Self-efficacy and practices in teaching 21st-century skills

2021 ◽  
Author(s):  
Jeddah Quiño ◽  
Gerlinda Corpuz
Keyword(s):  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills

scholarly journals Investigation of Self-Efficacy Perceptions Regarding the 21st Century Skills of University Students Enrolled in Different Faculties

2021 ◽  
Author(s):  
Aylin Mentiş Köksoy ◽  
İskender Daşdemir
Keyword(s):  
University Students ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Research Study ◽  
Health Sciences ◽  
Significant Difference ◽  
Faculty Of Education ◽  
The One ◽  
Media And Technology

The 21st-century skills are considered to be needed by individuals in a changing world. The aim of this research study is to determine whether or not the self-efficacy perceptions of students enrolled in the Faculty of Education, the Faculty of Literature, and the Faculty of Nursing (health) pertaining to the 21st-century skills cause any difference among the faculties. The population of the research is comprise of 1,056 students, 841 females and 215 males, at Ege University during the fall semester of the 2018-2019 academic year. “21st Century Skills Self-efficacy Perception” scale, which has 3 subdimensions such as “Learning and Renewal (LR) Skills,” “Life and Career (LC) Skills,” and “Information, Media and Technology (IMT) Skills,” is utilized in the study. The research study is designed in accordance with the causal-comparative model. In the data analysis, independent groups t-test is performed to detect differences in terms of gender, whereas the one-way analysis of variance) techniques are conducted to detect differences in terms of faculties. The margin of error is determined as .05 in the study. No significant difference is detected in the LR skills of university students in terms of the gender variable. It is found that a significant difference exists according to gender in the subdimension of LC skills. No significant difference is observed according to gender variable in the subdimension of IMT skills of university students. According to this result, the LC skills of female students are detected to be higher than that of male students. It is observed that the LR skills of the students in the faculty of education are higher than that of the students in the faculty of health sciences. It is determined that a significant difference exists in the LC skills of university students according to the faculty of education variable. It is determined that the LC skills of the students in both the faculties of education and literature are higher than that of the students in the faculty of health sciences. Furthermore, it is determined that the IMT skills of the students in the faculty of education and the faculty of literature are higher than that of the students in the faculty of health sciences.

Optimizing K-14 Instruction to Infuse 21st Century Skills

2013 ◽  
Vol 1583 ◽  
Author(s):  
Deborah Day ◽  
Cindy Guo ◽  
Nicole Ferrari ◽  
Heather Edgecumbe ◽  
Christine Broadbridge
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Technological Fluency ◽  
Subject Areas ◽  
K 12 ◽  
The Impact

ABSTRACTThis multi-phased study investigates the learning outcomes of courses taught in the K-14 classroom. Specifically, the methods and practices teachers use to develop and encourage 21st Century Skills including critical thinking skills and technological fluency in all subject areas, STEM and non-STEM related, are of great interest. Currently, these skills are in high demand in fields which develop advanced materials and are the backbone of the National Academiesdeveloped Frameworks for K-12 Science Education. Phase I participants in this study included high school and college educators while Phase II of the study will involve K-14 students. In this study, educators were asked to rate their teaching self-efficacy in two primary areas: critical thinking skills and technological fluency. This included questions related to components in their current curriculum as well as methods of assessment [e.g., rubrics]. The instrument created to measure self-efficacy was based on a modified ‘Science Teaching Efficacy Belief Instrument' (STEBI). All participants were from Connecticut. Results indicate that both STEM and non-STEM related subject areas offer an equally rich array of opportunities to effectively teach critical thinking and technological fluency at a variety of educational levels. The impact of Professional Development on teacher self-efficacy was of particular importance, especially in K-12 education.

scholarly journals Investigation of Self-Efficacy Perceptions Regarding the 21st Century Skills of University Students Enrolled in Different Faculties

2021 ◽  
Vol 4 (4) ◽  
Author(s):  
Aylin Mentiş Köksoy ◽  
◽  
İskender Daşdemir
Keyword(s):  
University Students ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Research Study ◽  
Health Sciences ◽  
Significant Difference ◽  
Faculty Of Education ◽  
The One ◽  
Media And Technology

The 21st-century skills are considered to be needed by individuals in a changing world. The aim of this research study is to determine whether or not the self-efficacy perceptions of students enrolled in the Faculty of Education, the Faculty of Literature, and the Faculty of Nursing (health) pertaining to the 21st-century skills cause any difference among the faculties. The population of the research is comprise of 1,056 students, 841 females and 215 males, at Ege University during the fall semester of the 2018-2019 academic year. “21st Century Skills Self-efficacy Perception” scale, which has 3 subdimensions such as “Learning and Renewal (LR) Skills,” “Life and Career (LC) Skills,” and “Information, Media and Technology (IMT) Skills,” is utilized in the study. The research study is designed in accordance with the causal-comparative model. In the data analysis, independent groups t-test is performed to detect differences in terms of gender, whereas the one-way analysis of variance) techniques are conducted to detect differences in terms of faculties. The margin of error is determined as .05 in the study. No significant difference is detected in the LR skills of university students in terms of the gender variable. It is found that a significant difference exists according to gender in the subdimension of LC skills. No significant difference is observed according to gender variable in the subdimension of IMT skills of university students. According to this result, the LC skills of female students are detected to be higher than that of male students. It is observed that the LR skills of the students in the faculty of education are higher than that of the students in the faculty of health sciences. It is determined that a significant difference exists in the LC skills of university students according to the faculty of education variable. It is determined that the LC skills of the students in both the faculties of education and literature are higher than that of the students in the faculty of health sciences. Furthermore, it is determined that the IMT skills of the students in the faculty of education and the faculty of literature are higher than that of the students in the faculty of health sciences.

scholarly journals Developing and validating a scale of teachers’ self-efficacy in relation to 21st century skills

2021 ◽  
Vol 19 (2) ◽  
pp. 91-98
Author(s):  
Kazuko Kashiwagi ◽  
Takayuki Shishido ◽  
Takumi Yada
Keyword(s):  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills

scholarly journals Through Pains and Gains: Measures of 21st Century Skills and Sense of Self-Efficacy of Alternative Learning System (ALS) Learners

2021 ◽  
Vol 2 (3) ◽  
pp. 189-197
Author(s):  
Ma. Cristina E. Zulueta ◽  
Girlin Bag-ao ◽  
Shallimar A. Bayucca ◽  
Glenn B. Brombuela ◽  
Garci Gil V. Cajurao ◽  
...  
Keyword(s):  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Sense Of Self ◽  
Learning System ◽  
Return To School ◽  
Alternative Learning ◽  
Correlational Design ◽  
Philippine Government ◽  
Out Of School Youth

For several years, illiteracy, poverty, and deprivation were the worst adversary of the Philippine Government. One of the greatly affected sec-tors of illiteracy and poverty is the education sector. The Department of Education (DepEd) has experienced large amounts of drop-outs and out-of-school youth and adults due to poverty. For the Department to alleviate this concern, the Alternative Learning System (ALS) was es-tablished. ALS offers basic schooling for all persons who wish to return to school in a way that fits their personal needs and situation. Hence, this study assessed and extrapolated ALS learners with their 21st-century skills and its correlation to their sense of self-efficacy. Using a descriptive-correlational design, the researchers wanted to establish a link between and among variables. The findings of the study revealed moderate acquisition of 21st-century skills among ALS’ learners. Their sense of self-efficacy was also noted to be high. Further analysis re-vealed that, ALS learners’ acquisition of 21st century skills significantly correlated to their sense of self-efficacy. It is recommended that ALS teachers should provide more activities that will further enhance and strengthen the local and global awareness of ALS learners. Also, possible extension of the study could be undertaken to draw the general picture of the ALS learners as to their skills and sense of self-efficacy.

scholarly journals Promoting Students’ Perceived Self-Efficacy towards 21st Century Skills through Everyday Life-Related Scenarios

2021 ◽  
Vol 11 (10) ◽  
pp. 570
Author(s):  
Helen Semilarski ◽  
Regina Soobard ◽  
Miia Rannikmäe
Keyword(s):  
Everyday Life ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Science Learning ◽  
Intervention Study ◽  
Before And After ◽  
Scientific Competence ◽  
Core Idea ◽  
Experimental Group

Interdisciplinary science learning can play a central role in promoting students’ 21st century skills. However, students tend to have low perceived self-efficacy towards 21st century skills, thus limiting the application of their actual scientific competence. This study seeks, based on a 1.5-year intervention study, to promote students’ perceived self-efficacy towards 21st century skills through science learning compared to a non-experimental group. During the intervention, everyday life-related scenarios were utilized, with students guided to create core idea maps. Data on students’ perceived self-efficacy were collected before and after the intervention. Results showed that students’ perceived self-efficacy towards 21st century skills changed in a significantly positively way after the intervention.

Pengembangan E-modul Berbasis Smartphone Pada Materi Integral Tak Tentu Berorientasi Keterampilan Abad Ke-21

2020 ◽  
Vol 3 (2) ◽  
pp. 222-233
Author(s):  
Veronika Fany Monica Yuniarti ◽  
Nurul Anriani ◽  
Cecep Anwar H. F. Santosa
Keyword(s):  
Research And Development ◽  
21St Century ◽  
Mathematics Teacher ◽  
21St Century Skills ◽  
Research Method ◽  
Effective Medium ◽  
Developmental Research ◽  
High Category ◽  
Research Show

Abstrak: Penelitian ini bertujuan untuk menghasilkan aplikasi e-modul berbasis smartphone pada materi integral tak tentu berorientasi keterampilan abad ke-21 yang valid, praktis, dan efektif. Penelitian menggunakan metode Research and Development (R&D) dari Borg dan Gall yang dimodifikasi menjadi enam langkah. Hasil penelitian menyatakan bahwa hasil skor validasi ahli materi sebesar 4.2 termasuk kategori valid, ahli media diperoleh 3.8 termasuk kategori valid dan guru matematika diperoleh 3.7 termasuk kategori valid. Sedangkan hasil efektivitas diperoleh dari persentase ketuntasan 70% dengan kategori tinggi, dan n-gain sebesar 0,7682 termasuk kategori interpretasi tinggi. Lebih jauh, hasil praktis diperoleh 44.55 jumlah rata-rata skor pernyataan yang termasuk kategori sangat praktis dan 39.80 jumlah rata-rata skor pernyataan yang termasuk kategori praktis. Berdasarkan hasil tersebut maka dapat disimpulkan bahwa pengembangan aplikasi e-modul berbasis smartphone merupakan media yang valid, praktis, dan efektif. Abstract: The research aims to produce a valid, practical, and effective smartphone-based e-module applications 21st-century skills-oriented integral material. The Research method was developmental research (R&D) according to Borg and Gall which was modified into six steps. The results of the research show that the validity of material experts score is 4.2 (valid category), media experts obtained is 3.8 (valid category) and the mathematics teacher score is 3.7 (valid category). While the effectiveness results obtained from the percentage of completeness of 70% with a high category and n-gain of 0.7682 including the high interpretation category. As well as the practical results obtained 44.55 the average number of statements in the very practical category and 39.80 the average number of statements in the practical category. Based on these results it can be concluded that the development of smartphone-based e-module applications is a valid, practical, and effective medium.

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