Assessing the Integration of 21st-Century Skills in Public Senior High School Curricula: Basis for Curriculum Enhancement in Tagbilaran City, Bohol

Abstract

Integration of 21st-century skills refers to the systematic embedding of the essential skills into instructional practices. The study assessed how the curriculum of the public senior high schools in Tagbilaran City incorporates 21st-century skills. Specifically, it examined the extent of teachers’ integration in Learning and Innovation Skills (LIS), Information, Media, and Technology Skills (IMTS), and Life and Career Skills (LCS). The study also assessed the students’ proficiency in the aforementioned skills. Moreover, it investigated the correlation between teachers’ integration perceptions and students’ proficiency level perceptions. It employed a quantitative descriptive research design and a survey questionnaire to gather data. A stratified random sampling was utilized to obtain a total of 54 teacher respondents and 440 student respondents from the selected schools. Findings revealed that teachers had the highest mean score in LIS, while they scored lowest in IMTS. Meanwhile, students had the highest mean score in LCS and got the lowest mean score in LIS. Furthermore, the Spearman rank correlation revealed no significant correlation between teachers’ integration perceptions and students’ perceived proficiency levels in LIS, IMTS, and LCS. The result suggests a perceptual disconnect between how teachers believe they are integrating and how students perceive their proficiency in 21st-century skills.