With the advent of the new century, educators and learners have finally understood and manifested that reasoning is required to promote transfer because it gives access to all domains. Needless to say, the skills opted by the 21st century embark on a question of efficiency and their application to classroom instruction. This study aimed to determine the teaching practices of the secondary school Mathematics teachers for the development of 21st-century skills and their relationship on the students’ academic achievement. This utilized descriptive research and applied Pearson correlation. In this study also, the researcher utilized the modified Cochran method in determining the total samples needed. A total of 79 samples were taken using a stratified random sampling technique. After the data was examined, it was found out that most of the Mathematics teachers focused their teaching practices on developing the critical thinking and digital literacy of the students. Moreover, Mathematics teachers occasionally developed the local and global connections skills as well as creativity and innovation skills of the learners. However, it was revealed that only creativity and innovation skills have significantly influenced the students’ academic achievement. Thus, the researcher recommends applying a holistic approach to different teaching practices for developing 21st-century skills of the learners to have even possibility of enhancing these skills. It is recommended to align the 21st-century framework with the learning outcomes and assessment to make academic achievement more meaningful for the learners. Also, the researcher suggests increasing the application of developing creativity and innovation.
Anjo Abaratigue, Polytechnic University of the Philippines, Philippines
Bernadeth G. Nobles, Polytechnic University of the Philippines, Philippines