21st Century Skills of High School Students:
Input to a Students Enhancement Program

Basic Research and Statistics
Union Christian College
City of San Fernando, La Union

February 2015

Abstract

21st Century Skills of High School Students:
Input to a Students Enhancement Program

Background of the Study

Theoretical Framework
This study is anchored on the following theories.
Dreyfus and Dreyfus theory of Skills Acquisition makes a distinction between ‘knowing that’ and ‘knowing how’. This theory presented that many of us are not conscious of our “knowing how” possibly because we take our knowing-how for granted.
Another theory is the Authentic Assessment theory as cited by Dumaoang (2014) is the evaluation of student abilities in real world context. It is an appraisal of an of students analytical / creative skills. It is a tool that can be used to help students integrate what they learn and form of assessment that values the learning process as much as the final products.
This study is also supported by Experiential Learning Theory. This theory builds on social and constructivist theories of learning but situate experience at the core of the learning process. It aim to understand the manners in which experiences-whether first or second hand-motivate learners and promote their learning. Therefore, learning is about meaningful experiences-in everyday life-that leads to a change in an individual’s knowledge and behaviours.
The above-mentioned theories helped the researchers to connect skills acquisition through meaningful day to day experiences specially if appropriate assessment strategies are utilized.

INPUT PROCESS OUTPUT
Proposed Enhanced Program for High School Students

1. Analysis of: a. time utilization b. extent of 21st Century Skills of the Students c. Relationship of time utilization and 21st