THE DEVELOPMENT OF THE 21ST-CENTURY SKILLS IN MATHEMATICS OF THE SENIOR HIGH SCHOOL LEARNERS IN THE PUBLIC SECONDARY SCHOOLS IN THE DIVISION OF CAMARINES SUR

Abstract

This descriptive-evaluative-correlational study determined the development of the 21st-century skills in Mathematics of Senior High School (SHS) learners in the public secondary schools of the Division of Camarines Sur for School Year 2025–2026, the teachers’ competence in developing these skills, the challenges encountered and solutions offered, the significance of agreement on the rank orders of each set of indicators, and the training design that can be crafted from the findings. A researcher-made, 170-item questionnaire (Kuder-Richardson Formula 21 reliability = 0.812) was answered by 272 SHS teachers from the five congressional districts, chosen through stratified random sampling. Data were treated with weighted mean, rank, and Kendall’s Coefficient of Concordance (W) with its chi-square test at the 0.05 level. The learners’ 21st-century skills were Much Evident overall (4.47), and Very Much Evident along Competence (4.70) and Communication (4.52); teachers’ competence was Much Evident overall (4.47), and Very Much Evident along Interpersonal Relationship (4.70) and Classroom Management (4.52). The challenges were Much Challenging overall (4.47), and Very Much Challenging along Limited Resources (4.70) and Lack of Administrative Support (4.52); the solutions offered were Much Appropriate (4.30), led by sufficient instructional resources, stronger ICT infrastructure, and authentic performance-based assessments. Kendall’s W ranged from 0.20 to 0.33, and no computed χ² exceeded the tabular value; hence, all three null hypotheses were accepted, indicating no significant agreement on the rank orders among the groups of respondents. A training design was crafted from the findings. It is recommended that supervisors and school heads sustain monitoring and professional development, that teachers share best practices, that Local Government Units allocate resources and technology, and that the training design be implemented.