of integrating and using digital tools such as computers, tablets, and mobile

devices in learning processes effectively.

21st-century skills are essential in teaching learners in a changing society. The

role of educators is not just to transmit knowledge in the four corners of the classroom

but also to change the lives of many people in the community where they live

(Diquito et al., 2022).

The 21st Century Learner Skills All of the international research and

educational planners and theoreticians involved in the field of education have

attempted to develop frameworks necessary for students to be successful in the

information-based and technology directed global society under the concept of “21st

century skills” (Cretu, 2017). In literature, there is no universal agreement on what

21st century skills are. In literature, there are different classifications of these skills.

For more effective education and instruction, it is of great importance to know what

21st century learner skills are. According to Trilling and Fadel (2009), in the studies

conducted within the context of Partnership21 (P21, 2015), 21st learner skills are

subsumed under three headings, being “learning and innovativeness skills”,

“information, media and technology skills”, “life and career skills”.

Wagner (2008) named 21st century skills to be possessed by 21st century

learners as “survival skills” and gathered them under seven headings; “critical

thinking and problem solving”, “cooperation between networks and leadership

through effect”, “agility and adaptation”, “initiative and entrepreneurship”, “effective

verbal and written communication”, “having access to and analyzing information”

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and “curiosity and imaginative power”. According to the standards of American

Association of School Librarians (AASL), besides technology, great importance

should be attached to face-to-face sharing of knowledge (Orhan-Goksun and Kurt,

2017). The AASL (2009) standards have been defined as “questioning, critical

thinking and information acquisition”, “reaching conclusions, making informed

decisions, applying the existing knowledge into new situations and creating new

information”, “sharing information and demonstrating ethical and productive

participation as the members of a democratic society” and “pursuing personal and

aesthetic development”.

The 21st Century Teacher Skills Today, problem solving, communication,

cooperation, teamwork, critical thinking, creative thinking, using information and

communication technologies come to the fore as 21st skills to be acquired by students.

In order to impart these skills to students, the teacher of the 21st century should be

able to have skills and competencies such as continuous development, empathy,

effective communication, problem solving, sample personality demonstration and

guidance. Teachers who train learners of the 21st century should be able to apply 21st

century learner skills in their in-class activities.

Saavedra and Opfer (2012) defined the skills to be possessed by 21st century

teachers as making it relevant, teaching through disciplines, promoting thinking skills,

encouraging the transmission of learning, teaching students how to learn, directly

addressing misunderstandings, treating teamwork as an outcome, making use of

technologies to reinforce learning and nurturing creativity. Within the scope of

general teacher competencies, the qualifications and competencies to be possessed by

teachers are determined by the Ministry of National Education. The first official work

on teacher competencies started in 1999. Answers to the questions such as “What

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should the qualifications of teaching be in the 21st century?”, “What qualifications do

we want from our teachers and students?” etc.... have been sought. In this way, the

general competencies of the profession of teaching have been determined as 6 main

areas of competencies; “personal and professional values-professional development”,

“knowing students”, “learning and teaching process”, “monitoring and evaluating

learning and development”, “school-family and society relationships” and “program

and content knowledge”, under which 31 sub-competencies and 233 performance

indicators have been defined. It was published in 2006 in the Journal of

Communiqués No. 2590 and entered into force. General teacher competencies of

teaching profession were updated in 2017. General competencies of teaching

profession are made up of 3 main areas of competencies related to each other and

complementing each other, 11 sub-competencies and 65 indicators related to these

competencies (MEB, 2017b). The International Society for Technology in Education

(ISTE) standards and the National Educational Technology Standards (NETS)

developed within the context of a project directed to training of the teachers of future

have been adopted as a guide in the use of educational technologies in many countries

as well as in our country. Though competencies in using educational technologies to

be demonstrated by teachers have been updated in different years, they first emerged

as 13 indicators with the name of NETS in 1993. They were last updated in 2008 to

form five areas of competencies and to include four performance indicators under

each area of competencies (Orhan, Kurt, Ozan, Som Vural and Turkan, 2014).

These standards have been defined as “facilitating students’ learning and

creativity and inspiring”, “designing and developing the experiences and evaluations

of the digital age”, “developing models for digital age working and learning”,

“promotion of digital citizenship and responsibility and creating models for them” and
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“attending to professional development and leadership” (ISTE Standards-T, 2008).

The name of these standards was changed to “ISTE standards for teachers” in 2015

(ISTE, 2018). In a study by Sural (2017), it was found that the pre-service teachers

having 21st century skills also think that 21st century skills are important. Therefore,

the pre-service teachers with low academic achievement first need to believe the

importance of 21st century skills to acquire these skills. No significant difference was

found in the other subdimensions. When the pre-service teachers’ 21st century learner

skills scores were investigated on the basis of the experience of private tutoring, it

was found that the scores of the pre-service teachers with the experience of private

tutoring taken from the sub-dimensions of “autonomous skills” and “collaboration and

flexibility skills” are higher than those of the preservice teachers not having the

experience of private tutoring. Teachers giving private tutoring find the opportunity of

working with students from different age groups having different mental capacities

and learning styles. Thus, they can see their weaknesses and strengths in terms of

teaching skills. As a result, they can look for ways of enhancing their weaknesses.

In a study conducted by Valtonen et al. (2017), the pre-service teachers were

found to be viewing themselves as good at cooperation, teamwork and learning

strategies. Sural (2017) reported that the pre-service teachers got the highest scores

from the importance of life and career skills. This is followed by the importance of

learning and innovativeness. The findings of these studies support the findings of the

current study. No significant difference was found in the other learner and teacher

sub-dimensions.

The phrase “21st century skills” has been a buzzword among librarians for

some time now, but it is still working its way into the vocabulary of many educators

and education administrators. The Partnership for 21st Century Skills, a national
 14

organization that advocates for 21st century readiness for every student, defines 21st

century skills as critical thinking, problem solving, collaboration, creativity,

communication, and innovation. These skills are an integral part of ensuring a

successful transition into college. New technologies emerge constantly and demand

swift adaptation. As such, 21st century skills are dynamic. The phrase itself will likely

morph into something new as technologies and educational standards evolve. Out of

these skills has emerged the “21st century student.” No longer satisfied to sit in a

chair and be lectured, 21st century students require learning experiences replete with

collaboration and engaging activities. It has become clear that efforts to ease this

transition require collaboration among librarians, educators, and administrators.

Academic librarians in particular hold a great responsibility because well-prepared

college freshman increase the likelihood of retention and student success. In addition,

they are in a position to share the expectations faculty will have for students when

they arrive at college. Communication between academic and school librarians is

essential and the practice is becoming more common, but there is yet another area

where academic librarians can ease the transition to college and the workplace for

high school students; namely, by working with pre-service teachers.

Teacher education has a significant role in preparing pre-service teachers with

adequate 21st century skills. There has been a shift of educational standards in the

21st century learning that replaces basic skill competencies and knowledge

expectation of the past. These changes need to be mastered by pre-service teachers.

They will offer valuable insights for the present and future pre-service teachers when

they have positive attitudes and attributes to the 21st century skills. teachers expressed

moderately positive attitude toward the 21st century skills but had lack of
 15

communication and collaboration skill in the ways of working. Each indicator of

attitudes and attributes was discussed (Shidiq & Yamtinah, 2019).

Pre-service teachers were ready for online learning in terms of

computer/internet self-efficacy, self-directed learning, learner control, motivation for

learning, and online communication self-efficacy. They were also equipped with

21st century pedagogical skills such as information and communication technology

skills, life-long learning skills, flexibility skills, creative problem-solving skills, and

critical thinking skills. The findings also indicated a substantial relationship between

the pre-service teachers’ readiness in online learning and their 21st century

pedagogical skills (Velasco, 2023).

The 21st century skills of the junior and fourth year group are significantly

related to their socio- demographic profile. Implications to theory, practice and policy,

since junior respondents are still in the process of developing their skills, training on

enhancement skills is necessary. Identify opportunities in teacher exchange programs

for the development of world-class teachers. Social constructivism for learning is used

in the development of the Flipped Learning teaching model and social development

for learning takes place within some socio-cultural setting (Garingan, 2021).

The job of school has changed to develop students, including the development

of curiosity, understanding, and concluding facts independently. Therefore, several

Arab workshops and conferences were held to discuss teacher's roles and 21st century

skills required, such as the Third Conference on Information Technology Applications

in Education in 2002 at Ege University, the Conference on Teacher Preparation for

the Millennium and the Requirements of the Development Plan in Kuwait in 2003, the

Conference on Teacher Preparation for the Third Millennium at the United Arab
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Emirates University in 2003, and the 2004 Conference on Globalization and

Education Priorities at King Saud University (Alharby, 2013)

Teacher preparation according to 21st century skills is an important

developmental issue. These skills help students learn and achieve higher levels of

education and help teachers develop. Kayange and Msiska (2016) emphasize to

include these skills entirely in education. Alharby (2013) identifies these 21st century

skills as higher-order thinking, evaluation system management, knowledge economy

support, and student abilities' management.

Pre-service teachers had learning and innovation, knowledge, media and

technology, life and career skills; they thought that teachers, parents, academicians,

the individual himself/herself, and bureaucrats were responsible for acquiring

21st century skills, there were strengths of faculties of education in enabling them to

acquire 21st century skills (Uyar, 2023).

Pre-service teachers had learning and innovation skills, knowledge, media and

technology skills, life and career skills; they thought that teachers, parents,

academicians, the individual himself or herself, and bureaucrats were responsible for

enabling them to acquire 21" century skills; there were strengths of faculties of

education in enabling them to acquire 21" century skills (Uyar, A. 2023).

Pre-service teachers perceived themselves quite sufficient in terms of “21st

century skills”. Given the qualitative findings, pre-service teachers reported that the

learning-teaching processes were ineffective in the context of achieving 21st century

competencies. As a matter of fact, 21st century skills are defined as skills that should

be acquired within the scope of the elementary teaching undergraduate program.

Failure to teach these skills emerges as the most significant limitation of the program.

In particular, these skills and evaluations should be incorporated into the curricula
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content of faculties of education (An Analysis of Elementary Teaching Undergraduate

Program in Terms of 21st Century Skills, n.d.).

Twenty-first century skills are a set of capabilities and competencies that

students need to cultivate and develop to succeed in the age of information and

technology. The success and growth of today's youth in the labour market and the

knowledge economy depend on the level of 21st century skills they possess. It

revealed that 15.6% have a Low level, 68.1% have an Average level, 16.3% have a

high level of 21st-century skills (Varghese & Musthafa, 2021).

The Covid-19 pandemic, which is still ongoing, has changed the way various

sectors work, including the education sector. Teachers are required to carry out online

teaching which has affected the teacher’s teaching competencies that must be

possessed. The ability to teach teachers in various conditions must continue to be

developed so that student outcomes also continue to increase. The teacher

development model developed is effective in order to improve the teaching ability of

teachers. Our findings are discussed in the context of teacher professional

development to improve teacher teaching skills (Hadi et al., 2021).

21C-LCS and the 21C-CE are brief, psychometrically sound measures of two

distinct aspects of 21st Century Skills in educational settings. The 21C-LCS assesses

students’ perceptions of the following critical skill areas: (1) Leadership and

Responsibility; (2) Working with Others Effectively; and (3) Adaptability.

Additionally, the 21C-CE is a reliable measure of students’ perceptions of the ways in

which their classroom environments support their development of 21st century life

and career skills. The 21C-CE measures students’ 21st century learning environment

experiences. Specifically, it assesses students’ perceptions of having opportunities to

work with others and consider the opinions of others. It also measures students’
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perceptions of having opportunities or being encouraged to set goals, organize time,

and ask questions. Although it is a subjective method of evaluation, the 21C-CE

measures an important domain of 21st century learning environments, which is having

the opportunity to practice 21st century life and career skills. Students’ perceptions of

their learning environments were positively related to their perceptions of their own

21st Century skills, suggesting that more attention to understanding classroom

environments may be warranted.

In this 21st Century, many individuals would like to discover, experience, and

understand so many things around them. This research was conducted to determine

the significant relationship between 21stCentury skills and readiness of preservice

teachers at a state college in the Philippines in practice teaching. Preservice teachers

at the state college under study always demonstrated the 21st Century skills since it

posted a very high mean. In terms of their readiness to practice teaching, it was

revealed that they were ready in practice teaching. However, the 21st Century skills

have no significant relationship with the readiness of preservice teachers in general,

but collaboration skills were significantly related to the readiness of preservice

teachers in terms of teacher’s personality and classroom management.

Communication skills were directly related to readiness of preservice teachers in

terms of classroom management. Lastly, creativity was significantly related to

preservice teachers’ readiness toward practice teaching in terms of teacher’s

personality, lesson planning, content, teaching methodologies, and classroom

management. Therefore, Higher Education Institutions should place emphasis on the

different 21st Century skills which have significant effect on the readiness of

preservice teachers in practice teaching (Somosot, 2020).

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Globalization, international mobilization, and technological innovations are

some demands of the future. Students must prepare to face these challenges and grasp

the opportunities brought by the changing times. To succeed in this modern world, a

wide range of knowledge, aptitudes and character qualities are important.21st century

skills of the respondents as outstanding. Among the skills that respondents have is that

being risk-takers, followed by being a model, visionary, adaptor, collaborator, leader,

learner, while the lowest mean was on being a communicator. There was no

significant difference in the 21st-century skills of the pre-service teachers when they

were grouped according to profile. Because communication skills were found to be

the weakest skill possessed by the respondents, teachers should focus more on the

improvement of this skill by involving more students' active participation in class and

other school activities (Magno, 2019).

Pre-service teachers performed the 21st century skills in using technology on

all occasions. They always used technology as a means for learning in the classroom.

This also showed that they considered technology as important part of the teaching-

learning process. Despite the efforts made by the PSTs in utilizing the 21st Century

learning skills during their practice teaching, problems were encountered which

hindered the success of their endeavors. The attitude of the learners towards learning

with the use of technology ranked the highest. Pre-service teachers considered their

Classroom Management skills as their weakest skill. This must be noted that it is not

one among the lists of skills in 21st Century learning, but this can be considered in

developing most of the skills. The College of Education is in its continuing pursuit for

excellence in all aspects of its delivery of services to the ultimate beneficiary, the

learners. This study helped determine the weak points of the preservice teachers in

terms of the 21st century skills thereby determining also the entry point for
 20

strengthening and enhancing 21st century skills. The 2018 New Curriculum, if well

implemented would ensure improvement of the 21st century skills (Mugot &

Sumblan, 2019).

Theoretical Framework

The study is based on the Social Cognitive Theory of Albert Bandura (1986).

This theory emphasizes the different factors that affect human career development,

and its main point is how cognitive, behavioral and environmental factors affect

learning of people Bandura, A. (1986). In this study, the 21 st century skills which

include critical thinking skills, collaboration skills, communication skills, creativity

and innovation skills, self-direction skills, global connections, local connections, and

using technology as a tool for learning represent the behavioral variable of this theory.

Moreover, the effectiveness of classroom instruction of teachers in the case of this

study are student teachers represent the environmental variable, and the cognitive

processes represent the learner variable. These variables may help to prepare students

to be career ready and need to equip desirable knowledge, skills, and attitudes to be

21st century skilled especially to become critical thinkers and problem solvers.

Further, life ready individuals need to be able to transfer learned knowledge into

contextual and real-world experiences (DiBenedetto, C. A., & Myers, B.E. 2016).

Further, the study was anchored on the proposition that, when 21st Century skills

were intrinsically linked to preservice teachers' program, the most effective teaching

and learning occurred. This integration allows the preservice teachers to develop these

skills both personally and professionally (Urbani, J., Roshandel, S., Michaels, R.,

&Truesdell, E. 2017). In practice teaching program, the different criteria to be met

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which include teachers’ personality, lesson planning, content, teaching methods,

classroom management, and questioning skills (Borabo, L. &Borabo, H.G.L 2010).

Conceptual Framework

In the 21st century, pre-service teachers face the challenge of formulating a

skills development program. This task requires careful consideration of the specific

skills that need to be developed in order to meet the demands of modern education.

Pre-service teachers must take into account the changing landscape of education,

which includes the integration of technology, the emphasis on critical thinking and

problem-solving skills, and the need for cultural competence.

The researcher developed the IPO or Input- Output-Process model

framework to show how the variables related to each other and how the study's

research will be conducted.

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Figure 1. The Paradigm of the Study

The central focus of this conceptual framework is to assess the 21 st century

skills employ by the pre-service teachers. To successfully formulate a skills

development program, pre-service teachers must first identify the key skills that are

essential for students to thrive in the 21st century specifically, Learning and

Innovations Skills, Information and Technology Skills and Life and Career Skills.

Evaluating these skills involve a comprehensive analysis of an individual's abilities

and competencies in these areas. This assessment aims to measure the level of

proficiency and mastery in various skills that are crucial for success in today's rapidly

evolving world. To achieve this, the framework begins with the profile of the

respondents with regards to age, sex, and field of specialization. It then delves into the

21st-century skills employed by the Pre-service teachers at President Ramon

Magsaysay State University, Castillejos Campus. Additionally, the framework

explores the challenges that pre-service teachers encounter in the practice of 21 st-

century skills. Ultimately, the study aims to a skills development program for pre-

service teachers to meet the unique needs of the learners.

Null Hypothesis

The following null hypothesis were examined and tested.

1. There is no significant difference on the 21 st Skills of pre-service teachers in

terms of profile.
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Definition of Terms

The research study necessitates the inclusion of the following terminologies

which are essential in the development of the whole research process. The concepts

included were defined operationally to give a clearer blueprint on how these concepts

work in the research study.

21st century skills. It refers to the knowledge, life skills, career skills, habits,

and traits that are critically important to pre-service teachers' success in today's world,

particularly as students move on to college, the workforce, and adult life.

Information, Media, and Technology Skills. Refer to the competencies

required to effectively navigate, evaluate, and utilize digital information and

technology tools of BEED, BSED major in Social Studies, and BSED major in

English of pre-service teachers.

Learning and Innovation Skills. It refers to the learning and innovation skills

encompass a range of abilities critical for adapting, creating, and problem-solving in

various contexts of BEED, BSED major in Social Studies, and BSED major in

English of pre-service teachers.

Life and Career Skills. It refers to communication, collaboration, critical

thinking, creativity, adaptability, problem-solving, leadership, initiative, productivity,

and social and cross-cultural skills of BEED, BSED major in Social Studies, and

BSED major in English of pre-service teachers.

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Pre-service teachers. Pre-service teachers were operationalized as BEED,

BSED major in Social Studies and BSED major in English who are currently in the

PRMSU Castillejos in the Philippines.

Chapter 3

RESEARCH METHODOLOGY

This portion of the study presents the methodology to be applied which includes the

research design, respondents and location, research instruments, data-gathering

procedure and data analysis procedures.

Research Design

The research will employ an explanatory mixed methods research design,

with an evaluation tool serving as the primary instrument for data collection

regarding the assessment of 21st-century skills of pre-service teachers at the

College of Teacher Education at President Ramon Magsaysay State University.

This design integrates both qualitative and quantitative research methods to

provide a comprehensive understanding of the research findings. Specifically, it

follows an explanatory method within mixed research methods, where quantitative

data is initially collected and analyzed, followed by the incorporation of qualitative

data to provide further clarification and insight into the results, as outlined by

Creswell (2008).

Research Locale
 25

The research will take place at the Castillejos Campus of President Ramon

Magsaysay State University, specifically located in Sitio Baring, San Nicolas,

Castillejos, Zambales.

The President Ramon Magsaysay State University (PRMSU) is a

comprehensive and lone State University in Zambales composed of seven (7)

competent campuses strategically located in the different towns of the province-

the Castillejos, San Marcelino, Botolan, Iba, Masincloc, Candelaria, and Sta Cruz

Campuses.

The President Ramon Magsaysay State University was established by

virtue of Republic Act No. 11015, “An Act renaming the Ramon Magsaysay

Technological University to President Ramon Magsaysay State University

(PRMSU), Expanding its Curricular Offerings and Strengthening its Governing

Board,” which was signed into law by President Rodrigo R. Duterte on April 20,

2018 authored by Hon. Cheryl P. Deloso-Montallana, 2 nd District Representative of

Zambales. However, the university’s humble beginnings date back to early 1900s

which became the portal of Zambalenos to higher education.

 26

This study uses purposive sampling and focuses on assessing the 21 st-century

skills employed by the pre-service teachers at President Ramon Magsaysay State

University. According to Nikolopoulu (2023), Purposive sampling is best used

when you want to focus in depth on relatively small samples especially in

accessing a particular subset of the population that shares certain characteristics, or

you are researching issues likely to have unique cases. It also investigates factors

affecting the challenges that pre-service teachers encounter in the practice of 21-

century skills. It’s important to note that the study’s findings and recommendations

are specific to President Ramon Magsaysay State University, Castillejos Campus,

and may not directly apply to other schools. The study chooses 65 enrolled student

teachers from College of Teacher Education at President Ramon Magsaysay State

University, Castillejos Campus. Additionally, the study used different methods for

selecting participants, choosing 56 student teachers out of 65 using SLOVIN’S

FORMULA to balance representativesness and practicality ensuring a

comprehensive exploration of the research objectives with precision.

In statistics, Slovins’s Formula is used to calculate the minimum sample

sized needed to estimate a statistic based on an acceptable margin of error.

Slovin’s formula is calculated as:

N= N/ (1+Ne2)

where:

n= sample size

N= population size

E= acceptable margin of error

 27

The Instrument

Construction and Development

The survey questionnaire will be the primary instrument in gathering the data

for this research. Sincero (2020) pointed out that surveys provide a high level of

general capability in representing a large population. Due to the usual huge number

of people who answers survey, the data being gathered possess a better description

of the relative characteristics of the general population involved in the study. As

compared to other methods of data gathering, surveys are able to extract data that is

near to the exact attributes of the larger population. The Fairax County (2012) stated

that the survey questionnaire should be designed to include elements which make the

survey pertinent and relevant to the population to be sampled, thereby maximizing

response rates, and minimizing error or bias.

The questionnaire will be adopted from the study of Santos et al. (2015).

Student Teachers and Cooperating Teachers’ Practices in the 21st Century Classroom:

Developing 21st Century Skills among Learners. The survey questionnaire is

consisting of three (3) main parts. Part 1 deals with the profile of the student teachers

with regards to sex, age, and field of specialization. Part 2 deals with the practices in

developing 21st -century skills. Lastly, Part 3 is an open-ended question which seeks

to know the perceived challenges of pre-service teachers in the practice of 21 st-century

skills.
 28

Ethical Considerations

The researcher prioritized the utmost respect for the dignity and

privacy of research respondents throughout the study. Every stage of the research

process will be meticulously scrutinized to ensure strict adherence to ethical

standards. Prior to commencing the study, all requisite permissions will be

diligently obtained from relevant authorities. Stringent measures will be

implemented to safeguard the anonymity of respondents in accordance with the

Data Privacy Act of 2012, a comprehensive privacy law aimed at preserving the

fundamental right to privacy while fostering data innovation and progress

(Republic Act 10173, 2012). Confidentiality of analytical records and personal data

will be rigorously maintained, with all information used exclusively for research

purposes. Participation in the study was entirely voluntary, and all participants will

be fully informed about its objectives and procedures. Transparent and honest

communication characterized all interactions regarding the study, and due credit

will be accorded to the authors of the works referenced in this research.

Data Gathering Procedures

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

 29

Figure 3. Data Gathering Procedure

Phase 1. The first step will be the development and validation of the research

questionnaire. The survey questionnaire will be adopted and modified based on the

study of Santos et al. (2015). Student Teachers and Cooperating Teachers’ Practices

in the 21st Century Classroom: Developing 21st Century Skills among Learners.

Phase 2. The second step will be to obtain permission and approval from the office of

campus director Dr. Ivy H. Casupanan.

Phase 3. After that, the survey questionnaire will be administered. The survey

questionnaire will be piloted with each instructor from the College of Education of

President Ramon Magsaysay State University, Castillejos Campus. To assure one

hundred percent (100%) of the retrieval, the researchers will allot fifteen (15) retrieval

days.

Phase 4. After that, the data will be analyzed and interpreted. The researcher will

concentrate on data analysis and interpretations after acquiring and encoding data in

Excel 2016.

Phase 5. Finally, the research report must be written. The researchers will interpret

all of the findings following the data analysis. The researchers will be able to draw

inferences and make suggestions based on these findings. The research work will be

proofread by a grammarian and verified for plagiarism using the Turnitin Originality

Report. On these findings. The research work will proofread by a grammarian and

verified for plagiarism using Turnitin Originality Report.

 30

Analysis of Data

The data that will be collected through the questionnaires will be encoded

and statistically processed using software called Statistical Package for Social

Science (SPSS). Various statistical treatments will be used to analyze the data

gathered.

1. Frequency. This will be used to determine the number of distributions among

the profiles of the respondents regarding age, sex, length of service, and highest

educational attainment of the instructor of the College of Education of

President Ramon Magsaysay State University, Castillejos Campus.

2. Percentage (%). It will be utilized to analyze the proportion of the respondents’

profiles. The frequency (f) or the number of occurrences will be divided by the

number of cases (n), and the result will be multiplied by 100 (the constant

value) to get the percentage. It will be used to compare the distribution of each

of the data points in the profile of the participants to provide relevant

information about the respondents.

3. Weighted Mean (X) It will be used to ascertain the overall centrality of the

tendency of the characteristics of the data as measured in the areas of

respondents’ profiles.

4. Likert Scale. The Likert scale is composed of specific questions in line with the

given indicators to be asked to the propped respondents in selecting 5-point s

Likert scale ranging from “Always” (A), through “Often” (Of), “Seldom” (S),

to “Never” (N).

Assigned Scale Point Interpretation Description

Weight
 31

4 4.21-5.00 A Always

3 3.41-4.20 Of Often

2 1.81-2.60 S Sometimes

1 1.00-1.80 N Never

Table __. The 4-point Likert Scale

5. Thematic Analysis. This will be used in uncovering, interpreting, and

communicating patterns and themes within qualitative data, contributing to the

depth and richness of research findings.

6. ANOVA. This will be used to determine the significant difference on the

demographic profile in terms of age, sex, civil status, position/rank and length

of service and the perceived level of disaster preparedness of the clinical nurses

in JLMGH.

7. Pearson’s r. This will be used to investigate the direction and strength of the

relationship between the variables in the study.

Table ___. Pearson/s r Descriptive Value

r value Descriptive value

±1.00 Perfect relationship/correlation

=0.91 to ±0.99 Ver high relationship/ correlation

-=0.71 to ±0.40 High Relationship/correlation

 32

=0.41 to ± 0.70 Moderate relationship/correlation

=0.21 to ±0.40 Low or slight relationship/correlation

0.00 to ±0.20 Negligible relationship/correlation

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