SURVEY OF 21st CENTURY SKILLS AMONG SCIENCE

STUDENTS AT SECONDARY LEVEL

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SOBIA KANWAL
MS160400400
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DEPARTMENT OF EDUCATION
VIRTUAL UNIVERISTY OF PAKISTAN
DEFENSE ROAD, OFF RAIWIND
ROAD, LAHORE, PAKISTAN

2022
SURVEY OF 21st CENTURY SKILLS AMONG SCIENCE
STUDENTS AT SECONDARY LEVEL
SOBIA KANWAL
MS160400400

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A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF
REQUIREMENTS FOR THE DEGREE
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OF

MASTER OF PHILOSOPHY
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IN
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EDUCATIONAL LEADERSHIP AND MANAGEMENT

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VIRTUAL UNIVERISTY OF PAKISTAN

2022
 Originality Statement
(Student)

It is certified that this M.Phil. Thesis titled “Survey of 21st Century Skills among Science

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Students at Secondary Level” is an original research. Its content was not already

submitted as a whole or in parts for the requirement of any other degree and is not

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currently being submitted for any other degree or qualification. To the best of my

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knowledge, the thesis does not contain any material published or written previously by

another author, except where due references were made to the source in the text of the

thesis.
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It is further certified that help received in developing the thesis, and all resources
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used for the purpose, have been duly acknowledged at the appropriate places.
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February 09, 2022

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Sobia Kanwal

Ms160400400

Department of Education

Virtual University of Pakistan

 Originality Statement
(Supervisor)

It is to certify that the research work described in the M.Phil. Thesis is an original work

of the student. It has been carried out under my direct supervision. I have personally gone

through all its data, content and results reported in the manuscript and certify its

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correctness and authenticity.

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I further certify that the material included in the thesis has not been used partially

or fully, in any manuscript already submitted or in process of submission in partial or

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complete fulfillment of the award of any other degree from any other institution. I also
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certify that thesis has been developed under my supervision according to the prescribed

format. I therefore, endorse its worth for the award of M. Phil degree in accordance with
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the prescribed procedure of the university.

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Supervisor
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Dr. Farkhunda Rasheed Choudhary

Assistant Professor (EPPS & L)

Editor, Journal of Science Education (JSE)

AIOU

Approval Sheet
To,

The Controller of Examination,

Virtual University of Pakistan.

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It is to certify that the contents and form of the thesis, submitted by

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Sobia Kanwal, Student ID MS160400400 have been found satisfactory and

recommended that it be processed for the evaluation by the External Examiner(s) for the

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award of the degree.

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SUPERVISOR _____________________________
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Co-Supervisor _____________________________
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Head of Department _________________________

 DEDICATION

Dedicated

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To all those who believe in
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“No One Gets More Than What He Strives For.”

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(Al Quran)
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 ACKNOWLEDGMENTS

Thanks to Almighty Allah, the most Beneficent, the most Merciful, the One

Who was the first, the One Who will be the last for providing the ability to complete this

work.

All the respects for the Greatest Educator and the Benefactor of mankind, Holy

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Prophet Muhammad (PBUH), Who advised all of us to get education.

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I would like to express my sincere gratitude to the Virtual University, Pakistan

for letting me fulfill my dream of being a student here. I would also like to thank the

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Education Department for giving me opportunity to write thesis. To my committee, I am

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extremely grateful for your assistance and suggestions throughout my thesis. To my

family for supporting me both on and off the water. Most of all I am fully indebted to Dr.
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Farkhunda Rasheed, my supervisor, for her understanding, wisdom, patience, enthusiasm,

and encouragement and for pushing me farther than I thought I could go.
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Sobia Kanwal
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 TABLE OF CONTENTS
SR. NO. PAGE NO.
DEDICATION ` (i)
ACKNOWLEDGEMENTS ` (ii)
TABLE OF CONTENTS ` (iii)
LIST OF FIGURES ` (vi)
LIST OF TABLES` (vii)
LIST OF ABBREVATIONS (viii)

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ABSTRACT (ix)
1 INTRODUCTION 1

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1.1 Statement of the Problem 5
1.2 Research Objectives 7

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1.3 Research Hypotheses 7
1.4 Significance of the Study 9
1.5 Conceptual Framework IV 11
1.5.1 Framework Overview 12
1.6 Operational Definitions 12
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1.6.1 Twenty-First Century Skills 12
1.6.2 Critical Thinking Skill 12
1.6.3 Digital Literacy Skill 12
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1.6.4 3Rs Skill 13

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1.6.5 Secondary School 13

1.6.6 Science Student 13
1.6.7 Art Student 13
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1.7 Delimitations 13
2 REVIEW OF LITERATURE 14
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2.1 Twenty-First Century Skills 14

2.2 Categories of Twenty-First Century Skills 14
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2.3 Subcategories of 21 Century Skills 15
2.4 Twenty-First Century Skills' Implication in Education 17
2.5 Academic Subjects' Knowledge Positively Associated
with 21st Century Skills 17
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2.6 21 Century Learning Components 18
2.7 Integration of Twenty-First Century Skills in Secondary Education 19
2.8 Critical Thinking Skill (CTS) 19

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 2.8.1 Domains of Critical Thinking Skill 21
2.8.2 Need of Critical Thinking Skills (CTS) among Students 22
2.8.3 Development of Critical Thinking Skills among Secondary Students 23
2.9 Digital Literacy Skills (DLS) 23
2.9.1 Domains of Digital Literacy Skill 24
2.9.2 Importance of Digital Literacy Skills (DLS) among Students 25
2.9.3 Association of students' improvement in learning with digital literacy 26

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2.9.4 Measuring digital literacy skills among students 27
2.10 Defining 3Rs Skills (3RsS) 27

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2.10.1 Scope of 3Rs in Academic Subjects 27
2.10.2 Scope of Reading in Education 28

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2.10.3 Scope of Writing in Education 28
2.10.4 Scope of making simple calculations in education 29
2.10.5 Factors affecting students' mastery of 3Rs 29
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2.11 New Learning Paradigm-Content knowledge Association
with the 21st Century Skills mainly CTS, DLS and 3RsS 30
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3 METHODOLOGY 31
3.1 Type and Nature of Research 31
3.2 Research Design 32
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3.3 Sources of Data Collection 32

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3.4 Population of the study 32

3.5 Sample and sampling techniques 33
3.5.1 Sample Size for Schools 34
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3.6 Instruments for the study 35

3..6.1 CTS Scale 35
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3.6.2 DLS Scale 36

3.4.3 3Rs Scale 36
3.7 Instruments Composition 36
3.7.1 CTS Scale Composition 36
3.7.2 DLS Scale Composition 37
3.7.3 3RsS Scale Composition 38
3.8 Validity of the Instrument 38
3.9 Pilot Testing for Reliability 39
3.10 Data Collection Method 41

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 3.11 Delimitations 41
3.12 Techniques of Data Analysis 41
4 DATA ANALYSIS 43
4.1 Hypotheses Testing 54
4.2 Summary of Findings 69
5 DISCUSSION, CONCLUSION, LIMITATIONS AND
SUGGESTIONS, IMPLICATIONS 73

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5.1 Conclusions 81
5.2 Limitations and Suggestions 82

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5.3 Implications 82
REFERENCES 84
APPENDIX-A CTS SCALE 93

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APPENDIX-B DLS SCALE 99
APPENDIX-C 3RsS SCALE 104
APPENDIX-D
APPENDIX-E
APPENDIX-F
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 LIST OF FIGURES

FIGURE NO. TITLE PAGE

1 21st Century Skills Framework 11

2 Graphical Display of CTS w.r.t. Gender 47
3 Graphical Display of DLS w.r.t. Gender 48
4 Graphical Display of 3RsS w.r.t. Gender 49

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5 Graphical Display of CTS w.r.t. Study Group 51
6 Graphical Display of DLS w.r.t. Study Group 52
7 Graphical Display of 3RsS w.r.t. Study Group 53

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 LIST OF TABLES

TABLE NO. TITLE PAGE

NO.
3. 1 Study Population 33
3. 2 Sample of the Study 35
3. 3 Table Reliability Analysis 39
3. 4 Consistency 40

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4. 1 Demographic Frequency 44
4. 2 Descriptive Distributions of Study Variables (N = 200) 45
4.3 Overall Gender-wise Comparison of Students’ Perceived

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level of CTS, DLS & 3RsS (N = 200) 46
4.4 Overall Gender-wise Comparison of Students’ Perceived

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level of CTS, DLS & 3RsS (N = 200) 50
4. 5
4. 6
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Compare Male Students group-wise on perceived level of CTS
Compare Female Students group-wise on perceived level of CTS ..
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4. 7 Compare Students gender-wise on perceived level of CTS .... 56
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4. 8 Compare Students group-wise on perceived level of CTS .... 57
4. 9 Compare Male Students group-wise on perceived level of DLS ... 58
4. 10 Compare of Female Students group-wise on perceived level of DLS 59
4. 11 Compare Students gender-wise on perceived level of DLS 60
4. 12 Compare Students group-wise on perceived level of DLS 61
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4. 13 Compare Male Students group-wise on perceived level of 3RsS 62

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4. 14 Compare of Female Students group-wise on perceived level of 3RsS 63

4. 15 Compare Students gender-wise on perceived level of 3RsS 64
4. 16 Compare Students group-wise on perceived level of 3RsS 65
4. 17 Compare Students gender-wise on perceived level of 21st Century Skills 66
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4. 18 Compare Students group-wise on perceived level of 21st Century Skills 68

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 LIST OF ABBREVIATIONS

CTS Critical Thinking Skill

DLS Digital Literacy Skill

3RsS Reading, writing, arithmetic Skills

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SNC Single National Curriculum

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 ABSTRACT

Advancement in technology is a high demand of 21st century. To cope up with

this competitive digital era, students’ top priority should be tech-fluency. Therefore,

education system must be embedded with essential 21 st century skills to confront the life

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challenges in this competitive 21st century. The study delimited to three skills out of most

highlighted thirteen components of 21st century skills. These three essential abilities were

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critical thinking skill, digital literacy skill and 3Rs skill. The more emphasis of the

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current study was to observe the perceiving level of 21st century skills including critical

thinking skill, digital literacy skill and test scores of 3Rs skill among secondary schools’
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students and to compare these skills on the basis of gender and their academic stream i.e.
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science and arts groups. Population of the study was 151 F.G. secondary schools

consisted of 72 F.G. secondary schools for male students and 79 F.G. secondary schools

for female students in Islamabad. Out of those, simple random sampling was used to
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select ten male secondary schools and 10 female secondary schools for data collection.
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And further more stratified random sampling and simple random sampling were used to
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select 5 science students and 5 arts students from each sampled school. Therefore, 200

sample of students was taken for data collection through multistage sampling i.e.,
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combination of stratified sampling and simple random sampling. The survey approach

using scales to measure the perceived level of critical thinking skill, digital literacy skill

and 3Rs skills was employed in the study design. Hypotheses were tested by taking alpha

0.05, as level of significance. The results have been evaluated on the base of the t-test and

the mean value. The findings of the analysis came up with the perceiving level of twenty-

first century skills among secondary schools’ students. The findings revealed that in the

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overall perceived level of 21st century skills among schools’ students at secondary level

with respect to gender and their academic stream, no significant difference was found.

The conclusion revealed that females’ perceived level of critical thinking was higher,

whereas both males and females were approximately equal on digital literacy skills and

3Rs skills. And science group students were higher on digital literacy, whereas students

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showed non-significant attitude towards core subject and in perceived level of critical

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thinking. It also highlighted that these skills need to be imparted. Hence, the study

findings indicated the critical thinking skill as the significant determinant of the 21 st

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century skills and digital literacy skill and 3Rs skills as non-significant determinant of the

21st century skills among students concerning gender. The study findings also indicated
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that digital literacy skill is the significant determinant and critical thinking skill and 3Rs
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skills are non-significant determinant of the 21st century skills among students concerning

study groups.
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 1

CHAPTER 1

INTRODUCTION

In the 21st century, the world has been appeared as a global village due to

advancement and rapid technological changes, ultimately man's existence would depend

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on progressive education. Therefore, students must have proficiency in 21 st century skills

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to understand information about the scientific world or knowledge given in their books to

succeed by utilizing them. Due to the rapid increase in technology and information,

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students need to produce new information instead of using the previous information.
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Therefore progress can be attained by equipping students with essential abilities and

competencies, called 21st century skills (Partnership for twenty-first century skills,
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2009).To achieve success in the twenty-first century, the era of digital globalization,

students need new skills and knowledge at every stage of life. Children must avail
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opportunities to learn 21stcentury skills from cradle to career for success in school, career,
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and life (Ross, 2017).

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Manan and Mehmood (2015) illustrated that 21 st century skill is students' ability

to question, evaluate information, and analyze information. Critical thinkers always state
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a fact through precise evaluation of any received information. Other qualities of critical

thinkers are using abstracts ideas, open-mindedness, and good communication.

Contrarily, passive thinkers are uncritical thinkers; always answer as yes or no to any

question. Features of uncritical thinkers are narrow-mindedness and egocentric.

Therefore, Critical thinking is reasoning thinking, or it is a type of deductive thinking,

and uncritical thinking is commonsensical thinking and is a type of inductive thinking.

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Critical thinking is a worldly recognized essential skill across academia. Frequent

discussions are held on the significance of vital goals of developing critical thinking

through education and the implementation of a goal. However, there are several

reservations to deny and challenge critical thinking in current education. Still, students in

schools are not taught how to think critically and are under criticism of public debate

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(Radulovic & Stancic, 2018). School systems need to revise the curriculum to develop a

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solid foundation of critical thinking skill in high school students and seek more progress

after secondary school (Acharya, 2018).

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Students' involvement in class and their motivation to learn is positively related to

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technology in our classes (Roslaniec, 2018). As students can get direct access to

information and knowledge conveniently using technology, the importance of technology

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cannot be denied. Teachers should allow students to research and develop skills through

technology. In conclusion, technology can enable students to learn effectively using

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different Websites (Alismail & McGuire, 2015). Drew (2013) argued that "Students need
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to be prepared as skilled and strategic readers, writers, and communicators in online

environments."
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Among all students, the development of academic subjects' knowledge and

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understanding can only be attained by implementing 21 st century skills. Only students

with a strong base of academic subjects' knowledge have critical thinking and effective

communication. Education is primarily based on educating students the foundation of

reading, writing, and arithmetic i.e., "3 Rs" with social studies and language subjects. The

class takes less interest in the traditional teaching model based on teacher-centered when

repetition of content made class boring by writing or saying the same thing repeatedly.
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Massive information is memorized by students from primary level to enhance their

knowledge through teacher-centric model. Therefore, teacher-centric model for educating

student playing vital role in sharpen their rote learning. To know students' learning level,

student knowledge is assessed at the end of the year by using tests and quizzes. However,

curriculum designers are now aware of the importance of development in teaching

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methods to attain educational goals in equipping students for their future (Alismail &

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McGuire, 2015). For a successful life, students must have essential skills, knowledge, and

expertise.

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After having a long work experience in Higher Education in Pakistan, Hoodbhoy

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(2009) argued that Pakistan's educational system has an inadequate condition. Students

are knowledge recorders, and memorizers and exams are the test of knowledge retained
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by them. Essential skills, such as, the evaluation of knowledge, information manipulation,

ideas synthetization for interconnection of classroom learning and practical world are
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lacked in them. Therefore, regarding this, the National Education Policy (NEP, 2009)
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acknowledged the vital role of essential skills and their connection with subject

knowledge. It emphasized the crucial need for worldwide skills, including critical
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thinking as a curriculum objective to reduce memorization and usage of Information

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Communication Technologies (ICTs) to strengthen progressive education. The National

Policy (2009) documented the implementation of a curriculum designed to develop

critical thinking, digital literacy, and knowledge application to enable students to deal

with the worldwide challenges they encounter in an industrial and advanced

technological society and global economy.

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As the policy decisions are taken at national level and the provinces are

responsible for the implementation of the policy. Policy development and policy

implementation are two different things. Policy implementation is much more

challenging and suffers gaps due to the several factors responsible for the failure of its

implementation in education (Ahmed et al., 2012).

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Our education system is responsible for equipping students in a proper way, so

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they are able to cope with the twenty-first century’s worldwide challenges. Nonetheless,

acknowledging the significance of 21st century skills originates its affiliation with the

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education system to succeed at every stage of life. By keeping in view, the need of the

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time, National Curriculum Council of Pakistan (2020) with logo ONE NATION, ONE

CURRICULUM is working on Single National Curriculum. They have designed

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curriculum for grade I-V and new curriculum has been implemented in new academic

session 2021. The curriculum of grade VI-VIII is under process and will be implemented
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in 2022. Finally, the curriculum 0f grade IX-XII will be reconceptualized in 2023

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according to the present day needs, specifically, with regard to addressing and developing

the 21st century skills. The promotion and development of the twenty-first century skills
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is the key consideration of SNC. Therefore, for the very first time Pakistan’s Ministry of
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Federal Education took initiative of designing Single National Curriculum for quality

education, as in SNC all the content strands are underpinned by strands, having the same

benchmark i.e., development of the 21 st century skills.

21st century skills are being executed in the western education system. They

ultimately enable the young generation to deal with the worldwide challenges they face in

an industrial and advanced technological society and global economy. In Western

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countries, and now in Pakistan, policymakers and curriculum planners also significantly

focus on designing secondary school curriculum to develop 21 st century

skills. Generally, secondary school students' academic achievements are affected due to a

lack of critical thinking skill, digital literacy skill, and 3Rs skills. For effective and

progressive education at the secondary level, 21 st century skills can be served as tools and

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result in enhancement of students' mental and physical abilities. For being globally

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competent, secondary school students must strengthen education to develop and acquire

21st century skills.

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Federal government secondary schools in Islamabad ensure quality education
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based on constructive teaching methods, the right learning environment, and formative

assessments. Therefore, the survey approach was employed to measure the perceived
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level of three components of twenty-first century skills i.e., critical thinking skill, digital

literacy skill, and 3Rs skills are being developed among federal government secondary
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schools' students of Islamabad. For the survey, 200 students were selected from 20
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Federal government secondary schools out of 151 Federal government secondary schools
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of Islamabad through multi-stage sampling.

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1.1 Statement of the Problem

In order to prepare students to confront the life challenges in this competitive 21 st

century, education system must be embedded with essential 21 st century skills.

Unfortunately, due to gaps in the implementation of education policy, secondary school

students lack the perceived level of 21 st century skills that ultimately affect their

academic performance and practical life after college and university. Therefore, taking in
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account the current situation of Pakistan’s education system and rapidly changing globe,

the development of the essential 21 st century skills are needed for 21st century generation.

Pakistan’s education system should be embedded with 21st century skills from secondary

level to help students to become consumers of knowledge rather than becoming

knowledge recorders.

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It is observed that there is contradiction among the life of current students and

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their developed life pattern in existing educational system. It shows lack of concerns

towards proficiency in 3Rs. During the Covid-19 pandemic, the worst hit group in

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learning loss is secondary school students’ group. Only some private schools arranged

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online classes for students. But mostly students spent time on smart phones rather than

paying attention to studies. On the other hand, government school students were
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compelled to stay at home without any online classes for almost two years. This result in,

students’ less attention toward studies in post-Covid classes. Students’ proficiency in 3Rs
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does not match the grade level. School management along with teachers’ hard work and
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parental intervention are required to bridge this gap in implementation of 3Rs well in core

subject knowledge along with CTS and DLS to provide them with strong foundation of
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education.
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The purpose of the present study was the exploration of the acquisition of 21st

century skills among school students at secondary level and to determine the perception

of 21st century skills about three components, i.e., critical thinking, digital literacy, and

3Rs among secondary schools’ students and also to compare the perceived level of these

21st century skills among male and female students concerning their academic stream,

i.e., science and arts groups at the secondary level.

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1.2 Research Objectives

The accomplishment of the following objectives was the main purpose of designing the

present study.

1. To explore the overall perceived level of 21 st-century skills about critical thinking,

digital literacy, and scores of 3Rs skills among students at the secondary level.

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2. Evaluate the overall perceived level of 21st century skills concerning critical

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thinking, digital literacy, and scores of 3Rs skills among female and male students

at secondary level.

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3. Evaluate the overall perceived level of 21 st-century skills concerning critical
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thinking, digital literacy, and scores of 3Rs skills among science and arts students

at the secondary level.

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1.3 Research Hypotheses

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The following were the hypotheses of the study:

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¹Ho There is no significant difference in male science and male arts students' critical
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thinking skill at the secondary level.

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Ho There is no significant difference in female science and female arts students' critical
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thinking skill at the secondary level.

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Ho There is no significant difference in male and female secondary schools' critical

thinking skills concerning their academic stream, i.e., science and arts.
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Ho There is no significant difference in science and arts students' critical thinking

skills at the secondary level.

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Ho There is no significant difference in male science and male arts students' digital

literacy skill at the secondary level.

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Ho There is no significant difference in female science and female arts students'

digital literacy skill at the secondary level.

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Ho There is no significant difference in male and female secondary school students'

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digital literacy skills concerning their academic stream, i.e., science and arts.

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Ho There is no significant difference in science and arts students' digital literacy

skills at the secondary level.

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Ho There is no significant difference in the 3Rs skill of male science and male arts

students at the secondary level.

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Ho
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There is no significant difference in the 3Rs skill of female science and female
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arts students at the secondary level.

¹1Ho There is no significant difference in the 3Rs skill of male and female secondary
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schools' students concerning their academic stream, i.e., science and arts.
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¹2Ho There is no significant difference in the 3Rs skill of science and arts students at

the secondary level.

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¹3Ho There is no significant difference in the overall perceived level of 21 st century

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skills among male and female students at the secondary level.

¹4Ho There is no significant difference in the overall perceived level of 21 st century

skills among science and arts students at the secondary level.

The significance level was taken as 0.05

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1.4 Significance of the Study

The 21st century skills, mainly critical thinking, digital literacy, and 3Rs,

determine the success of students and consequently, career. Mostly these skills are

developed among students at the secondary level. Therefore, it is crucial to identify

students' skills and need to be modified through teaching strategies and curriculum

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designing. The study also significant in following areas:

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1. The perceived level of 21st century skills among students ultimately affects their

academic performance. So, it is needed to provide school environment that

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support the development of 21st century skills may benefit students.

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2. Gender difference in 21st century skills may benefit females that which skills they

should adopt, as they usually face difficulties in seeking technical education due
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to social norms.

3. Academic stream difference in 21st century skills may benefit arts students that
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which skills are required to develop.

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4. Researchers may benefit from this study by conducting further research to

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identify contributing factors for progressive education at the secondary level.

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5. Curriculum planners may benefit from this study by redesigning the curriculum,

i.e., integrating 21st century skills in the curriculum more effectively, enabling

students to thrive at present and in the future.

6. Students would greatly benefit from this study by inculcating and focusing on

learning skills, innovation skills and literacy skills to develop understanding in

academic subjects. It ultimately results in determining life and career skills. In this
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way, progressive education leads to the right socio-economic environment in the

country.

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1.5 Conceptual Framework

Figure 1

21st century skills Framework

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1.5.1 Framework Overview

The 21st century framework provides that essential skills, knowledge, and

expertise are the main pillars for students' successful life. Critical thinking and Digital

literacy from learning skills and literacy skills of 21 st century skills respectively when

implemented into technological education, i.e., 3Rs of core subjects result in progressive

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education.

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1.6 Operational Definitions

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1.6.1 Twenty-First Century Skills

21st-century skills composed of capabilities, competencies, and learning tendencies that

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have been recognized as needed for progress in the 21st century by educators in every
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field of life. The 21st century skills for a globalized world, focusing on students' skills to

be proficient in development for success in rapidly modifying digital society.

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1.6.2 Critical Thinking Skill

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Critical thinking means making rational and logical perceptions that are coherent and
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systematic. The thinking style in which we do not rely on simple arguments and

justifications exposed to us but preferably, have a reasoned approach involving well

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thought out and explicit questioning such arguments and justifications.

1.6.3 Digital Literacy Skill

Digital Literacy means having the competency required to move in a society where

dissemination and globalization are boosting through digital mechanization and

telecommunication like the internet, media and digital devices.

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1.6.4 3Rs Skills

For the 21st century, the classic "3Rs" of learning are courses, reading, writing, and

arithmetic. The three Rs (as in the letter R) are essential skills taught in

schools: reading, writing, and arithmetic.

1.6.5 Secondary School

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An institution where students of age group 12 to 17 learn from grade 6 to grade 10.

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1.6.6 Science Student

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Students who study science at the secondary level are science students.

1.6.7 Arts Student IV

Students who study humanities or social science at the secondary level are arts students.
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1.7 Delimitations

The study was delimited to;

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1. Three components of 21st century skills, i.e., CTS, DLS, and 3RsS, out of 13

components
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2. Islamabad City
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3. Federal Government Secondary Schools ( Boys and Girls)

4. Tenth Grade's Students

5. Science and Arts Students

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CHAPTER 2

REVIEW OF LITERATURE

It is globally acknowledged that for any nation, education is the best investment.

It is the key to open the door to the development and socio-economic growth of a nation.

The education sector is the source of progress of any country. Therefore, policymakers,

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curriculum designers, and educators concluded that successful life's goal could only be

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achieved through progressive education, pathway of development of twenty-first century

skills among school students. If the students acquired essential survival skills i.e., the 21st

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century skills, success of students in higher education and career is guaranteed (Lamb,

Maire & Doecke, 2017). IV

For a successful life, students must have essential skills, knowledge, and
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expertise.

2.1 Twenty-First Century Skills

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Essential skills are vital, and survival competencies and abilities are considered

essential worldwide for a better existence in the 21 st century. Furthermore, there is a great
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emphasis on identifying and developing twenty-first-century skills among secondary

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school students in this context.

2.2 Classification of Twenty-First Century Skills

The American organization consisted of panel of business leaders, consultants,

and educationists had introduced the well-known conceptualized framework of 21st

century education skills.

 15

The framework of 21st century skills comprises twelve vital domains, categorize into

three essential competencies including:

1. Learning and innovation skills:

This set of skills consists of four significant domains named 4Cs, consisting of

critical thinking, creativity, communication and collaboration.

TY
2. Digital literacy skills:

SI
This set of skills consists of three significant domains, including media literacy,

information literacy and communication technologies literacy.

ER
3. Life and career skills:

IV
This set of skills consists of five significant domains: adaptability, initiative,

interaction, productivity and leadership.

UN
The identification and implementation of these competencies in education provide

a strong foundation of academic subject knowledge and ultimately result in students'

L

better academic achievement (P21, 2009).

UA

Chalkiadaki (2018) classified 21st century skills into four leading competencies, as

follows:
RT

1. Learning and advancement abilities

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2. Digital proficiency and data innovation abilities

3. Life and professional abilities

4. Knowledge of academic subjects

2.3 Subcategories of 21st Century Skills

Chalkiadaki (2018) further concluded that the four leading competencies, i.e., (1)

Learning and advancement abilities, (2) Digital proficiency and data Innovation abilities,
 16

(3) Life and professional abilities, (4) Knowledge of academic subjects; have further

composed of fifteen sub-competencies:

1. Innovativeness

2. Critical Thinking

3. Joint Effort

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4. Correspondence

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5. Data Proficiency

6. Digital Literacy

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7. Innovation Proficiency

8. Adaptability

9. Administration
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10. Activity

11. Profitability
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12. Social Aptitudes

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13. Writing

14. Reading
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15. Arithmetic
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In education, significant outcomes can be gained by improving students' learning

by applying essential academic subject knowledge skills.

Chu et al. (2017) rearranged the fifteen subcategories mentioned above into three

categories of 21st century competencies. The first category of 21st century skills, i.e.,

learning and innovation skills, consider academic subject knowledge. This includes

reading, writing, and arithmetic skills as a primary domain with critical thinking,
 17

communication and association, individuality and innovation. The second category is the

skill set of digital literacy consisting of three significant domains: information literacy,

media literacy, and information and communication technologies literacy. Finally, the

third category is the skill set of life and career consisting of five major domains:

adaptability, initiative, interaction, accountability, and leadership.

TY
2.4 Twenty-First Century Skills' Implication in Education System

SI
In the era of 21st century, education is an investment in knowledge for the future,

ER
which will pay the best interest for upward mobility, leading to better jobs and improved

lifestyle.
IV
Wrahatnolo and Munoto (2018) stated that students' future depends on several
UN
essential skills, including critical thinking, digital literacy, and 3Rs. Education that is

emphasizing only content, is a big obstacle in achieving life and career skills. Therefore,

education systems provide students with knowledge-based education with essential

L
UA

ability such as critical thinking, reading, writing, arithmetic and digital literacy skills to

cope with future challenges. Unfortunately, the current education system cannot fulfill
RT

students' requirements, ultimately students suffer the skills gap and resulting in a lack of
VI

job opportunities.

2.5 Academic Subjects' Knowledge Positively Associated with 21 st

Century Skills

Knowledge is the development and understanding of academic subjects. Joynes,

Kuofi, and Rossignoli (2019) found that many academic knowledge areas, including

science and mathematics, are positively related to 21 st century skills.

 18

Students must be expertise. They should have a strong foundation of an academic

understanding in conjunction with twenty-first century survival skills. The essential skills

that are 21st century skills are about the abstract thinking skills with understanding of

subject area content and the perception of digital literacy skill. The teaching and

instructions regarding 21st century expertise with an essential blend of 21st century skills

TY
and content knowledge help students in storing, retrieving, and using information about

SI
important concepts in innovative ways (Beers, 2013, p.2).

2.6 21st Century Learning Components

ER
Trilling and Fadel (2009) have formulated twenty-first-century learning formula
IV
by rearranging key components of essential twenty-first century skills in such a way that
UN
seven skills beginning with the letter "C" are collected, namely:

1. Critical thinking (problem solving)

2. Creativity (vision)
L
UA

3. Collaboration (association)

4. Cross-cultural understanding (interaction)

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5. Communication (public speaking)

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6. Computing (evaluating)

7. Career skills (professional skills)

Furthermore, three "R" skills are referred to:

1. Reading

2. Writing

3. Arithmetic.
 19

FORMULA:

21st Century Learning = 3Rs + 7Cs

2.7 Integrating Twenty-First Century Skills in Secondary Education

The educational enforcement of 21st century skills at the secondary level should

TY
be the initiative of educationists to understand curriculum-based academic subjects,

leading to progressive education. Fasasi (2011) highlighted that at all levels, the

SI
educational institutes' fundamental objective is to provide progressive education, which

ER
can develop skills, abilities, competencies in students to cope up with the challenges of

the 21st century and ultimately result in the socio-economic glorification of any nation.
IV
Scott (2015) enlightens that education transformation according to 21 st century education
UN
is essential to ensure the acquisition of critical thinking skill, digital literacy skill and 3Rs

skills altogether with other 21st century skills by students to be globally competent.

Due to globalization and the growing potential of technology, various

L
UA

developments in the economy and society have occurred. The influence of this

development is not only on the workforce but also on the entire society. Therefore, the
RT

responsibility of students in this current society has been raised. They must seek
VI

progressive education to develop 21 st century skills from school to contribute to society

for a bright future by making their careers (Fisser & Thijs, 2015).

2.8 Critical Thinking Skill (CTS)

The Critical thinking skill is one of the first categories of twenty-first century

skills, i.e., learning and innovation. For success in education and at the workplace,

twenty-first-century skills are essential and are of great importance. One of these twenty-
 20

first century skills is that critical thinking is considered as the major aim of higher

education learning (Flores, Matkin, Burbach, Quinn & Harding, 2012). Critical thinking

skill is an abstract thinking consisting of a set of abilities, including awareness and

competences. Even with the established critical thinking skill, many scholars still

concluded that critical thinking is not well developed among secondary school students

TY
(Hosler & Arend, 2012).

SI
Critical thinking skill is conceptualized as an essential skill of understanding

possessed by someone. Researchers have different views in defining critical thinking

ER
skill: whether critical thinking skill is simply a general transferable ability to solve

IV
problems or a domain-specific ability to construct new and innovative knowledge.

Creshaw, Hale, and Harper (2011) argued that the main hindrance in developing research
UN
related to critical thinking skill is the non-existence of any standard definition for critical

thinking skill. However, some scholars emphasized that more integrity can be promoted
L

by launching a standard definition of critical thinking skill. There is also a chance that
UA

inquiring critical thinking skill can be limited (Moore, 2013).

Educators can promote critical and logical thinking by ensuring students can think
RT

like scientists to create their arguments and recognize their own biases. In this context,
VI

there is a need to organize educational programs related to exploring evidence-based

research. Specific techniques for research and investigation should be introduced. Also,

tests should be developed to measure these critical and logical thinking skills. By

introducing and exploring new and ideal methods, researchers can encourage educators to

implement strategies to improve students' critical thinking using the evidence approach

(Schmaltz et al., 2017).

 21

2.8.1 Domains of Critical Thinking Skill

Facione (2013) suggested that a better understanding can be gained regarding

critical thinking skill by describing its elements. Although critical thinking skill is a

complicated ability, comprising of following elements:

1. Knowledge

TY
2. Skills

SI
3. Dispositions

Kompf (2013) emphasized the access to knowledge and the ability that is critical

ER
thinking skill to recognize relevant and reliable information. Paul (2012) identified that

IV
students gain knowledge through reasoning, not by memorization. Critical thinkers'

dynamic knowledge is content knowledge that creates new knowledge that can be
UN
frequently changed (Flores, Matkin, Burbach, Quinn, & Harding, 2012).

Crenshaw, Hale & Harper (2011) demonstrated that sub-skills of critical thinking
L

skill could be developed among students in the classroom to achieve higher education.
UA

Orszag (2015) claimed that identifying sub-skills is not a big deal in defining critical

thinking skill. These sub-skills of critical thinking ability are either domain-specific
RT

thinking ability or general thinking ability. There are six domains of critical thinking skill
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based on Facione's (2013) model of critical thinking skill:

1. Interpreting

2. Analyzing

3. Evaluating

4. Inferencing

5. Explaining
 22

6. Self-regulating

Furthermore, dispositions have a crucial impact on the critical thoughts of

students. These dispositions are the student's willingness of utilization of the critical

thinking skill, which authorize them to acquire more knowledge. Paul and Elder (2015)

have introduced a model that illustrated the use of specific universal standards in critical

TY
thinking. Furthermore, it pointed out that these intellectual standards are affected by the

SI
following individual dispositions:

1. Curiosity

ER
2. Analytical

3. Efficiency

4. Accuracy
IV
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5. Unbiasedness

6. Self-confidence
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7. Maturity
UA

2.8.2 Need of Critical Thinking Skill (CTS) among Students

RT

Roslaniec (2018) found that critical thinking is the essential 21 st century skill

needed for students’ ability for analyzing and questioning about what they are being told.
VI

By thinking critically and out of the box, students will be open-minded and evaluate tasks

positively. Students should be encouraged to predict regarding subjects during activities

of reading and listening. Critical thinking can also be enhanced by challenging problems

and involving them in various class activities like puzzles and asking questions with

multiple answers.
 23

2.8.3 Development of Critical Thinking Skill among Secondary Students

Facione (2013) argued that critical thinking skill is not inherent; it can be

incorporated and grown up among students in classrooms. Burbach, Flores, Harding,

Matkin & Quinn (2012) claimed that the critical thinking skill is developed naturally

parallel along extensive educational experience. In the view of Hosler & Arend (2012),

TY
students' critical thinking skills are greatly influenced by classroom activities and other

SI
educational strategies. Gender significantly impact on critical thinking skill, mostly

females are higher on critical thinking (Shubina & Kulaki, 2019).

ER
Behar, Horenstein and Niu (2011) highlighted that instructors positively impact on

IV
students' incorporation of critical thinking skill. Therefore, teachers’ role in developing

critical thinking skill among students is crucial. Rather than self-approach of gaining
UN
critical thinking skill by the students. Jenkins (2011) further analyzed that teachers with

higher perceived level of critical thinking skill are able to develop more critical thinking
L

skill among students than the teachers with low critical thinking skill.
UA

2.9 Digital Literacy Skill (DLS)

RT

Digital literacy skill is one of the third categories of twenty-first century skills, i.e.,

Information and computer technology skill. Over the past decades, role of digital
VI

technologies in everyday life has been gradually increasing (Bakker, Bekker, Douma,

Poel, & Scheltenaar, 2015). The intensively growing digital culture has driven school

education towards digital resources to seek information and better communication (Kong,

2014). Digital media provides students the platform to express their ideas in a well-

organized manner (Chan, Churchill, & Chiu, 2017).

 24

Pangrazio (2016) argued that digital literacy is deeply interlinked with students'

success as, in the future; they will be noble citizens and successful employees. Redmond

(2015) claimed that in the 21st century, students could develop the knowledge, skills, and

dispositions by providing them with digital literacy to contribute in the digital world.

However, Techataweewan & Prasertsin (2018) identified that improving students'

TY
learning by adopting digital literacy skills is positively associated with providing a better

SI
digital learning environment. Nevertheless, Murray & Pérez (2017) pointed out that

digital literacy is not nearly equal to reading, writing, and arithmetic for foundational

ER
literacy in many educational institutions.

2.9.1 Domains of Digital Literacy Skill

IV
Karpati (2011) identified significant digital literacy skills’ domains, i.e., digital
UN

content management, including identifying, acquiring, organizing, storing, developing

information, computer supportive, and web-based learning environment. The use of

L

technology to obtain, control, estimate and transmit information is an essential digital

UA

literacy skill (Hatlevik & Christophersen, 2013). Digital literacy skill comprises access to
RT

digital devices, digital technology, and attitudes towards digital technology used for the

survey measuring perceived level of digital literacy skills (Bollard, Kerry, Whitney, &
VI

Fidock, 2014).

Reynolds (2016) highlighted the conceptual model of digital literacy based on

social constructivism that comprises of six domains: creating, managing, publishing,

socializing, researching, and surfing.

Josie et al. (2018) investigated that the digital literacy skill consists of five major

domains:
 25

1. Information literacy

Information literacy is the set of skills comprised of creating, searching,

retrieving, manipulating, evaluating, and synthesizing.

2. Computer literacy

Computer literacy is the set of skills comprises of operating multiple digital tools,

TY
either hardware or software.

SI
3. Media literacy

Media literacy is the set of skills comprised of interaction with different media, including

ER
social media.

4. Communication literacy IV
Communication literacy is the set of skills comprised of communication in different
UN
mediums such as traditional and innovative.

5. Technology literacy
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Technology literacy is the set of skills comprised of adopting different technologies in

UA

life.
RT

2.9.2 Importance of Digital Literacy Skill (DLS) among Students

Mishra &Kereluik (2011) argued that technologies are not weakened or strengthen
VI

students' learning by their usage, but technologies provide students with a possibility

zone. Roslaniec (2018) suggested that for students' positive involvement in class and

motivation to learn effectively, use of technology should be essential in our classes. Suto

(2013) identified that due to the tech-fluency, life has become more interlinked globally.

Therefore, significant advancement has occurred in ICT and access to it. Royal (2012)

featured that development of 21st century skills positively associated with educational
 26

technologies. Gülen (2013) explored the importance of digital literacy in secondary

education and found that secondary school students possess a satisfactory level of 21 st

century skills.

Students' daily use of computers has increased their ability to access and analyze

the data and academic subject knowledge (Sumen & Çalisici, 2017).

TY
2.9.3 Association of students' improvement in learning with digital literacy

SI
Students' improvement in learning is positively correlated with the application of

digital technologies. The ideal learning environment for each learner at school is a

ER
challenging task. Efforts should be made to seek the best and favorable learning

IV
environment for students by providing them the best opportunities to complete their

learning tasks, school assignments, and assessments with digital technologies. The
UN
learning practice by using digital technologies will enhance students' participation in

class discussions and will make them engage during class with learning resources. In
L

response to providing a supportive learning environment, the positive impact of digital

UA

technologies can be observed. When opportunities are given to students to work and learn

in a user-friendly environment, where they are in touch with different social media
RT

technologies will ultimately result in acquiring of twenty-first century skills (Kivunja,

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2015b).

For improved learning, electronic literacy is the mastery of operating advance

technology, online behavior, and digital content management (Tang & Chaw, 2016).

Therefore, the need for improved digital literacy for students' learning can be fulfilled by

providing the modified digital environment as an educational tool (Greene, Yu, &

Copeland, 2014).
 27

2.9.4 Measuring digital literacy skill among students

Ainley, Schulz, & Fraillon (2016) investigated that the different approaches have

been employed to assess digital literacy. The criteria for developing a standardized

measure for digital literacy skill defined in multicultural education regarding digital

literacy skill. Porat, Blau, & Barak (2018) monitored the comparison of digital literacy

TY
skill among students regarding students' perceived level of digital literacy skills with their

SI
actual performance in digital tasks. Mostly male students have better understanding in

digital literacy than female students. The gender differences in computer-based learning

ER
and in attitudes towards computer-technology use are the impacts of digital gaps that can

IV
be examined by male dominancy in using technology and high percentage of admission

of male students in technological institutions (Gebhardt, Thomson, Ainley & Hillman,

UN
2019).

2.10 Defining 3Rs Skills (3RsS)

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UA

The 3Rs skills are the fourth category of twenty-first century skills, i.e., Academic

Subjects' Knowledge (Chalkiadaki, 2018).

RT

National Education Policy (2017) defined that literacy is merely acquiring 3Rs
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skills, i.e., reading, writing, and making simple calculations. 3Rs skills are the survival

skills essential for communication and earning a livelihood and are considered as the first

step in seeking knowledge.

2.10.1 Scope of 3Rs in Academic Subjects

3Rs importance in the 21st century is well explained by Kivunja (2015) that 21 st

century skills should be appropriately identified in students and implemented effectively

 28

with strong knowledge of academic subjects, determined by redesigning 3Rs to meet life

challenges for the 21st century. For extraordinary achievement, the transformation of

education is needed in instructional methods that build instructing, studying, evaluation

and assessment plans of the 21st century and redesigning 3Rs for fundamental training,

specifically reading, writing and arithmetic in related subjects.

TY
Arnold (2018) interestingly explained 3Rs, which covers all aspects of academic

SI
subjects of 21st century skills that students learn from their mistakes. By only making

mistakes, they become aware of their mistakes and try to do correction, so learning

ER
happens. If students are always right, then the instruction is meaningless as they know

IV
everything. Great confidence is required to admit mistakes. Useful instructions based on

reading, writing, and arithmetic skills raise academic subjects' knowledge and ultimately
UN
result in productive evaluation.

2.10.2 Scope of Reading in Education

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Gafoor (2011) identified that reading is an essential skill for being literate. In
UA

education, reading is considered a primary tool of school students in acquiring knowledge

RT

and skills. At school, difficulties in students' learning are associated with reading-related

problems. Therefore phonological awareness and rapid naming help students in word
VI

recognition. The meaning of the word is essential for students, and they should know well

how to pronounce it. Thus, the pronunciation of words in reading comprehension and

their understanding is equally essential for students.

2.10.3 Scope of Writing in Education

Graham et al. (2016) found that students' success inside and outside the classroom

depends on improved writing skills. Students' literacy achievement can be gained by

 29

improved and persuasive writing. Students can convey their thoughts, pass on their

opinions, describe events, explain their ideas, and analyze gained information only by

having a critical communication tool, i.e., writing skill. Indeed, by attaining improved

and persuasive writing as a life-long and vital skill, post-secondary success in academic,

vocational, and every discipline of life is guaranteed. Word processing and electronic

TY
communication are the leading technologies and their role is significant in gaining

SI
knowledge to write effectively and practice writing in and out of the classroom.

Besides, best practices in writing can be done by following writing strategies

ER
(mental, physical, or both).

IV
2.10.4 Scope of making simple calculations in education

Cowan et al. (2011) highlighted that making simple calculations is essential in

UN

secondary education. The place of arithmetic in secondary education is considerable, as it

includes all conceptual knowledge, skills of solving problems, and necessary calculations
L

of primary and elementary arithmetic. Therefore, the optimistic association develops

UA

basic calculation proficiency through conceptual knowledge and cognitive factors with
RT

students' arithmetic performance.

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2.10.5 Factors affecting students' mastery of 3Rs

Students' reading, writing, and arithmetic skills can be enhanced by making their

foundation strong from the primary level. The factors influencing students' ability to read,

write, and do arithmetic should be resolved at the primary level. Then students'

improvement in 3Rs skill can be observed at the secondary level; ultimately, their

academic achievements will be improved.

 30

Students should have mastery of 3Rs skills from the primary level. Therefore,

factors that affect students' ability to read, write, and do arithmetic are key domains of

students' mastery of 3Rs. Students' could read and write correctly and be good at

arithmetic if they are provided with supportive school administration, effective teaching

methods, teacher-related factors such as sufficient knowledge and expertise on 3Rs, and

TY
student-related factors regularity and discipline (Ngussa & Mjema, 2017).

SI
2.11 New Learning Paradigm-Content knowledge Association with the

ER
21st Century Skills mainly CTS, DLS and 3RsS

21st century demands that development of 21 st century skills, mainly critical

IV
thinking skill and digital literacy skill with 3Rs skills that provide a strong base of
UN
academic subjects in students enable them to contribute favorably and valuably to raise

the economy of the nation (Manan & Mehmood, 2015).

L

The education policymaker, curriculum designer, and educators are responsible for
UA

equipping students with 21st century skills, mainly critical thinking skill, digital literacy

skill and 3Rs skills, and other domains of 21 st century skills for their better future. By
RT

imparting 21st century skills in students' lives would greatly benefit the global economy
VI

in the 21st century (Kivunga, 2015, p.9).

 31

CHAPTER 3

METHODOLOGY

The present study, "The survey of 21st century skills among students at the

secondary level, was focused on three components of 21 st century skills. To study these

TY
components in-depth, a specific and concrete way was introduced. Multistage sampling

SI
was used to sample 200 students from 20 F.G. secondary schools of Islamabad out of 151

F.G. secondary schools in Islamabad. The survey approach was applied using three

ER
research instruments to measure the perceived level of critical thinking skill, digital
IV
literacy skill and to determine 3Rs skills consisted of scales.

This research methodology, which was used to explore "the survey of 21 st century
UN

skills among students at the secondary level," described the type and nature of research,

research design, sources of data collection, and participants. It also provides a firm
L

illustration of the research instruments as well as the data collection method.

UA

3.1 Type and Nature of Research

RT

The type of research was descriptive and quantitative. The survey approach was
VI

applied using three research instruments to measure the perceived level of critical

thinking skill, digital literacy skill, and 3Rs skills consisting of scales. Around 200

randomly selected students from 20 sampled secondary schools out of 151 F.G.

secondary schools in Islamabad were included in the study.

 32

3.2 Research Design

Descriptive research design was used for this study. The study was conducted

through a quantitative research method. Because, a quantitative approach was most

suitable to measure the perceived level of 21st century skills. The researcher applied

multistage sampling to collect the sample. Survey approach was used for this research, as

TY
it was practically feasible for the researcher. Three scales were used to collect data from

SI
students. Collected data was analyzed through quantitative analysis techniques.

ER
3.3 Sources of Data Collection

The study design employed the survey approach using three research instruments.
IV
It included measuring the perceived level of critical thinking skill, digital literacy skill,
UN
and 3Rs skills consisting of scales. Around 200 respondents were randomly selected from

20 F.G. secondary schools of Islamabad.

L

3.4 Population of the Study

UA

The population of the survey comprises all Federal Government secondary schools
RT

of Islamabad. There are 79 female secondary schools and 72 male secondary schools.
VI

Therefore, the target population of the study was male and female students of secondary

schools.
 33

Table 3.1

Study Population

F.G. secondary schools Number of schools

Girls’ secondary schools 79

TY
Boys’ secondary schools 72

SI
Total 151

Source: fbise.edu.pk

ER
Table 3.1 demonstrates the target population of the study i.e., 151 F.G. secondary

IV
schools in urban area of Islamabad, consisting of 79 F.G. secondary schools for girls and

72 F.G. secondary schools for boys.

UN

3.5 Sample and Sampling Techniques

Population of the study was 151 F.G. secondary schools consisted of 72 F.G.
L
UA

secondary schools for male students and 79 F.G. secondary schools for female students in

Islamabad. Out of those, simple random sampling was used to select ten male secondary
RT

schools and 10 female secondary schools for data collection. And further more stratified
VI

random sampling and simple random sampling were used to select 5 science students and

5 arts students from each sampled school. Therefore, a sample of 200 was taken for data

collection through multistage sampling i.e., combination of stratified sampling and

simple random sampling

Scales were used to test the perceived level of critical thinking skill, digital

literacy skill, and to determine 3Rs skills were distributed in person, and respondents had

filled out themselves.

 34

3.5.1 Sample Size for Schools

Sample was selected from male and female students of secondary schools. 50

male science and 50 female science students and 50 male arts and 50 female arts

students were selected as the sample of study. Multistage sample strategy was

TY
utilized to choose sample of study to obtain the fitting information from male and

SI
female science and arts students of secondary level schools.

Convenience sampling technique was also used to select sample from 50

ER
students (25 male, 25 female) in order to acquire data from respondents for pilot

testing of instrument. IV
UN
L
UA
RT
VI
 35

Table 3. 2

Sample of the Study

No. Of No. Of No. Of No. Of No. Of No. Of

TY
Male Female Male Female Male Female

SI
Schools Schools Science Science Arts Arts

Students Students Students Students

ER
n n N N

10 10 50
IV 50 50 50
UN

No. Of No. Of 200

Total 20 Total (100 male and 100 female)

L

Schools students(N)
UA

Note. N = 200 (n = 50 for each type of students w.r.t. gender and w.r.t. study group).
RT

Table 3.2 reflects the 200 participants as a sample of the study.

VI

3.6 Instruments for the study

Three kinds of instruments were used for this study. Three scales were used to

measure the perceived level of critical thinking, digital literacy, and to find scores of 3Rs.

3..6.1 CTS Scale

The researcher adapted the scale for data collection to measure the perceived level

of critical thinking in secondary school students. Aaron Orszag originally developed this
 36

scale for the study "Exploring Finnish University Students' Perceived Level of Critical

Thinking" in 2015 to measure university students' perceived competence in critical

thinking. The use of this scale in the present study and its compatibility for secondary

students has been asked. The mail granting permission for using a measuring scale has

been attached as an annexure-A to measure the perceived level of critical thinking of

TY
students.

SI
3.6.2 DLS Scale

The researcher adapted the scale for data collection to measure digital literacy's

ER
perceived level among secondary school students. Van Deursen, Helsper & Eynon
IV
originally developed this scale for the study "Measuring Digital skills: From Digital

Skills to Tangible Outcomes project report" in 2014 to measure the perceived level of
UN

digital literacy skills among people. This measuring scale is openly available for research

purposes to measure digital literacy's perceived level among secondary school students.
L
UA

3.6.3 3RsS Scale

The 3Rs skills test scale consisted of syllabus-based open and close-ended
RT

questions developed by the researcher by keeping in view all the important domains to
VI

measure 3Rs skills of secondary school students.

3.7 Instruments Composition

The three instruments of the study were consisted of different components and

dispositions.

3.7.1 CTS Scale Composition

 37

Basic reasoning ability scale depended on Facione's (2013) model, comprising of

two principle parts. The initial segment zeroed in on six individual abilities, including

interpretation, analysis, evaluation, inferences, explanation, self-guideline abilities, and

the subsequent part, zeroing in on seven attitudes, including inquisitiveness,

systematicity, analyticity, and truth-chasing open-mindedness, self-certainty, and

TY
maturity. abilities contained six things identified with the understanding, three to

SI
examination, three to assessment, four to deductions, three to clarification, and four to

self-guideline. Dispositions contained two things. They were identified with curiosity,

ER
two to systematicity, three to analyticity, three to truth-chasing, three to liberality, three

IV
to fearlessness, and three to development. In this way, scale comprising of 42 factors

identified with 13 components to gauge the apparent degree of basic reasoning expertise.
UN
Everything has been scored on a five-point Likert scale with self-announced truth

reaction things: 1) Strongly Disagree 2) Disagree 3) Undecided 4) Agree 5) Strongly

L

Agree
UA

3.7.2 DLS Scale Composition

RT

Digital literacy skill scale consisting of 5 factors, i.e., operational, information

navigation, social, creative and mobile skills. Skills contained ten items related to
VI

operational, eight to information navigation, six to social, eight to creative, three to

mobile skills. Therefore, scale is consisting of 35 items to monitor the perceived level of

digital literacy skills. Each item was scored on a five-point Likert scale with self-reported

truth response items: 1) Strongly Disagree 2) Disagree 3) Undecided 4) Agree 5)

Strongly Agree
 38

3.7.3 3RsS Scale Composition

3Rs skill scale consisting of 3 parts to determine the scores of 3Rs skills, i.e.,

reading, writing, arithmetic. Initially 76 items were selected for survey but after pilot

testing, items were reduced to 40.

Components of Reading:

TY
1. Comprehension (10 items)

SI
2. Vocabulary (3 items)

Components of Writing:

ER
1. Sentence Structure (1 item)

2. Spelling (4 items)

3. Punctuation (3 items)
IV
UN
4. Grammar (4 items)

Components of Arithmetic:
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1. Mathematical Operations (5 items)

UA

2. Percentage (4 items)

3. Applications and Problem solving (6 items)

RT

3.8 Validity of the Instrument

VI

The validity of the instrument was evaluated with the help of expert’s opinion for

validation of the research instrument. According to the opinions of the experts, the

instrument was modified.

 39

3.9 Pilot Testing for Reliability

Before final data collection, instrument was tested through pilot testing. The

reliability of the instrument was checked through Cronbach’s Alpha. In the light of

feedback as a result of pilot testing, in two questionnaires i.e. Critical Thinking Skill

Scale, Digital Literacy Skill Scale are consider as valid and standardized.

TY
Necessary changes were incorporated in the research instruments i.e.,

SI
questionnaires. All efforts were made to design comprehensive, workable, valid, and

ER
reliable instrument to collect relevant information from the respondents. Researcher

personally visited to all schools for data collection from students.

IV
These two tools i.e. Critical Thinking Skill Scale, Digital Literacy Skill Scale have
UN
been used in different studies. Pilot testing of these instruments was carried out.

However, reliability was obtained through pilot testing from a sample of 50 students
L

(other than the sample of the study).

UA
RT

Table 3. 3
VI

Table Reliability Analysis

Scale Cronbach’s Alpha

Critical Thinking Skill Scale .71

Digital Literacy Skill Scale .82

 40

The 3Rs test scale was developed from the domains of reading, writing, and

arithmetic. Initially, a pool of items was generated. Subject experts validated it. After

validation, the tool was administered for pilot testing. Item difficulty index and the

discriminatory index were found out. The items which were come in the following

acceptable range were either excluded or rephrased.

TY
1. Acceptable item difficulty: 0.4-0.6

SI
2. Acceptable item discrimination: 0.39-1.00

The internal consistency was calculated by using Cronbach alpha formula:

ER
IV
UN

Where n is the number of items, Vt is the variance of the total scores and V i is the

variance of the items score. In this test, α =.74 (acceptable)

L

Table 3. 4
UA

Consistency of items
RT

Cronbach’s alpha Internal consistency

VI

α ≥ .9 Excellent

.9 > α ≥ .8 Good

.8 > α ≥ .7 Acceptable

.7 > α ≥ .6 Questionable

.6 > α ≥ .5 Poor

.5 > α Unacceptable
 41

3.10 Data Collection Method

In the survey, scales were distributed among 200 students randomly selected from 20

secondary schools, and respondents filled these out themselves.

3.11 Delimitations

TY
The study was delimited to

SI
1. Three components of 21st century skills

2. Islamabad City

ER
3. Secondary Schools (Boys and Girls)

4. Tenth Grade IV
5. Science and Arts Students
UN

3.12 Techniques of Data Analysis

L

After the collection of data, the next step was data analysis. The researcher
UA

collected data from 200 respondents from 20 selected secondary schools, and scores were

counted using SPSS and t-test. Graphical dimensions like mean and standard deviation
RT

were utilized. Inferential insights, for example, T-test were applied to compare male and
VI

female respondents' mean scores concerning science and arts groups. The data was

tabulated.

After data analysis, data interpretation, findings, conclusions, and generalizations

were drawn to get a meaningful picture of the raw information collected. In the last,

based on generalization, recommendations for improvements and suggestions for further

research were made.

 42

This analysis provided the finding of the perceived level of 21 st century skills

among secondary school students. It also highlighted which skill/s need to be imparted to

enable learners to face the challenges of the 21 st century.

TY
SI
ER
IV
UN
L
UA
RT
VI
 43

CHAPTER 4

DATA ANALYSIS

The study's purpose was to explore the acquisition of 21 st century skills among

secondary school students and determine the perceived level of 21st century skills

TY
concerning three components, i.e., critical thinking, digital literacy, and 3Rs among

SI
secondary school students. Also, the aim of the study was to compare the perceived level

of these 21st century skills among male and female students concerning their academic

ER
stream, i.e., science and arts groups at the secondary level. The present study hypotheses

IV
were analyzed by applying various statistical techniques such as internal consistency

coefficients (i.e., alpha reliabilities) and t-test. Reliability analysis of instruments was
UN
also computed.
L
UA
RT
VI
 44

Table 4. 1

Demographic Frequency and Percentage of Research Participants (N = 200)

Demographic variables F %

Gender N N

TY
Males 100 50

SI
Females 100 50

ER
Study Groups

Science 100
IV 50
UN

Arts 100 50
L

Table 4.1 provides an overview of demographic information. The data shows the
UA

frequency and percentage of research participants. The representative sample of target

RT

population consists of 200 secondary school students concerning gender and study group.
VI
 45

Table 4. 1

Descriptive Distribution of Study Variables (N = 200)

Variables No. of items M Range(>50%) SD Potential

CT 42 146 >105 9.98 1-5

TY
DL 35 117 >88 10.53 1-5

SI
3Rs 40 21 >20 3.53 0-1

Note: CT = Critical thinking; DL = Digital literacy; 3Rs= Reading, writing & arithmetic

ER
Table 4.2 shows the descriptive statistic of all the scales used in the current study.
IV
The mean score of secondary school students’ perceived level of critical thinking skill
UN
and digital literacy are 146 and 116 respectively, which are greater than 50% of perceived

level, indicates that secondary school students are good at critical thinking skill and

digital literacy skill. Whereas secondary school students have almost 50% of score,
L
UA

indicates an average score in 3Rs skill.

RT
VI
 46

Table 4. 3

Overall Gender-wise Comparison of Students’ Perceived level of CTS, DLS & 3RsS (N =

200)

Female Students Male Students

TY
(n= 100) (n= 100)

SI
Variables M SD M SD t(198) P

ER
CTS 3.5945 .23736 3.3612 .17206 7.959 .000

DLS 3.3517 .17737

IV 3.3043 .38569 1.117 .265

3RsS 21.09 3.806 20.99 3.287 .099 .921

UN

Note: CT = Critical thinking; DL = Digital literacy; 3Rs= Reading, writing & arithmetic
L

skill
UA

Table 4.3 demonstrates the gender wise differences in overall mean scores of
RT

critical thinking skill, digital literacy skill, and 3Rs skills. The mean difference is found

to be significant on critical thinking skill, whereas, non-significant at digital literacy skill

VI

and 3Rs skills. It implies that females were higher on critical thinking, whereas both

males and females were approximately equal on digital literacy and on core subjects.
 47

Figure 2

Graphical Display of Perceived Level of Critical Thinking Skill w.r.t Gender

TY
SI
ER
IV
UN
L
UA

Figure 2 demonstrates mean critical thinking skill between male and female
RT

students. The mean difference is found to be significant. It implies female students have
VI

better perceived level of critical thinking skill than male students.

 48

Figure 3

Graphical Display of Digital Literacy Skill w.r.t Gender

TY
SI
ER
IV
UN
L
UA
RT

Figure 3 demonstrates mean digital literacy skill between female and male
VI

students. The mean difference is found to be non-significant. It implies female students

and male students have almost same perceived level of critical thinking skill.
 49

Figure 4

Graphical Display of 3Rs Skill w.r.t Gender

TY
SI
ER
IV
UN
L

Figure 4 demonstrates mean scores of 3Rs skills between female and male students.
UA

The mean difference is found to be non-significant. It implies female students and male
RT

students have approximately equal mean scores of 3Rs skills

VI
 50

Table 4.4

Overall Group-wise Comparison of Students’ Perceived Level of CTS, DLS & 3RsS

(N=200)

Science Students Arts Students

TY
(n = 100) (n = 100)

SI
Variables M SD M SD t(198) P

ER
CTS 3.4562 .16533 3.4995 .29182 -1.292 .198

DLS 3.4923 .19572

IV 3.1637 .29753 9.226 .000

3RsS 20.68 3.162 21.45 3.873 -1.540 .125

UN

Note. CT = Critical thinking; DL = Digital literacy; 3Rs= Reading, writing & arithmetic
L

skill
UA

Table 4.4 demonstrates the group wise differences in overall mean scores of
RT

critical thinking skill, digital literacy skill, and 3Rs skills. The mean difference is found

to be significant on digital literacy skill and non-significant on critical thinking and 3Rs
VI

skills. It implies that science group students were higher on digital literacy, whereas

students show non-significant attitude towards critical thinking and on core subjects.
 51

Figure 5

Graphical Display of Critical Thinking Skill w.r.t Study Group

TY
SI
ER
IV
UN
L
UA

Figure 5 demonstrates mean critical thinking skill between science and arts
RT

students. The mean difference is found to be non-significant. It implies science students

VI

and arts students have almost same perceived level of critical thinking skill.
 52

Figure 6

Graphical Display of Digital Literacy Skill w.r.t Study Group

TY
SI
ER
IV
UN
L
UA

Figure 6 demonstrates mean digital literacy skill between science students and arts
RT

students. The mean difference is found to be significant. It implies science students have

better perceived level of digital literacy skill than arts students.

VI
 53

Figure 7

Graphical Display of 3Rs Skill w.r.t Study Group

TY
SI
ER
IV
UN
L
UA

Figure 7 demonstrates mean scores of 3Rs skills between science students and arts
RT

students. The mean difference is found to be non-significant. It implies science students

and arts students have approximately equal mean scores of 3Rs skills
VI
 54

4.1 Hypotheses Testing

Section A

H01 There is no significant difference in male science and male arts students’ critical

thinking skill at the secondary level.

Table 4.5

TY
Comparison of Male Students group-wise on perceived level of CTS

SI
N Mean t value Df p value

ER
Male Science 50 3.4695

8.090 98 .000

Male Arts 50 3.2529

IV
UN

Table 4.5 indicated that t value was 8.090, whereas p value (.000) of male science

and of male arts students was less than 0.05. Thus the null hypothesis was rejected and
L
UA

alternate hypothesis was accepted at 0.05 level of significance. Therefore, it was

concluded after testing that significant difference was found in male science and male
RT

arts students’ critical thinking skill at the secondary level.

VI

The mean score of male science students’ responses (3.4695) was greater than

mean score of male arts students’ responses (3.2529). This shows that male science

students have better views than male arts students about level of critical thinking skill.
 55

H02 There is no significant difference in female science and female arts students’

critical thinking skill at the secondary level.

Table 4.6

Comparison between female Students group-wise on perceived level of CTS

TY
N Mean t value Df p value

SI
Female Science 50 3.4429

ER
-8.294 98 .000

Female Arts 50 3.7462

IV
UN

Table 4.6 indicated that t value was -8.294, whereas p value (.000) of female
L

science and of female arts students was less than 0.05. Thus null hypothesis was rejected
UA

and the alternate hypothesis was accepted at 0.05 level of significance. Therefore, it was

concluded after testing that significant difference was found in female science and female
RT

arts students’ critical thinking skill at the secondary level.

VI

The mean score of female science student’s responses (3.4429) was less than the

mean score of female arts students’ responses (3.7462). This shows that female arts

students have better views about level of critical thinking skill than female science

students.
 56

H03 There is no significant difference in male and female secondary schools’

students’ critical thinking skill.

Table 4.7

Compare Student’s gender-wise on perceived level of CTS

TY
N Mean t value Df p value

SI
Female students 100 3.5945

ER
7.959 198 .000

Male students 3.3612

100
IV
UN

Table 4.7 showed that t value was 7.959, whereas p value (.000) of female and of
L
UA

male students was greater than 0.05. Thus null hypothesis was rejected and alternate

hypothesis was accepted at 0.05 level of significance. So, it was concluded after testing
RT

that significant difference was found in male and female secondary schools students’
VI

critical thinking skill.

The mean score of female student’s responses (3.5945) was greater than male

students’ responses (3.3612). This shows that female students have better views about

critical thinking skill than male students.

 57

H04 There is no significant difference in science and arts students’ critical thinking

skill at the secondary level.

Table 4.8

Compare Students group-wise on perceived level of CTS

TY
N Mean t value Df p value

SI
Science Students 100 3.4562

ER
-1.292 198 .198

IV
UN
Arts Students 100 3.4995

Table 4.8 indicated that t value was -1.292 whereas, p value (.198) of science and
L
UA

of arts students was greater than 0.05. Thus null hypothesis was accepted and alternate

hypothesis was rejected at 0.05 level of significance. So, it was concluded after testing
RT

that no significant difference was found in science and arts students’ critical thinking skill
VI

at the secondary level.

The mean score of science student’s responses (3.4562) was almost equal to the arts

students’ responses (3.4995). This shows that science students and arts students have

almost same perceived level of critical thinking skill.

 58

Section B

H05There is no significant difference in male science and male arts students’ digital

literacy skill at the secondary level.

Table 4.9

Compare Male Students group-wise on perceived level of DLS

TY
N Mean t value Df p value

SI
ER
Male Science 50 3.6291

15.741 98 .000
IV
UN
Male Arts 50 2.9794
L
UA

Table 4.9 indicated that t value was 15.741, whereas p value (.000) of science and

arts students was less than 0.05. Thus, the null hypothesis was rejected, and alternate
RT

hypothesis was accepted at 0.05 level of significance. Therefore, it was concluded after
VI

testing that significant difference was found in male science and male arts students’

digital literacy skill at the secondary level.

The mean score of male science student’s responses (3.6291) was greater than the

mean score of male arts students’ responses (2.9794). This shows that male science

students have better views about digital literacy skill than male arts students.
 59

H06There is no significant difference in female science and female arts students’

digital literacy skill at the secondary level.

Table 4.10

Compare of Female Students group-wise on perceived level of DLS

TY
N Mean t value Df p value

SI
Female Science 50 3.3554

ER
.208 98 .835

Female Arts 50 3.3480

IV
UN

Table 4.10 indicated that t value was .208 whereas, p value (.835) of female

science and of female arts students was greater than 0.05. Thus, the null hypothesis was
L
UA

accepted, and alternate hypothesis was rejected at 0.05 level of significance. Therefore, it

was concluded after testing that no significant difference was found in female science and
RT

female arts students’ digital literacy skill at the secondary level.

VI

The mean score of female science student’s responses (3.3554) was almost equal to

the mean scores of female arts students’ responses (3.3480). This shows that female

science students and female arts students have almost same perceived level of digital

literacy skill.
 60

H07 There is no significant difference in male and female secondary schools’

students’ digital literacy skill concerning their academic stream, i.e., science and

arts.

Table 4.11

Compare Students gender-wise on perceived level of DLS

TY
N Mean t value Df p value

SI
ER
Female students 100 3.3517

198 .265
IV
1.117
UN

Male students 100 3.3043

L
UA

Table 4.11 indicated that t value was 1.117, whereas p value (.265) of female and
RT

male students was greater than 0.05. Thus, the null hypothesis was accepted and alternate
VI

hypothesis was rejected at 0.05 level of significance. Therefore, it was concluded after

testing that no significant difference was found in female and male secondary schools’

students’ digital literacy skill concerning their academic stream, i.e., science and arts.

The mean score of female secondary school students’ responses (3.3517) was almost

equal to the mean score of female secondary school students’ responses (3.3043). This

shows that female students and male students have almost same perceived level of digital

literacy skill.
 61

H08 There is no significant difference in science and arts students’ digital literacy at

the secondary level.

Table 4.12

Compare Students group-wise on perceived level of DLS

TY
N Mean t value Df p value

Science Students

SI
100 3.4923

ER
9.226 198 .000

Arts Students 100 3.1637

IV
UN

Table 4.12 indicated that t value was 9.226, whereas p value (.000) of science

students and of arts students was less than 0.05. Thus null hypothesis was rejected and
L
UA

alternate hypothesis was accepted at 0.05 level of significance. So, it was concluded after

testing that significant difference was found in science and arts students’ digital literacy
RT

at the secondary level.

VI

The mean score of science students’ responses (3.4923) was greater than arts

students’ responses (3.1637). This shows that science students have better views about

digital literacy skill than arts students.

 62

Section C

H09 There is no significant difference in the 3Rs skill of male science and male arts

students’ at the secondary level.

Table 4.13

Compare Male Students group-wise on perceived level of 3RsS

TY
N Mean t value Df p value

SI
ER
Male Science 50 20.38

-2.040 98 .044
IV
UN
Male Arts 50 21.70

Table 4.13 indicated that t value was -2.040, whereas p value (.044) of male
L
UA

science and of male arts’ students was less than 0.05. Thus, the null hypothesis was

rejected and alternate hypothesis was accepted at 0.05 level of significance. Therefore, it
RT

was concluded after testing that significant difference was found in the 3Rs skill of male
VI

science and male arts students’ at the secondary level.

The mean score of male arts students’ responses (21.70) was greater than the mean

score of male science students’ responses (20.38). This shows that male arts students

have better 3Rs skill than male science students.

 63

H10 There is no significant difference in the 3Rs skill of female science and female

arts students’ at the secondary level.

Table 4.14

Compare of Female Students group-wise on perceived level of 3RsS

TY
N Mean t value Df p value

SI
Female science 50 20.98

ER
98 .774

-.288

Female arts 50 21.20

IV
UN

Table 4.14 that t value was -.288, whereas p value (.774) of female science and of
L
UA

female arts students was greater than 0.05. Therefore, null hypothesis was accepted, and

alternate hypothesis was rejected at 0.05 level of significance. So, it was concluded after
RT

testing that significant difference was not found in the 3Rs skill of female science and
VI

female arts students at the secondary level.

The mean score of female science student’s responses (20.98) was equal to the

female arts students (21.20). This shows that female science students and female arts

students have same scores in 3Rs skill.

 64

H11 There is no significant difference in the 3Rs skill of male and female secondary

schools students’ concerning their academic stream, i.e., science and arts.

Table 4.15

Compare Students gender-wise on perceived level of 3RsS

TY
N Mean t value Df p value

SI
Female Students 100 21.09

ER
.099 198 .921

Male Students 100 20.99

IV
UN

Table 4.15 indicated that t value was .099, whereas p value (.921) of female

students and of male students was greater than 0.05. Therefore, null hypothesis was
L
UA

accepted and alternate hypothesis was rejected at 0.05 level of significance. Therefore, it

was concluded after testing that no significant difference was found in the 3Rs skill of
RT

male and female secondary schools students.

VI

The mean score of female students’ responses (21.09) was almost equal to male

students’ responses (20.99). This shows that female students and male students have

almost same score in 3Rs skill.

.
 65

H12 There is no significant difference in the 3Rs skill of science and arts students at

the secondary level.

Table 4.16

Compare Students group-wise on perceived level of 3RsS

TY
N Mean t value Df p value

SI
Science Students 100 20.68

ER
-1.540 198 .125

Arts Students 100 21.45

IV
UN

Table 4.16 indicated t value was -1.540, whereas p value was .125 of science and

of arts students was greater than 0.05. Therefore, null hypothesis was accepted, and
L
UA

alternate hypothesis was rejected at 0.05 level of significance. Therefore, it was

concluded after testing that significant difference was not found in the 3Rs skill of
RT

science and arts students at the secondary level.

VI

The mean score of arts student’s responses (21.45) was greater than the mean score

of science students’ responses (21.45). This shows that arts students have better views

about 3Rs skill than science students.

 66

Section D

H13 There is no significant difference in the overall perceived level of 21 st century

skills among male and female students at the secondary level.

Table 4.17

Compare Students gender-wise on perceived level of 21st Century Skills

TY
N Mean t value Df p value

SI
CTS Female 100 3.5945 7.959 .000

ER
CTS Male 100 3.3612

DLS Female 100 3.3517

IV 1.117 198 .265
UN
DLS Male 100 3.3043

3RsS Female 100 21.09 .099 .921

L
UA

3RsS Male 100 20.99

RT

Note. CT = Critical thinking; DL = Digital literacy; 3Rs= Reading, writing & arithmetic

skill
VI

Table 4.17 indicated that t value of CTS, DLS and 3RsS was 7.959, 1.117 and

.099, whereas, p-value of CTS (.000) described students perceiving level of critical

thinking skill in 21st century skills was highly significant but p value of DLS (.265)

showed insignificant perceived level of digital literacy skill and p value 0f 3RsS (.921)

also demonstrated insignificant performance in 21 st century skills among male and female

students at secondary level.

 67

Therefore, critical thinking skill is significant determinant, whereas, digital

literacy skill and 3Rs skills are non-significant determinants of 21st century skills.

Hence, it is concluded that there is no significant difference in the overall perceived

level of 21st century skills among male and female students at the secondary level.

TY
SI
ER
IV
UN
L
UA
RT
VI
 68

H14There is no significant difference in the overall perceived level of 21 st century

skills among science and arts students’ at the secondary level.

Table 4.18

Compare Students group-wise on perceived level of 21st Century Skills

TY
N Mean t value Df p value

SI
CTS Science 100 3.4562 -1.292 .198

CTS Arts 100 3.4995

ER
DLS Science 100 3.4923 9.226 198 .000

DLS Arts 100 3.1637 IV

3Rs Science 100 20.68 -1.540 .125
UN
3Rs Arts 100 21.45

Note. CT = Critical thinking; DL = Digital literacy; 3Rs= Reading, writing & arithmetic
L

skill
UA

Table 4.18 indicated that t value of CTS, DLS and 3RsS was -1.292, 9.226 and -
RT

1.540 respectively, whereas, p-value of CTS (.198) described students’ perceiving level
VI

of critical thinking skill and p value of 3RsS(.125) showed the performance in 21st

century skills was highly insignificant but p value of DLS(.000) showed significant

perceived level of digital literacy in 21st century skills among science and arts students at

secondary level.

Therefore, critical thinking skill and 3Rs skills are insignificant determinants,

whereas, digital literacy skill is non-significant determinant of 21st century skills.

 69

Hence, it is concluded that there is no significant difference in the overall perceived

level of 21st century skills among science and arts students at the secondary level.

4.2 Summary of Findings

1. The study's findings revealed significant results of critical thinking skill while non-

TY
significant results of digital literacy skill and 3Rs skills of secondary school students

concerning their gender (table 4.3).

SI
2. The study's findings revealed significant results of digital literacy skill while non-

ER
significant results of critical thinking skill and 3Rs skills of secondary school students

concerning their study group (table 4.4).

IV
3. It was hypothesized that there0is0no0significant0difference0found between male
UN

science and male arts students' critical thinking skill at the secondary level. The

study's findings indicated a significant difference in perceived level of critical

L

thinking of male science and arts students (Table 4.5).

UA

4. It was hypothesized that there0is0no0significant0difference0found between female

RT

science and female arts students' critical thinking skill at the secondary level. The
VI

study's findings indicated a significant difference in perceived level of critical

thinking of female science and arts students (Table 4.6).

5. It was hypothesized that there0is0no0significant0difference0between male and

female students' critical thinking skill concerning their academic stream, i.e., science

and arts. The study's findings indicated a significant difference in perceived level of

critical thinking of male and female students (Table 4.7).

 70

6. It was hypothesized that there0is0no0significant0difference0between science and arts

students’ critical thinking skill at the secondary level. The study's findings also

indicated a non-significant difference in perceived level of critical thinking of science

and arts students (Table 4.8).

TY
7. It was hypothesized that there0is0no0significant0difference0between male science

and male arts students' digital literacy skill at the secondary level. The study's

SI
findings indicated a significant difference in perceived level of digital literacy in male

students concerning science and arts groups (Table 4.9).

ER
8. It was hypothesized that there0is0no0significant0difference0between female science
IV
and female arts students' digital literacy skill at the secondary level. The study's
UN
findings also indicated non-significant difference in perceived level of digital literacy

in female students concerning science and arts groups (Table 4.10).

L

9. It was hypothesized that there0is0no0significant0difference0between male and

UA

female secondary school students' digital literacy skill concerning their academic
RT

stream, i.e., science and arts. The study's findings also indicated a non-significant

difference in perceived level of digital literacy in both males and females concerning
VI

science and arts groups (Table 4.11).

10. It was hypothesized that there0is0no0significant0difference0between science and arts

secondary school students' digital literacy skills. The study's findings indicated a

significant difference in perceived level of digital literacy in both science and arts

groups’ students (Table 4.12).

 71

11. It was hypothesized that there0is0no0significant0difference0between the 3Rs skills of

male science and male arts students at the secondary level. The findings of the study

also indicated non-significant results of 3Rs skills on males (Table 4.13).

12. It was hypothesized that there0is0no0significant0difference0between the 3Rs skills of

TY
female science and female arts students at the secondary level. The findings of the

study also indicated non-significant results of 3Rs skills on females (Table 4.14).

SI
13. It was hypothesized that there0is0no0significant0difference0between the 3Rs skills of

ER
male and female secondary school students concerning their academic stream, i.e.,

science and arts. The study's findings also indicated non-significant results of 3Rs
IV
skills of male and female students concerning their science and arts group (Table
UN
4.15).

14. It was hypothesized that there0is0no0significant0difference0between the 3Rs skills of

L

science and arts students at the secondary level. The findings of the study also
UA

indicated non-significant results of 3Rs skills on science and arts students (Table
RT

4.16).
VI

15. It was hypothesized that there0is0no0significant0difference0between the overall

perceived level of 21st century skills among male and female students at the

secondary level. The study's findings indicated significant results of one skill, i.e.,

critical thinking skill, while non-significant results for digital literacy skill and 3Rs

skills (Table 4.17 & Table 4.3).

 72

16. It was hypothesized that there0is0no0significant0difference0between the overall

perceived level of 21st century skills among science and arts group students at the

secondary level. The study's findings indicated digital literacy skill is significant

determinant and non-significant result of critical thinking skill and 3Rs skills, thus,

overall perceived level of 21st century skills among science and arts group students at

TY
the secondary level is non-significant (Table 4.18 & Table 4.4).

SI
ER
IV
UN
L
UA
RT
VI
 73

CHAPTER 5

DISCUSSION, CONCLUSION, LIMITATIONS AND

SUGGESTIONS, IMPLICATIONS

This research was conducted to explore perceived level of 21 st century skills, i.e.,

TY
critical thinking, digital literacy, and 3Rs skills between two groups (science and arts)

SI
among secondary school students. Moreover, the role of demographic factors, such that,

gender differences, were also assessed. The findings of the study revealed significant

ER
results of critical thinking skill for male and female students and non-significant results
IV
of digital literacy skill and 3Rs skills. Previous research also proved that in females

critical thinking skills are higher than males. The findings of the study revealed
UN

significant results of digital literacy skills for science and arts students and non-

significant results of critical thinking skill and 3Rs skills. The result indicated that digital
L

literacy is significant determinant of 21st century skill, as 21st century is the era of
UA

advance technology, so students’ focus is more on digital appliances i.e., mobile phones
RT

and computers than reading books. Because of circumstances, when (COVID-19) was

spreading, online study in the world was becoming famous and this thing is common now
VI

a days, if students find any problem regarding study, they just like to google their

problem rather than thinking critically. In this situation, students need to enhance their

critical thinking skill and 3Rs skills. Also the results indicated the average scores of

students in 3Rs skills. According to situation, when school were closed due to COVID-

19, no on-line studies were introduced in federal government schools, the syllabus of all

the subject were reduced and afterward it was decided that the papers of only elective
 74

subjects will be taken in final federal board examination, then it is not a shocking result

that students have gained average score in assessment of their 3Rs skills. This result in

critical thinking skill and 3Rs skills as non-significant determinants of 21st century skills.

The findings of the study also indicated non-significant results of critical thinking

TY
skill and 3Rs skills on study groups. So, in general, teaching regarding development of

21st century skills must be applied in classrooms of primary and secondary schools

SI
(Fiore, 2019). Research has illustrated that adaption of the some useful strategies is

beneficial to instruct competencies such as collaboration and communication in the

ER
classroom (ibid.). In addressing the teaching of 21st century abilities, Care et al. (2017b)
IV
expressed that the two key components for instructors to mark are (1) to distinguish what

illustration of any of the 21st century skills might see like, and (2) to recognize how to
UN

draw out performances so that instructors know which perspectives of those skills, the

student is prepared to memorize.

L
UA

There is non-significant difference found in the overall perceived level of 21 st

century skills among male and female students at the secondary level. Hence the
RT

hypothesis stands approved. In developing and accessing wide range of skills linked with
VI

21st century skills, teachers require assistance from comprehensive curriculum and

fundamental educational programs specifically based on integration of essential skills in

education system. Not only teachers, students are also provided with regular

opportunities for the practice of 21 st century skills within the school environment. For

effective collaboration and development of critical thinking, along with progressive

education and curriculum’s target practice, progress in perceiving interpersonal and

proficient skills need to be monitored over time in an efficient way. Proper guidelines
 75

delivered to instructors regarding assessment of students in terms of relationship with

administration, where they empower cooperation from each other, as well as skills in

communication where they effectively communicate to their group individuals (Fiore,

2019).

There is non-significant difference found in science and arts students’ perceived

TY
level of 21st century skills at the secondary level. Hence the hypothesis stands approved.

SI
A number of practical guidelines about classroom approach for the advancement of

problem-solving skills and critical thinking skill among students are provided by Mills

ER
and Kim (2017). In their view, it is not necessary that problem solving skill and critical

IV
thinking skill are naturally created, and instead have to be explicitly instructed in a way

that can be transmitted over different situations and contexts. In keeping with Care et al.
UN
(2017b), they highlight the significance of creating a standard classroom culture for

developing problem solving and critical thinking skills through language and exercises
L

that empower students to think around achieving a specific objective, and oversee their
UA

mental abilities in tending to this. Initially, this incorporates peer-to-peer interaction to

share problems, and express consultation of what was done to solve those problems.
RT

Mills and Kim (2017) state that, by unraveling the problems themselves, students can be
VI

more confident and productive as they apply and adjust their considering when they get

engage in future assignments.

So, there is no significant difference in the 3Rs skills of science and arts students

at the secondary level. Subsequently the hypothesis stands approved. Within the

classroom environment, this moreover shows up that it is not the teachers’ duty to work

through the problems within the field of science and arts, students are responsible to work
 76

through the problems. The teachers are not responsible to solve problem on behalf of

students, their duty is to provide support in understanding the problems. Mills and Kim

(2017) also claim that this approach is beneficial for students so that the students will not

only recognize the worth of hard work but also will be able to work smartly by practicing

new and different strategies in solving problems.

TY
After getting the initial picture through hypotheses results, gender and group

SI
differences were assessed. Owen and Vista’s (2017) model associates in closely with the

approaches to evolving collaborative approaches to critical thinking sketched out by

ER
Barnett et al. (2017). In a classroom environment, Owen and Vista contend that
IV
collaborative discourse depends on peer interaction, communication and sharing,

sometimes supported by expert direction and guidance to enhance students’ critical

UN

thinking skill. Essentially, students and not instructors ought to manage the method of

dealing as they communicate, protect, elaborate on, and react to each other. As they build
L

interdependence, they will also clarify their understanding, refine their abstract thinking
UA

and blend data.

RT

The current study stated that there is no significant difference in the critical
VI

thinking skill among male and female students at the secondary level. The t-test analysis

results demonstrate that critical thinking had significant results concerning gender among

students. The mean scores described that females are higher on critical thinking than

males. Previous literature and empirical support also revealed significant differences in

critical thinking; mostly females are higher on critical thinking, like problem-solving,

open-mindedness, and maturity (Shubina & Kulakli, 2019).

 77

The current study stated no significant difference between science and arts

students' critical thinking skill at the secondary level. The t-test analysis results also

demonstrate that critical thinking had non-significant results concerning both groups

among students. It means that a person's reasoning abilities accurately and efficiently will

have critical thinking and would not be affected by subjectivity or boredom. A person

TY
having more curiosity toward exploring things would be a more critical thinker to analyze

SI
things deeply. Previous literature and empirical literature is also evident in this regard.

However, Barnett et al. (2017) contend that, in utilizing this approach, instructors got to

ER
educate problem solving and critical thinking skill explicitly and systematically – a point

IV
resounded by Fiore (2019). At the foremost common level, collaborative problem-solving

requires group individuals to set up and keep up a shared understanding of the

UN
circumstance they are confronting. Basically, there's an uneven dissemination of

information inside groups. Individuals must keep up communication to assist each other
L

share and simplify factors of the problem. Advance steps can incorporate laying out
UA

group subtasks based upon parts, or making components to facilitate activities. At last,

collaborative problem-solving requires keeping the group organized by observing

RT

interlinkage and giving critique to each other. Integrally, in order to consider alternative
VI

views of problems’ factors, as well as the skill to take others’ perspective, group

individuals require essential skills that offer assistance to them (Fiore, 2019).

The current study stated no significant difference in secondary school students'

digital literacy skill concerning their gender and significant difference is found in

secondary school students' digital literacy skill concerning their academic stream, i.e.,

science and arts. The t-test analysis results demonstrate that digital literacy had non-
 78

significant results concerning gender and significant results concerning both study groups

among students. It means that no significant difference is presently based on gender, i.e.,

males and females have almost same perceived level of digital literacy skill. Whereas, the

science students have more exposure to digital literacy than arts students. The reason of

higher digital literacy skill in science students is using scientific learning approaches.

TY
Working in laboratories became more exposed to real fieldwork, becoming scientific in

SI
their approach than arts students. Previous literature and empirical support also revealed

that there is a significant difference present in digital literacy skill of science and arts

ER
students.

IV
Moreover, males and females have same perceived level of digital literacy skill.

In the 21st century, a computerized era, where, smart phones and laptops are commonly
UN

used at homes, provide equal opportunities to females to use these digital gadgets. From

the start of 2020, after COVID-19, online studies played an important role in
L

enhancement of digital literacy skill among female. Otherwise, in past, circumstances

UA

were totally contradictory; males were considered more efficient in technological skills
RT

and spend most of the time with their smart gadgets (computers, smart phones, tabs).

Previous literature and empirical support also revealed that research over the previous
VI

decade had uncovered the predominance of guys in PC use and possession (Gunn, 2003).

Indeed, even in circumstances where they are given equivalent access, females are more

averse to utilize PCs than guys (Gebhardt, Thomson, Ainley & Hillman, 2019).

The current study stated that there is no significant difference in the 3Rs skills of

male and female secondary school students concerning their academic stream, i.e.,

science and arts. The t-test analysis results demonstrate that 3Rs skills had non-
 79

significant results concerning gender and both groups among students. However,

previous literature is evident in the non-significant relation, so the hypothesis was

accepted. It might be because there are the necessary skills present in every individual;

we can say that there are instinctual skills, so they have no relation with digital literacy.

Whether a person is not efficient in computer knowledge, he can still have reading,

TY
writing, and arithmetic skills like children; they are not efficient in computers in their

SI
lowers grades but can read write well. Also, it is unnecessary that a person not having

critical thinking ability would not be able to read, write or solve basic arithmetic

ER
questions However, it is recommended that students once in a while get significant

IV
instruction, modeling and input on collaboration, in spite of the fact that such inputs are

considered as vital. In spite of the fact that instruction and feedback is provided by the
UN
classes that actualize collaborative problem-solving, is more likely to be the subject-

based information than their cooperation (Fiore, 2019). Proposed approaches to direct
L

this approach incorporate: (1) in arrange to set up standards for discussion within the
UA

classroom, commencing with an entire-class discussion some time recently moving

students to less-supported discussions; (2) providing students with a particular address on

RT

which they need to take a position; (3) providing students with a few key pieces of rubric
VI

and vocabulary to assist them express their commitments and manage the discourse; and

(4) requiring students to archive their discourses for the purpose of capturing conclusions

additionally undertaking self-assessment. Recognizing the levels of commitment from

each person, and investigation of the reasons for these, might be included for any self-

assessment. It is contended that independent of the subject, skills learned, and, crucially,
 80

stimulate the capacity to analyze ideas as part of standard practice can be utilized such

approaches to creating basic critical thinking skills in a collaborative setting.

It was hypothesized that there is no significant difference in the overall perceived

level of 21st century skills between male and female students. The t-test analysis results

TY
demonstrate that there is a non-significant relationship between digital literacy skill and

3Rs skills but significant results with critical thinking skill. Overall perceived level of 21st

SI
century skills are found to be non-significant as two non-significant domains of 21st

century skill i.e., digital literacy skill and 3Rs skills are non-significant.

ER
It was hypothesized that there is no significant difference in the overall perceived
IV
level of 21st century skills between science and arts students. The t-test analysis results
UN
demonstrate that there is a non-significant relationship between critical thinking skill and

3Rs skills but significant results with digital literacy skill. Overall perceived level of 21st
L

century skills are found to be non-significant as two non-significant domains of 21st

UA

century skill i.e., critical thinking skill and 3Rs skills are non-significant.
RT

Clarke and Care (2017), the case of stand-alone subject, ‘Integrated Studies’

being made, which draws on content from english, science and humanities, and uses this
VI

material to assist center student consideration on 21st century skills, especially

collaboration, problem-solving and critical thinking skill is cited in discussion about

approaches to the improvement of critical thinking in one particular school environment.

Focus on understanding issues that influence the community at large and students are

energized to examine data in this school environment and taking an ‘active learning’

approach. To get numerous sides of a debate about collection of a range of data and
 81

analyzing the positions of distinctive partners, activities incorporate debates about

requiring students. The students at that point work as a bunch to create a position that can

be utilized to persuade others. Students are moreover challenged to create and execute

inquire about through platform tasks planned to develop critical thinking skill by

directing them through orderly steps as they continue from preface to conclusion (Clarke

TY
& Care, 2017). This teaching model places collaborative and critical thinking skill at its

SI
core, is displayed as inquiry-based. This model involves teaching the language of critical

thinking skill, so that the structure of an issue comprised of components counting

ER
contention, introduce, prove and dispute can be understandable by the students. Tasks for

IV
the combination of learning and application of critical thinking skills are also covered by

this teaching model. Clarke and Care (2017) contend that these approaches permit
UN
students to create methodologies for managing with data.

5.1 Conclusions
L
UA

This research aimed to analyze the perceived skills of the 21 st century in three

domains critical thinking, digital literacy, and 3Rs skills among students. Multiple
RT

statistical analyses, including descriptive statistics, reliability analysis that indicated

VI

almost all instruments have good psychometric properties and all are appropriate to

administer in the main study. The findings revealed that there is a non-significant

relationship between male and female students’ digital literacy skill and 3Rs skills but

significant results with critical thinking skill. The findings also revealed that there is a

non-significant relationship between science and arts students’ critical thinking skill and

3Rs skills but significant results with digital literacy skill.

 82

5.2 Limitations and Suggestions

The current study has certain restraints that must be seen cautiously in the upcoming

studies.

In this research, data were collected from a small sample. The sample was taken

TY
from a limited locale. The generalizability of the results of this study might be low due to

the small sample size. Therefore, it is suggested that the researchers interested in studying

SI
the relationship of fear of performance failure with other variables in the future should

ER
take a large sample.

IV
The present study responses were based on self-report measures, in which the

respondents might not give accurate responses due to social desirability. They might hide
UN

their negative emotions and highlight positive emotions to create a better image of

themselves on others.
L
UA

Data collection through a single source is also one of the limitations of this study.

It is suggested that in future research, both self-report measures and observer-report

RT

measures should be used to overcome this limitation.

VI

With all these limitations, the study is still worthwhile to understand the relation

of perceived skills of 21st century.

5.3 Implications
This study is helpful for future studies in the search of the skills of 21 st century. It

might also helpful to judge the relationship between critical thinking, digital literacy, and

3Rs skills.
 83

Critical thinking and digital literacy are significantly creating awareness in

teachers, parents, and practitioners to induce critical thinking by letting them be exposed

to computer use.

Current research is the first research in Pakistan, presenting the combination of

TY
these variables. The study's findings can be useful by keeping them under consideration

for the following;

SI
1. Researchers can conduct further research to identify contributing factors

ER
for progressive education at the secondary level.

2. IV
Curriculum planners can redesign the curriculum, i.e., integrating 21st

century skills in the curriculum more effectively, enabling students to thrive at present
UN

and in the future.

3. Teachers need to re-examine and modernize their teaching practices to

L
UA

develop 21st century skills.

RT

4. Students need to be curious in acquiring 21st century skills to be a

productive global citizen.

VI

Due to advancement in technology, in future, virtual teams’ collaboration in the

workplace will be essential for the increase of productivity. Individuals ought to be

comfortable with collaborating at a separate, and recreating those intuitive in education

will have clear benefits on the skills of the workforce. In this context, clear and viable

communication abilities and the utilization of technologies and social media are key to

effective collaboration.
 84

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L
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APPENDIX-A

Students’ Perceived Level of Competence in CRITICAL THINKING

(Orszag, 2015)

Time Allowed:20 min

TY
Name:______________________________________________

SI
Class:______________________________________________

ER
School:_____________________________________________

Gender: Male IV
Female

Academic Stream: Science Art

UN

Instruction
L

Read the each statement and then circle the number which best shows how you feel.
UA

1=SD(strongly disagree) 2=D(disagree) 3= U(undecided) 4=A(agree)

RT

5=SA(strongly agree)
VI

Interpretation

Item SD D U A SA

1 I See the significance in ideas.

 94

2 I distinguish between main ideas and

sub ideas.

3 I describe the problem.

4 I organize ideas logically.

5 I rewrite other people’s ideas using

TY
your own words.

SI
6 I understand graphs/charts.

ER
Analysis

Item
IV SD D U A SA
UN
7 I compare and contrast ideas.

8 I understand my own or someone

else’s ideas.
L
UA

9 I identify unstated assumptions.

RT

Evaluation
VI

Item SD D U A SA

10 I can evaluate the credibility of a source of

information.

11 I can determine if an argument is sound/acceptable.

 95

12 I can judge if given evidence supports a claim.

Inferences

TY
Item SD D U A SA

SI
13 I indent someone else’s position/view.

14 I can predict future events based on evidence.

ER
15 I can identify gaps in my knowledge and seek

informationon it. IV
16 I consider various options to solve a problem.
UN

Explanation
L
UA

Item SD D U A SA

17 I can clearly present my argument.

RT

18 I can defend my position.

19 I can justify my conclusions.

VI

Self-Regulation

Item SD D U A SA

20 I can recognize my personal biases.

21 I can understand other people’s ideas before

 96

presenting my own.

22 I can monitor my understanding of ideas.

23 I can change my conclusion when presented with

new valid information.

TY
Inquisitiveness

SI
ER
Item SD D U A SA

24 I desire to learn. IV
25 I have curiosity in my field.
UN

Systematicity
L
UA

Item SD D U A SA

26 I have inclination to being organized.

RT

27 I have ability to focus on a task.

VI

Analyticity

Item SD D U A SA

27 I have willingness to thoroughly analyze a

topic.
 97

28 I have willingness to use evidence to solve

problems.

29 I have ability to anticipate Potential

difficulties in solving problems.

TY
SI
Truth-seeking

ER
Item IV SD D U A SA

30 I have willingness to find the most current

UN
information in my field.

31 I have willingness to ask questions.

L

32 I have willingness to follow academic norms

UA

when doing research.

RT

Open-mindedness
VI

Item SD D U A SA

33 I have openness to new ideas.

34 I have tolerance of different views that

contradict mine.
 98

35 I have awareness of my personal biases.

Self-confidence

TY
Item SD D U A SA

SI
36 I have confidence in expressing my ideas.

37 I have confidence in my reasoning ability.

ER
39 I have confidence in my own conclusions.

IV
Maturity
UN
L

Item SD D U A SA
UA

40 I have awareness of multiple answers

to questions.
RT

41 I have motivation to make more

VI

informed decisions.

42 I have ability accept that my decisions

are not always the best.

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APPENDIX-B

DIGITAL LITERACY SKILL TEST SCALE

Time Allowed:20 min

TY
Name:______________________________________________

SI
Class:______________________________________________

ER
School:_____________________________________________

Gender: Male IV
Female
UN
Academic Stream: Science Art
L

Instruction
UA

Read the each statement and then circle the number which best shows how you feel.
RT

1=SD(strongly disagree) 2=D(disagree) 3=U(undecided) 4=A(agree)

VI

5=SA(strongly agree)

Operational Skill

Item SD D U A S
 100

1. I know how to open downloaded files. 1 2 3 4 5

2. I know how to download/save a photo I found online. 1 2 3 4 5

3. I know how to use shortcut keys (e.g. CTRL-C for 1 2 3 4 5

copy, CTRL-S for save)

TY
4. I know how to open a new tab in my browser. 1 2 3 4 5

SI
5. I know how to bookmark a website. 1 2 3 4 5

6. I know where to click to go to a different webpage. 1 2 3 4 5

ER
7. I know how to complete online forms. 1 2 3 4 5

8. I know how to upload files. IV 1 2 3 4 5

9. I know how to adjust privacy settings. 1 2 3 4 5

UN
10. I know how to connect to a WIFI network. 1 2 3 4 5
L

Information Navigation Skill

UA
RT

Item SD D U A SA
VI

11. I find it hard to decide what the best keywords are 1 2 3 4 5

to use for online searches.

12. I find it hard to find a website I visited before. 1 2 3 4 5

13. I get tired when looking for information online. 1 2 3 4 5

14. Sometimes I end up on websites without knowing 1 2 3 4 5

how I got there.

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15. I find the way in which many websites are designed 1 2 3 4 5

confusing.

16. All the different website layouts make working 1 2 3 4 5

with the internet difficult for me.

17. I should take a course on finding information 1 2 3 4 5

TY
online.

SI
18. Sometimes I find it hard to verify information I 1 2 3 4 5

have retrieved.

ER
IV
UN
Social Skill
L

Item SD D U A SA
UA

19. I know which information I should and shouldn’t 1 2 3 4 5

RT

share online.

20. I know when I should and shouldn’t share 1 2 3 4 5

VI

information online.

21. I am careful to make my comments and behaviours 1 2 3 4 5

appropriate to the situation I find myself in online.

22. I know how to change who I share content with 1 2 3 4 5

(e.g. friends, friends of friends or public).

23. I know how to remove friends from my contact 1 2 3 4 5

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lists.

24. I feel comfortable deciding who to follow online 1 2 3 4 5

(e.g. on services like Twitter or Tumblr).

TY
Creative Skill

SI
ER
Item SD D U A SA

25. IV
I know how to create something new from existing 1 2 3 4 5

online images, music or video.

UN

26. I know how to make basic changes to the content 1 2 3 4 5

that others have produced.

L

27. I know how to design a website. 1 2 3 4 5

UA

28. I know which different types of licenses apply to 1 2 3 4 5

RT

online content.

29. I would feel confident putting video content I have 1 2 3 4 5

VI

created online.

30. I know which apps/software are safe to download. 1 2 3 4 5

31. I am confident about writing a comment on a blog, 1 2 3 4 5

website or forum.

32. I would feel confident writing and commenting 1 2 3 4 5

online.
 103

Mobile Skill

Item SD D U A SA

TY
33. I know how to install apps on a mobile device. 1 2 3 4 5

34. I know how to download apps to my mobile device. 1 2 3 4 5

SI
35. I know how to keep track of the costs of mobile app 1 2 3 4 5

ER
use.

IV
UN
L
UA
RT
VI
 104

APPENDIX C

3Rs SKILL TEST SCALE

Time Allowed:40 min

Name:______________________________________________

TY
Class:______________________________________________

SI
School:_____________________________________________

ER
Gender: Male Female

Academic Stream: Science IV Art

Instruction
UN

Read the questions carefully and choose the correct answers from given options.
L

READING SKILL TEST SCALE

UA

Reading comprehension skills

RT

Questions 1-5
VI

Read the following paragraph carefully and choose the correct answer from the

given options.

A tailor ran a shop in a city bazaar. An elephant used to go to the river through that

bazaar. The tailor gave him a bun every day. One day the tailor pricked a needle into the

trunk of the elephant. The elephant became angry but went away. On return he filled his

trunk with muddy water. On reaching the shop of the tailor he put his trunk into it and
 105

squirted the dirty water into the shop of the tailor. All the fine and new dresses of his

customers were spoiled. He was very sorry for annoying the elephant but it was no use

crying over spilt milk.

1: Where did the elephant go every day?

TY
A. He used to go to river. B. He used to go to town.

C. He used to go to bazaar. D. He used to go to market.

SI
2. How did the elephant punish the tailor for his mistake?

ER
A. He put the juice on the tailor shop. B. He put clean water on the tailor shop
IV
C. He put the muddy water on the tailor shop. D. He put the milk on the tailor shop.
UN
3: What mistake did the tailor make one day?

A. He did not give him bun. B. He beat elephant.

L

C. He closed the shop when elephant came. D. He picked the needle on his trunk.
UA

4: What did the elephant do after drinking water?

RT

A. Filled his trunk with muddy water. B. Filled his trunk with clean water.
VI

C. Filled his trunk with river water. D. None of these.

5: What is the moral of the story?

A. Union is strength. B. Grapes are sour.

C. Honesty is the best policy. D. Tit for tat

Question 6-10
 106

Do the following statements agree with the information given in reading passage?

Write

True ( if the statement agree with the information)

False ( if the statement contradicts with the information)

TY
Not Given (if there is no information on this)

SI
6. A tailor ran a shop in a village.___________________

7. An elephant used to go to the river through bazaar._____________________

ER
8. Customers asked about their new dresses from the tailor. _____________________
IV
9. The tailor gave him a cookies every day.___________________
UN

10.All the fine and new dresses of his customers were spoiled.____________________

Vocabulary
L
UA

Question 11-12
RT

Write one synonym word only for each word within bracket.

11. An elephant filled his trunk with _________________(muddy) water.

VI

12. The tailor was very sorry for ________________(annoying) the elephant.

Question 13

Choose the best suitable heading for the above mentioned reading paragraph.

A. Honesty is the best policy.

B. Tit for tat.

 107

C. Thirsty elephant.

WRITING SKILLS

SENTENCE STRUCTURE

14. Write agree/disagree an opinion paragraph of 40-50 words.

TY
It is easier to stop something happening in the first place then to repair the damage after it

SI
has happened. Prevention is always better than cure.

To what extent do you agree or disagree with this opinion.

ER
What precaution will you take to justify prevention is better than cure.
IV
________________________________________________________________________
UN

_______________________________________________________________________

________________________________________________________________________
L
UA

________________________________________________________________________
RT

_______________________________________________________________________

SPELLING
VI

The letters of the words are jumbled. Figure out what the word is and write it.

15. GTIF____________________________

16. OJKE___________________________

17. ILHL____________________________

18. OBKO____________________________
 108

PUNCTUATION

Capitalize and punctuate the following.

19. Sundays are weekly holidays in pakistan

20. on Sunday we wake up late eat a large breakfast and play all the morning

TY
21. in the afternoon we take rest and in the evening we go out

SI
GRAMMAR

ER
Use the correct form of verb given in brackets.

IV
22. When I _______________________(See) him, he was going to school.

23. When you were writing a letter, I ________________________(read) a book.

UN

24. Saba _______________________(work) in a school.

L

25. I have _____________ (complete) my work.

UA

ARITHMETIC SKILLS
RT

Solve the following problems and select your answer from the choices given.
VI

Mathematical Operations

25. 2.73 + .004 + .152 =_________________

A. 4.35 B. 2.886 C. 0.236 D. 2.738

26. 3152 is divisible by __________________

A. 6 B. 3 C. 2 D. 2 and 3
 109

27. Which of the following is the least?

A. 0.106 B. 0.601 C. 0.166 D. 0.016

28. 7.26 × 4.5 = _____________________

A. 32.67 B. 3.267 C. .3267 D. 3267

TY
29. By rounding off the product 27.9 × 9.5 to nearest whole number is ______________

SI
A. 270 B. 2000 C. 2700 D. 200

ER
Percentage

IV
30. All of the following are ways to write 25 percent EXCEPT

A. 0.25 B. 25/ 100 C. ¼ D. 25

UN

31. A hockey team played 160 games and won 65 percent of them. How many games did

it win?
L
UA

A. 94 B. 104 C. 114 D. 124 8

RT

32. 32 is 40 percent of what number?

A. 12.8 B. 128 C. 80 D. 108

VI

33. .04 = _______________

A. 40% B. 4% C. 0.4 % D. 40

34. 10% of 80 = _____________________

A. 7 B.9 C. 8 D. 6

Applications and problem solving

 110

34. Cost of 1 pen is 15. What is the cost of 5 pens?

A. 75 B. 25 C. 20 D. 35

35. Ali and his three friends found ten rupees and they decided to divide these rupees

among themselves. How much does each get?

TY
A. 3.5 B. 4.5 C. 2.5 D. 5.5

SI
36. If a toy factory produces 250 toys every day, how much toys will be produced in 296

day.

ER
A. 75000 B. 76000 C.74000 D. 73000
IV
37. The number 200 less than 57345 is _____________________.
UN
A. 55345 B. 56345 C. 54345 D. 55545

38. The square of 3/ 9 is ______________________.

L

A. 9 B. 81 C. 9/81 D. 3/81
UA

39. The number 700 more than 985263 is ___________________.

RT

A. 989263 B. 982664 C. 998872 D. 923456

VI

40. The square root of 144 is ___________________.

A. 11 B. 12 C. 13 D.10