21st Century Skills and Academic Performance of Grade 7 Students in Public Secondary Schools

Abstract

This study investigated the level of 21st-century skills among Grade 7 students in selected public secondary schools and examined how these skills relate to their academic performance. Recognizing the increasing importance of competencies such as innovative thinking, digital literacy, and life and career skills in modern education, the research aimed to determine students’ self-perceived abilities and whether demographic factors influence these skills. The study also sought to identify whether mastery of 21st-century skills contributes to improved scholastic achievement.

A descriptive research design, specifically a survey method, was utilized involving 272 Grade 7 students selected through stratified sampling based on Slovin’s formula. Data were gathered using a validated questionnaire-checklist, supplemented by documentary analysis of students’ general averages to determine their academic performance. The instrument underwent expert validation to ensure content accuracy and reliability. Descriptive statistics, mean scores, and inferential tests were used to determine levels of skills and identify significant differences and relationships.

Results revealed that students rated themselves as “Much Skillful” across all domains of 21st-century skills, with composite means of 3.86 for learning innovative skills, 4.12 for digital literacy skills, and 3.93 for life and career skills, yielding an overall mean of 3.97. Digital literacy emerged as the strongest skill area. Demographic variables—including age, sex, sibling position, family size, income, and parents’ occupation—showed no significant influence, although father’s educational attainment demonstrated a significant effect on life and career skills. Academic performance was generally high, with a mean of 89.44, categorized as Very Satisfactory.

The study concludes that students’ 21st-century skills are strongly associated with their academic performance, indicating that greater confidence in creativity, critical thinking, digital proficiency, and life skills enhances scholastic outcomes. These findings support the integration of 21st-century competencies into instructional practices and highlight the need for continuous training, skill-based learning activities, and supportive school environments.