scholarly journals Predictors of Academic Performance of Public Elementary School Learners

2020 ◽  
Vol 3 (2) ◽  
pp. 63-64
Author(s):  
Provilyn M. Aguirre ◽  
Carlos Eduardo I. Legaspi
Keyword(s):  
Elementary School ◽  
Academic Performance ◽  
Education Reform ◽  
21St Century ◽  
21St Century Skills ◽  
Family Income ◽  
The Philippines ◽  
Living Condition ◽  
Public Elementary School ◽  
Elementary School Learners

Academic performance determines the quality and standard of efficiency and effectiveness of an educational system. The Research Forum Presentation Philippines' Approach to Assessment of the 21st Century Skills Assessment Curriculum and Technology Research Center (ACTRC) stressed that learners need to acquire 21st-century skills. To address this concern, the Philippines, through its educational agencies, including the Department of Education (DepEd) for the elementary school learners, has merged the learning approach in developing the 21st-century skills through the K to12 education reform agenda.  Through its Bureau of Educational Assessment, DepEd has worked to define the skills and determine the opportunities of public elementary school learners of Bacolod City during the School Year 2019-2020. Likewise, it explores the relationship between the predictors of learners' academic performance using the demographic, such as age, sex, birth order, family living condition, monthly family income, nutritional status, and the level of academic performance of the learners in a public elementary school. 

scholarly journals THEORETICAL FRAMEWORK FOR TEACHERS SELF- ASSESSMENT TO TEACH 21ST CENTURY SKILLS

2021 ◽  
Vol 2 ◽  
pp. 402-429
Author(s):  
Dace Namsone ◽  
Līga Čakāne ◽  
Dace Eriņa
Keyword(s):  
Education Reform ◽  
Performance Appraisal ◽  
Professional Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Good Practice ◽  
Theoretical Framework ◽  
Assessment Tools ◽  
Learning Progressions ◽  
Self Assessment

The context of educational reforms taking place in many countries gives special relevance, as the curriculum enters the 21st century skills or so-called transversal skills. It is necessary to ascertain how successful the teaching of these skills is already so that the school management together with teachers develop evidence-based or data-driven professional development solutions. The aim of the research is to create a theoretical framework and corresponding self-assessment tools, how the teacher can assess for himself to what extent he has succeeded in achieving the competence to teach students in the 21st century skills required to achieve the goals set by the school in the context of the ongoing education reform in the country. For the self-assessment of teachers’ competencies, performance appraisal is used, comparing to what extent does teaching in a particular case correspond to good practice using performance level descriptors as tools - a set of teachers' learning progressions and tests. The developed set of teachers' professional learning progressions is based on data-based and field-tested analytical descriptions of performance levels from expert work. It includes 17 progressions developed within the framework of categories and criteria, the practical testing of which in school practice is planned in the authors' further research.

scholarly journals The Effect of the Augmented Reality Applications in Science Class on Students’ 21st Century Skills and Basic Skills

2021 ◽  
Vol 4 (4) ◽  
pp. 337-346
Author(s):  
Irem Dilmen ◽  
Nurhan Atalay
Keyword(s):  
Elementary School ◽  
Augmented Reality ◽  
Data Collection ◽  
21St Century ◽  
21St Century Skills ◽  
Basic Skills ◽  
Structured Interview ◽  
Control Group ◽  
Science Class ◽  
Data Collection Tool

This study investigates augmented reality (AR) applications on 21st-century skills and basic skills of elementary school students. The research method is determined as a mixed method. The sample group of the research consisted of 62 randomly selected elementary school 4th-grade students. In the experimental group, courses were taught using AR, and in the control group, the lessons were taught with activities included in the science class. In the research, the 21st-century learning and innovation scale and basic skills scale was used as a quantitative data collection tool, and semi-structured interview and researcher's journal were used as a qualitative data collection tool. According to the results, the study of science using augmented reality applications has positively affected the skills of elementary school 4th-grade students. The qualitative results of the research concluded that students' creativity and innovation, critical thinking, making inferences, problem-solving, collaboration, and communication skills developed. During the interviews with students and the classroom teacher, they stated that the AR application makes information more permanent by embodying the information in their minds. The lessons are fun and exciting; their interest in technology is increased and should be used in other lessons.

scholarly journals Make 21st Century Education: The Importance of Teaching Programming in Schools

2020 ◽  
pp. 158-163
Author(s):  
Shorena Abesadze ◽  
◽  
David Nozadze
Keyword(s):  
Elementary School ◽  
21St Century ◽  
21St Century Skills ◽  
Educational Games ◽  
Complete Information ◽  
First Grade ◽  
Project Based Learning ◽  
School Students ◽  
21St Century Education ◽  
Educational Processes

During recent years, there are huge discussions regarding 21st century education; Experts, scientists, educational specialists offer different ideas, results, and conclusions about how to improve educational processes in schools and how to develop students' 21st century skills; one of the important steps that have been taken in this direction is to introduce programming (coding) from the first grade as an independent subject in schools. The goal of this paper is to find out why it is important to teach programming in school. The main questions about this issue are: what are the reasons to teach programming? What are the main problems in the teaching process? How to teach programming? Answers to these questions are not always connected with each other and the teachers, who really create education in the classroom, need much more precise and complete information to what to teach and how to teach. Because of these issues, we decided to research this field and share our own experience, which we believe is successful in our school: we teach programming through the project-based learning method. Using this method, it is possible to develop 21st century skills and teach the basics of computer science from elementary school. In this paper we will discuss about secondary school students; by the end of the project, the 10th grade students have solved one of the problems of the school community - they have created educational games on the topic of ecology; games were created by the request of elementary school teachers; this year the games are successfully used in learning process.

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