21st Century Teaching Skills of Multigrade Elementary Teachers

21st CENTURY TEACHING SKILLS OF MULTIGRADE ELEMENTARY
TEACHERS: AN ENHANCEMENT PROGRAM
A Master’s Thesis
Presented to the Faculty of the Graduate School
Southern Luzon State University
Lucban, Quezon
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Elementary Education
by
WALTER R. PAGANA
March 2017
ACKNOWLEDGMENT
The researcher would like to extend his sincerest thanks and profound
gratitude to the following persons who supported and selflessly gave their help to
make this study a successful one:
Dr. Aileen V. Elarco, research adviser, for her support and innovative
approach in suggesting ideas about the study, for her wisdom shared, and
assistance extended that enabled the researcher to accomplish the study easily;
Dr. Teresita V. de la Cruz, Prof. Daisy G. Gregana, and Prof. Lucila E.
Absulio, oral examination committee, for their valuable inputs in giving pertinent
remarks and suggestions relevant to the study;
Dr. Apolonia A. Espinosa, statistician, for extending help and expertise
in statistical analysis;
Dr. Catherine P. Talavera, OIC-Schools Division Superintendent, and the
School Heads of multigrade schools of Tayabas City Division, for allowing the
researcher to conduct this study;
Multigrade teachers of Tayabas City Division, for their cooperation as
respondents of the study;
Mrs. Rowena O. Sabiduria, principal of West Palale Elementary School,
for always supporting and encouraging the researcher to seek further learning;
Mr. and Mrs. Moises Alex Z. Pagana, his parents, and Arcedel, his
brother, for serving as his strength and inspiration to carry on despite many
challenges in life;
And most of all, Almighty God, for the wisdom, providence and gift of life
WRP
iv
DEDICATION
This piece of work is wholeheartedly and humbly dedicated to his very supportive
parents Mr. Moises Alex Z. Pagana and Emma L. Romero,
his brother Arcedel and fellow teachers in West Palale
Elementary School and most of all
to our ALMIGTHY GOD.
WRP
TABLE OF CONTENTS
Page
TITLE PAGE…………………………………………………………….……… i
APPROVAL SHEET……………………………………...……………..…..…. ii
ACKNOWLEDGMENT……………………………………..…………….…... iii
DEDICATION………………………………………………………….……..… iv
TABLE OF CONTENTS……………………………………………..…..……. v
LIST OF TABLES……………………………………………………..………. vi
FIGURE…………..………………………………………………………….…. viii
LIST OF APPENDICES…………………………………….…………………. ix
ABSTRACT………………………………………………………………..……. x
CHAPTER
I. INTRODUCTION…………………………………………………..…... 1
Background of the Study……………………..……………………..… 3
Statement of the Problem….……………………….…………………. 4
Hypothesis……………………………………………………………… 5
Significance of the Study …………………...………..………………. 5
Scope and Limitation……………………………………..……….…… 6
Definitions of Terms………………………………….…….………….. 7
II. REVIEW OF LITERATURE ………………………………………..… 11

Research Framework……………………………………………..…… 30
Research Paradigm…………………………….…….……..………… 32
III.METHODOLOGY ……………………………………………………… 34
Locale of the Study. .………………………………………..….……... 34
Research Design.……………………………………………………... 34
Population ………………………………………................................ 35
Research Instrumentation………………………….…………….…… 35
Data Gathering Procedures……………………………………..….… 39
Statistical Treatment…………………………….………………...…... 40
IV. RESULTS AND DISCUSSION……………………………………… 43
V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS……… 72

Summary …………………………………………………………..…... 72
Findings………………………………………………………………… 73
Conclusions…………………………………………………….…….… 74
Recommendations……………………………………………..……… 75
BIBLIOGRAPHY………………………………………………………………… 76
APPENDICES…………………………………………………………………… 87
CURRICULUM VITAE……………………………………………………….…. 94
LIST OF TABLES
Table Page
1 Frequency and Percentage Distribution of the Responses as

to Age ………………………………………………….………… 43

to Civil Status……………………………………………………… 46

to Length of Service……………………………………………… 48

to Highest Educational Attainment……………………………… 50
5 Frequency and Weighted Mean Distribution of the

Responses in Terms of Planning Standard- Based 53
Instruction……………
6
Frequency and Weighted Mean Distribution of the 54
Responses in Terms of Designing Standard- Based
7 Assessment…………
57
Frequency and Weighted Mean Distribution of the
8 Responses in Terms of Facilitating Project- Based
Learning……………… 60
Frequency and Weighted Mean Distribution of the

9 Responses in Terms of Classroom Management
Skills…………………… 63
Regression Analysis of the respondents’ Profile and their

10 Twenty- first Century Teaching Skills As to Planning
Standard- Based 64
Instruction…………………………………………………
11
Twenty- first Century Teaching Skills As to Designing 66
Standard- Based Assessment…………………………………..
12
67
Twenty- first Century Teaching Skills As to Facilitating
Project- Based
13
Learning……………………………………..…………….
68
14 Regression Analysis of the respondents’ Profile and their
Twenty- first Century Teaching Skills As to Classroom 69
Management Skills………………………………………………..
15
Acceptability Level of Enhancement Program in Terms of 70
Authenticity………………………………………………..............
Acceptability Level of Enhancement Program in Terms of
Usefulness...............................................................................
Acceptability Level of Enhancement Program in Terms of

Clarity.......................................................................................
.
viii
FIGURE
Figure Page
1 Modified Input- Process- Output (I.P.O) Model on the

21st Century Teaching Skills of Multigrade Elementary Teachers
of the Division of Tayabas City and the Enhancement
Program……………………………………………. 32
LIST OF APPENDICES
Appendix Page
A Communication……………………………………………….. 88
B Instruments……………………………………………………. 89
ABSTRACT
Title of Research : 21st CENTURY TEACHING SKILLS OF

MULTIGRADE ELEMENTARY TEACHERS: AN
ENHANCEMENT PROGRAM
Researcher : WALTER R. PAGANA
Degree Conferred : Master of Arts in Elementary Education
Name and Address of Southern Luzon State University,

the Institution : Graduate School
Lucban, Quezon
Adviser : AILEEN V. ELARCO, Ph. D
Year Conferred : 2017
Keywords : Twenty-first Century, Multigrade Class, Teaching

Skills, Planning Standard- Based Instruction,
Facilitating Project- Based Learning, Classroom
Management Skills
This study aimed to determine the 21st century teaching skills of fifty (50)
purposively selected multigrade teachers from the Division of Tayabas City and
to ascertain which respondents’ profile can predict their 21st century teaching
skills. The data were collected through the help of a survey questionnaire. The
statistical treatment used were percentage, weighted mean and regression
analysis. Findings showed that majority of the multigrade teachers were
millennial, single, bachelor degree holder, and still in initial stage of their teaching
career. It was also revealed that the highest educational attainment was the most
dominant respondents’ profile that predicts twenty-first century teaching skills.
Thus, it is concluded that most of the respondents perceive themselves as skilled
teacher in terms of planning standard based- instruction and facilitating project-

based learning. However, they need more enough training on designing
standard-based assessment and classroom management. In addition, the
developed enhancement program for multigrade teachers is ready for test of its
effectiveness. The researcher recommended that multigrade teachers may
improve their 21st century teaching skills through training and attending graduate
schools. Likewise, further improvement of the developed enhancement program
may be considered before its initial implementation and adoption by other
teachers.
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Chapter I
INTRODUCTION
In the Philippines where enrolment is low or there is lack of teachers
combining different grade levels became necessary. Thus, in the areas that are
isolated and sparsely populated, geographically inaccessible, or deficient in
educational resources, multigrade classes have been adopted as a strategy to
ensure Education for All.
A multigrade classroom is a single classroom that hosts a class made up
of students in multiple grades. The students can be of different ages or of the
same ages but in different grade levels. There is usually only one teacher, or a
teacher and an assistant, per class. However, the practice in the Philippines is
only one teacher (https://www.reference.com/education/multigrade-classroom.)
Pupils in these classrooms still receive the required education for their
grade level and do not usually have any negative educational affects. In some
cases, the younger children actually perform better than expected or anticipated
due to their interaction with older students. The added diversity in the classroom
also helps the children learn to socialize with different groups in the school
(https://www.reference.com/education/multigrade-classroom).
For multigrade schools to perform better and improve learning outcomes,
the curriculum should be made more relevant and responsive to the abilities of
the learners. Classroom management such as appropriate grouping techniques
with appropriate teacher training will enhance learning (Villalino, 2010). The
2
question however for now is whether this remains the same because Philippines
is on its way to the 21st century concept of learning.
Partnership for 21st Century Skills (2012) stated that in the twenty- first
century, learning, instruction, and curricula in all organizations of multigrade
teaching had vanished into varied challenges in terms of its scope, and its
influence on the educatioinal system. Individual differences of the pupils in
multigrade classes have become the main test for the teachers of the 21st
century. Even,lack of teaching skills is also another challenge to develop multi
grade pupils. For this reasons, it is very important that teachers in the multi
grade are well equipped with 21st century teaching skills and competent enough
in using of technology.
In order to develop the 21st century teaching skills, enhancement program
for teachers is one of the best ways. This program intends to help teachers to
develop 21st century teaching skills in terms of: planning standard- based
instruction, embedding numeracy and literacy, managing the classroom to create
a climate of personalization and support, designing standard-based assessment,
facilitating project- based learning skills, and using cooperative learning
(Pheeraphan, 2013).
As educators in the 21st century, teachers are in-charged to improve
themselves both professionally and personally. This responsibility obliges them
to improve their teaching skills. Standard- Based Instruction, Classroom
Management, Standard-Based Assessment, Project- Based Learning, and
Cooperative learning are not new notions for educators. In fact, they are the root
3
of great teaching, and most teachers aim to teach in a manner that incorporates
these skills. Teachers and education provision personnel have a gigantic role to
perform and warrant that every student is adequately prepared for the future
(SREB, 2011).
Background of Study
Having been assigned once as a multigrade school teacher in Busal
Elementary School in the Division of Tayabas City for three (3) consecutive
years, the reseacher personally experienced the challenges that multigrade
teachers face. Some of these are lack of electricity, lack of communication, lack
of textbook and other instructional materials, lack of teacher’s training in handling
multigrade class, and lack of technology inside the classroom. With these
concerns, it is really hard to manage a classroom and teach pupils especially that
training is not enough on how to handle more than one group of class.
Relating it to the present educational scenario, these challenges are now
considered problem as they get worse based on the recent demand of clasroom
instruction- a technological competent school. Leading to the 21st century, these
lacks are also considered obstacles that block the avenues for the 21st century
learning.
A part of the 21st century skills programs is the demand for greater
teamwork among teachers. The only person that can break these obstacles is
the teacher (Rotherham and Willingham , 2009).The researcher believed that in
order to produce learners imbued with those 21 st century skills, educators must
be the first one to have and develop their 21 st century teaching skills. Thus, the
4
st
researcher became interested in this study. He wanted to assess the 21 century
teaching skills of multi-grade school teachers of Division of Tayabas City to find if
they are competent enough to teach the 21st century learners and identify which
teaching skills are needed to be improved.
Objectives of the Study
The study was conducted to determine the 21st century teaching skills of
multigrade elementary teachers at the Division of Tayabas City, S.Y. 2016 - 2017
Specifically, it attempted to:
1. Determine the profile of the respondents in terms of:
1.1 Age
1.2 Civil Status
1.3 Length of Service
1.4 Educational Attainment
2. Find out the 21st century teaching skills of the respondents in terms of:
2.1 Planning Standard-Based Instruction
2.2 Designing Standard-Based Assessment
2.3 Facilitating Project-Based Learning
2.4 Classroom Management
3. Ascertain which of the respondents’ profile can predict their 21 st century
teaching skills.
4. Develop an Enhancement Program that can improve 21st century teaching
skills of Elementary Multigrade Teachers.

5
5. Evaluate the developed enhancement program by experts on the field.
Hypothesis
None of the respondents’ profile can predict their 21st century teaching
skills.
Significance of the Study
Determining the 21st century teaching skills of Multigrade School Teachers
the findings of this study were deemed significant to the following:
Teachers.
This study would show their strengths and weaknesses regarding the 21st
century teaching skills, thus it may serve as springboard for them to improve their
knowledge and skills about different teaching skills needed in the 21 st century.
Doing so, the more that they can be innovative in dealing with their students.
Pupils.
This study would help improve the 21st century skills of the learners such
as learning and innovation skills, oral and written communications, critical
thinking and problem solving, professionalism and work ethic, teamwork and
collaboration, working in diverse teams, applying technology, and leadership and
project management.
6
School Administrators
This study would serve as basis in gaining greater insights regarding the
21st century teaching skills and in finding ways to utilize or redirect educational
efforts towards meaningful education to the 21st century learners. This would also
help them to guide their teachers on how to develop 21st century teaching skills.
Future Researchers
The result of this study would serve as a reference or added information
for those who wish to conduct researches related to this study. This study would
help them conduct further research emphasizing the 21st century teaching skills.
Scope and Limitation
The study was focused only in determining the 21st century teaching skills
of multigrade school teachers in terms of Planning Standard-Based Instruction,
Designing Standard-Based Assessment, Facilitating Project-Based Learning, and
Classroom Management Skills and analyzing which of the respondents’ profile in
terms of age, civil status, length of service and educational attainment can
predict 21st century teaching skills.
Survey method was used in the study employing checklist questionnaire to
determine the 21st century teaching skills of fifty (50) purposively selected
multigrade school teachers of Tayabas City Division for the SY 2016-2017.
The results of the study were interpreted using percentage formula,
weighted mean, and regression analysis.

7
Definition of Terms
For the clarity of the study to enlighten the readers, the following
terminologies were hereby defined both conceptually and operationally.
Age refers to a period of human life, measured by years from birth, usually
marked by a certain stage or degree of mental and physical development
and involving legal responsibility and capacity (American Heritage Idiom
Dictionary 2002). In this study, age is one of the demographic profiles of
the respondents which was correlated to 21st century skills.
Civil Status is the state of being married or not married —used on official
forms to ask if a person is married, single, divorced, or wido wed
(Oxford University Press 2017). In
Classroom Management Skills refer to the set of skills that teachers use to
keep students organized, attentive, on task, and academically productive
during a class (Great Schools Partnership 2014). In this study, it is one of
the 21st century skills needed to be possessed by a Multi-grade teacher.
Designing Standard – Based Assessment pertains to the ability of a teacher to
design assessment that relies on the evaluation of student’s understanding
with respect to agreed-upon standards, also known as "outcomes" Great
Schools Partnership 2014). In this study, it is one of the 21st century skills
needed to be possessed by a Multi-grade teacher.
Enhancement Program refers to list of plan or course to advance or to increase
(Zulueta, 2002). In this study, it refers to the program developed by the
researcher which aims to enhance 21st century teaching skills.

8
Facilitating Project- Based Learning is the ability of the teacher to facilitate and
measure the higher order thinking skills of the students. It is also a
technique option for educators looking to review the ability of students to

8
be creative, resourceful and authentic with their work and the experience
gained throughout the time frame of the class (ASCD 2016). In this study,
it is one of the 21st century skills needed to be possessed by a Multi-
grade teacher.
Highest Educational Attainment refers to the highest degree of education an
individual has completed (US Census Bureau Glossary 2016). In this
study, civil status is one of the demographic profiles of the respondents
which was correlated to 21st century skills.
Length of Service is the longevity; duration of service or employment. It is often
used to indicate how long an employee has worked at a company or an
individual has belonged to an organization (American Heritage Idiom
Dictionary 2002). In this study, it is one of the demographic profiles of the
respondents which was correlated to 21st century skills.
Multigrade Teachers refers to the teachers handling class in which students of
different grade levels are placed together for administrative reasons
(Veenman, 1995; Mason and Burns, 1997). In this study, it refers to the
teachers in barrio schools who are handling more than one grade level
who need to develop 21st century teaching skills.
Planning Standard- Based Instruction refer to the ability of the teacher to plan
and design a systems of instruction, assessment, grading, and academic

9
reporting that are based on students demonstrating mastery of the
knowledge and skills they are expected to learn as they growth through
9
their education (Great Schools Partnership 2014). In this study, it is one of
the 21st century skills needed to be possessed by a Multi-grade teacher.
Twenty- First Century Teachers refer to the teachers who are creative,
innovative, productive, collaborative and initiative. (21 st Century Skills for
Students and Teachers, 2011). In this study, it refers to the Multi-grade
teachers possess skills in Planning Standard- Based Instruction,
Designing Standard- Based Assessment, Facilitating Project- Based
Assessment, and Classroom Management.
Twenty- First Century Teaching Skills refer to certain core skills such as
Planning Standard- Based Instruction, Designing Standard- Based
Assessment, Facilitating Project- Based Assessment, and Classroom
Management (National Research Center for Career and Technical
Education 2011). In this study, this refers to set of skills needed to be
developed by the multigrade teachers to enhance their 21 st century
teaching skills.
Chapter II
REVIEW OF LITERATURE AND STUDIES
This chapter presents various literatures and studies which serve as
anchors of the study. It also shows the theoretical framework and the research
paradigm of the present research.
21st Century Teaching Skills
In the 21st century, educators must be prepared to utilize technology; they
must be eager in seeking knowledge and acquiring new set of skills along with
their learners. There are plenty of teachers’ preparation program but all have one
common goal and it is preparing tomorrow’s educators to work with learners.
That’s why as 21st century teachers, they must be prepared to work with the
changing needs of our 21st century learners.
According to Duncan (2010) 21st century learners are not contented to
read from a textbook and sit through presentations and lectures. They are digital
natives that live in an era where answers are accessible at their fingertips and
technology is an instrument like a toy. They live and learn in a net world that
places both exciting and threatening expectations on 21st century teachers.
Responding to this challenge, Department of Education is seeking for an avenue
that would help teachers to enter in the workforce with a secure understanding of
their learners
Bottoms (2011) on his journal about Essential Teaching Skills for CTE
Instruction in the 21st Century, mentioned that the essential teaching skills in the
11
st
21 century are Planning Standard - Based Instruction, Designing Standard-
Based Assessment, Facilitating Project- Based Learning, and Classroom
Management Skills. In planning instruction, the teacher will create short term and
long term standard- based instructional plan based on the different needs of
students. It also includes the development of a mindful orientation toward
teaching and learning as the central concentration of classroom activity.
Teaching and learning as a focus must be consistently communicated to
students in the classroom and to observers. Moreover in instructional strategies,
teacher must use different strategies that are actively engage in learning and
encourage the development of problem solving, critical thinking skills. As 21 st
century teachers, they need to consider that students learn best when they start
at their present level of understanding and are challenged, with support by the
teacher, peers and material just beyond what they are comfortable doing on their
own. In addition to that, another teaching skill that is very important in the 21st
century is designing standard- based assessment. This emphasizes the use of
formal and informal assessment strategies to evaluate student progress toward
learning goals and provide feedback to improve students learning. Finally, the
skill that teacher must possess in the 21st century is the classroom management
skills. This skill will help to create learning environment that encourages student
motivation, positive behaviour and collaborative social interaction.
In the study of Bashir (2013) about 21st century skills development
revealed that teachers and students developed and fostered creativity, global
awareness, collaboration, communication, and integration through engaging in

12
an online collaborative educational program. They changed their point of view
and enhanced their ability to work with other people. Finally, they also made
positive and effective use of technology in accomplishing their tasks,
assignments, and projects.
His study emphasized the importance of the role of teacher in the
development of 21st century skills of the learners. He showed that in order to
produce learners imbued with those 21st century skills, educators must be the
first one to possess and develop these skills. That’s why his study was anchored
to the Social Constructivism/ Social Constructivist Theory telling that Vygotsky
stresses zone of proximal development that people learn best from other people
who are just a little ahead of them.
Meanwhile, Serdar (2015) in his study about innovation, creativity and 21st
century skills,was able to identify two main factors that are hindrance to the
teacher to adapt new sets of teaching skills are age and length of service. He
stated that mature teachers still practice traditional way of teaching although the
educational leaders are implementing new set of skills and conducted several
seminars on how to enhance 21st century teaching skills. He also studied about
the other factors such as rapid advancements in technology, communication and
the overall explosion of opportunities for individuals and group expression have
had an impact and may have rendered many traditional teaching skills out-dated.
In addition, he felt it both crucial and urgently necessary that educators explore
new and innovative avenues of teaching, while seeking to understand, apply and
nurture creativity within their classrooms in order to remain sustainable places for
13
educational growth. He mentioned that while many traditional perspectives of
schooling are, indeed, outmoded, this alone is not the sole problem facing
schools today. The educational system, as a whole, struggles with issues of
purpose, identity and overall adaptability. Again, this does not mean continuously
recreating the wheel. Educators must be able to analyze their craft and decide
upon what works and what needs to be changed.
Therefore, teachers must adapt and change their teaching skills to meet
the needs of their students. They must employ a decision-making process that
accounted for the curricular objective, student understanding and classroom
environment, while making on-going adjustments to maximize how these
interconnected.
Ahmadi and Keshavarzi (2013) also conducted a study on A Survey of In-
Service Training Effectiveness in Teaching Skills Development from the point of
view of students, teachers and principals of guidance schools. They found out
that there is lack of difference between teachers' skills and their length of service
since all teachers, whether experienced or not, have the same opportunity to
take part in this educational system during their service. Aside from that, this
education is centralized therefore the presence of difference is not expected.
Kivunja (2014) on his journal Innovative Pedagogies in Higher Education
to be an Effective Teachers of 21st Century Skills stated that Learning and
Innovations skills domain such as critical thinking, communication, collaboration,
and innovation skills are elements that are much in demand in the Knowledge
Economy of the 21st century. He also stated that educators prepare students for
14
the new global society, teaching the core content subjects – math, social studies,
and the arts – must be enhanced by incorporating critical thinking,
communication, collaboration, and creativity. It is thus an educational imperative
that education providers at all levels of instruction and learning provide effective
training in these skills so that their graduates will be ready to apply them in the
workplaces and occupations that they will enter on graduation.
Tyagi (2013) conducted a study on Teaching Skills and Effectiveness of
Secondary School Teachers in Relation to their Demographic Characteristics.
Based on his findings, the civil status, length of service and highest educational
attainment influenced the teaching effectiveness or teaching skills of secondary
school teachers with reference to their organization. Unmarried teachers have
higher level of teaching skills than married teachers. Teachers having school
teaching experience of above three (3) years have higher level than secondary
school teachers having up to three (3) years school teaching experience with
reference to their enthusiasm. Teachers having master’s degree have higher
level than those teachers that have only bachelor’s degree. However, he found
out that age does not affect teaching skills and teaching effectiveness. Whether
the teachers are millennials, baby boomers or adult, they have the same
opportunity to develop their teaching skills that’s why the presence of difference
is not expected.
On the contrary, Rice (2010) in his article The Impact of Teaching
Experience Examining the Evidence and Policy Implication, stated that teachers
with more than 15 years of teaching experience are more effective than teachers
15
with no teaching experience, but are not much more effective than those with 5
years of teaching experience. Despite the positive effects of early-career
experience, the performance distributions of experienced teachers versus those
with little or no experience reveal considerable overlap in value-added scores of
their teaching skills. Therefore, length of service of the teacher can be a factor
that can be influenced the teaching skills as well as their teaching performance.
Barbaran (2014) on her study about implementing 21st Century Skills
emphasized the support of teachers to implement 21st century skills. Though, the
use of real-world examples should be the starting point to form new teachers who
support towards the implementation of 21st century skills in the classroom.
Government and other sectors should act as an influencer to further support
teachers towards this implementation. Furthermore, current teachers’ practices
included 21st Century Teaching Skills, but the use of these skills was quite thin.
However, teachers thought it is important to implement 21st Century Skills for
children’s future. Therefore, 21st century teaching skills must be developed by the
teachers in order to produce learners imbued with 21 st century skills of the
learners. Government, policy makers, and others sectors must be concern about
the development of 21st century skills because these skills are needed for the
future success.
Vail (2010) who also studied Teaching in the 21st Century, found out that
among the teacher’s demographic profile such as age, gender, length of
experience in service and educational attainment, only educational attainment
has a big factor in implementing 21st century teaching skills and standards. If
16
teacher is pursuing higher education, they gain knowledge about the new trends
of education and they’ll have a better understanding of what it takes to become a
teacher in the 21st century.
Planning Standard – Based Instruction
Hauck (2012) in her study Effects of Sustained Teacher Professional
Development on the Classroom Science Instruction of Elementary School
Teachers found out that professional development is important in improving
classroom science instruction of elementary school teachers. Teacher’s
professional development has a positive impact on planning instruction. That’s
why it is important for the teachers to have continuous professional development
in order to provide quality instruction that can develop student’s performance as
well as their teaching skills.
Akyuz (2010) conducted study on Supporting a Standard- based Teaching
And Learning Environment: A Case Study Of An Expert Middle School
Mathematics Teacher. She found out that experience teacher used a diverse set
of practices with each practice contained multiple actions to create and sustain a
standard-based environment. The results also indicated that planning standard-
based teaching requires an abundant and connected body of information about
learners, curriculum, content, and literature. It was found that the complexity of
the teacher’s knowledge allowed him to develop practices that were consistent
with his beliefs and goals. Finally, the planning and classroom practices were
found to be highly interrelated. While effective planning practices facilitated the

17
application of standard- based teaching, the classroom teaching practices
equipped the teacher with the information necessary to perform effective
planning practices.
Bogart (2013) conducted a study on Teacher’s Evaluation and Classroom
Practice: Teachers Perception in Northeast Tennessee. He found out that
educational attainment of the teacher is a predictor in planning standard – based
instruction. The findings of the study revealed that teachers with highest
educational attainment have enough knowledge about planning standard- based
instruction. The result emphasise the importance of continuous professional
development in order to develop planning standard- based instruction.
Otherwise, the other factors that can affect planning standard- based instruction
skills of teachers like age and gender are not a good predictor because
respondent’s age and gender are distributed almost equally.
Removcik (2014) conducted a study on Long Term use of Standard–
Based Instruction in Mathematics Classroom. He stated that planning standard-
based instruction works a corresponding pedagogical change that has moved the
attention from traditional way of teaching attention to direct instruction, drill and
practice toward more active student engagement with mathematical ideas
through collaborative explorations, hands-on activities, the use of models and
representations, and discussion and analysis. On the other hand, he found out
that teachers continue to use traditional mathematical instructional methods more
prevalently even though teachers received a substantial amount of professional
development related to standard-based instruction that’s why factors like age,

18
civil status, length of service and educational attainment of the teachers’ are not
good predictors of planning and using standard based instruction . This indicates
that other factors may influence the implementation of standard- based
instructional practices in classrooms.
Facilitating Project – Based Learning
Cyprian (2014) found out on his study that teachers with higher self-
efficacy were more successful in Project- Based Learning (PBL) implementation.
All respondents with higher self- efficacy are successful in Facilitating Project-
Based Learning. Those who implemented project- based learning (PBL) at high
levels noted the importance of using the PBL protocols. They often reflected back
to the engage website as a resource to better implement PBL. Respondents with
higher self-efficacy also believed they implemented PBL effectively. The reason
behind their belief is that it is their job to facilitate their students’ progress and
guide them to understand concepts through discoveries and hands-on activities.
One respondent pointed to doing what was best for kids and she believed that
PBL would help them. He also found out that length in service or experience can
be a factor of proper implementation of project- based learning in classroom.
Although all of the respondents attended the 2013 engage summer training and it
was an expectation that all teachers who received training would implement PBL,
he noticed that only those teachers with higher self- efficacy and lot of
experience can implement and facilitate project- based learning accurately.

19
According to Amin and Latiff (2010) in their article about Project-based
Learning: Promoting Meaningful Language Learning for Workplace Skills, PBL
facilitates the transference of workplace related skills among the subjects.
Facilitating PBL has successfully exposed students to various skills such as,
team-working, creating new ideas, decision making, and communication skills.
Engaging themselves in these skills has assisted learners to be more
independent, confident, and productive in generating and discussing ideas.
Through the proper facilitation of Project – based learning, teachers can also
enhance skills that are needed by our learners to meet the 21st century with
preparedness and a repertoire of skills they can use successfully.
Kalabzová (2015) on her study entitled “The Application of Project Based
Learning in the English Classrooms” confirms that preparation for Project- Based
Learning situates not only the knowledge of PBL framework and procedures but
also the five different areas that are stated as PBL ground principles. To sum it
up, for the successful implementation of PBL, students need secure teaching
environment that enables them to be active and work more independently in PBL
less structured setting. Then, good knowledge and an explanation of PBL
procedure in advance to students ensure that teachers avoid feelings of
disorganization and confusion and students find the PBL work comprehensible
and meaningful.
Classroom Management Skills
Hamid (2012) in his study on Teaching Quality and Performance among
Experienced Multigrade Teachers in Malaysia defined classroom management

20
skills as the ability to plan according to the subject, motivate students during
teaching and learning process, and the ability to enlighten the class for positive
teaching and learning. In addition to that, he also emphasized that effective
classroom management includes the teachers’ ability to respond appropriately to
the emotional, social, cultural, and cognitive needs of the students. Effective
teachers manage their students by creating a conducive classroom environment
in which students agree to respect their teachers and fellow students. Based on
the findings of his study, he found out that length of service is not a predictor of
classroom management skills of the teacher. Otherwise, he found out that
teacher’s personality and cognitive abilities can be a predictor of classroom
management skills of the teachers.
Hyry- beihammer and Hascher (2015) conducted study on Multi-grade
teaching practices in Austrian and Finnish primary schools. They found out that
experienced teacher with a pedagogical background, classroom management
training, and with higher educational attainment find themselves “very good” in
classroom management skills. It can be concluded that long term pedagogical
education and gaining professional knowledge and skills will improve the
classroom management skills of the teacher.
Haingura (2014) conducted a study on Investigation of Multigrade
Teaching at Three Primary Schools in the Kavango Region, Namibia. He found
that teachers in multigrade classrooms experience numerous and diverse
challenges, ranging from problems in managing a classroom consisting of two
grades, time management in terms of trying to adapt a timetable designed for a

21
monograde classroom to that of a multigrade classroom, and a shortage of
learning materials, to the absence of a multigrade curriculum, and a serious lack
of training and support in multigrade teaching. As discussed, these challenges
hold serious implications for teaching, and are exacerbated by the fact that
teachers in the study are not equipped to manage a multigrade classroom, and
three of the six teachers are unqualified to teach. Therefore, it is important to
ensure that teachers are supported to execute their professional duties
successfully. One of the best ways to support teachers of multigrade classes is
through professional training, because they will be well equipped with the
knowledge and skills required to manage multigrade classes at their respective
schools. Well-trained teachers will apply their professional judgement to how best
to handle teaching.
Boer and Kuijk (2014) conducted study on Effective classroom
management strategies and classroom management programs. They found out
that length of service and experience predicts classroom management skills of
the elementary educators. Furthermore, they stated that higher overall
experience of the teacher resulted in an increase use of practice. It means that
experience teacher gained knowledge on how to enhance manage classroom
properly. On the other hand, if the teacher lacks of teaching experience, teachers
may choose to use classroom management support resources or to pursue
additional education or training to improve their classroom management skills.
This additional support system may lead to increased classroom management

22
self- efficacy, which lead to developed classroom management skills and
practices.
Designing Standard- based Assessment
In the study of Sembak (2015) he found out that teachers do make careful
planning before carrying out the assessment. It supports the statement that
planning should be done to ensure that standard of learning must be meet
through the implementation of assessment. Planning will help teachers to give
emphasis on better teaching and this will produce meaningful learning to the
students. The findings also showed that while performing the assessment,
teachers are modifying their teaching strategies and strive to improve the
achievement of their pupils. In addition, the findings revealed that while teachers
do the assessment, they will ensure that the assessment must be accomplished
in line with the mastery of learning. Teachers will also ensure that the score given
in the assignment is congruent to what the learners did and they are going to
build the instruments based on what will be assessed. Lastly, this study also
found out that length of service of the teacher and their teaching experiences can
affect teacher’s designing standard – based assessment skills.
According to Harsch (2014) in her presentation about introducing
Standard- Based Assessment for Educational Monitoring in Germany- Changes
and Challenges, the purpose of standard- based assessment is to connect
evidence of learning to learning outcomes. When standards are explicit and
clear, the learner becomes aware of his/her accomplishment that is aligned with
the standards, and teacher will use assessment data to give meaningful
23
feedback to students about their improvement. The awareness of one's learning
let the students to point a specific standard of achievement and supports self-
regulation and meta-cognition, these skills generally understood to be effective
learning strategies. She also emphasizes that the key aspects of standards-
based assessment is post-assessment feedback. The feedback of student
receives from this type of assessment does not stresses a score and statistical
average, but information about the expectations of performance as compared to
the standard.
Rodie (2014) in his study on Summative Assessment Practices of
Solomon Islands Year Nine Science Teachers emphasizes the two major factors
that affect teacher’s ability in designing standard- based assessment. The first
factor is the teacher’s knowledge about standard- based assessment and the
other factor is experience that teacher gain from their teaching. Knowledge in
designing standard – based assessment can enhance by the teacher through
reading and gaining another professional development courses. It will help
teachers on how to plan assessment, selecting and adapting method and task
and also designing assessment tools that are suited to the level of his/her
students. The second factor is the length of service. The length of service
teachers spend in their work can increase their knowledge in designing
assessment. Therefore, teaching experience and continuous gaining of
knowledge through attending professional development course may be the best
factor to influence teacher’s skills in designing standard- based assessment.

24
Urich (2012) conducted a study on Implementation of standard- based
grading at the middle school level. She found out that middle school teachers
who transitioned to Standard- Based Reporting from traditional grading practices
held strong beliefs that SBR is more effective in ensuring that all students learn
at high levels. She also mentioned that differentiated professional development
honoring teacher’s readiness is crucial in empowering each learner to move
forward, regardless of where she is on the performance continuum. Professional
development must be infused with an abundance of professional readings by
numerous experts in the field, as well as structured time for colleagues to
collaborate and share their readings while reflecting on current and past
practices. Finally, professional development must address theory and practice. In
addition to the theory behind SBR, teachers must be given the support to
develop their skills in grading, formative assessment, flexible grouping, feedback,
and differentiation.
Hardegree (2012) conducted a Study on Standard- Based Assessment
and High Stakes Testing: Accuracy of Standard- Based Grading. She found out
that standard- based grading provides an accurate and reliable measure of
student learning. By focusing assessment and grade- reporting on the standards,
educators continue to tighten the learning cycle, providing a clearer picture of
student learning that is necessary to increase student achievement. In order to
develop teacher’s skills in designing standard based- assessment. They should
be knowledgeable enough in the procedures on how to assess students. They
need to ensure that the designed standard- based assessment tool is applicable
25
to all the students and if the assessment tool gives accurate and reliable
measure of students learning.
Enhancement Program for Teaching Skills
Rahman (2011) conducted a study on The Effects of a Training Program
in Improving Instructional Competencies for Special Education Teachers in
Jordan. The purpose his study was to construct a training/ enhancement program
based on teaching competencies and to measure its effects in improving these
competencies for special education resource room teachers. He emphasizes the
importance of enhancement programs, especially who adopt the workshop
method aiming at enhancing the performance of the teachers and improving their
educational proficiency in order to help them acquire the skills and the knowledge
plus keeping them informed about the latest developments in the educational
field. It was also found that there are significant effects of the enhancement
program module based on instructional competencies in improving the
knowledge, performance, professional, and personal competencies of the
experimental group teachers. These effects can be attributed to content of the
enhancement program. It included instructional experiments, activities, and
instructional skills, which helped provide the teachers with the appropriate
instructional competencies to develop their knowledge and performance.
Furthermore, the enhancement programs will play an important role in upgrading
skills, knowledge, and performance of teachers to be more effective .
Kayani (2011) in his study on Analysis of Professional Competency
Enhancement Program on the Performance of College Teachers found out that

26
enhancement program to be more effective must presents consistency through
logical connection of the activities and strategies to meet the expected outcome.
He also stated that enhancement program affects the performance of college
teachers positively. Seventy one percent of the respondents admitted that
training enhanced their teaching skills. It is concluded that in-service teacher
training programs are necessary for capacity building of teachers of higher
education. Learning process during enhancement program with the help of
experts will serve as avenue to understand specific topics and we can also finds
several techniques in order to develop the teaching skills.
Keshavarzi and Ahmadi (2012) conducted a study on in-service training
programs effectiveness in teaching skills development from the view-point of
students, teachers and principals of guidance schools in Shiraz. They found out
that principals’ skills in management and supervision is very important for the
development of the teaching skills of the teacher. Although there are lots of
training program/ enhancement program for teachers, it is useless unless the
school heads and curriculum planner observe teachers' practical teaching
through observation. Through this, the school heads determine the strengths and
weaknesses of their teacher and they can also give technical assistance in order
to develop teachers’ skills in teaching.
Lazaro (2011) on his study entitled Correlation of Performance and
Leadership Practices towards a Teacher Enhancement Program found out that
school heads’ skills in leadership is one of the factor that can improve teaching
skills. School heads must monitor their teacher’s skills in planning instruction,
27
designing assessment tools, facilitating learning, and managing the classroom.
Through observation, school heads can identify the needs of the teachers in
order for the teacher to perform well. They can also prepare Learning Action Cell
(LAC) sessions about certain issues that can help teachers to develop their
teaching skills. One of the remedy that can enhance the teaching skills of
teachers is through enhancement program. School heads and curriculum
planners can provide activities and strategies to meet certain objectives to have a
positive outcome.
The study of Serdar (2015), Ahmadi and Keshavarzi (2012) and Rice
(2010) were related to the current study since they have the same variables
which are age and length of service as predictors in determining the factors
affecting the teaching skills of teachers. On the contrary, Vail (2010) on his study
has educational attainment as variable in developing 21st century teaching skills.
Moreover, Tyagi (2013) highlighted civil status, length of service and highest
educational attainment as predictors of teaching skills of teachers. They were
also variables in the current study. Meanwhile, the study of Barbara (2014) and
Bashir (2013) were related to the current study. They highlighted the importance
of developing the skills of 21st century teachers which help the learners to
improve the 21st century skills which serve as basis for the development of
enhancement program.
According to Hauck (2012), teachers’ professional development has a
great impact on planning instruction. This is the reason why teachers need to
have continuous professional development to provide quality instruction that can

28
develop students’ performance and at the same time leads to the improvement of
their teaching skills. Aside from that, the study of Bougart (2013) also used same
variables as the current study such as educational attainment, age and gender
as predictors in planning standard- based instruction. In addition to that, the
study of Removcik (2014) has age, civil status, and educational attainment as
predictors in planning standard- based instruction. On the other hand, the study
of Cyprian (2014) stressed the importance of length of service in the
development of facilitating project- based learning. However, self- efficacy which
is one of the variables of his study was not included in the current study. The
study of Kalabzova (2015) was relevant to the current study since it gave insight
on how to develop project- based learning skills.
The study of Hamid (2012), and Boer and Kuijk (2014) about classroom
management skills have the same variables as the present study. They used
length of service as one of the predictors of classroom management skills of the
teachers. Nevertheless, his study used teachers’ personality and cognitive
abilities as another predictors of classroom management skills which are not
included in the current study. The predictors such as age and higher educational
attainment in the study of Hyry- beihammer and Hascher (2015) were also
included in the current study as variables. Aside from that, the study of Haingura
(2014) mentioned the importance of continuous professional training that is one
of the variables in the present study. In designing standard- based assessment,
Sembak (2015) included length of service and teaching experience as variables
of the study which were parallel to the current study. Length of service in
29
standard- based assessment was also used in the study of Rodie (2014).
However, Urich (2012) used professional development/ highest educational
attainment as predictors in designing standard- based assessment which was
also one of the variables of the present study. Finally, Rama (2011), Kayani
(2011), Ahmadi and Keshavarzi (2012), and Lazaro (2011) is relevant to the
current study because they gave information on how to develop an enhancement
program which is one of the variables in the present study. On the other hand,
almost all of the studies were pertaining to teachers handling monograde class
which was contrary to the current study.
Based on the related literature and study, the researcher comprehended
that the predictors such as age, civil status, length of service and highest
educational attainment may serve as basis in predicting the 21 st century teaching
skills such as planning standard- based instruction, designing standard- based
assessment, facilitating project- based learning and classroom management
skills. Therefore, to develop the 21st century teaching skills of the multigrade
teachers, it is important to determine the predictors that may affect their skills in
teaching. This serves as basis in developing an enhancement program that will
cater the needs of the teachers in the 21st century education.
Theoretical Framework
Twenty- first Century teaching Skills is generally used to refer certain skills
such as planning standard- based instruction, classroom management skills,
designing standard- base assessment, and facilitating project- based learning.

30
These are the new set of skills that the 21st century teachers need to enhance in
order to develop the 21st century skills of the learners. (Bottoms, 2011)
There are several theories of education or learning theories on how to
develop 21st century teaching skills. Among these theories, the Social
Constructivism/ Social Constructivist Theory is the most appropriate in the study
on 21st century teaching skills of multigrade elementary teachers.
Social constructivism is a sociological theory of knowledge according to
which human development is socially situated and knowledge is constructed
through interaction with others. The proponent of this theory is Lev Vygotsky.
Here, construction of knowledge is shared by two or more people. According to
social constructivist, the opportunity to interact and share among learners helps
to shape and refine their ideas. Knowledge construction becomes social, not
individual. Psychologist Lev Vygotsky mentioned that the most effective type of
social learning doesn't come from teacher’s interaction with students but from
students' interactions with others. Vygotsky's Zone of Proximal
Development states that an individual learn best from other persons who are just
a little ahead of them. Anyone who's ever seen two kids together understands the
zone of proximal development. Children learn from each other: one sibling comes
home having learned about how seeds grow and shows that to his younger
brother. The younger brother, meanwhile, might have learned how to turn a
cartwheel and demonstrates this for his older brother. Through this theory after
the teachers identify their strengths and weaknesses regarding 21 st century

31
teaching skills they need to develop those skills because they have major role in
the development of the 21st century skills of the learners.
In this study, 21st century teaching skills of the multigrade teachers are
considered in order to develop the 21st century skills of the learners. This make a
possibility of creating Enhancement Program that will help the multigrade school
teacher to develop their 21st century teaching skills.
Research Paradigm
Figure 1 explains the input, process, and output of the study which are
considered by the researcher.
INPUT PROCESS OUTPUT
Demographic Profile of the  Modified, An acceptable

Respondents as to:
validation, and Enhancement
 Age administration of Program on the 21st
 Civil Status Questionnaire for
 Length of Service Century Teaching
 Highest Educational 21st century skills of multigrade
Attainment teaching skills class teachers
st
21 Century Teaching Skills
(National Research Center for  Development of
Career and Technical an Enhancement
Education) as to:
Program for 21st
 Planning Standard- century teaching
Based Instruction
 Designing Standard-
skills
Based Assessment
 Facilitating Project-  Development,
Based Learning
 Classroom
validation, and
Management administration of
questionnaire for
Reading from:
the level of
 Books acceptability of
 Journals
 Educational websites the Enhancement
Program
32
st
Figure 1: A Modified Input- Process- Output (I.P.O) Model on the 21 Century
Teaching Skills of Multigrade Elementary Teachers of the Division of Tayabas
City and the Enhancement Program
Figure 1 on the previous page presents the input, process, and output
model of the study. The input of the study includes: the Demographic Profile of
the respondents which consists of their age, civil status, length of service and
highest educational attainment; the 21st century teaching skills includes:
planning standard- based instruction, classroom management skills, designing
standard- based assessment, and facilitating project- based learning ; and the
readings from books, journals, and educational websites.
For the processing, a developed and validated questionnaire was
constructed in order to determine the 21st century teaching skills of multigrade
teachers. After validation and modification of the questionnaire, it was
administered to the respondents. Then, based on the data gathered on the 21st
century teaching skills of the multigrade teachers, the researcher developed an
Enhancement Program that centered on the improvement of 21st century
teaching skills. Another questionnaire was constructed to determine the level of
acceptability of the Enhancement Program. Then, as an output the researcher
presented an acceptable Enhancement Program on 21st century teaching skills
of multigrade class teachers.

Chapter III
METHODOLOGY
This chapter presents the research methodology of the study. This
includes the locale of the study, research design, population, research
instrumentation, data gathering procedure and statistical treatment.
Locale of the Study
This study was conducted in all multigrade elementary schools in the
Division of Tayabas City. Those schools are Busal Elementary School, Bukal
Elementary School, Gibanga Elementary School, North Palale Elementary
School, Valencia Elementary School, Katigan- Alupay Elementary School, Masin
Elementary School, Mate Elementary School, Pandakaki Elementary School,
Maloa Elementary School, Domoit Elementary School and Alsam Elementary
School.
Research Design
This study was a descriptive type of research since it determined the 21 st
century teaching skills of the multigrade school teachers through the use of
developed and validated questionnaire. Likewise, the researcher developed an
Enhancement Program that helps multigrade school teachers develop their 21st
century teaching skills. Another questionnaire was constructed to determine the
level of acceptability of the Enhancement Program

34
Population
The respondents of this study were all multi-grade school teachers of the
Division of Tayabas City. They are compose of fifty (50) multi grade teachers.
Three (3) from Busal Elementary School, five (5) from Bukal Elementary School,
seven (7) from Gibanga Elementary School, four (4) from North Palale
Elementary School, four (4) from Valencia Elementary School, three (3) from
Katigan- Alupay Elementary School, three (3) from Alsam Elementary School,
four (4) from Masin Elementary School, four (4) from Mate Elementary School,
four (4) from Pandakaki Elementary School, five (5) from Maloa Elementary
School and, four (4) from Domoit Elementary School, School Year 2015- 2016.
Instrumentation
The following instruments were used in the study:
A. 21st Century Teaching Skills Questionnaire
A questionnaire was designed to determine the 21st century teaching
skills of the multigrade school teachers in the Division of Tayabas City. The
questionnaire was adapted and modified by the researcher from (National
Research Center for Career and Technical Education 2011) by Gene
Bottoms, Heather Sass and Southern Regional Education Board (SREB)
(2011). It was a survey type of questionnaire which consists of two (2) parts.
The first part aimed to gather information on the multigrade school teacher’s
demographic profile as his/her age, civil status, length of service and highest
educational attainment. The second part was intended to gather the data
35
regarding the 21st century teaching skills of multigrade teachers. It consists of
four (4) categories namely: Planning Standard- Based Instruction, Designing
Standard- Based Assessment, Facilitating Project- Based Learning, and
Classroom Management. Each category has five (5) statements, so the total
statements are twenty (20) which are answerable by strongly agree, agree,
disagree, and strongly disagree. The procedures in constructing the
questionnaire are:
a. Construction of Initial Draft
The researcher read different books, journals and online resources
that pertain to 21st century teaching skills. He used the needed details and
studies in constructing the initial draft of the questionnaire. It consists of
four (4) categories namely: Planning Standard- Based Instruction,
Designing Standard- Based Assessment, Facilitating Project- Based
Learning, and Classroom Management. Each category has five (5)
statements, so the total statements are twenty (20) statements which are
answerable by strongly agree, agree, disagree, and strongly disagree.
b. Revision
Initial draft of the questionnaire was checked by the adviser and it
was presented to three professors in the Graduate School. It was modified
based on their comments and suggestions.

36
c. Content Validation
To determine its content validity, the questionnaire was showed to
three (3) professors of Southern Luzon State University including the
adviser. Their comments and suggestions helped the researcher to
improve the questionnaire. Furthermore, it was then presented to
statistician for content validation. All items of the questionnaire were
validated. It was then suggested to revise one item about Planning
Standard- Based Instruction. Finally, the adviser suggested for correction
of grammatical error through consultation to an English critic.
B. Enhancement Program for 21st Century Teaching Skills
As a product of this study an Enhancement Program for developing
21st century teaching skills of multigrade class teachers was constructed.
An Enhancement Program is a professional development program which
aim to enhance 21st century teaching skills of the multigrade class
teachers. It is a seminar or training workshop among elementary
multigrade teachers to be conducted to develop the 21st century teaching
skills of multigrade teachers.
C. Acceptability Questionnaire
An acceptability questionnaire was formulated to determine the
acceptability level of the Enhancement Program for 21st century teaching
skills. The acceptability questionnaire is a checklist that intends to find the
level of acceptability of the Enhancement Program in terms of the
following categories: authenticity, usefulness, and clarity. Each category

37
has five (5) statements, so the total number of statements are fifteen (15)
which are answerable by highly acceptable, acceptable, not acceptable,
and highly not acceptable. The procedures in formulating the said
questionnaire are:
a. Construction of Initial Draft

The initial draft of the questionnaire was divided in four (4)
categories: authenticity, clarity, usefulness, and appeal to the viewers.
Each category has five (5) statements, so the total number of statements
is twenty (20) which are answerable by highly acceptable, acceptable, not
acceptable, and highly not acceptable. The statements was based on the
readings regarding questionnaire construction.
b. Revision
Initial draft of the questionnaire was checked by the adviser. It was
modified based on her comments and suggestions.
c. Validation
The initial draft of the questionnaire was composed of twenty (20)
items with the categories of Authenticity, Clarity, Usefulness, and Appeal
to Target Users. Each category was composed of five (5) items. The items
of the questionnaire which was presented to his adviser for comments and
suggestions were undergone face validation. The three categories
namely, Authenticity, Clarity and Usefulness were included in the
questionnaire except for Appeal to Target Users. The items in Appeal to
Target Users were not appropriate to the content of the enhancement

38
program. In addition to that, the adviser suggested to change the format of
the content of the questionnaire. It was then modified into only one table
unlike the initial draft which was divided into three (3) tables. All the
suggestions of his adviser by modifying the format were incorporated by
the researcher.
The final draft of the questionnaire indicated fifteen (15) statements
with the categories Authenticity, Usefulness and Clarity with five (5) items
each. It was based on the readings regarding questionnaire construction.
Finally, it was presented to experts for evaluating the final draft.
The group consisted of five (5) master teachers in the Division of Tayabas
City, research adviser and English critic. They inspected the items of the
draft of the questionnaire. They highly accepted and they gave
suggestions and comments to improve the items of the questionnaire. The
uniformity of the judgement of the evaluators was observed.
Data Gathering Procedure
The researcher asked the permission from the Division
Superintendent of Tayabas City for the conduct of his study among the
target respondents of the selected locales. Afterwards, the researcher
was coordinated to the principals and school heads of the multigrade
schools in the Division of Tayabas City. Upon the approval, the
researcher distributed the questionnaires on 21st century teaching skills to
the teacher- respondents. To find out the 21st century teaching skills of
39
the respondents the researcher used survey method through a checklist
questionnaire which was divided in four (4) categories namely: Planning
Standard- Based Instruction, Designing Standard- Based Assessment,
Facilitating Project- Based Learning, and Classroom Management. Each
category has five (5) statements, which were answerable by strongly
agree, agree, disagree, and strongly disagree. Afterwards, all the
questionnaires were retrieved in order to develop an Enhancement
program for 21st century teaching skills.
The Enhancement Program for 21st century teaching skills was
presented to the adviser for checking and revision then it was validated.
An acceptability questionnaire was distributed to the respondents on
August 2016. Afterward, the questionnaire was retrieved. Finally, the data
that gathered by the researcher undergone appropriate statistical
treatment.
Statistical Treatment
To determine the percentage of respondents’ demographic profiles
Frequency and Simple Percentage formula was used.
𝑓
𝑃= 𝑥 100
𝑛
where:
P = simple percentage
40
f = frequency of the responses
n = total number of respondents
100 = constant number
To find out the 21st century teaching skills of the multigrade
teachers and to find the acceptability of the Enhancement Program for 21st
century teaching skills weighted mean was used.
4𝑓+3𝑓+2𝑓+1𝑓
𝑊𝑀 = 𝑁
where:
WM = weighted mean
f = frequency of responses
N = total number of respondents
To ascertain which of the respondents’ profile can predict their 21st
century teaching skills Regression analysis was used.
1
∑𝑥𝑦− (∑𝑥)(∑𝑦)
𝑛
r = (𝑛−1) 𝑆𝑥 𝑆𝑦
Where:
N= is the total number of values 𝑆𝑥 = standard deviation of x
∑xy= summation of x and y 𝑆𝑦 = standard deviation of y
∑x = summation of x
∑y = summation of y
41
The computed weighted means for the 21st century teaching skills of the
multigrade school teachers were interpreted by using the scale below:
Point Score Range Interval Descriptive Rating

4 3.51 – 4.00 Strongly Agree (SA)
3 2.51 – 3.50 Agree (A)
2 1.51 – 2.50 Disagree (D)
1 1.00 – 1.50 Strongly Disagree (SD)
The computed weighted means for the acceptability of the Enhancement
Program for 21st century teaching skills were interpreted by using the scale
below:
Point Score Range Interval Descriptive Rating

4 3.25 – 4.00 Highly Acceptable (HA)
3 2.50 – 3.24 Acceptable (A)
2 1.75 – 2.49 Unacceptable (U)
1 1.00 – 1.74 Highly unacceptable (HU)
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter focuses on the presentation, analysis and interpretation of
the data obtained from the questionnaires distributed to the respondents. The
data gathered were tabulated, computed, and analysed statistically to the answer
the problems presented in this study.
Table 1
Frequency and Percentage Distribution of the Responses as to Age
Age Frequency (F) Percentage (P)
23 – 24 10 20%
25 – 26 11 22%
27 – 28 9 18%
29 – 30 4 8%
31 – 32 4 8%
33 – 34 2 4%
35 – 36 5 10%
37 – 38 2 4%
39 – 40 1 2%
41 – 42 2 4%
Total 50 100%
The table shows the Frequency and Percentage Distribution of the
Responses as to Age. It was indicated that most of the teacher – respondents
belong to (25-26) years of age with 22% (9); next are those who belong in the
young generation of teachers having the age of (23 – 24) with 20% (10); followed
by the teacher – respondents belong to (27 – 28) years of age with 18% (9);
43
teachers in the middle age with the age of (35 – 36) having 10% (5); followed by
the teachers having the age of (29 – 30) and (31 – 32) with both 8% (4);
experienced teachers with the age of (33 – 34), (37 – 38) and (41 – 42) have the
same percentage with 4% (2); and the age of ( 39 – 40) has the least frequency
with 2% (1).
It may be surmised that most of the teacher- respondents are in their
young age. It means that their 21st century teaching skills can be affected by
their age. It also showed that most of the multigrade teachers in Division of
Tayabas City are in their early years in teaching. Due to the Division’s policy
about multigrade teachers, teachers handling multigrade class for 3 years in
above can be reassigned to another station where they can handle monograde
class. This is one of the reasons why most of the newly hired teachers will assign
to barrios school and most of them are in their young age.
As the researcher had observed, teacher – respondents who have the age
of 23 to 32 are the millennials who are the first to be surrounded by digital media.
ICT has always been part of their lives, and because of this access, millennials
naturally sink to it. They expect digital media support their learning and do what
they need to accomplish. Indeed, millennials can perform more functions with
mobile phones, handheld devices and other wireless equipment than they can
with traditional computers. Moreover, they are more expose to the new trends of
education and they can easily adjust to the rapid changes in our educational
system. They are explorer, flexible and unpredictable. This was also proven by
Keshavarzi and Ahmadi (2012) in their study that age is the quality of the mind
44
and is equated with wisdom and experience. This implies that the time when the
teacher exist can affect their way of teaching. The younger the teacher the more
knowledgeable he is about the use of modern technology in teaching. In addition
to that because they are flexible they can easily adapt in the new trends of
education and rapid change of our educational system. While this assumption is
highly accepted, proper training and continuous reading about the new trends of
education gradually invalidate such in the development of teacher’s 21 century
teaching skills.
Twelve (12) among 50 teacher- respondents whose age is thirty- three
(33) and above are matured, open- minded, willing to accept the changes in
education through adapting the new set of teaching skills but they still practiced
traditional way of teaching rather than the modern way of teaching. This was also
proven by Sedar (2015) that age indicates individual maturity of behavior and
judgement. He also stated that matured teachers still practice traditional way of
teaching although the educational leaders implementing new set of skills and
conducted several seminars on how to enhance 21st century teaching skills. This
implies that the older the teacher the less interest they have to adapt the new set
of teaching skills in the 21st century.
Through observation done by the researcher, age of the teacher-
respondents has a great impact in developing 21st century teaching skills. This
was against Tyagi (2013) mentioned that whether the teachers are millennials,
baby boomers or adult, they have the same opportunity to develop their teaching
skills.
45
Table 2
Frequency and Percentage Distribution of the Responses as to Civil Status
Civil Status Frequency (f) Percentage (P)
Single 26 52%
Married 24 48%
Total 50 100%
Table 2 shows the frequency and percentage distribution of the responses
as to civil status.it was indicated that out of fifty (50) teacher- respondents, 26 are
single with 52% and 24 are married with 48%. In the research area there is
almost equal distribution of single and married teachers.
It may be concluded that teacher- respondents’ civil status are almost
distributed equally to both single and married, because the total number of single
teachers is almost the same to the total number of married teachers.
As what Tyagi (2013) assumed that unmarried teachers have higher level
in terms of teaching skills than married teachers. But aside from civil status, there
are other indicators that can affect the development of 21st century teaching skills
which have been consider such as length of service, age and educational
attainment. While according to Vail (2010) teacher’s civil status may not
necessarily indicate that teacher can easily adapt and develop 21 st century
teaching skills. We all know that single teachers have less responsibility to take
rather than married teachers but it doesn’t mean that married teachers cannot
adapt new set of teaching skills in the 21st century.

46
Table 3
Frequency and Percentage Distribution of the Responses as to Length of Service
Length of Service Frequency (f) Percentage (P)
1 year 5 10%
2 years 8 16%
3 years 6 12%
4 years 8 16%
5 years 2 4%
6 years 2 4%
7 years 5 10%
8 years 2 4%
9 years 3 6%
10 years 6 12%
12 years 1 2%
15 years 1 2%
17 years 1 2%
Total 50 100%
Table 3 shows the frequency and percentage distribution of the responses
as to length of service. Out of 50 teacher- respondents, it was indicated that 5
teachers has only 1 year of service with 10%; followed by 8 teachers having 2
years of service with 16%; 6 teachers have 3 years of service with 12%; there
47
are 8 teachers having 4 years of service with 16%; followed by 2 teachers having
5 years of service with 4%; also 2 teachers having 6 years of service with 4%; 5
teachers have 7 years of service with 10%; followed by 2 teachers having 8
years of service with 4%; there are 3 teachers having 9 years of service with 6%;
6 teachers have 10 years of service with 12 %; followed by 1 teacher having 12
years of service with 2%; also 1 teacher having 15 years of service with 2% and
lastly, is the 1 teacher having 17 years of service with 2%.
It may be surmised that most of the teacher - respondents are in their first
to fifth year in service. It means that most of the teacher- respondents handling
multigrade class are lack of teaching experience based on their length of service.
One of the reasons is that most of the newly hired teachers will assign to barrios
school and handling multigrade class.
While according to Keshavarzi and Ahmadi (2012), whether experienced
or not, have the same opportunity to take part in this educational system during
their service, they also have the same opportunity to enhance their teaching skills
in different means. Therefore, length of experience may not necessarily indicate
that a teacher is effective or easily adapt the new set of teaching skills especially
in the 21st century.
Table 4 on the next page shows the frequency and percentage
distribution of the responses as to educational attainment. Out of 50 teacher-
respondents, it was indicated that 34 teachers have Bachelor’s degree as their
highest educational attainment with 68%; followed by 9 teachers having Masteral
Units with 18%;lastly, are 7 teachers with Masteral’s Degree with 7%.
48
Table 4
Frequency and Percentage Distribution of the Responses as to Highest
Educational Attainment
Highest Educational Attainment Frequency (f) Percentage (P)
Bachelor’s degree 34 68%
With MA units 9 18%
Masteral Degree 7 14%
Total 50 100%
It may be concluded that most of teacher- respondents are only bachelor’s
degree graduate. It also showed that most of the multigrade teachers in Division
of Tayabas City are not attending graduate school due to the factors such as
financial, family, and time. Handling multigrade class is not an easy task and
some of them are assigned in the far flung area that has no electricity and no
phone signals. It is hard to comply with the requirements in graduate school if
you have lack of time and resources. That’s why only few of them can attend
graduate school and finish Masterals Degree.
As the researcher had observed, teacher- respondents with Masteral
degree are more knowledgeable enough about the content and pedagogy of
teaching. They are also practicing the 21st century teaching skills based on their
responses. As cited by Vail (2010) educational attainment has a big factor in
implementing 21st century teaching skills and standards. The reason is that if
teacher is pursuing higher education they gain knowledge about the new trends
49
of education and they’ll have a better understanding of what it takes to become a
teacher in the 21st century.
Moreover, getting a Master’s degree is an excellent way to enrich and
advance your teaching career. It establishes you as an expert teacher, and
increases your job opportunities, as well as the advantages you obtain once you
have a work. Furthermore, gaining units from graduate school will also help your
students in many ways, by preparing you to become an effective teacher, and
confirming that your learners learn the best from you.
Tyagi (2013) also proven that teachers having master’s degree have
higher level of teaching skills than those teachers that have only bachelor’s
degree. Teachers having higher educational attainment have opportunities to
enhance their teaching skills through continuous gaining of knowledge about
content and pedagogy, new trends of education and other aspect that are related
to the field of teaching.
Table 5 on the second page presents the frequency and weighted mean
distribution of the responses in terms of planning standard- based instruction. It
reveals that the average weighted mean of the responses is 3.28 with a
qualitative degree of strongly agree.
Based on the results, twenty- five (25) teacher- respondents strongly
agree on the first statement. Meanwhile, twenty- five (25) of them agree and
none of the respondents chose agree as well as strongly disagree. It obtained
weighted mean of 3.50 with a qualitative degree of strongly agree. However, the
second statement received a weighted mean of 3.40 which interpreted as

50
strongly agree. Twenty- two (22) of the teacher- respondents strongly agree in
this statement while twenty- eight (28) teachers agree. No respondents disagree
and strongly disagree in this statement. Likewise, the third statement attained a
rating of strongly agree with a weighted mean of 3.52. Out of fifty (50)
respondents, twenty- eight (28) of them strongly agree, twenty (20) agree, and
only two (2) of them disagree in the third statement. Similarly, none of the
respondents strongly disagree on the statement. Correspondingly, the fourth
statement accumulated weighted mean of 3.50 with a qualitative degree of
strongly agree. This statement received twenty- five (25) responses for strongly
agree and also twenty- five (25) responses for agree. There is no responses for
disagree and strongly disagree. On the other hand, the last statement in planning
standard- based instruction obtained a weighted mean of 2.48 with a descriptive
rating of disagree. Based on the responses of the teachers, the last statement
received six (6) responses for strongly agree, twelve (12) responses for agree,
thirty- six (36) responses for disagree and no responses for strongly disagree.
It may be surmised that the multi grade teachers in Tayabas City Division
have knowledge and skills in planning standard- based instruction specially in
creating lesson plan that are aligned in curriculum guide and learning
competencies, and collaborative planning with other teachers. However, the data
shows that teacher- respondents have problems regarding using of “backward
design” (or other framework) for planning.

51
Table 5
Frequency and Weighted Mean Distribution of the Responses in Terms of

Planning Standard- Based Instruction
No. Statement SA A D SD WM QD
(4) (3) (2) (1)
1 I use curriculum guide and learning 25 25 0 0 3.50 SA

competencies that are aligned to
national academic and skill standards.
2 I create lesson plan that is aligned to the 22 28 0 0 3.40 SA
curriculum guide and learning
competencies.
3 I prepare lesson plan for teaching 28 20 2 0 3.52 SA
challenging standards.
4 I participate in collaborative planning 25 25 0 0 3.50 SA
with other teachers
5 I use “backward design” (or other 6 12 32 0 2.48 D
framework) for some planning by
considering students’ prior knowledge in
relation to standards, then creating
appropriate assessments and
strategies.
Average Weighted Mean 3.28 SA
Moreover, multigrade teachers in Tayabas City Division still have a
problem about planning standard based instruction despite the fact that they
have knowledge and skills in lesson planning and collaborative planning. They
need to improve their skills in using backward design (or other framework) for
planning. There are lot of factors that can affect skills in planning but one of the
best way to improve planning skills is the engagement in continuous professional
development. This was proven by the study of Bougart (2013) on Teacher’s
Evaluation and Classroom Practice: Teachers Perception. He found out that
educational attainment is a predictor in planning standard- based instruction. This
means that when teachers enrich their knowledge and skills through attending
52
graduate studies, teachers will gain knowledge and skills about the new trends in
education. Additionally, they could adapt ideas on how to enhance planning,
designing and assessing standard- based instruction.
Table 6

Designing Standard- Based Assessment
(4) (3) (2) (1)
1 I develop rubrics in all academic 28 22 0 0 3.56 SA

learning areas
2 I use performance-based assessment 31 17 2 0 3.58 SA
3 I use multiple form of assessments to 6 12 32 0 2.48 D

determine students’ progress.
4 I use portfolio across the curriculum to 26 22 2 0 3.48 A
showcase students’ works
5 I give my students opportunity to 4 16 30 0 2.48 D
assess and revise their own work to
meet standards
Average Weighted Mean 3.12 A
Table 6 shows the frequency and weighted mean distribution of the
respondents in terms of designing standard- based assessment. The table
reveals the average weighted mean of the teacher- respondents which is 3.12
with a qualitative degree of agree.
The results show that twenty- eight (28) out of fifty (50) teacher-
respondents strongly agree on the first statement. Meanwhile, twenty- two (22) of
them agree and no one chose disagree and strongly disagree. It obtained a

53
strongly agree. Thirty- one (31) of the teacher- respondents strongly agree in this
statement while seventeen (17) teachers agree and only two (2) teacher-
respondents disagree. No respondents strongly disagree on the second
statement. On the other hand, the third statement obtained disagree rating with a
weighted mean of 2.48. Out of fifty (50) respondents, six (6) of them strongly
agree, twelve (12) agree, and thirty- two (32) of them disagree in the third
statement. Similarly, none of the respondents strongly disagree in this statement.
Correspondingly, the fourth statement accumulated a weighted mean of 3.48 with
a qualitative degree of agree. This statement received twenty-six (26) responses
for strongly agree, twenty- two (22) responses for agree, two (2) responses for
disagree and no responses for strongly disagree. On the other hand, the last
statement in designing standard- based assessment obtained a weighted mean
of 2.48 with a descriptive rating of disagree. Based on the responses of the
teachers, the last statement received four (4) responses for strongly agree,
sixteen (16) responses for agree, thirty (30) responses for disagree and no
responses for strongly disagree.
It may be concluded that multi grade teachers in Tayabas City Division
have knowledge and skills in designing standard- based assessment specially in
developing rubrics, using performance- based assessment, and showcasing
students’ work through portfolio. However, the data showed that teacher-
respondents have difficulties regarding using of multiple form of assessments to
determine students’ progress, and giving of opportunities to the students to
assess and revise their own work to meet standards.

54
Moreover, multigrade teachers in Tayabas City Division still have a
problem about designing standard- based assessment despite the fact that they
have knowledge and skills in developing rubrics, using performance- based
assessment, and showcasing students’ work through portfolio. They need to
improve their skills in using of multiple form of assessments to determine
students’ progress, and giving of opportunities to the students to assess and
revise their own work to meet standards. There are several factors that can affect
designing standard- based assessment skills, one of it is length of service of the
teachers and their teaching experiences. It was proven by the study of Sembak
(2015), he emphasized that experience gained by the teachers can enhance
decision making and creativity of the teachers in producing assessment tools that
are suited to the level of their pupils. In addition, experience teachers can easily
adapt changes and more adjusted than neophyte teachers. They tackled
problems that can increase their expertise, approach a task in a way that
maximizes their opportunities for growth, and pursue new goals and challenges
to improve themselves in their field.
Another factor that can enhance designing standard- based assessment is
the continuous gaining of knowledge in designing standard- based assessment
through reading and gaining professional development courses. It was proven by
the study of Rodie (2014), he stated that reading and continuous gaining of
professional development courses will help teachers on how to plan assessment,
selecting and adapting methods and tasks and also designing assessment tools
that are suited to the level of his/her students. Therefore, teachers need to
55
attend graduate and other professional related courses in order to enhance their
skills in designing standard- based assessment.
Table 7

Facilitating Project- Based Learning
(4) (3) (2) (1)
1 I explain all tasks to be accomplished 40 7 3 0 3.74 SA

and provide detailed directions on how
to develop the project.
2 I give my students opportunity to make 35 15 0 0 3.70 SA
connections between classroom and the
real world.
3 I circulate within the classroom in order 35 14 1 0 3.68 SA
to answer questions from students.
4 I use student- centered instructions to 34 16 0 0 3.68 SA
motivate and deepen students’ learning.
5 I engage students in learning knowledge 6 12 32 0 2.48 D
and skills through extended inquiry
process.
Average Weighted Mean 3.46 SA
Table 7 presents the frequency and weighted mean distribution of the
responses in terms facilitating project- based learning. It reveals that the average
weighted mean of the responses is 3.46 with a qualitative degree of strongly
agree.
The results revealed that forty (40) respondents strongly agree on the first
statement. Meanwhile, seven (7) agree and only three (3) of them disagree in
this statement. None of the respondents chose strongly disagree. It obtained

56
strongly agree. Thirty- five (35) of the teacher- respondents strongly agree in this
statement while fifteen (15) agree and no responses for disagree and strongly
disagree. Likewise, the third statement also obtained strongly agree rating with a
weighted mean of 3.68. Out of fifty (50) respondents, thirty- five (35) of them
strongly agree, fourteen (14) agree, and only one (1) of them disagree in this
statement. Similarly, none of the respondents strongly disagree in this statement.
Correspondingly, the fourth statement accumulated weighted mean of 3.68 with a
qualitative degree of strongly agree. This statement received thirty- four (34)
responses for strongly agree, sixteen (16) for agree, and no response for
disagree and strongly disagree. On the other hand, the last statement in
facilitating project- based learning obtained a weighted mean of 2.48 with a
descriptive rating of disagree. Based on the responses of the teachers, the fifth
statement received six (6) responses for strongly agree, twelve (12) responses
for agree, thirty-two (32) responses for disagree and no response for strongly
disagree.
It may be surmised that most of the teacher respondents have knowledge
and skills in facilitating project- based learning specially in explaining all task to
be accomplished and provide detailed directions on how to develop the project,
giving students opportunity to make connections between classroom and the real
world, circulating within the classroom in order to answers questions from
students, and using student- centered instruction to motivate and deepen
students’ learning. However, teacher- respondents encounter difficulties in
engaging students in learning knowledge and skills through extended inquiry

57
process. The preceding statements mean that most of the teacher- respondents
have knowledge in facilitating project- based learning. It means that teachers are
using several strategies that are suited in child- centered approach. This was
also supported by the study of Amin and Latiff (2010). They stated that facilitating
PBL has successfully exposed students to various activities where the learners
can develop their skills by their own and the teacher only serve as facilitator of
learning. Engaging students in these kind of activities assisted learners to be
more independent, confident, and productive in generating and discussing ideas.
On the other hand, they need to enhance their knowledge and skills about
extended inquiry approach in order to fill in the gap and develop the inquiry
processing skills of the learners.
Table 8 on the succeeding page shows the frequency and weighted mean
distribution of the responses in terms classroom management skills. It reveals
that the average weighted mean of the responses is 3.20 with a qualitative
degree of agree.
Based on the results, thirty-four (34) teacher- respondents strongly agree
on the first statement. Meanwhile, sixteen (16) of them agree and no one chose
disagree and strongly disagree. It obtained a weighted mean of 3.68 with a
qualitative degree of strongly agree. Correspondingly, the second statement
received a weighted mean of 3.66 which interpreted as strongly agree. Thirty-
three (33) of the teacher- respondents strongly agree in this statement while
seventeen (17) teachers agree and no responses for disagree and strongly
disagree. However, the third statement accumulated a weighted mean of 2.50

58
with a qualitative degree of disagree. This statement received nine (9) responses
for strongly agree, seven (7) responses for agree, and (34) responses for
disagree. No responses fall under strongly disagree. Likewise, the fourth
statement accumulated a weighted mean of 2.48 with a qualitative degree of
disagree. This statement received seven (7) responses for strongly agree, ten
(10) responses for agree, and thirty- three (33) for disagree. No responses fall
under strongly disagree. On the other hand, the last statement in classroom
management skills obtained a weighted mean of 3.66 with a descriptive rating of
strongly agree. Based on the responses of the respondents thirty- three (33) of
them fall under strongly agree, seventeen (17) for agree, and no responses for
disagree and strongly disagree
Table 8

Classroom Management Skills
(4) (3) (2) (1)
1 I give remedial instruction to students 34 16 0 0 3.68 SA

at-risk and let them master complex
content.
2 I raise expectations for student 33 17 0 0 3.66 SA
achievements
3 I use teaching methods which help 9 7 34 0 2.50 D
motivate students to do a variety of
demanding tasks
4 I have a system of extra help to 7 10 33 0 2.48 D
improve student achievement
5 I know how to work with students as a 33 17 0 0 3.66 SA
mentor and advisor
Average Weighted Mean 3.20 A
59
It may be concluded that teacher- respondents have skills in classroom
management specially in giving remedial instruction to students at- risk and let
them master complex content, raising expectations for student achievements,
having system of extra help to improve student achievement, and working with
students as a mentor and advisor. However, they have problems in using
teaching methods which help motivate students to do a variety of demanding
tasks. It means that most of the teacher- respondents have the ability to respond
appropriately to the needs of the learners and can create conducive classroom
environment that motivate the learners to push themselves into their full potential.
It also implies that even though more of the teacher- respondents have only few
years in service they have enough knowledge on how to manage classroom
accurately. This was supported by the study of Hamid (2012) about Teaching
Quality and Performance among Experienced Miltigrade Teachers in Malaysia.
Based on the findings of his study he found out that length of service is not a
predictor of classroom management skills of the teacher. Otherwise, he found out
that teacher’s personality and cognitive abilities can be a predictor of classroom
management skills of the teachers.
In contrary to the latter statement, Hyry- beihammer and Hascher (2015)
stated that experienced teachers with a pedagogical background and classroom
management training find themselves very good in classroom management
skills. This statement attests that length of service has a great impact on
classroom management skills of teachers.

60
Table 9
Regression Analysis of the respondents’ Profile and their Twenty- first Century
Teaching Skills As to Planning Standard- Based Instruction
r R square Adjusted r F Significant
square
. 719𝑎 .516 .506 50.19 .01
. 758𝑏 .575 .556 31.07 .01
a. Predictors: Highest educational attainment
b. Predictors: Highest educational attainment, Civil Status
Table 9 presents the regression analysis of the respondents’ profile and
their twenty- first century teaching skills as to planning standard- based
instruction. It shows that planning standard- based instruction skills of the
multigrade teacher is positively correlated with education attainment (.719).
When combined with the teacher- respondent’s civil status, they are correlated
with planning standard- based instruction skills by (.758). The adjusted r square
indicates that educational attainment influences planning standard- based
instruction skills by 51% but when combined with the civil status can predict
planning standard- based instruction skills by 56%.
It may be surmised that to a little extent, the higher the educational
attainment of the teacher, the more skilled they are in planning standard- based
instruction. It is because, if teacher is pursuing higher education they gain
knowledge about the new trends of education and they’ll have a better
understanding of what it takes to become a teacher in the 21 st century. Moreover,
through researches and additional readings by the teacher in their professional

61
courses they can enhance their skills in planning, designing and utilizing
standard- based instruction. It also help them to make the teaching and learning
process work smoothly because they have better expertise in their field and
making them more preferable to develop several teaching skills that teachers
need in the 21st century. This findings strengthening the study of Bougart (2013)
that teachers enrich knowledge and skills through attending graduate studies,
teachers will gain knowledge and skills about the new trends in education.
Moreover, they could adapt ideas on how to enhance planning, designing and
assessing standard- based instruction.
However, teacher- respondent’s civil status can also affect the skills in
planning standard- based instruction. It is because if you are single you have less
responsibilities than married teacher. You can easily focus at work, attempt to do
more things in the school, put more effort in work, persevere longer in duties and
recover faster when they fail to meet set targets such as school mean.
Table 10 on the next page shows the Regression Analysis of the
respondents’ Profile and their Twenty- first Century Teaching Skills As to
Designing Standard- Based Assessment. It reveals that planning designing
standard- based assessment skills of the multigrade teacher is positively
correlated with educational attainment (.59). Meanwhile, adjusted r square
indicates that educational attainment influences designing standard- based
assessment skills by 33%.

62
Table 10
Teaching Skills As to Designing Standard- Based Assessment

square
. 59𝑎 .35 .33 24.86 .01
It may be concluded that multigrade teacher are more knowledgeable in
designing standard- based assessment once they have high educational
attainment. Teacher’s higher educational attainment will help teachers to gain
knowledge about different aspects in the field of teaching. Continuous gaining of
knowledge through taking master’s degree is an excellent way to enrich and
advance teaching career. It establishes teachers to become an expert teacher.
But an advanced teaching degree will also help students in many ways, by
preparing them to be the best teacher they can be, and ensuring that their
students learn the most from them that they can. This findings strengthening the
study of Rodie (2014) that knowledge in designing standard- based assessment
can enhance by the teacher through readings and gaining professional
development courses. It will help teachers on how to plan assessment, selecting
and adapting method and task and also designing assessment tools that are
suited to the level of his/her students.

63
Table 11
Teaching Skills As to Facilitating Project- Based Learning

square
. 612𝑎 .375 .361 28.144 .01
Table 11 presents the regression analysis of the respondents’ profile and
their twenty- first century teaching skills as to facilitating Project- Based
Learning. It shows that facilitating project- based learning skills of the multigrade
teacher is positively correlated with educational attainment (.612). Meanwhile,
adjusted r square indicates that educational attainment influences skills in
facilitating project- based learning by 36%.
It may be surmised that the higher the educational attainment of the
teacher, the more skilled they are in Facilitating Project- Based Learning. Having
enough knowledge in facilitating project- based learning is one of the skills
needed in the 21st century. In order to gain knowledge about this skills teachers
needed to exert effort in attending professional courses because it enlighten
them on how to facilitate learning through project- based. It also enhance
teachers ability to plan different strategies that are suited to the needs of the
learners, facilitating students through child- centred approach and assessing the
impact of proper facilitation of project- based learning.

64
Moreover, through continuous trainings by attending professional courses
in teaching can also enhance teacher’s self –efficacy. Teachers having high
self-efficacy are more confident enough in teaching and facilitating learning. It
solidifying the study of Cyprian (2014) that teachers with high self- efficacy are
more successful in implementing and facilitating project- based learning. They
have the ability to reflect and analyse their own work in order to know their
strengths, weaknesses and needs in facilitating and implementing of project
based- learning.
Table 12
Teaching Skills As to Classroom Management Skills

square
. 464𝑎 .216 .199 12.926 .01
a. Predictors: Highest Educational attainment
Table 12 shows the regression analysis of the respondents’ profile
and their twenty- first century teaching skills as to Classroom Management
Skills. It shows that facilitating project- based learning skills of the multigrade
teacher is positively correlated with educational attainment (.464).
Meanwhile, adjusted r square indicates that educational attainment
influences skills in facilitating project- based learning by 20%.
It may be concluded that the higher the educational attainment of the
teacher, the more skilled they are in Classroom Management. It is because

65
continuous gaining of knowledge through attending graduate school can
enhance teacher’s ability in managing classroom accurately. They gain
knowledge on how to establish positive relationship with the class, encourage
learners to elicit feedback, create a safe learning environment, establish
expectation, and assess teaching and learning process. This solidify the
study of Akbulut (2014) that teachers with higher educational attainment find
themselves “very good” in classroom management skills. Therefore, long
term pedagogical education and continuous gaining of professional
knowledge and skills will improve classroom management skills of the
teacher.
Table 13
Acceptability Level of Enhancement Program in Terms of Authenticity
No. Authenticity of the Enhancement Program Weighted QD

Mean
1 The program states the idea and concept of 21st 3.90 SA
century teaching skills.
2 The program gives information on how to enhance 4.00 SA
21st century teaching skills.
3 The program relates to the new trends/ set of 4.00 SA
teaching skills for the 21st century.
4 The program’s objectives are aligned to the specific 3.70 SA
teaching skills to be developed.
5 The program presents activities/ strategies to 3.90 SA
enhance 21st century teaching skills.
Average Mean 3.90 SA
Table 13 presents the respondent’s evaluation in the acceptability of
Enhancement Program in terms of its authenticity. Based on the perception of
the respondents in the authenticity of the Enhancement Program, all argued that
it is indeed strongly acceptable. They gave an average weighted mean of 3.90,
qualitatively described as strongly acceptable. The top two variables of the

66
program’s authenticity are “the program gives information on how to enhance 21st
century teaching skills” and “relates to the new trends/ set of teaching skills for
the 21st century” with a weighted mean of 4.00 and interpreted as strongly
acceptable. A strongly acceptable remark was also given to the following: The
program states the idea and concept of 21st century teaching skills. The
program’s objectives are aligned to the specific teaching skills to be developed.
The program presents activities/ strategies to enhance 21st century teaching
skills. These statements obtained a weighted mean of 3.90, 3.70 and 3.90
respectively. The average mean of 3.90 shows that the respondents strongly
accepted the overall authenticity of the program.
It may be surmised that the authenticity of the enhancement program is
composed of idea and concept of 21st century teaching skills, gave information
on how to enhance 21st century teaching skills, related to the new trends/ set of
teaching skills for the 21st century. Its objectives are aligned to the specific
teaching skills to be developed. Lastly, the program presents activities/
strategies to enhance 21st century teaching skills. School heads and curriculum
planners of multigrade classes in Tayabas City Division strongly accepted the
authenticity of the Enhancement Program since the program composed of
objectives and strategies on how to enhance 21st century teaching skills that will
help multigrade teachers to develop the 21 st century learning skills of their
students.
This statement was supported by Bashir (2013), according to him teacher
has important role in the developing the 21st century skills of the learners. In
67
order to produce learners imbued with those 21 st century skills, educators must
be the first one to have and develop these skills.
Table 14
Acceptability Level of Enhancement Program in Terms of Usefulness
No. Usefulness of the Enhancement Program Weighted QD

Mean
1 The program is helpful to the teachers and school 4.00 SA
heads.
2 The program is applicable to the current trends of 3.80 SA
education.
3 The program encourages teachers to become 3.60 SA
more equipped with the knowledge and skills
needed in the 21st century.
4 The program serves as purposive program to guide 3.70 SA
the teachers and school heads on how to enhance
5 The program enlightens teachers to easily 3.80 SA
understand their goals and objectives as 21st
century teachers.
Table 14 presents the teachers’ assessment on the usefulness of the
Enhancement Program. The respondents found the program useful. The
accumulated overall weighted mean of 3.78 was given by the respondents and it
was equivalent to the descriptive rating of strongly acceptable. Respondents
gave a strongly acceptable rating to all the statements. The first statement
received a weighted mean of 4.00. However, the second and fifth statements
both gained a weighted mean of 3.80. Meanwhile, the third and fourth statements
obtained an average weighted mean of 3.60 and 3.70 respectively.
This may be concluded that based on their responses, the program itself
was designed specifically on the needs of the multigrade teachers to develop 21 st
century teaching skills. It showed that the Enhancement Program is helpful to the
68
multigrade teachers and school heads. It was applicable to the current trends of
education and encourages teachers to become more equipped with the
knowledge and skills needed in the 21st century. Moreover, it served as
purposive program to guide the teachers and school heads on how to enhance
21st century teaching skills. Finally, the program enlightened teachers to easily
understand their goals and objectives as 21st century teachers.
This statement was supported by Rahman (2011), his study emphasises
the importance of enhancement program in developing knowledge and skills of
the teacher. Furthermore, enhancement programs will play an important role in
upgrading skills, knowledge, and performance of teachers to be more effective .
Table 15 on the next page revealed the teachers’ evaluation on the
acceptability of Enhancement Program in terms of its clarity. Primarily, the
respondents gave an overall weighted mean of 3.72 which was equivalent to
strongly acceptable. The respondents rated the first and fifth statements strongly
acceptable and both gained a weighted mean of 3.80. Likewise, the second and
third statements rated as strongly acceptable and both gained a weighted mean
of 3.70.Similarly, the fourth statement rated as strongly acceptable and obtained
a weighted mean of 3.60.
It may be surmised that the Enhancement Program contained activities
and strategies which were well- explained, well- organized and clear. It presented
consistency through logical connection of the activities and strategies to help
facilitate understanding of the 21st century teaching skills and provided
comprehensive illustration of the 21st century teaching skills. In addition, the

69
program complexity and coherence of the 21st century teaching skills were easy
to understand. Finally, the program presented well explained methodology.
Table 15
Acceptability Level of Enhancement Program in Terms of Clarity
No. Clarity of the Enhancement Program Weighted QD

Mean
1 The program contains activities and strategies 3.80 SA
which are well- explained, well- organized and clear.
2 The program provides comprehensive illustration of 3.70 SA
the 21st century teaching skills.
3 The program presents consistency through logical 3.70 SA
connection of the activities and strategies to help
facilitate understanding of the 21st century teaching
skills.
4 The program presents well explained methodology. 3.60 SA
5 The complexity and coherence of the 21st century 3.80 SA
teaching skills in the program are easy to
understand.
This statement was proven by Kayani (2011), in his study on Analysis of
Professional Competency Enhancement Program on the Performance of College
Teachers. He stated that enhancement program must present consistency
through logical connection of the activities and strategies to meet the expected
outcome of the program.

iii
iv
13
24
5
6
7
Chapter V
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions derived, and
the recommendations offered thereafter.
Summary
This study aimed to determine the 21st century teaching skills of
multigrade elementary teachers at the Division of Tayabas City with an end view
of developing an enhancement program. Specifically, it sought to determine the
demographic profile of the respondents in terms of age, civil status, length of
service, and highest educational attainment; find out the 21 st century teaching
skills of the respondents in terms of planning standard-based instruction,
designing standard-based assessment, facilitating project-based learning, and
classroom management; ascertain which of the respondents’ profile can predict
their 21st century teaching skills; develop an enhancement program that can
enhance 21st century teaching skills of elementary multigrade teachers; and
evaluate the developed enhancement program by experts on the field. This study
made use of descriptive type of research where the respondents were composed
of fifty (50) multigrade teachers of Division of Tayabas City. Percentage formula
was used to determine the percentage of respondents’ demographic profiles.
Weighted mean was used to find out the 21 st century teaching skills of the
multigrade teachers. Regression analysis was used to ascertain which of the
respondents’ profile can predict their 21st century teaching skills.

71
Findings
After analyzing the data gathered for the study, the researcher arrived at
the following findings:
1. The demographic profiles of the respondents are as follows:
1.1. In terms of age, 11 (22%) out of 50 respondents are within the age
bracket of 25- 26;
1.2. In terms of civil status, 26 (52%) are single;
1.3. In terms of length of service, 8 (16%) have been in service for 4
years;
1.4. In terms of highest educational attainment, 34 (68%) are having
bachelor’s degree.
2. The 21st century teaching skills of multigrade class teachers is as follows:
2.1 Planning Standard – Based Instruction with average weighted
mean of 3. 28 rated as strongly agree;
2.2 Designing Standard- Based Assessment with average weighted
mean 3. 12 rated as agree;
2.3 Facilitating Project Based – Learning with average weighted mean
of 3.46 rated as strongly agree;
2.4 Classroom management with average weighted mean of 3.20 rated
as agree.
3. Highest educational attainment can predict planning standard – based
instruction skills by 51% but when combined with the civil status can predict it
by 56%; highest educational attainment alone can predict designing standard

72
– based assessment skills by 33%; the only predictor that predict facilitating
project – based learning skills by 36% is highest educational attainment;
highest educational attainment alone can predict classroom management
skills by 20%.
4. An enhancement program for 21st century teaching skills has been
developed.
Conclusion
Based on the findings, the following conclusion were drawn:
1. Majority of the Multigrade teachers in Division of Tayabas City are in their
twenties, single, bachelor’s degree as their highest educational attainment,
and are still in the initial stage of their teaching careers.
2. Most of the multigrade class teachers of the Division of Tayabas City
perceived themselves as skilled teachers in terms of planning standard
based- instruction, and facilitating project- based learning. However, they
need enough trainings on designing standard- based assessment, and
classroom management.
3. Highest educational attainment influence the 21st century teaching skills of
multigrade class teachers.
4. The developed enhancement program for multigrade class teachers is ready
for test of its effectiveness.
Recommendations
In the light of findings and conclusions, the following recommendations are
therefore offered:
73
1. The multigrade class teachers may improve their 21 st century teaching
skills through trainings and continuous earning of units from graduate
schools.
2. Further improvement of the developed enhancement program may be
considered and adopted.
3. The proposed enhancement program may be considered for an initial
implementation and adoption by other teachers.

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APPENDICES
APPENDIX A
COMMUNICATION
Republic of the Philippines

GRADUATE SCHOOL
Lucban, Quezon
August 3, 2016
CATHERINE P. TALAVERA, Ph.D
Schools Division Superintendent
Tayabas City Division
Tayabas City
Madam:
I have the honor to request permission to conduct research study in Tayabas City
Division. This is in connection with my research study entitled “21ST CENTURY
TEACHING SKILLS OF MULTIGRADE ELEMENTARY TEACHERS: AN
ENHANCEMENT PROGRAM”, as required for the completion of the degree,
Master of Arts in Education (Elem.) at Southern Luzon State University, Lucban,
Quezon.
For this very great favor, let me express my deepest gratitude and appreciation.
Very truly yours,
(SGD.) WALTER R. PAGANA

Student-Researcher
Noted:
(SGD.) Dr. AILEEN V. ELARCO

Research Adviser
Approved:
(SGD.) Dr. CATHERINE TALAVERA

Schools Division Superintendent,
City Division of Tayabas
Appendix B
INSTRUMENTS
QUESTIONNAIRE ON 21ST CENTURY TEACHING SKILLS OF

MULTIGRADE ELEMENTARY TEACHERS

GRADUATE, SCHOOL
Lucban, Quezon
Questionnaire for TEACHERS’ 21ST CENTURY TEACHING SKILLS Adopted

and Modified from (National Research Center for Career and Technical
Education 2011)
Authors: Gene Bottoms, Heather Sass and Southern Regional Education Board
(SREB)
QUESTIONNAIRE
Instructions: Kindly put a check (/) on the box that corresponds to your answer.
Rest assure that your response will be kept in confidentiality and only serve for
educational purpose. Your participation will be much appreciated.
NAME (Optional):__________________________
AGE: _____________
Civil Status: Single Married Widow/ Widower
Length of Service: __________
Highest Educational Attainment:

Bachelor’s Degree w/ M.A. units Masteral Degree
w/ Ph.D. units Doctoral Degree
Instructions: The following statements represent the 21st century teaching skills
that teachers must possess. Kindly check your responses based on the level of
your agreement to each statement below.
4 – Strongly Agree (SA) 2 – Disagree (D)
3 – Agree (A) 1 – Strongly Disagree (SD)
TEACHERS’ 21ST CENTURY TEACHING SKILLS

PLANNING STANDARD- BASED INSTRUCTION
4 3 2 1
1. I use curriculum guide and learning competencies that are
aligned to national academic and skill standards.
88
2. I create lesson plan that is aligned to the curriculum guide and
learning competencies.
3. I prepare lesson plan for teaching challenging standards.
4. I participate in collaborative planning with other teachers
5. I use “backward design” (or other framework) for some
planning by considering students’ prior knowledge in relation
to standards, then creating appropriate assessments and
strategies.
DESIGNING STANDARD- BASED ASSESSMENT

1. I develop rubrics in all academic learning areas.
2. I use performance-based assessment.
3. I use multiple form of assessments to determine students’
progress.
4. I use portfolio across the curriculum to showcase students’
works.
5. I give my students opportunity to assess and revise their own
work to meet standards.
FACILITATING PROJECT- BASED LEARNING

1. I explain all tasks to be accomplished and provide detailed
directions on how to develop the project.
2. I give my students opportunity to make connections between
classroom and the real world.
3. I circulate within the classroom in order to answer questions
from students.
4. I use student- centered instructions to motivate and deepen
students’ learning.
5. I engage students in learning knowledge and skills through
extended inquiry process.
MANAGING THE CLASSROOM TO CREATE A CLIMATE OF

PERSONALIZATION AND SUPPORT ( CLASSROOM
MANAGEMENT SKILLS) 4 3 2 1
1. I give remedial instruction to students at-risk and let them
master complex content.
2. I raise expectations for student achievements.
3. I use teaching methods which help motivate students to do a
variety of demanding tasks.
4. I have a system of extra help to improve student achievement.
5. I know how to work with students as a mentor and advisor.
QUESTIONNAIRE TO EVALUATE THE LEVEL OF ACCEPTABILITY OF THE
ENHANCEMENT PROGRAM

GRADUATE, SCHOOL
Lucban, Quezon
Name: ___________________________________
Position: __________________________________
General Instruction: Kindly rate and check the acceptability of Enhancement
Program based on the following criteria: (a) authenticity (b) usefulness (c) clarity.
Use the following scale:
Point Score Description Rating Scale
4 Strongly Acceptable SA
3 Acceptable A
2 Not Acceptable NA
1 Strongly Not Acceptable SNA
Statements SA A NA SNA
Authenticity of the Program (4) (3) (2) (1)
1 The program states the idea and concept of 21st
century teaching skills.
2 The program gives information on how to enhance
3 The program relates to the new trends/ set of
teaching skills for the 21st century.
4 The program’s objectives are aligned to the specific
teaching skills to be developed.
5 The program presents activities/ strategies to
enhance 21st century teaching skills.
Usefulness of the Program
1 The program is helpful to the teachers and school
heads.
2 The program is applicable to the current trends of
education.
3 The program encourages teachers to become more
equipped with the knowledge and skills needed in
the 21st century.
4 The program serves as purposive program to guide
the teachers and school heads on how to enhance
90
st
21 century teaching skills.
5 The program enlightens teachers to easily
understand their goals and objectives as 21 st century
teachers.
Clarity of the Program
1 The program contains activities and strategies which
are well- explained, well- organized and clear.
2 The program provides comprehensive illustration of
the 21st century teaching skills.
3 The program presents consistency through logical
connection of the activities and strategies to help
facilitate understanding of the 21st century teaching
skills.
4 The program presents well explained methodology.
5 The complexity and coherence of the 21st century
teaching skills in the program are easy to
understand.
CURRICULUM VITAE
WALTER R. PAGANA
Brgy. Masin, Tayabas City
E-mail Address: [email protected]
PERSONAL PROFILE
Date of Birth January 17, 1991
Place of Birth Tayabas City
Gender Male
Religion Roman Catholic
Civil Status Single
Citizenship Filipino
Address Brgy. Masin, Tayabas City
Name of Parents Emma R. Pagana
Moises Alex Z. Pagana
EDUCATIONAL BACKGROUND
LEVEL EDUCATIONAL INSTITUTION DATE
Tertiary Education Bachelor of Elementary Education 2007- 2011

Major in General Education
Southren Luzon State University
Lucban, Quezon
92
Secondary Education Luis Palad National High School 2003- 2007

Tayabas City
Elementary Education West Palale Elementary School 1997- 2003

Tayabas Quezon
WORK EXPERIENCE
Public Elementary School Teacher I West Palale Elementary School
2015 to present
Public Elementary School Teacher I Busal Elementary School

2012 - 2015
CIVIL SERVICE ELIGIBILITY

Licensure Examination for Teachers Lucena City
September 25, 2012
AWARDS
Champion Division Sci-Dama Sariaya, Quezon
Competition Teacher’s Category September 24, 2011
3rd Place Regional Sci-Dama Tagaytay City

Competition Teacher’s Category December 12, 2011
MAJOR SEMINARS ATTENDED
September 14-16, 2016 Learning Action Cell on ENSCIMA

For Recipient of School to School
Partnership
September 3-4, 2016 Division Training in Teaching Music for

Elementary and Secondary Teachers
Tayabas East Central School I
93
June 8-9, 2016 Constructivism as Paradigm

for Teaching and Learning
Luis Palad National High School
June 1-2, 2016 Division Training Workshop on the

Conduct of School- Based Action Research
May 23- 24, 2016 Capability- Building on School

Based Management
April 18-21, 2016 Division Training Workshop on Classroom

Based Assessment under K to 12
Curriculum
March 23, 2016 Division Seminar Workshop on

NCBTS -TSNA
September 3, 2015 Localized and Contextualized Learning

Materials Development
October 20-22, 2015 Content and Pedagogy

June 17-18, 2015 Division Training on the Joys of Teaching

Nawawalang Paraiso Resort and Hotel

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21st CENTURY TEACHING SKILLS OF MULTIGRADE ELEMENTARY

TEACHERS: AN ENHANCEMENT PROGRAM

make this study a successful one:

Dr. Teresita V. de la Cruz, Prof. Daisy G. Gregana, and Prof. Lucila E.

remarks and suggestions relevant to the study;

Dr. Apolonia A. Espinosa, statistician, for extending help and expertise

Dr. Catherine P. Talavera, OIC-Schools Division Superintendent, and the

researcher to conduct this study;

Multigrade teachers of Tayabas City Division, for their cooperation as

respondents of the study;

Mrs. Rowena O. Sabiduria, principal of West Palale Elementary School,

parents Mr. Moises Alex Z. Pagana and Emma L. Romero,

his brother Arcedel and fellow teachers in West Palale

Elementary School and most of all

to our ALMIGTHY GOD.

II. REVIEW OF LITERATURE ………………………………………..… 11

IV. RESULTS AND DISCUSSION……………………………………… 43

V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS……… 72

1 Frequency and Percentage Distribution of the Responses as

2 Frequency and Percentage Distribution of the Responses as

3 Frequency and Percentage Distribution of the Responses as

4 Frequency and Percentage Distribution of the Responses as

5 Frequency and Weighted Mean Distribution of the

Frequency and Weighted Mean Distribution of the

Regression Analysis of the respondents’ Profile and their

Acceptability Level of Enhancement Program in Terms of

1 Modified Input- Process- Output (I.P.O) Model on the

Title of Research : 21st CENTURY TEACHING SKILLS OF

Researcher : WALTER R. PAGANA

Degree Conferred : Master of Arts in Elementary Education

Name and Address of Southern Luzon State University,

Adviser : AILEEN V. ELARCO, Ph. D

Year Conferred : 2017

Keywords : Twenty-first Century, Multigrade Class, Teaching

statistical treatment used were percentage, weighted mean and regression

analysis. Findings showed that majority of the multigrade teachers were

dominant respondents’ profile that predicts twenty-first century teaching skills.

Thus, it is concluded that most of the respondents perceive themselves as skilled

teacher in terms of planning standard based- instruction and facilitating project-

standard-based assessment and classroom management. In addition, the

effectiveness. The researcher recommended that multigrade teachers may

schools. Likewise, further improvement of the developed enhancement program

may be considered before its initial implementation and adoption by other

In the Philippines where enrolment is low or there is lack of teachers

isolated and sparsely populated, geographically inaccessible, or deficient in

educational resources, multigrade classes have been adopted as a strategy to

ensure Education for All.

A multigrade classroom is a single classroom that hosts a class made up

of students in multiple grades. The students can be of different ages or of the

only one teacher (https://www.reference.com/education/multigrade-classroom.)

For multigrade schools to perform better and improve learning outcomes,

the learners. Classroom management such as appropriate grouping techniques

is on its way to the 21st century concept of learning.

century, learning, instruction, and curricula in all organizations of multigrade

influence on the educatioinal system. Individual differences of the pupils in

century. Even,lack of teaching skills is also another challenge to develop multi

In order to develop the 21st century teaching skills, enhancement program

instruction, embedding numeracy and literacy, managing the classroom to create

a climate of personalization and support, designing standard-based assessment,