Apjeas-2017 4 2 11 PDF
Apjeas-2017 4 2 11 PDF
Apjeas-2017 4 2 11 PDF
2, April 2017
_________________________________________________________________________________________________________
st Asia Pacific Journal of
Perspective & Practices of the 21 Century Education, Arts and Sciences
Skills in Inclusive Education Vol. 4 No. 2, 87-94
April 2017
Joel T. Cayabyab (EdD), Myra Catungal, Raquel C. Pambid (Ph.D), P-ISSN 2362-8022
Hilario B. Taborda E-ISSN 2362-8030
Pangasinan State University, Philippines www.apjeas.apjmr.com
[email protected]
Date Received: March 25, 2017; Date Revised: April 29, 2017
Table 2. Extent of Practice of the 21st Century Skills in Inclusive Education along Learning and Innovative
Skills
A. Learning and Innovative Skills WM VI
1. Generate students’ own ideas about how to confront a problem or
3.75 Practiced
question.
2. Use idea creation techniques such as brainstorming and inquiry approach 3.74 Practiced
3. Ask students to compare information from different sources before
3.65 Practiced
completing a task or assignment.
4. Ask students to draw their own conclusions based on analysis of numbers,
3.60 Practiced
facts, or relevant information.
5. Test out different ideas to improve a task. 3.57 Practiced
6. Develop students’ self-direction skills. 3.51 Practiced
7. Teach creativity and innovation skills through project-based activities. 3.46 Moderately Practiced
8. Assess students’ critical thinking, creativity and innovative skills. 3.42 Moderately Practiced
9. Ask students to invent/ formulate solutions to a complex, open-ended
3.15 Moderately Practiced
question or problem.
10. Create an original product or performance to express the student’s ideas. 3.08 Moderately Practiced
Composite Mean 3.49 Moderately Practiced
90
P-ISSN 2362-8022 | E-ISSN 2362-8030 | www.apjeas.apjmr.com
Asia Pacific Journal of Education, Arts and Sciences, Vol. 4 No. 2, April 2017
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The respondents’ extent of practice of the 21 st the respondents rated lowest on the creation of
century skills in Inclusive Education along learning original product. This suggests that the respondents
and innovative policies skills states that out of ten 21st seldom require Student with Special Needs creation of
century skills, five are “practiced” and five are original products due to their physical or mental
“moderately practiced”. difficulties/incapacity.
The members of the faculty “practiced” use of The respondents’ extent of practice of the 21st
idea creation techniques (3.74); generation of century skills in Inclusive Education along
students’ own ideas about how to confront a problem information, media and technology skills is shown in
or question (3.75); testing different ideas to improve a Table 3.
task (3.57); comparison of information from different The data indicates that the respondents
sources before completing a task or assignment (3.65); “moderately practiced” all 21st century skills in
asking students to draw their own conclusions based Inclusive Education along information, media and
on analysis of numbers, facts, or relevant information technology skills.
(3.60). However, the respondents “moderately In particular respondents use of technology for
practiced” the following 21st century skills on: asking students’ self-instruction (3.39); teaching students to
students to invent/formulate solutions to complex, understand human, cultural and societal issues (3.50);
open ended question or problem (3.15); creating evaluating the credibility and relevance of online
original products or performance to express the resources (3.08); the use of technology to analyze
students’ ideas (3.08); teaching creativity and information (3.18); sharing of information (3.18);
innovative skills through project-based activities supporting students’ team work and collaboration
(3.46); and assessing students’ critical thinking, (3.15); interacting directly with experts in the
creativity and innovative skills (3.42). community (3.01);giving immersion activities for
In its totality the members of the faculty extent of Student with Special Needs to understand life (2.81);
practice of 21st century skills along learning and discussing issues related to environment and economy
innovative skills is “moderately practiced” with an (3.04) and assessing students skills in making global
overall rating of 3.49. It can be noted in Table 15 that connections (3.33).
Table 3. Extent of Practice of the 21st Century Skills in Inclusive Education along Information, Media and
Technology Skills
B. Information, Media and Technology Skills WM Descriptive Rating
1. Teach students to understand human, cultural, and societal issues related to
3.50 Moderately Practiced
technology and practice legal and ethical behavior.
2. Use technology or the Internet for students’ self-instruction 3.39 Moderately Practiced
3. Assess students’ skills in making global connections. 3.33 Moderately Practiced
4. Use technology to analyze information (e.g., databases, spreadsheets, graphic
3.18 Moderately Practiced
programs, etc.).
5. Use technology to help students share information (e.g. multimedia presentations
3.18 Moderately Practiced
using sound or video, presentation software, blogs, podcasts, etc.).
6. Use technology to support students’ team work or collaboration (e.g., shared work
3.15 Moderately Practiced
spaces, email exchanges, giving and receiving feedback, etc.).
7. Evaluate the credibility and relevance of online resources used by the students
3.08 Moderately Practiced
with special needs.
8. Discuss issues related to global interdependency (for example, global environment
3.04 Moderately Practiced
trends, global market economy).
9. Ask students to use technology to interact directly with experts or members of
3.01 Moderately Practiced
local/global communities.
10. Give immersion activities for students with special needs to understand life
2.81 Moderately Practiced
experiences of people in cultures besides their own.
Composite Mean 3.17 Moderately Practiced
91
P-ISSN 2362-8022 | E-ISSN 2362-8030 | www.apjeas.apjmr.com
Asia Pacific Journal of Education, Arts and Sciences, Vol. 4 No. 2, April 2017
_________________________________________________________________________________________________________
As a whole the respondents’ extent of practice of will present their work or demonstrate their learning
the 21st century skills in Inclusive Education along (2.93).
information, media and technology skills is The extent of practice of the respondents along the
“moderately practiced” with weighted mean of 3.17. 21st century skills in Inclusive Education along
This implies that the use of electronic information, effective communication skills is fairly practiced and
media and technology skill is not extensively used in rated 3.47. This suggests that the members of the
teaching and learning process for Student With faculty “moderately practiced” effective
Special Needs. communication skills in implementing inclusive
Extent of practice of 21st century skills in IE along education. It means that the communication skills in
effective communication skills in the CTEs was rated Inclusive Education could also vary according to the
by the members of the faculty. Table 17 reveals that different needs of the student.
the respondents “practiced” the following: asking Table 5 shows the extent of the 21st century skills
questions in front of an audience and asking students inclusive education along life and career skills. The
to prepare and deliver an oral presentation (4.06); respondents “practiced” the following life and career
asking students to present their group work to the skills that dealt with the following: asking students to
class (3.52); allow students to work with other investigate topics or issues that are relevant to their
students to set goals and create a plan for their team family needs ( 3.73); to apply what they are learning
(3.75) and assess students’ communication skills (3.79); engage in problem based learning (3.61.
through varied media (3.46). It is also noted that the Monitoring students’ achievement (3.56); talking to
respondents “moderately practiced” , asking students the community about a class activity (3.29); analyzing
to give feedback to peers or assess other students’ and viewing issues of IE (3.16); responding to
work to support individual learning and contribute to questions about concerns of different communities
the learning of others (3..38); the use of digital media (3.35); ask students to engage in community relations
environment to communicate and work (3.24); and ask students to apply instructional
collaboratively (3.19); asking students to convey their strategies to reflect sensitivity to multi-cultural issues
ideas using media other than written paper (3.15); and (3.49); are “moderately practiced” by the respondents.
asking students to structure data for use in written In its overview Life and career skills are
products or oral presentations (3.22); and allow “moderately practiced” (3.46) which indicates that the
Students With Special Needs to decide on how they respondents are not fully preparing the CTE students
on the applications of the lessons to life and careers.
Table 4. Extent of Practice of the 21 st Century Skills in Inclusive Education along Effective Communication
Skills
C. Effective Communication Skills WM VI
1. Ask students to answer questions in front of an audience. 4.06 Practiced
2. Ask students to prepare and deliver an oral presentation to the teacher
4.06 Practiced
or others.
3. Allow students to work with other students to set goals and create a
3.75 Practiced
plan for their team.
4. Ask students to present their group work to the class, teacher or
3.52 Practiced
others.
5. Assess students’ communication skills through varied media. 3.46 Moderately Practiced
6. Ask students to give feedback to peers or assess other students’ work
3.38 Moderately Practiced
to support individual learning and contribute to the learning of others.
7. Ask students to structure data for use in written products or oral
3.22 Moderately Practiced
presentations (e.g., creating charts, tables or graphs).
8. Allow students to use digital media and environments to
3.19 Moderately Practiced
communicate and work collaboratively, including at a distance.
9. Ask students to convey their ideas using media other than a written
3.15 Moderately Practiced
paper (e.g., posters, video, blogs, etc.).
10. Allow students with special needs to decide on how they will present
2.93 Moderately Practiced
their work or demonstrate their learning.
Composite Mean 3.47 Moderately Practiced
92
P-ISSN 2362-8022 | E-ISSN 2362-8030 | www.apjeas.apjmr.com
Asia Pacific Journal of Education, Arts and Sciences, Vol. 4 No. 2, April 2017
_________________________________________________________________________________________________________
Table 5. Extent of Practice of the 21st Century Skills in Inclusive Education along Life and Career Skills
D. Life and Career Skills WM VI
1. Ask students to apply what they are learning to local situations, issues or problems. 3.79 Practiced
2. Ask students to investigate topics or issues that are relevant to their family and
3.73 Practiced
community needs.
3. Ask students to engage on problem-based learning and apply this to real life
3.61 Practiced
situations.
4. Monitor and evaluate students’ achievement based on objectives and expected
3.56 Moderately Practiced
performance.
5. Ask students to apply instructional strategies that reflect sensitivity to multicultural
3.49 Moderately Practiced
issues and students’ special needs.
6. Ask students to respond to a question or task in a way that weighs the concerns of Moderately Practiced
3.35
different community members or groups on Inclusive Education
7. Provide activities for diverse students to adapt easily to changes. 3.34 Moderately Practiced
8. Allow students to talk to one or more members of the community about a class
3.29 Moderately Practiced
project or activity.
9. Ask students to engage in effective community relations and school-business
3.24 Moderately Practiced
partnerships.
10. Ask students to analyze how different stakeholders view an issue of Inclusive
3.16 Moderately Practiced
Education.
Composite Mean 3.46 Moderately Practiced
93
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Asia Pacific Journal of Education, Arts and Sciences, Vol. 4 No. 2, April 2017
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