Tables.

Graduate Thesis (Doctor of Education) -- Foundation University, 2024.

Includes bibliographical references and appendices

Abstract

The study aimed to determine the English teachers’ instructional practices and
students’ cumulative performance as determinants of students' 21st-century skills.
The respondents involved 277 students from public senior high schools in Bais City.
The researcher utilized the descriptive-correlational method as the research design,
a validated questionnaire as the data-gathering instrument, and the mean, weighted
mean, and Multiple Linear Regression Analysis as statistical tools. The study
revealed that the extent of teachers’ instructional practices in terms of drills,
contextualization, mediated learning, technology in the classroom, visualization,
cooperative learning, and inquiry-based learning is “high.” It was also found that the
students’ English cumulative performances in JHS and SHS are both at the “very
satisfactory” level. Furthermore, the students’ 21st-century skills in terms of
problem-solving, information literacy, and critical thinking are classified as “high.”
Moreover, the visualization and inquiry-based learning practices of the teachers
were found to be significant predictors of the students’ problem-solving skills. In
addition, the results indicated that contextualization, use of technology in class,
visualization, and cooperative learning are determinants of students’ information
literacy skills. Lastly, the findings signified that the use of technology in class and
cooperative learning significantly predict students’ critical thinking skills.

Keywords: instructional practices, 21st-century skills, problem-solving, information

literacy, critical thinking, performance