GRADUATE SCHOOL

PERCEPTION OF TEACHERS ON THE DEVEOPMENT OF TWENTY FIRST CENTURY

SKILLS OF LEARNERS

STATEMENT OF THE PROBLEM

This study was conducted to determine the perceptions of
teachers on the development of twenty first century skills of
learners.

Specifically, the researcher aimed to answer the following:

1. How may the profile of the teachers be described to terms
of:

1.1. Age;
1.2. Sex;
1.3. Civil status;
1.4. Educational attainment;

2. How may the perceptions of the respondents on the

development of twenty first century skills of learners be
described in terms of:

2.1. Critical Thinking and Problem Solving;

2.2. Accessing and analyzing information;
2.3. Collaboration Across Networks and Leading by
Influence;
2.4. Effective Oral and Written Communication;

3. Is there a significant relationship between the teachers’

profile variable and their perceptions on the development
of twenty first century skills of learners?

4. Is there significant difference between the perception of

teachers and learners on the development of twenty first
century skills of learners?

5. What are the implications of the findings to Grade 10

Teachers and Learners?
 GRADUATE SCHOOL

PERCEPTION OF TEACHERS ON THE DEVEOPMENT OF TWENTY FIRST CENTURY

SKILLS OF LEARNERS

Questionnaire for Learners

Direction: Please check the number which describes on the
development of twenty first century skills of your teacher with
scale of the given statement using the following guide.

Scale Verbal Description

4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree

1. CRITICAL THINKING AND PROBLEM SOLVING 4 3 2 1

teacher,
1. provide opportunities for problem solving that
utilize multiple solutions.
2. utilize a variety of learning activities to
choose and engage solving problems.
3. develop the learners to answer open-ended
questions using higher order thinking skills.
4. use multiple resources to plan, design and
execute problems.
5. use technology to collaborate and solve
problems.
6. allow learners to ask open-ended question.
7. encourage learners to formulate and articulate
solution to problem.

2. ACCESSING AND ANALYZING INF0RMATION 4 3 2 1

teacher,
1. create structure that guide leaners
inquiry and facilitate the use of
information.
2. provide opportunities for learners to
access, evaluate, synthesize and use of
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information effectively and efficiently to
conduct research.
3. apply varied research skills to find and
evaluate resources.
4. use information and resources to
accomplish task.
5. select appropriate digital tools to
assemble, evaluate and utilize
information.
6. access information efficiently and
effectively.
7. evaluate information critically and
competently.

3. COLLABORATTING ACROSS NETWORKS AND LEADING 4 3 2 1

BY INFLUENCE
teacher,
1. provide opportunities for learners to take
a leadership role in collaborative
projects.
2. allow learners to make connections beyond
the classroom in multiple pathways.
3. demonstrate ability to work effectively and
respectfully with diverse teams.
4. exercise flexibilty and willingness to
accomplish a common goal.
5. assume responsibly for collaborative work.
6. use decision making and problem solving
skills to influence and guide others toward
a goal.
7. work to involve parents and community
members to participate in school
activities.

4. EFFECTIVE ORAL AND WRITTEN COMMUNICATION 4 3 2 1

Teacher,
1. model effective communication in multiple
ways and for multiple pruposes.
2. provide opportunities for learners to make
global connections.
3. communicate effectively in diverse
environment.
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4. initiate comminication in real and non-real
time.
5. articulate thoughts and ideas effectively
using oral, written and non verbal
comminication.
6. use communication for a range of purposes
(e.g. to inform, instruct, motivate and
persuade.)
7. listen to the problem of the learners
before making any decision.

5. CURIOSITY AND IMAGINATION 4 3 2 1

teacher,
1. create opportunity for learners to
elaborate, refine, analyze, and evaluate
their own ideas.
2. demonstrate originality and inventiveness
in work to adopt new ideas.
3. allow learners to self reflect, modify and
improve.
4. see the potential in emerging tools and web
technologies, grasp and manipulate them.
5. develop curiosity of learners by asking
question and sahring insights of others.
6. allow learners to create unique ideas and
products.
7. challenge learners to experience new thigs
and embark new endeavors.

6. AGILITY AND ADAPTABILITY 4 3 2 1

teacher,
1. create condition that require learners
demonstration of adaptability to change.
2. adapt varies roles, jobs, responsibilities,
schedules and context.
3. work effectively in a climate of ambiguity
and changing priorities.
4. incorporate feedback effectively.
5. deal positively with praise, setbacks and
criticism.
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6. create a dynamic environment within the
classroom to help learners prepare for the
future.
7. match learners learning style to a variety
of ict tools.

7. INITIATIVE AND ENTREPRENEURSHIP 4 3 2 1

teacher,
1. create student-centered learning
experiences through multiple pathways.
2. provide opportunity for leaners to use data
and self-reflect on their learning.
3. help learners to set their own goals.
4. provide constructive feedback to learners
on a continuous basis.
5. develop the ability of learners to earn
while learning by means of
entrepreneurship.
6. utilize time mange workload efficiently.
7. explore and expand ones’s own learning and
opportunities.