Thesis Manuscript

Republic of the Philippines 1
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

MUNICIPAL GOVERNMENT OF TALAVERA
Diaz Street, Pag-asa District, Talavera, Nueva Ecija, Philippines
TALAVERA ACADEMIC OFF - CAMPUS
ASSESSMENT OF 21ST CENTURY SKILLS OF 4TH YEAR TEACHER-

INTERNS: BASIS FOR ORIENTATION IN INTERNSHIP TRAINING
A Thesis presented to the

Faculty of the College of Education
Municipal Government of Talavera
In partial fulfillment
of the Requirements for the Degree
Bachelor in Elementary Education
By:
Ma. Christine Margie M. Ramos
Mylene D. Santos
Mariella DC. Tinio
2023
Transforming Communities through Science and Technology

www.neust.edu.ph
APPROVAL SHEET
This thesis entitled, “ASSESSMENT OF 21ST CENTURY SKILLS OF 4TH YEAR

TEACHER-INTERN: BASIS FOR ORIENTATION IN INTERNSHIP
TRAINING,” prepared and submitted by Ma. Christine Margie M. Ramos, Mylene D.
Santos, and Mariella DC. Tinio in partial fulfillment of the requirements on the Research
in the Major Field for the degree, Bachelor of Elementary Education, has been examined
and is recommended for acceptance and approval for ORAL EXAMINATION.
MYLENE F. DE GUZMAN
Research Instructor
ROMARC B. CORONEL
Research Adviser
PANEL OF EXAMINERS
Approved by the committee on Oral Examination on April 21, 2024
JOHN A RUIZ ROMARC B. CORONEL

Panel Member Panel Member
LYNIEL C. PINEDA
Chairman
Accepted and approved in partial fulfillment of the requirements on the Research

in the Major Field for the degree, Bachelor of Elementary Education
MARCIANA DC. SORIANO

School Administrator

ISO 9001:2015 CERTIFIED
ABSTRACT
The Goal of this study is to Assess the Teacher-Interns 21st century skills in their
Teaching field. This research used a descriptive research design. To provide a balanced
and functioned representation of the variables for the study, Purposive random sampling
was used. The study included 121 fourth year Bachelor of Elementary Education (BEED)
students in Nueva Ecija University of Science and Technology-Municipal Government of
Talavera as the respondents. An Appropriate and standard tool used to gather data from the
study which obtained the personal profile and 21st century skills of the respondents. The
findings of the study revealed that the respondents are more likely to recognize how their
performance in the teaching field will be affect based on their Innovative skills as well as
what should be effectively skill can make them better in the Training core. With regards to
the personal profile and 21st century skills of the Teacher-Interns, there is no meaningful
relationship between the 21st century Sex of the Respondents in terms of pursuing the skills
that they have in their field. It implies that both Male and Female can make ways and
improvise strategies to instruct students. Teacher-interns tend to motivate themselves
Always before they boost the energy of the class. Thus, Collaboration really helps on their
part as an Intern. They are Guided by their City Cooperating teachers for them to enhance
those Abilities and skills that they are lack on. Hence, the test of significant relationship
also showed that there are no significant relationships between the 21st century skills
internship and respondent’s socio-demographic profile. Finally, a project was proposed to
address and attempt to provide solutions regarding to the Hazards in assessing 21st century

skills among BEED Teacher-Interns. The project proposal is a 1-day Orientation designed
to address the Internship Training they have been experiencing in the field through using
the Innovative 21st century skills.
Keywords: 21st Century skills, Internship.

ACKNOWLEDGMENT
The researchers would like to express sincere appreciation to everyone who
helped to bring this study to verdict.
First, to GOD ALMIGHTY who give rise upon us life, grace in the face of
hardships, hope for all things, joy without grief, calmness without suffering, courage for
each day, and light all the way. He supplied everything she possesses for all wisdom and
goodness;
To Mrs. Marciana DC. Soriano, the Graduate School Dean, for her support and
direction during the whole thesis project;
To Mr. Jose Mari V. Viernes, English Critic, for her selflessly giving support,
helpful guidance and showing Professionalism, and also by offering help in making this
study better;
To Mr. John A. Ruiz, Statistician, for lending the researcher his precious time and
making recommendations that enabled the study to be completed;
To Mrs. Mylene F. De Guzman, Research Instructor, for sharing her knowledge
and intelligence compassionately, which forms the basis of this significant and worthwhile
study, and for her incredible support and care, which were among the researcher's most
effective tools in ensuring the success of this investigation;

To Mr. Romarc B. Coronel, Research Adviser, for giving freely of her knowledge
and insight, as well as for her incredible support and care, even though both of us
experiencing hectic time to consulting the study which were one of the researcher's tools
in ensuring the fruitfulness of this study and
The parents, relatives, and friends of the researchers for their guidance and financial
assistance. Above all, we are utterly grateful to Almighty God for providing us with
direction while we do this mission.
- Ma. Christine Margie M. Ramos, Mylene D. Santos,
and Mariella DC. Tinio
Researchers

DEDICATION
likewise, after all those endless hours, tears, sacrifices, and determination, the
humble accomplishment's fruit of endeavor is dedicated to:
Our Almighty God,

The Strength of all knowledge and wisdom, "I can do all this through him who
gives me strength" Philippians 4:13. Together with the most important persons in my life:
Parents and Family Member

To all the parents and relatives of researchers who provided financial assistance,
words of love, sympathy, inspiration, and the will to persevere through life's challenges.
Teacher
To all the instructors who act as the researcher's second parents, thank you for
your commitment to your role as well as your unwavering patience and understanding in
helping the researcher learn and reach their full potential.
School
The excellent offices of the Nueva Ecija University of Science and Technology
Municipal Government, Mrs. Marciana DC. Soriano, the administrator, and the entire
staff are especially appreciated.
Local Government
Additionally, the Talavera municipal government, led by mayor Nerito Santos and
honorable Nerivi Santos Martinez, established a scholarship program at Nueva Ecija
University of Science and Technology.
BEED Interns
th
To all the 4 year BEED Teacher-Interns of Nueva Ecija University of Science and
Technology Municipal Government of Talavera.
Researcher
Because this is the result of their labor, determination, dedication, and attempts other
researchers as well.
Friends and Classmates

who, by sharing their stories with the researcher, give them the courage to tackle life
head-on.
With love,
- Ma. Christine Margie M. Ramos
Mylene D. Santos
Mariella DC. Tinio
Researchers

TABLE OF CONTENTS
Page
Title Page ……………………………………….………………………. 1
Approval Sheet ….…….………………………………………………….. 2
Abstract …………………….……….……………………….……….. 3
Acknowledgement ………………………………………………………. 5
Dedication …………….……………………………………………........ 7
Table of Contents ……………………………………………………… 8
List of Tables …….……………………………………………….……….. 11
List of Figures ……………………………………………………… 12
List of Appendices ……………………………………………………… 12
CHAPTERS
1 THE PROBLEM AND ITS BACKGROUND
Introduction ……………………………………………………… 13
Review of Related Literature/studies ……………………………… 19
Theoretical Framework…………………………...………………... 33
Conceptual Framework……………………………...……………... 34
Research Paradigm ……………………………………………… 36
Statement of the Problem …………………………………….... 37
Hypothesis ….………………………………………………....... 38

Significance of the Study ……………………………………… 38
Scope and Delimitation of the Study ……………………………… 40
Definition of Terms ……………………………………………… 41
2 RESEARCH METHODOLOGY
Research Design ……………………………………………… 44
Research Locale ……………………………………………… 45
Respondents of the Study ……………………………………… 49
Samples and Sampling Procedures ……………………………… 50
Construction and validation of Instrument…………………………. 51
Data Gathering Procedure ……………………………………… 53
Research Instrument ……………………………………………… 54
Statistical Treatment of Data ……………………………………… 55
Ethical Considerations ……………………………………………... 57
3 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Profile of the Respondents ……………………………………… 58
Age of the Respondents ……………………………… 58
Sex of the Respondents ……………………………… 60
Grade level Handled by the Respondents ………………… 61
Place of Internship …………………………………………. 62
Weekly Allowance of the Respondents …….…….………… 64

21st century skills of the Respondents ….............................................. 65
Collaboration ………………………………………………… 65
Creativity ……..………………………………………….. 67
Problem Solving ……………….……………………………… 68
Communication ……………………………………………….. 70
Digital Literacy ………………………………………………... 71
T-Test result between the profile and 21st century Skills
……………………………………………… 73
Suggested Project Proposal ……………..…………………..……. 75
4 SUMMARY, CONCLUSION, AND RECOMMENDATION
Summary ………………………………………………………… 77
Conclusion ………………………………………………………… 86
Recommendation ………………………………………………… 87
List of References
Electronic References ………………………………………………… 89

List of Tables
Page
Rating Scale and Verbal Interpretation ……...………………………… 56
Age of the Respondents ……………………………............................... 58
Sex of the Respondents ………………………………………………... 60
Grade Level handled of the respondents …………………….......................... 61
Place of Internship of the Respondents …………………............................ 62
Weekly Allowance of the Respondents …….………………………….. 64
Collaboration of the Respondents …………............................................... 65
Creativity of the Respondents …………………………....................... 67
Problem Solving the Respondents …………………................................... 68
Communication of the Respondents …………………………....................... 70
Digital Literacy of the Respondents …………………………………...…… 71
T-Test result between the profile and 21st century Skills

…………............................................................................................ 73
Suggested Project Proposal …………………………………………...…… 75
Project Proposal …………………………………………………...…… 82
Budget Proposal for Research Expenses ………………………………...…… 84

List of Figures
Page
Research Paradigm ……………………………………………….... 36
Map of Nueva Ecija University of Science and Technology
Municipality Government of Talavera ………………………………… 45

ASSESSMENT OF 21ST CENTURY SKILLS OF 4th YEAR TEACHER-INTERN:
BASIS FOR ORIENTATION IN INTERNSHIP TRAINING
CHAPTER I
The Problem and Its background
Introduction
In the 21st century, teachers need skills for building and managing classroom
activities efficiently, communicating well, using technology, and thinking about and
improving learning practices continuously. Schools should design programs that help
teachers understand learning and its socio-cultural contexts, enhance classroom
communication, improve knowledge on the presentation and adjustment of the educational
content, and understand the methods of delivering the content while considering individual
differences (Katitia, 2015)
An internship is one of the university student's most common Training types, it is
a training program that offers meaningful, practical work related to a student's field of study
or career interest. As industries evolve, the demand for a diverse skill set has grown, and
this study aims to identify the critical skills students possess and areas that may require
enhancement. The Internship is a facilitatory period that hones skills and helps evolve a
qualified student into a competent teacher. The feeling of a final-year student joining as a

fresh intern after completing the final professional examination will be directionless
without a bridging initiative through a buffer program. Fresh interns need to be oriented to
the fundamentals of working effectively with a patient and not as a separate discipline. This
study was done to evaluate the effectiveness of the internship orientation program and to
assess participants' feedback about this program.
Teacher preparation has garnered global attention as it directly impacts both
individual and societal development, as well as the advancement of educational systems
and goals. It plays a crucial role in the holistic professional, scientific, and technical
development of educators. To thrive in the 21st century, individuals must possess the
ability to swiftly acquire knowledge, utilize technology, foster creativity, and drive
innovation (AlHariri, 2019). Consequently, there is a pressing need for high-quality
educational frameworks that align with the socio-economic landscape of the era and equip
students with skills pertinent to both life and employment demands (Hofny, 2015). Given
the challenges posed by the rapid expansion of knowledge and the communication
revolution, educators must prioritize mastering 21st century skills. This entails a shift
towards teaching and learning approaches that empower students to become active
participants, adept in critical thinking, collaboration, creativity, communication, and
innovation (Zanartn, Doerr, & Portmanm, 2015). Furthermore, there is a consensus among
educators that critical thinking and problem-solving have become fundamental pillars of
learning in the 21st century, as they not only enhance motivation but also foster improved
learning outcomes (Trilling & Fadel, 2009). As part of their course overrings, schools must

include an on-the-job training program to equip the students with the necessary work
qualifications and competencies. Version (2014), citing Barnard et al., believes that
education must prepare graduates for the tasks after graduation (Barnard et al., 2001).
Cortelyou-Ward thinks internships enhance students' Learning (Cortelyou-Ward, Kendall
K, et al., 2012). The amount of preparation and support the program and host establishment
provide to the student-trainees determines the effectiveness of the on-the-job training
(Verecio, 2014). According to Becker (1994), workers with higher skills receive higher
compensation because they are more productive than workers with lower skills.
Expectedly, graduates with skills are more employable. On-the-job training is a tool for the
employability of graduates (Kuzgun, 2004).
Being a teacher in the 21st Century is no walk in the park. Teachers' skills are put
to the test every single day when it comes to teaching Gen Z. In the past, the teaching-
learning process was quite monotonous. However, due to the constant influence of rapid
technological progress, many students worldwide are exposed to many educational
avenues and career options. Therefore, this requires teachers in the 21st Century to be well-
equipped with the knowledge and skills to support and assist their students. A good
orientation program helps interns settle into their role, and it could reduce anxiety and
uncertainty for new hires. It can also allow everyone to establish realistic job expectations
and improve productivity. To achieve this goal, professors of all departments in NEUST
MGT require every intern student to attend an orientation program to prepare and enhance

their skills to apply in real-world contexts and provide a more accurate measure of their
abilities.
As part of their course overrings, include an internship training program to equip
the students with the necessary work qualifications and competencies rather than became
a teacher with a few skills and lacks training in the real field. Cortelyou-Ward, & Kendall
K (2012) thinks internships enhance students' Learning, the amount of preparation and
support the program and host establishment provide to the student-trainees determines the
effectiveness of the internship training (Verecio, 2014). According to Becker (1994),
workers with higher skills receive higher compensation because they are more productive
than workers with lower skills. Expectedly, graduates with skills are more employable.
Internship training is a tool for the employability of graduates (Kuzgun, 2004). The current
educational Model is fundamentally based on an outdated system from the 1800s. Clarke
(2014) states, "We are behind other nations in international comparisons of academic
achievement." The current education system, regardless of decades of politically motivated
reform, has remained, in a sense, "traditional." The changing conditions and exponential
growth of the world's technology constantly require countries to transform their Learning
and teaching (Derya et al., 2017).
The current educational Model is fundamentally based on an outdated system from
the 1800s. Clarke (2014) states, "We are behind other nations in international comparisons
of academic achievement." The current education system, regardless of decades of

politically motivated reform, has remained, in a sense, "traditional." The changing
conditions and exponential growth of the world's technology constantly require countries
to transform their Learning and teaching (Derya et al., 2017).
The lack of industry-relevant skills among graduates, particularly in scientific and
technology-related businesses, is one of the critical causes of the skills gap. Both public
and private institutions are having difficulty producing graduates who can satisfy the needs
of the industry (Song & Tang, 2016). In addition, the economy's basic skills gap issues
include an underdeveloped skills training system in public schools, an outdated curriculum,
a lack of dialogue and coordination among stakeholders regarding skills needs and training,
inadequate training program accreditation, and a lack of re-skilling opportunities. The
Commission issued an intervention on Higher Education Development (CHED). An on-
the-job training (OJT) or internship program can help bridge the gap between academically
gained abilities and the industry's demand for understanding practical skills. Students can
use their school-acquired skills, knowledge, and attitude while also getting a taste of the
corporate world through the internship program.
Universities must be receptive to these changes and increase the employability of
graduates (Velez, 2012). Velez (2012) believes that to compete in the global market today,
workers must have the 21st century competencies that will allow them to participate,
collaborate, and become critical thinkers, innovators, and communicators. The Partnership
for 21st Century Skills, an organization dedicated to the advocacy of promoting the

acquisition of 21s century competencies, identified twenty-one (21) competencies that
students must acquire to succeed in work and life in the 21st century. To address the
problem of mismatch, schools must help students through internship program become
conscious of real-life work conditions, work opportunities, and prepare them for eventual
employment (Languador, 2013).
To achieve this goal, professors of all departments in NEUST MGT require every
intern student to attend an orientation program to prepare and enhance their skills to apply
in real-world contexts and provide a more accurate measure of their abilities.
This study focused on Assessment of 21st Century Skills of Teacher-Intern: Basis
for Orientation in Internship Training, where variable identified and verified through the
data from the survey questionnaire. Quantitative research is defined as research that does
not involve the manipulation of an independent variable, randomly assigning participants
to conditions or orders of conditions or both.
Furthermore, the respondents of this study are the BEEd Fourth-Year students of
Nueva Ecija University of Science and Technology through descriptive research method.
Thus, 50 students were the sole respondents of this study. The instrument used in this study
was an Adopted questionnaire from American Journal of Educational Research (2019).
This was made simple but with transitory and concrete statements. The researchers
will handle the questionnaire to the 4th year Teacher-Intern after the request is authorized,
then collect it after the students have completed it and let them know that any information

obtained during the research will be kept private and used solely for educational reasons.
The data gathered through the research instruments will be tallied, tabulated, interpreted,
and analyzed using the following statistical tools: mean was used to describe the
importance of Orientation in the Internship Program and Skills Development of Fourth
Year Teacher-Intern in NEUST-MGT.
Review of Related Literature and Studies
In this research section, scholars explore previous studies that serve as the
foundation for a variety of research efforts concerning 21st Century Skills of Teacher-
Intern. The researcher meticulously examines numerous journals and articles to extract
insights from different authors regarding the data they have gathered.
Education is considered as the bedrock to development as it contributes to the
growth of every nation by improving the skills and productive capacity of workers. With
this, Higher Education institutions (HEIs) in the Philippines continuously produce
graduates in the different fields since they play a vital role in the development of the
knowledge-based economy where innovation, research and knowledge are considered vital
that will result to sustainable development stated by Ortiga, Shahabadi, Kimiaei, et. al
(2017).

However, it is a challenge for HEIs in the Philippines to produce highly skilled
graduates who can respond to the needs of the globalized world (Gonzalez-Roma, Gamboa,
& Peiro, 2018), a substantial number of studies had revealed that there is an increasingly
wide gap between the competencies and skills of graduates and the requirements and skills
required in work industries (Li, Harris, & Sloane, 2018).
Schultz (2015) stipulated that employability of graduates also involves skills in
both the hard (academic and technical) and soft (personality traits and habits) skill areas.
One of the main needs of modern education is the need for highly qualified teachers. The
future of the school, the future of our children and our society depends on the circumstance
of who will come to school as a teacher. Even the founder of the national pedagogy – K.
D. Ushinsky (2014) saw a great importance in the pupils’ proper selection for future
teachers’ training. The modern trend to teachers’ staff training can be witnessed by the
importance of teachers’ training during their studying at school. The school stage of
teachers’ formation does not mean only the development of sustainable professional
interest in the teaching profession, but also in the formation of pedagogical skills, the
acquisition of teaching experience.
Benefits of Intern Orientation
Prior work by Arvind Kuril (2023), Teacher orientation programs are designed to
create a welcoming and supportive environment for new educators. Starting a new job can

be overwhelming, but a well-structured orientation program helps alleviate anxiety and
provides a smooth transition. It familiarizes teachers with the school's mission, vision, and
values, making them feel valued and connected to the school community from day one.
A successful orientation assists your interns with understanding their role, fitting
into the organization, and complying with safety standards and regulations. Your intern
orientation might include some or all of the following, and you can make use of checklists,
policy manuals, and guides, as well as verbal explanations. A good orientation program
helps your intern settle into their role, and it could reduce anxiety and uncertainty for new
hires. It can also allow you to establish realistic job expectations and improve productivity.
In previous research submitted by Hewson & Hewson’s (2018), Orientations have
been connected to the knowledge and thoughts of teachers through definitions such as
statement defining conceptions of teaching as the ideas, understandings, and interpretations
of experience concerning the teacher and teaching, and the learner and learning. However,
according to Feiman Nemser’s (2019), orientations do not only focus on knowledge and
thoughts but also toward the action of the teacher. Teaching strategies and teacher actions
have been established as an imperative inclusion to any description of orientations and in
any study that seeks better understanding of orientations toward teaching.
The National Association of Colleges and Employers (NACE) describes an
internship as “a form of experiential learning that integrates knowledge and theory learned

in the classroom with practical application and skills development in a professional setting”
(2018).
An internship
According to the study of Brenna Swanston (2023), Internships are short-term
opportunities to gain entry-level work experience. Interns usually work alongside a specific
team within a company, learning from seasoned professionals and trying out different
aspects of the job. Rather than leading their own projects, interns usually complete smaller
tasks to support larger organizational initiatives. College students typically fill intern
positions, though some are open to people already in the workforce. Internships offer a
chance to gain experience in a new field before applying for a full-time position.
Sadia Anjum (2020), The change of life stages from a student to a professional is
not always very simple. Students have to face many challenges when they enter into
professional life. They have to adjust themselves according to the professional environment
by implementing their conceptual knowledge in the new world of work. By integrating
conceptual knowledge and training through academic internship programs, students can be
facilitated to better implement their concepts at the workplace. These internship programs
not only improve students’ personal skills but also polish their professional growth and
experience.
Hurst, Maertz, Greer (2014) stated that the purpose behind internships is to provide
a transition experience from school to the workplace. Interns are supposed to gain

knowledge and skills that enhance their learning through building a connection between
the theory learned in the classroom and practical experiences. An early study examining
internships discovered that internship programs provided students with a valuable learning
experience to supplement college coursework and that students found the internship
experience to be more valuable than listening to guest speakers or a participating in a case
course (Hite & Bellizzi, 2016). Another study exploring internships discovered that
students who have participated in internships were found to develop positive changes in
feelings of personal efficacy and social efficacy (Bernstein, 2015).
According to O’Reilly-Allen & Palaschak (2018), In order for an internship to be
beneficial to the intern, the internship should be structured in a way that sets expectations,
provides supervision, provides meaningful work and timely performance feedback.
Internships should essentially be mutually beneficial to the student, the employer as well
as the academic program (Greer, 2020).
Furthermore, some internships provide career irrelevant work that is unchallenging
and routine for the intern or provide little or no supervisor support to the intern which
creates a negative experience for the intern (Maertz et al., 2014). In Addition, individuals
who have had an internship experience may have accelerated job performance compared
to individuals without the experience. Students with internships could also have faster
career advancement when compared to non-interns. Internships also allow students to gain
information about the industry and their work-related preferences which promotes more
conscientious career planning (Coco, 2017).

The Concept of 21st Century Skills
The study conducted by M Fahmi Johan Syah (2020), the 21st century skills
concept is motivated by the belief that teaching students the most relevant, useful, in-
demand, and universally applicable skills should be prioritized in today’s schools, and by
the related belief that many schools may not sufficiently prioritize such skills or effectively
teach them to students. The basic idea is that students, who will come of age in the 21st
century, need to be taught different skills than those learned by students in the 20th century,
and that the skills they learn should reflect the specific demands that will be placed upon
them in a complex, competitive, knowledge-based, information-age, technology-driven
economy and society.
Added by War (2019), The 21st century has brought about significant changes in
the education landscape, necessitating a shift towards the development of 21st century
skills. These skills, including problem-solving, critical thinking, communication,
collaboration, and digital literacy, are crucial for success in the modern workplace (Koenig,
2015). The implementation of these skills in education has been shown to positively impact
Teacher-Intern career and life skills, with a particular focus on flexibility, initiative, social
and cross-cultural skills, productivity, and leadership (Sulistyaningsih, 2019). Therefore,
the mission and vision of education in the 21st century should prioritize the development
of these skills to prepare students for the challenges and opportunities of the future.

According to the findings of Lai & Viering (2014). There is agreement that
collaboration is a key skill that improves student learning in school, performance at work,
and throughout one’s personal life. It occurs when meeting a goal requires more than what
any one individual is able to manage alone and needs to pool resources with others.
Teacher-Intern needs to have this skill in construction of shared meaning that involves an
interactive cycle of sharing, confirming, repairing conceptions, and managing the task at
hand (Roschelle & Teasley, 2015).
Collaboration is a partnership; a union; the act of producing or making something
together. Collaboration can take place between two people or many people, strangers or
best friends (Caitlin Ultimo 2023).
Based on the research of Maya Angelou (2014), ‘You can’t use up creativity. The
more you use, the more you have’. Creativity in the classroom is not what the perceived
view of creativity is. It is not the use of dance, art or role play to enhance a point or subject,
but the method of teaching which has the student think outside of the box. This creative
thinking is a method of turning the student into a problem solver and giving that student a
“toolbox” with which to approach problems. The creative teacher must nurture these skills
and instill in those students the potential which is inside. The creative teacher will take in
essence take risks and not be afraid to fail.
The study conducted by Rahman, Md. Mehadi (2019), Problem-solving skill is one
of the fundamental human cognitive processes. Whenever an individual faces a situation

where they do not know the way to complete a task, a problem occurs. Problem-solving is
a process which involves systematic observation and critical thinking to find an appropriate
solution or way to reach the desired goal. The framework of problem-solving consisted of
two major skills: observation and critical thinking skills. Observation skill refers to
collecting data, understanding and interpreting the meaning of the information using all the
senses. Critical thinking involves the individual's ability to do the following:
conceptualizing, logical reasoning, applying strategy, analytical thinking, decision making
and synthesizing to solve any problem.
As stated by Yogi (2023), Learning communication skills is so important in school
because effective communication is essential for success in both personal and professional
life. It helps individuals express their thoughts and ideas clearly and persuasively, and it
enables them to understand and interpret the messages of others. Good communication
skills also enhance collaboration, foster better relationships, and improve decision-making.
Additionally, the ability to communicate well is highly valued by employers and is a key
factor in career advancement. Communication skills such as being able to communicate
well or possessing a positive attitude all facilitate positive interactions with others in the
workplace (Sharma, 2018).
In Addition, Interpersonal skills include “effective communication, empathy, active
listening and cultural competence as well as professionalism” (Skinner, Hyde, McPherson,
Simpson, 2016). Otherwise, Employees who lack communication skills could be
considered hostile, rude, and sometimes even fired from the job.

In the thematic analysis of Mukesh Sharma (2023), In a world dominated by
smartphones, social media, e-commerce, and rapid information dissemination, digital
literacy is no longer a luxury-it's a necessity. As everyone navigates the Digital Age, the
ability to use, understand, and create with digital tools has become as fundamental as
reading, writing, and arithmetic once were. Also, Digital literacy refers to the skills
required to effectively find, evaluate, use, create, and communicate using digital
technologies. It encompasses a range of abilities, from basic tasks like sending an email or
browsing the internet to more complex activities like coding or digital content creation.
Roles of City Cooperating teachers on Intern
As stated by Delta State University (2024), The key person in the entire internship
experience is the cooperating teacher. The skills and methods of the cooperating teacher
become a part of the teacher candidate for years to come. In addition to being a successful
and experienced teacher, the teacher must be dedicated to the profession and willing to
assume the responsibility of working with a teacher candidate. Minimum requirements for
the position of cooperating teacher include a minimum of three years’ experience in the
classroom; preparation through a traditional NCATE approved teacher education program,
and no negative evaluations for a period of three years. Also, cooperating teachers should
be willing to accept the responsibilities of a supervisor including a willingness to
participate in meetings specifically for cooperating teachers.

In the previous study of Heather R. Nesbitt & Debra M. Barry (2022), The
cooperating teacher plays an important role in the student teacher’s experience.
Cooperating teachers are in-service teachers who have agreed to host student teachers in
their classrooms for their student teaching internship. These professionals have clinical
education training and a minimum of three years of teaching experience, and they have
proven to be effective in the classroom. Over 30 years ago, student teacher placement and
the role of the cooperating teacher were recognized as two of the most influential factors
in the quality of a student’s teaching experience. As a role model, the cooperating teacher
can positively influence the student teacher’s self-efficacy during the internship, as well as
their decision to enter the profession. Teachers who enter the classroom with a higher self-
efficacy have been shown to experience less teacher burnout and are more likely to remain
in the classroom.
According to Hart (2020), if a teacher is an effective practitioner, they can impart
their skills and knowledge to another as a mentor. Mentoring is not an inborn ability.
However, the skills essential to effective mentorship can be learned and developed over
time. In addition, ongoing problems with the preparation of educators is related to the wide
range and lack of consistency in teacher preparation programs. One of the specific areas in
teacher preparation that has extensive variability is within the clinical area of teacher
preparation, including early field experiences and student teaching internships. When
schools and universities work collaboratively while supporting the student teacher, each

are stretching beyond the role of their individual institution, while aiding in the professional
growth and development of student teachers (Sarnoff & Ellerbrock, 2020).\
Synthesis
The Researchers synthesize this crucial situation by identifying the context of
Assessing the skills of students through the Orientation they will be going to attending.
Moreover, several questions emerge for further Observation: How can 21st century skills
align seamlessly with Internship. unique context and challenges that Correlated on 21st
century skills of the students Is there any significant difference between the 21st century of
male and Female in Internship? And is there a significant relationship between the socio-
demographic profile of respondents to their internship training through assessment? These
questions guide the next phase of our research, where researchers come up with a context
that derives from our Research phenomena. Within this Alma Mater, Our NEUST-MGT
Researchers wanted to share the Prosperity, Mentoring, and Examining Social
Decisiveness for fortifying on Assessing the skills of those Learners if it’s effectively
aligned with the Internship they were going to implement.
Through elaborating foundation for our research titled "Assessing 21st century skills
of 4th year teacher-interns: Basis for Orientation in Internship Training" the synthesis of
related literature promotes key insights and strategic considerations. Through the
backbone, every individual shall complete this Training for them to graduate with gained

skills from the Practice they did. comprehends commitment to every student. Scholars
emphasize that adherence to rules is not merely a regulatory requirement; it serves as a
cornerstone for fostering the shape of students, educators, and institutions. Thus, woven
into the fabric of academia, creates a positive learning environment that goes beyond the
Learning endeavor through accompanied the learning core, it becomes a collective
Strategies that may build into their field.
Pray, cron et al. contributes enough Plans on how Those skills work. This
heightened interaction is linked to improvements in students' generic abilities and overall
satisfaction with the learning experience.
In addressing the Connection of this 21st century skills and the Internship which
prioritizing the preparation for future endeavors, both are needed in correlating to Adapt
on their field. This heightened interaction is linked to improvements in students' generic
abilities and overall satisfaction with the learning experience. Orientation relates to an
organization’s purpose and is typically communicated due to enlisting the important
matters in the field. A study by the consulting firm Bain and Company reports that 90% of
the 500 firms surveyed issue some statements (Bart & Baetz, 1998).
Increased student satisfaction with the learning process and gains in general abilities
are associated with this increased interaction.
In some instances, Internship has a purpose that’s why it conducted by the superior
of the university. For students, internships are a first step into the labor market. They can

be compulsory or voluntary, some are paid, and others are unpaid. They allow us to
smooth/soften this transition between education and work. We move from theory to
practice, putting into practice all that we have learned during the previous years. The truth
is that there is nothing better than the field to learn a profession! In this way, you will
develop your professional skills while learning more about the area in which you dream of
working. One of the best Preparation that a Graduating students could do before they step
forward for a new journey of each life.
Young, A-M, & A MacPhail (2016), cooperating teachers have the unique
opportunity to greatly influence a student teacher’s learning experience and make a marked
difference in the student teacher’s professional life. Metaphorically speaking, cooperating
teachers could be considered “the knowledge keepers” of field experiences, as a key role
is to impart their wisdom based on the knowledge gained from their own teaching practice
while providing a supportive and nurturing environment for growth, knowing that there are
multiple paths toward successful teaching. Their responsibility within the student teacher–
cooperating teacher relationship is to create safe spaces for learning to flourish, engage in
in-depth dialogue for reflective practice, invite questions, share in observations, provide
feedback, and provide suggestions and sound advice about what works, what doesn’t and
why.
Moreover, If the relationship between the cooperating teacher and the preservice
teacher is at the heart of every practicum (Graves 2015), then it is time for the teacher

education institutions to recognize the importance and urgency in providing structured
continuous professional development opportunities to enable cooperating teachers to
establish and nurture school placement relationships. In the Philippines, the teacher
education insti-tutions (TEIs) and the Department of Education (DepEd) have forged a
solid partnership to ensurethat mentoring is correctly observed in the con-duct of and
practice teaching (Department of Education 2007). This move was concretized by spec-
ifying guidelines in deploying PTs in the differentpublic elementary and high schools of
DepEd.Moreover, mentoring is imperative for adoptingthe Philippine Professional
Standards for Teach-ers (PPST), the new professional developmentframework in DepEd
(Department of Education2017). Therefore, during the practice teaching, theCTs are
expected to mentor the PTs on how the domains of PPST are well articulated in the actual
teaching scenario. Related to this, several researchers in the Philippines have unraveled the
dynamics of practicing teaching (Paghasian 2017; Besa et al. 2018) but have focused only
on PTs’ experiences. For in-stance, Dacanay et al. (2019) explored the chal-lenges
encountered by PTs in their time and class-room management, instructional materials, and
fi-nances, and Flores (2016) determined the PTs’teaching performance and their social
relationshipwith their CTs and pupils. However, little is known about how CTs have
mentored the PTs. Also, no study has been conducted yet to examine the PTs’assessment
of the mentoring support of their CTsusing a constructively aligned scale with the PPST.

Theoretical Framework
Mezirow's transformative Learning is defined as "an orientation which holds that
the way learners interpret and reinterpret their sense experience is central to making
meaning and hence learning." Put in simple terms, transformative Learning is the idea that
learners who are getting new information also evaluate their past ideas and understanding
and shift their worldview as they obtain new information and through critical reflection. It
goes beyond simply acquiring knowledge and dives into how learners find meaning in their
lives and understanding. This kind of learning experience involves a fundamental change
in our perceptions—learners start to question everything they knew or thought before and
examine things from new perspectives to make room for new insights and information.
Many learners and experts agree that this kind of Learning leads to true freedom of thought
and understanding.
Mezirow says that transformative Learning has two primary focuses—instrumental
Learning and communicative Learning. Instrumental Learning focuses on task-oriented
problem-solving and evaluation of cause-and-effect relationships. Communicative
Learning focuses on how people communicate their feelings, needs, and desires. Both
elements are important in transformative Learning—students need to be able to focus on
different types of understanding and view new logical and emotional perspectives to
challenge their previous understanding.

Conceptual Framework
This study deals with the Assessment of 21st-century skills of 4th year
Teacher-Interns: Basis for Orientation in Internship Training
This figure elaborates on the Model that initiates the relationship of the respondents'
socio-demographic profiles and assesses the skills of 4th-year teacher interns in 21st
century skills. That may depend on the Internship. It explains how students may assess
those innovative skills through the internship field. Through the guidance of assigned
Cooperating teacher. Therefore, this Paradigm reflects how the Socio-demographic Profile
relates to the Learning that respondents may cope with within this study.
Teacher internship is often described as when theory is applied to a real-life setting.
Researchers believe the relationship between theory and practice is more complex,
especially in this 21st Century. It is further explained that theories are transformed through
their application, and one will be actively involved in that process.
However, a lack of consistent or shared expectations between the intern and the
employer can create a negative experience for both the intern and the employer (Maertz et
al., 2014). Several issues can arise when expectations are not clearly communicated or
aligned between interns and employers. Like Mismatched Goals, the intern may have
certain expectations about their role, tasks, and learning opportunities that differ from what
the employer envisions. This misalignment can lead to frustration and dissatisfaction.
Productivity Challenges: If the intern is unsure about their responsibilities or the employer's

expectations, it can hinder their ability to contribute effectively, potentially impacting their
productivity and the overall success of the Internship. Communication Breakdowns: A lack
of shared expectations can result in poor communication. This may lead to
misunderstandings, missed deadlines, and a breakdown in the working relationship
between the intern and the employer. Learning Opportunities: If the intern's expectations
for gaining specific skills or experiences are not met, it can result in a negative perception
of the Internship. Similarly, if the employer has different expectations for what the intern
should learn, the experience may not align with the intern's career goals.

INPUT OUTPUT
• 1:1 Age; • Propose Orientation in
Internship Training to
• 1:2 Sex; enhance the 21st century
skills.
• 1:3 Grade level handled;
• 1:4 Place of Internship; and
• 1.5 Weekly Allowance.
PROCESS
21st Century skills of the 4th year Teacher-interns
may be described in terms of:
2.1 Collaboration;
2.2 Creativity;
2.3 Problem-solving;
2.4 Digital Literacy; and
2.5 Communication?
Figure 1. Research Paradigm

Statement of the Problem
The study determined the Assessment of 21st century skills of 4th year Teacher-
Intern: Basis for Orientation in Internship Training
It specifically aimed to address the following sub-problems:
1. In what ways could the respondents' sociodemographic profile be characterized?
1:1 Age;
1:2 Sex;
1:3 Grade level handled;
1:4 Place of Internship; and
1.5 Weekly Allowance.
2. How may the 21st Century skills of the 4th year students may be described in terms of:
2.1 Collaboration;
2.2 Creativity;
2.3 Problem-solving;
2.4 Communication; and

2.5 Digital Literacy ?
3. Is there any significant difference between the 21st century of male and Female in
Internship?
4. Is there a significant relationship between the socio-demographic profile of respondents
to their internship training through assessment?
5. What action plan may be proposed to Nurture the 21st century skills of the Teacher-
Interns among BEED Interns?
Hypothesis
There is no significant relationship between the socio-demographic profile of the
respondents in internship training through Assessing of 21st century skills of 4th year
Teacher-Interns.
Significance of the Study
The study entitled Assessment of 21st century skills of 4th year Teacher-Intern:
Basis for Orientation in Internship Training would be beneficial to the following groups of
individuals and organizations.

University (Nueva Ecija University of Science and Technology) - The results of
the study will benefit the educational institution by providing credible internship training
on how students improved their 21 century skills. On this basis, the educational institution
will help the students to achieve a high value of enhancement to learning.
School Director – The Result of the study will benefit the school director, who
oversees other administrators, teachers, and students and is largely responsible for
managing the day-to-day operations of the organization. It also refers to the individual,
guided by the sponsoring organization or agency to oversee the school, which helps
students to have a great life for learning.
School Administrator – The results of this study will benefit the administrator by
providing credible internship training on how students improve their 21st-century skills.
On this basis, the administrator will help the students to achieve a high value of
enhancement to learning.
Faculty and Staffs - The results of the study will benefit them as they will be able
to teach the students well and gain consistency during class discussions. With this, the
number of students who did not pay much attention to improving their skills would be
reduced, and all would be at the average level of excellence. From that vantage point, this
study would help them to think about how they could manage their students with ease,
especially those who were struggling academically and had lost the incentive to continue
learning.

Students - The results of the study will help 4th-year students become
knowledgeable and experts about the factors that may affect learning by enhancing their
21st-century skills in terms of using them in the field of Teaching.
Future Researchers - Both current and future researchers will benefit from the
study's results. It might be useful as a reference for additional research in the future.
Scope and Delimitations
The study will be conducted from November 2023 to December 2023 in Talavera,
Nueva Ecija. It focused on the Assessment of 21st century skills of 4th year teacher-intern:
Basis for Orientation in Internship Training among the BEEd students of NEUST-MGT
Academic Year 2023-2024. The respondents of this research study are the total population
of Fifty (50) 4th year BEEd students in NEUST – MGT.
This study aims to examine if they assess if they learned something that controllably
involved 21st-century skills in their Orientation for them to apply in their Internship
Training accomplished Orientation as Future Educators.
The Main Reason why do researchers chose to conduct this study which is the
Assessment of 21st century skills of 4th year Teacher-Interns: Basis for Orientation on
Internship Training is just because most of the Interns lately their skills were not that visible

specifically on this Generation researchers are looking forward if our respondents will be
able to apply on the Training.
The researchers limited the study only for fourth year students of the Nueva Ecija
University of science and Technology – Municipal Government of Talavera Bachelor of
Elementary Education of Academic Year 2023-2024 with the help of City Cooperating
Teachers.
Definition of Terms
Acquisition- typically refers to the process of one company purchasing another company
or its assets, often with the aim of gaining control, expanding market share, or accessing
new technology or talent. It can take various forms such as mergers, takeovers, or asset
purchases.
Alleviate Anxiety- involves implementing strategies to reduce or manage feelings of
worry, stress, or fear.
Bridging- connecting or forming a link between two different ideas, concepts, or groups.
Buffer Program- typically refers to a system or strategy implemented to mitigate the
impact of fluctuations or changes in a process. In various contexts.
Compensation- refers to the total package of rewards that an employee receives in
exchange for their work performed for an organization. It includes both monetary and non-
monetary benefits provided by the employer to the employee.

Conscientious- refers to the quality of being diligent, careful, and thorough in one's work
or duties. It involves a strong sense of responsibility, reliability, and attention to detail.
Consensus- refers to a general agreement or harmony among a group of people regarding
a particular issue or decision. It signifies a shared understanding or acceptance of a
proposed course of action, idea, or belief by the majority or all members of a group.
Hostile- an attitude or behavior characterized by aggression, animosity, or opposition
towards someone or something. It implies an antagonistic or unfriendly stance, often
accompanied by a desire to harm, undermine, or obstruct the object of hostility.
Meticulously- to conduct it with extreme attention to detail and precision. This approach
involves thorough research, careful planning, and meticulous execution at every stage of
the process.
Necessitating- a verb form of the word "necessitate," which means to make something
necessary or to require something as essential or indispensable.
Pedagogy- refers to the theory and practice of education, particularly the methods and
strategies used for teaching and learning. It encompasses the principles, techniques, and
approaches educators use to facilitate learning experiences for students.
Perceived- the past tense of the verb "perceive." It refers to the act of becoming aware of
or understanding something through the senses, intuition, or mental processes.

Personal Efficacy- often referred to as self-efficacy, is a person's belief in their ability to
successfully accomplish specific tasks or achieve goals.
Social Efficacy- refers to an individual or group's belief in their ability to influence social
change or achieve desired outcomes within their community or society. It encompasses
confidence in one's capacity to make a difference, engage in collective action, and
contribute positively to social issues or challenges.
Socio-Economic Landscape- overall societal, economic conditions, structures, and
dynamics within a particular region or context. It encompasses various factors such as
income distribution, employment opportunities, education levels, infrastructure
development, social policies, cultural norms, and more.
Swiftly- could refer to the speed or efficiency with which an acquisition process is
executed. In business, executing an acquisition swiftly can be advantageous to minimize
disruption, maintain employee morale, and capitalize on market opportunities.
Workforce- typically refers to the total number of employees working within an
organization or a specific sector. It encompasses individuals who are employed, whether
on a full-time, part-time, temporary, or contract basis.

CHAPTER II
Research Methodology
This chapter deals with the methodology and techniques utilized in gathering,
analyzing, and interpreting the necessary data using statistical tools. Included in this
chapter are the research method, research locale, respondents of the study, samples and
sampling procedures, data gathering instrument, construction and administration of
instrument, validation of the questionnaire and research instrument.
Research Design
The Research design used by the Researchers was a Quantitative method to be
specific, researchers used descriptive method of research using structured questionnaire. A
survey was given to the students of Fourth year levels of the Bachelor of Elementary
Education of the first semester Academic Year 2023-2024 of the Nueva Ecija University
of Science and Technology - Municipal Government of Talavera. According to Manuel
and Midel, as cited and explained by Calderon and Gonzales (2015), descriptive type of
research involves the description, recording, analysis, and presentation of the present
nature, composition, or processes of phenomena. As this study will focus on Assessing the

Learners skills if they can Align those on the Preparation for their Internship. Thus, it is
appropriate to use this type of research.
Research Method
The study was conducted in the Bachelor of Elementary Education Department,
Nueva Ecija University of Science and Technology-Municipal Government of Talavera in
the municipality of Talavera. Located at Diaz Street, Pag-asa District, Province of Nueva
Ecija Philippines.
The school mentioned university has been selected from the researchers for
conducting their study and to identify what problem should be fixed in this situation.

Figure 2. Map of Talavera where NEUST – MGT is located.

Two committees oversaw NEUST-MGT, Talavera Campus: the executive
committee, The executive committee is led by school administrator Mrs. Marciana D.
Soriano, while Nerito L. Santos serves as the executive director. The members of the
executive committee are the directors of student affairs, administrative services, and
engineering are Anselmo B. Rodiel III, Mrs. Nerivi S. Martinez, Mrs. Evelyn V. Mangalili,
and E. Daniel M. Ferrer, building facilities director, and Engr. Daniel M. Salazar, secretary
to the board. The administrative committee is composed of the following individuals: Mr.
Rommel Castillo, encoder; Mrs. Wilma S. Bernabe, secretary/clerk; Mr. Jose M. Pancho,
finance officer; Mr. Rodelio Maliwat (2008); Mr. Peter Buenaventura; Mrs. Melanie
Buenaventura; and a security guard or assistant.
On the part of the administrative committee, the members are Mr. Jose M. Pancho,
finance officer, Mr. Jose DL. Emana, registrar, Mrs. Wilma S. Bernabe, secretary/clerk,
Mrs. Leonora Valdez, record keeper, Mr. Rommel Castillo, encoder, and security guards
and administrative aides, Mr. Rodelio Maliwat (2008), Mr. Peter Buenaventura, Mrs.
Melanie Buenaventura, Mr. Amel Baldedara (2009-2010), Mr. Jeffry Diaz and Teresa
Sarmiento (2010), Mr. Arjay Valenton and Mr. Ramil Villamael (2011). On June 10, 2008,
NEUST-MGT formally started with 34 students in Bachelor of Science in Elementary
Education (BEED) and 48 students in Bachelor of Science in Information Technology
(BSIT). The first teaching force was composed of ten instructors, namely, Dr. Miguel R.
Santos, Mr. Jaime S. Boncato, Mrs. Elizabeth DG. Galindo, Mr. Marlon V. Rufino, Mr.
Abdurahman J. Imalan, Mr. Armando L. Galapon, Mr. Glenn Paul C. de Jesus, Mr. Ermino

Enriquez, Mrs. Alicia S. Soliven, and Mr. Gemuel August Gutierrez NEUST-MGT,
Talavera Campus was governed by two committees, the executive committee headed by
Hon. Nerito L. Santos as executive director, and the administrative committee headed by
Mrs. Aurora J. Mangalili, school administrator The members of the executive committee
are Hon. Anselmo B. Rodiel III, student affairs director, Evelyn V. Mangalili, budget
officer, Mrs. Nerivi S. Martinez, director of administrative services, and Engr. Daniel M.
Ferrer, building facilities director, and Engr. Daniel M. Salazar, secretary to the board.
Students' courses were temporarily housed in two classrooms of the Talavera
National High School English Building from 4:00 pm to 9:00 pm due to the recent
establishment of NEUST-MGT. The NEUST-MGT students moved into the new, two-
story structure with four rooms on September 15, 2008, at Diaz St., Pag-asa, Talavera,
Nueva Ecija. On June 8, 2010, the school opened with 223 total enrollments; however,
only two classrooms were used. This was because the second floor's rooms were not yet
complete enough to accommodate the kids.
To fix the issue, NEUST-MGT borrowed some classrooms from TNHS a second
time. With 22 students, the campus offered a Bachelor of Science in Business
Administration in the 2011–2012 academic year. In the subsequent years, enrollment grew
even further. The Second Memorandum of Agreement between NEUST and the Talavera
Local Government Unit was signed on July 9, 2012. Attorney and Mayor Nerito L. Santos.
With this renewal, NEUST-MGT has consistently delivered high-quality education to the
doorstep of disadvantaged young people in Talavera, according to Hilario C. Ortiz, SUC

President III. The school’s administration was quite efficient to those students because of
the one who leading it very well. Productive citizenry employed in the University as our
Mission to accomplish more things out.
Moreover, the Organization leads every department with enough learning
capabilities and sorts of knowledge to become a better leader in their future endeavors.
NEUST MISSION
To develop new knowledge and technologies and transform human resources into
productive citizenry to bring about development impact to local and international
communities.
NEUST VISION
NEUST is a locally responsive and internationally relevant and recognized
University of Science and Technology.
Respondents
This study focused on Assessing the 21st century skills of Teacher-interns: Basis
for orientation on Internship Training Specifically, this research focused on the fourth-year
students of the Bachelor of Elementary Education Department enrolled in the NEUST-

MGT of the Academic Year 2023-2024 together with the City Cooperating teachers. The
BEEd students were chosen as the respondents of this study because they were expected to
be more responsive because of common program with the researchers and familiarity with
one another. The master list of the students was provided by the Registrar. In that list, were
a total of 121 students. The total number of BEEd 4th year students as well as the
respondents is 50 and an additional 50 for the city cooperating teachers.
For conducting the Pilot Testing, researchers chose General Luna National
Highschool to evaluate the skills of those Interns to take the Pilot testing to make
comparison about the 21st century skills gathered by the fourth year Interns. As well as the
City Cooperating teachers that may help to assess the skills of the Deployed Interns through
answering the Survey Questionnaire. The researchers chose twenty (20) Interns and twenty
(20) cooperating teachers to answer to given questions on the survey questionnaire
provided by the researchers.
Sampling Procedure
The researchers of the study conducted a Purposive Random Sampling technique,
it is a method in quantitative research which a method used in quantitative research also
known as judgmental or selective random sampling, involves deliberately selecting
specific individuals or elements from a population based on certain characteristics or
criteria. While the selection process is random, it is guided by the researcher's judgment to

ensure that participants meet specific criteria relevant to the research objectives. This
method is often used when the researcher aims to study a particular subgroup within the
population that possesses certain characteristics of interest.
In purposive random sampling, the researcher identifies key characteristics or traits
that are essential to the study and then intentionally selects participants who possess these
traits. This approach allows for a targeted and focused investigation of the subgroup in
question. It is particularly useful when the researcher wants to ensure representation of
specific attributes within the sample, providing more depth and insight into the targeted
population subset. While purposive random sampling offers advantages in terms of
precision, it may be less generalizable to the overall population compared to other random
sampling methods. Researchers often use this approach in qualitative research or when
studying unique or specialized populations.
It is important to consider the characteristics of the population and the potential for
patterns when choosing purposive random sampling as a method The researcher listed the
students of Nueva Ecija University of Science and Technology- Municipal Government of
Talavera (NEUST-MGT) enrolled at A.Y. 2023-2024.
Construction of Instrument
1. To collect relevant data and information needed to determine the solution to the
problem, the researchers conducted focused and serious research on how to design the
questionnaire.

2. The researchers looked at both local and foreign studies; both local and foreign
literatures, articles, and journals in which they published the research instrument. The
respondent profiles are given in the survey questionnaire.
3. After checking the types of question that will use in constructing questionnaire,
the researcher checked its reliability and validity.
4. The related literature that the researchers gathered, the importance of it is to have
a guide and references in constructing a questionnaire and give the respondents additional
knowledge about the study.
5. The researchers also gathered some information on how to construct a reliable
and effective questionnaire.
6.. The researchers used a formula to compute the gathered data the population of
the respondents.
Validation of Instrument
1. After successfully completing the instrument, the researchers presented it to the
statistician who approved the researchers request to validate the instruments.
2. The Fourth year (4th) BSEd Interns were used during pilot testing, and it was
conducted in General Luna National High School specifically in Interns Deployment Place.

3. The letter was sent to the school administrator where the pilot testing took place.
4. The researchers were allowed to administer the research instruments to BSEd
students for validation. During the testing, the researchers obtained the questionnaire from
the participants.
5. To meet the standard form of the questionnaire the comments, corrections, and
suggestions were completed once more to produce the final instrument.
Data Gathering Procedure
The researchers asked for permission for approval of this research study through a
series of recommendations and healthy criticisms from the panelists during the title
proposal and the research adviser to allow them to float the questionnaire checklist.
The researchers drafted a questionnaire checklist to present to their research adviser
for comments, corrections, and suggestions. Then it was presented to the Validator for its
validity, enhancing its improvement to come up with the final revision. As the researchers
finished their revised questionnaire checklists, they presented a letter of request to the
adviser for approval to gather data and another to the respondents. An approval letter was
also sent to the dean of the Bachelor in Elementary Education.
Before administering the tool, the researchers inform the respondents about the
questionnaire they answered, so they are informed about the purpose of the study. The

researchers personally delivered the questionnaire and guided the respondents in answering
the questions posed by the research in the questionnaire checklist. After the respondents
answered and completed the questionnaire, it was immediately collected by the researchers.
Moreover, after the collection of the questionnaire checklist from the targeted
respondents, the responses undergo computation and tabulation, and then the data is
interpreted. As the researchers managed to interpret the data, the next step was the
summarization of findings, and then the researchers made their conclusions based on the
findings or results. And lastly, the researchers came up with some recommendations based
on the conclusion of the study.
Research Instrument
This study used a survey as the instruments of the study to gather a data that the
researchers need. The researchers used the survey questionnaire to gather important data
in Bachelor of Elementary Education the 4th year students.
According to Roy, R. (2016), Survey Research defined as the process of conducting
research using surveys that researchers send to survey respondents. The research survey
used to collect the Insights, Knowledge, Perspectives of a selected group of individuals in
the university, which chosen for demographic sampling. The data collected will be
calculated for the analysis of the research. The numerical data inserted by the researchers

consists of facts. The research survey of this study is supported by the data, The data
collected from surveys is then statistically analyzed to draw meaningful research
conclusions. To avoid the biased choice of the respondents the researchers use an equal
selection.
The survey of this research is consisting of Two parts, the respondent’s profile, and
the question–scale part. The first part of the survey is the personal information of the
respondents concludes with the Age, Sex, Weekly Allowance, Place of Internship, Grade
level Handled, and Weekly allowance. The second part of the survey is a questionnaire
about How may the 21st Century skills of the 4th year students may be described in terms
of Collaboration, Creativity, Problem-solving, Digital Literacy and Communication. For
the reliability of the instrument/questionnaire, the 25-item instrument has a Cronbach’s
Alpha of .489, which interpreted as quite reliability. It will be used for this study and will
be validated by Mr. Romarc Bermudez Coronel the researcher’s research adviser and Mr.
John A. Ruiz, the statistician of the researchers.
Statistical Treatment of Data
After the distribution of the questionnaire and gathered from the respondents, the
researchers tallied, formulated, grouped, and organized data. However, the data were
analyzed and interpreted using of the frequency count and percentage.

The following formula was used in the computation of percentage (P):
Formula:
P = f/n*100
Where:
P = percentage
F = frequency
N = total number of respondents
The weighted mean was used in qualifications of the data employing a four-point
scale and each of the numerical data had its corresponding verbal interpretations.
Numerical Equivalent, Weight, and Verbal Interpretation used in the awareness
level.
A. Weighing scale for 21st century skills of students in terms of Collaboration,
Creativity, Problem-solving, Communication, Digital Literacy
Numerical Equivalent Weight Verbal Interpretation
3.25 – 4.00. 4 Always
2.50 – 3.24 3 Often
1.75 – 2.49 2 Rarely

1.00 – 1.74 1 Never
Table 1
To describe the table, A weighted mean is a kind of average. Instead of each data
point contributing equally to the final mean, some data points contribute more “weight”
than others. If all the weights are equal, then the weighted mean equals the arithmetic mean.
Ethical Consideration in Research
The purpose of this study is to Assess if those fourth year BEEd students are
Assessing their 21st century skills. The researchers distributed a survey questionnaire to the
respondents in research. The respondents answered the questionnaire based on the number
each section, to protect the student’s rights as the participants, researchers have considered
some of the ethical issues while conducting this study; researchers will keep all the personal
details of the respondents. This is to protect their privacy, to make them feel comfortable
and secured.
Moreover, the researchers recorded and formulated the data in professional way.
The computed and collected data were formulated without any manipulation. When the
respondents are concerned about the answer, the researchers will respect and acknowledge
it to have an idea of their concerns and needs. The researchers also keep the confidential
information that the respondents put on the research survey questionnaire; they will collect
it with appropriate procedures, especially to the results of the formulated data.

CHAPTER III
Presentation, Analysis, and Interpretation of Data
This chapter presents the result, analysis and interpretation of data of the current
study entitled Assessment of 21st century skills of Teacher-Intern: Basis for Orientation in
Internship Training. The results are presented and discussed based on the sequence of the
problem in the statement of the problem.
1. Profile of the Respondents
Further, statement of the problem posted in Chapter 1 dealt with the profile of
the respondents in terms of age, sex, Grade level handled, Place of Internship and
Weekly allowance.
Table 2
Age of the Respondents
Age Frequency Percent
21-23 38 76%
24-25 6 12%
26-27 3 6%
28-29 2 4%
30 and above 1 2%
TOTAL 50 100%

Note. Table 2 illustrates the age of the respondents. As shown in the table, 38 or 76
percent of the respondents are in the age of 21 to 23 years old. However, there was only 1
or 2 percent respondents for the ages 30 years old and above. All in all, there were 50 or
100 percent respondents.
The data clearly presents that most of the respondents are in the 21-23 years old
with a frequency of 38 or 76 percent.
Based on section 4 of the Republic Act 10533 also known “Enhanced Basic
Education Act of 2013”, it stated that the entry age for entering kindergarten should be five
years old and the usual age of grade twelve students is 17-18 years old, therefore students
who will enter college is 18 and above. The reason why most of the student- respondents
age is 21-23 years old, is just because most of the 4th year students aged 22 before they
graduated while age 30 and above with a frequency of 1 or 2 percent because of some
instances.
Sara Battin-Pearson (2020), in her literature review about Poverty and socio-economic
status of students, noted that:
Full mediation by academic achievement and direct effects related to general
deviance, deviant affiliation, family socialization, and structural strains. Nested
latent variable models were used to test these theories on prospective data from an
ethnically diverse urban sample. Poor academic achievement mediated the effect
of all independent factors on school dropout, although general deviance, bonding

to antisocial peers, and socioeconomic status also retained direct effects on
dropping out. (p.2)
Table 3
Sex of the Respondents
Sex Frequency Percent
Male 14 28%
Female 36 52%
TOTAL 50 100%
Note. Table 3 shows the distribution of respondents according to sex. It presents
that 36 or 52 percent were female respondents while 14 or 28 percent were male
respondents with its Total of 50 Respondents.
All in all, the data in the table implies that the female dominated the number of the
respondents.
Pandang et al., 2022; Pandang & Umar, (2021), on their listed literature about the
differences of Male and Female with use of taken course, noted that:
Especially aspects of technology and literacy skills and aspects of leadership and
social responsibility skills. The gender differences are because even though
female and male students have the same abilities, the construction of a patriarchal

culture forms the lower self-efficacy of female students compared to male
students.
Based on the list of 4th year Interns, we gathered the data of deployment where
place destined into them. Since the number of female registrants is larger than the number
of males Deployed, there are more female respondents than male respondents.
Additionally, the use of quantitative in many sorts of study. In most studies, women reply
favorably to most questions, which is also applicable to them whereas males respond rarely
especially to those questions that are not favorable to them.
Table 4
Grade level handled by the respondents
Grade level Handled Frequency Percent
Kindergarten 1 2%
Grade 1 4 8%
Grade 2 10 20%
Grade 3 7 14%
Grade 4 8 16%
Grade 5 9 18%
Grade 6 11 22%
TOTAL 50 100%
Note. Table 4 exemplifies the distribution of the respondents according to Grade

level they Handled. It illustrates that out of 50 respondents, 11 or 22 percent were
handling Grade 6 while 1 or 2 percent were handling Kindergarten.
The beyond data suggests that most of the Grade level handled by the Teacher-
interns are in Grade 6 with a frequency of 11 and percent of 22.
Goh and Gopinathan (2018), on their literature review about the context of primary schools,
noted that:
Notwithstanding the numerous studies on teacher feedback and students’ SRL, very
few have investigated whether teachers’ different types of feedback and their
relationships with students’ SRL vary across grade levels. In the context of Primary
schools, where competition is increasingly keen, students may feel less friendly and
have less fun at school as compared to their younger counterparts in addition, as
students age, they may re-evaluate their capabilities and change their self-
perceptions (Yeung et al., 2013). Also, within the Higher grade level in Elementary
they have the most understanding and Valuable thinking that is why most of the
teachers and Teacher interns chose them rather than the lower one.
Table 5
Place of Internship
Place of Internship Frequency Percent
Caputican elem. school 8 16%

Sibul elem. school 5 10%

Talavera Central elem. school 10 20%
Talavera North elem. school 13 26%
Tabacao elem. School 8 16%
Calipahan elem. School 6 12%
TOTAL 50 100%
Note. Table 5 represents the Place of Internship of the respondents. It shows that
there were 13 or 26 percent of the respondents were assigned in Talavera North Elementary
school addressed in Andal Aliño, Talavera, Nueva Ecija while 5 or 10 percent of the
respondents were assigned in Sibul elementary school addressed in Sibul, Talavera, Nueva
Ecija.
The data beyond explains that most of the respondents were assigned to Talavera
North Elementary school.
Based on the data that researchers gathered, The Head and staffs of the program
take an action of deploying the Teacher interns in NEUST MGT in Talavera Off Campus
addressed in Pag-Asa District Talavera, Nueva Ecija. The reason why a lot of Respondents
assigned in Talavera North, is just because most of the Interns addressed near in that place
and the other reason why majority of the interns deployed in Talavera North is just because
of they chose that school whether they are far from it.

Table 6
Weekly Allowance
Weekly Allowance of Frequency Percent

Respondents
500 and below 20 40%

700-1,000 16 32%
1,200-1,500 8 16%
1,600-2,000 4 8%
2,100 and above 2 4%
TOTAL 50 100%
Note. Table 6 exemplifies the Weekly Allowance of the respondents. It Illustrates
that there are 20 or 40 percent of the respondents having 500 peso and below allowance
per week hence, there are 2 or 4 percent are having 2,100 peso and above allowance per
week of the respondents conducted in 4th year teacher-interns.
The data above simply shows that most of the respondents were having 500 peso
and below allowances every week.
Respondents seem to have a peaceful mind in their financial stuff because of
meeting financial obligations with fewer debts and liabilities. A student who manages a
financial resource well leads to lesser debts and liabilities which tend to increase the level
of financial support satisfaction. Furthermore, a financial support satisfied student is more
confident, tolerant, and less prone to stress for having improved individual well-being. To

enhance budgeting skills and increase the level of financial support satisfaction, this study
suggests exploring more on the students who are making debts at an early age. Since the
majority of the Interns claiming or earning 500 peso and below weekly is enough for their
own needs such as Transportation, pocket money, Foods and some Instructional Materials
to provide. This degree may include the poverty of every family they have.
The Philippine Institute for Development Studies (PIDS) (2018), based on the listed
literature review about Population, noted that:
As cited to Cabuenas (2020) 40% of the country's population belongs to the middle-
income class, while majority or 58% belong to the lower-income class.
Additionally, the indicative range of monthly family incomes of lower middle class
is between two and four times of poverty line which ranges to 20,000 pesos
(Cabuenas, 2020). As the table shows, the Totality of the distinctive allowance
every month propose 20,000 which range for lower middle class.
A. 21st century skills of students in terms of:

Table 7
Collaboration
STATEMENT MEAN VERBAL INTERPRETATION
As a Teacher-Intern, I;
1 Demonstrates the ability to 3.36 Always
integrate feedback and
suggestions from peers into
their work.

2 Encourage a culture of 3.5 Always

inclusivity and diversity
within collaborative settings.
3 Show resilience and 3.46 Always
adaptability in the face of
unexpected challenges during
collaboration.
4 Effectively communicates 3.48 Always
complex ideas in a clear and
concise manner during
collaborations.
5 Demonstrates openness to 3.56 Always
different perspectives and
values input from other
members.
AVERAGE WEIGHTED 3.47 ALWAYS
MEAN
Note. Table 7 shows 21st century skills of students in terms of Collaboration Based
on the results, item 5, “ The Teacher-Intern, I; Demonstrates openness to different
perspectives and values input from other members attained the highest weighted mean of
3.56 and interpreted as “always” while item 1, “Demonstrates the ability to integrate
feedback and suggestions from peers into their work.” obtained the lowest weighted mean
of 3.36 and interpreted as “always”, Therefore the total weighted mean in Collaboration is
3.47 and interpreted as Always.
In the Data show beyond the Interpretation, the respondents are more likely to
recognize how their performance in the field Being an opened and ask questions for them
to gained learning from their Cooperating teachers and share in the class.
Gallup (2024), on his literature review about Collaboration, Noted that:

Team collaboration within the workplace improves workplace success through two
key points: First, professionals in an organization who know their skill set and
strengths can form strong relationships with other professionals who complement
their strengths. Secondly, this performance can strongly influence better outcomes.
Table 8
Creativity

1 Do motivate myself and be 3.2 Often
productive before I begin.
2 Rather to recycle materials 3.38 Always
than to buy a new one.
3 Engage wholeheartedly new 3.54 Always
ideas about teaching, seeing
them through to completion.
4 Believe that Creativity comes 3.64 Always
from hard work and
Persistence.
5 Believe creativity is an 3.84 Always

important aspect in their
internship pursuits.
MEAN
Note. Table 8 shows 21st century skills of students in terms of Creativity Based on
the results, item 5, As a Teacher-Intern, I; “Believe creativity is an important aspect in their
internship pursuits” attained the highest weighted mean of 3.84 and interpreted as “always”
while item 1, “Do motivate myself and be productive before I begin.” obtained the lowest

weighted mean of 3.2 and interpreted as “often”, Therefore the total weighted mean in
Creativity is 3.52 and interpreted as Always.
Cropley & Patston, 2019; Renzulli (2017), listed on their literature review about Creativity,
noted that:
Creativity holds a crucial position in education, with educational institutions
globally urging educators to transition from conventional teaching methods to
embrace a more creative approach.
Narayanan (2018) added that:
There is a growing emphasis on integrating creativity into teaching practices.
Table 9
Problem Solving
1 Tend to focus on immediate 2.92 Often
problems and let others worry
about the distant future.
2 Face a problem and try to 3.24 Always
analyze all the facts and put
them in systematic order.
3 Believe that Patience is a 3.56 Always
Virtue.
4 Normally solve problems 3.18 Often
quickly without wasting a lot
of time on details.

5 Get bored with routine and 2.76 Often

prefer to deal with new and
complicated challenges.
AVERAGE WEIGHTED 3.13 OFTEN
MEAN
Note. Table 9 shows 21st century skills of students in terms of Problem Solving
Based on the results, item 3, As a Teacher-Intern, I; “Believe that Patience is a Virtue”
attained the highest weighted mean of 3.56 and interpreted as “always” while item 5,
“Get bored with routine and prefer to deal with new and complicated challenges”
obtained the lowest weighted mean of 2.76 and interpreted as “often”, Therefore the total
weighted mean in Problem Solving is 3.13 and interpreted as Often.
In the data shown beyond the interpretation, the respondents are more likely to
recognize how their performance in school will be affected based on their trust that
Patience is a Virtue because as a Future Educator We are more likely to control our anger
and so on.
J. Orgovanyi-Gajdos (2016), on his literature review about Problem solving, noted that:
Given that teaching is a hands-on endeavor, effective problem-solving abilities
stand out as a fundamental competence for teachers. Regardless of the location or
duration of their teaching, educators encounter challenging situations in the
teaching-learning process. Despite surface-level similarities, each school scenario
is distinct, shaped by various internal and external factors that demand

consideration. Consequently, addressing the root causes becomes essential in
numerous challenging situations, rather than merely dealing with the symptoms.
Table 10
Communication
1 Can effectively communicate 3.56 Always
by simply taking turns
talking.
2 Can get the solution of the 3.1 Often
current problem without
regard to underlying interests
or motivations.
3 Listen effectively to the 3.52 Always
Cooperating Teacher and
Analyze what she/he’s been
discussing and then
responding thoroughly.
4 Ask questions for clarification 3.36 Always
and tend to be open ended and
cannot be answered with a
simple “yes” or “no”
response.
5 Practice direct communication 3.42 Always
by using “I” statements, such
as, “I think…,” “I feel…,” “I
need….”
MEAN
Note. Table 10 shows 21st century skills of students in terms of Communication
Based on the results, item 1, As a Teacher-Intern, I; “Can effectively communicate by
simply taking turns talking” attained the highest weighted mean of 3.56 and interpreted

as “always” while item 2, “Can get the solution of the current problem without regard to
underlying interests or motivations” obtained the lowest weighted mean of 3.1 and
interpreted as “often”. Therefore, the total weighted mean in Communication is 3.39 and
interpreted as Always.
acknowledge how their performance in the field can effectively communicate by simply
taking turns talking, Children can easily understand lessons true Oral communication to
express what their insights or suggestions will be.
Delia Muste (2016), on her literature review about Communication, stated that:
The classroom functions as an intricate communication environment,
encompassing verbal, nonverbal, and para-verbal elements to facilitate interaction
between students and teachers. The influence exerted by individuals on each other
hinges on the quality and depth of their interactions. While it was previously
believed that the teacher's working style and speech organization significantly
impacted effectiveness, current attention is shifting to the collaborative interaction
and methods employed by co-participants.
Table 11
Digital Literacy


1 Prefer creating visual 3.54 Always

presentations on platforms
like Canva and other
applications rather than using
written and drawn formats.
2 Experience a sense of 2.62 Often
intimidation when others
demonstrate proficiency in
utilizing digital technologies.
3 Displays a high level of skill 2.68 Often
in employing diverse
technological tools.
4 Regularly integrates 3.5 Often
technology into their
discussions.
5 Employ technology 3.3 Often
innovatively, such as
showcasing relevant graphic
presentations aligned with the
lesson.
AVERAGE WEIGHTED 3.13 OFTEN
MEAN
Note. Table 11 shows 21st century skills of students in terms of Digital Literacy
Based on the results, item 1, “Prefer creating visual presentations on platforms like Canva
and other applications rather than using written and drawn formats” attained the highest
weighted mean of 3.54 and interpreted as “always” while item 2, “Experience a sense of
intimidation when others demonstrate proficiency in utilizing digital technologies”
obtained the lowest weighted mean of 2.62 and interpreted as “often”. Therefore, the
total weighted mean in Digital Literacy is 3.13 and interpreted as Often.
perceive how their performance in the field Prefer creating visual presentations on

Platforms like Canva and other applications rather than using written or drawn formats,
because learners nowadays are more likely to watch and learn through visuals, they can
easily adapt the discussion while enjoying it.
Güneş & Bahçivan (2018), cited on their literature review about digital literacy noted that:
Educators have a responsibility to instruct their students in digital literacy, with a
focus on socio-emotional and cognitive facets such as ethical behavior in the digital
realm, evaluating the credibility of online information, and ensuring security in
technology use. While recognizing the importance of understanding digital
technology, formal education often falls short in adequately teaching these skills
due to the time-intensive nature of acquiring digital proficiency in education.
TABLE 12
RESULT OF THE TEST OF DIFFERENCE BETWEEN THE ASSESSMENT OF 21ST
CENTURY SKILLS OF 4TH YEAR TEACHER-INTERNS AS ASSESSED BY THE
TEACHER-INTERNS AND THEIR COOPERATING TEACHERS
21st Century Average Weighted Means Critical

Computed
Skills of Intern Cooperatin Value at α = p-value Findings
Interns t-Value
student-teacher g Teachers 0.05
There is no
Collaboration 3.47 3.46 0.083 1.984 0.934 significant
difference.
There is no
Creativity 3.52 3.40 1.471 1.984 0.144 significant
difference.
There is
Problem Solving 3.13 3.33 2.058 1.984 0.042 significant
difference.
There is no
Communication 3.39 3.37 0.240 1.984 0.811 significant
difference.


There is no
Digital Literacy 3.13 3.26 1.336 1.984 0.185 significant
difference.
Note. Table 12 shows the result of the test of difference between the assessments
on the 21st century skills of intern student-teacher as assessed by the student-interns and
their cooperating teachers. As shown, the computed t-value for problem solving 2.058 is
greater than the critical value 1.984 and the p-value 0.042 is less than 0.05. Thus, the
difference in the assessments of 21st century skills of intern student-teacher in terms of
problem solving as assessed by the student-interns and by the cooperating teachers of was
significant.
On the other hand, the computed t-values for collaboration, creativity,
communication, and digital literacy are 0.083, 1.471, 0.240 and 1.336 respectively are less
than the critical value 1.984 and the p-values 0.934, 0.144, 0.811 and 0.185 are greater than
0.05. Thus, the difference in the assessments of 21st century skills of intern student-teacher
in terms collaboration, creativity, communication, and digital literacy as assessed by the
student-interns and by the cooperating teachers of was not significant.
Since there were no significant differences on majority of the variables in 21st
century skills of intern student-teacher as assessed by the two groups of respondents, the
null hypothesis “between the Assessment of on the 21st century skills of Teacher-Interns
and their Cooperating Teacher” was not rejected. It implies that generally the response of
both respondents on the assessment on the 21st century skills of intern student-teacher are
not differed.

TABLE 13
SUGGESTED PROJECT PROPOSAL
ASSESSMENT OF 21ST VERBAL

CENTURY SKILLS MEAN INTERPRETATION
Collaboration 3.47 Always

Creativity 3.52 Always
Problem Solving 3.13 Often
Communication 3.39 Always
Digital Literacy 3.13 Often
AVERAGE WEIGHTED MEAN 3.33 Always
Note. Table 13 illustrates the 21st century skills of BEED Teacher-Interns that may
suggest a project proposal. As shown in the table “Creativity” attained the highest mean of
3.52 and verbally interpreted as “Always” while “Problem Solving and Digital Literacy”
obtained the lowest mean of 3.13 interpreted as “often”.
Based on the data gathered from BEED Teacher-Interns, they were having
difficulties in terms of Fixing Situations and through using Technologies in their Training
core. Thus, these should be suggested to make an action plan to address these difficulties
that most Interns are facing today.
According to Mayer (2003), a problem solving happens when in any given
situation, a goal or objective state needs to be fulfilled, and there is no predictable or regular
method of solution available. A problem is considered to occur, “when a living creature
has a goal but does not know how this goal is to be reached. Whenever one cannot go from
the given situation to the desired situation simply by action, then there must be recourse to

thinking”. Dörner (1976) emphasized that a problem is barriers “between the given
situation and the desired goal state, i.e., the lack of knowledge, can be further classified
according to the amount of (a) ignorance of the means/operators applicable, and (b) lack
of concreteness concerning the goal state.”
As technology has become more integral to students’ lives, there has been an ever-
increasing digital “home-school divide” (Honan, 2006, p. 41); students are using
technologies outside of school that are not available in school, while educators struggle to
effectively use what technology they have in their classrooms (Henderson, 2011). There is
still great debate on exactly how to integrate digital literacy instruction into traditional
instruction, and many studies have been and are still being conducted in an attempt to
understand how best to bridge the two together (Kervin, Verenikina, Jones, & Beath, 2013;
Henderson, 2011; Walsh, 2010; 2008)

CHAPTER IV
SUMMARY, CONCLUSIONS, AND RECOMMENDATION
This section summarizes the study, covering the research problem, participants,
methodologies, and the conclusions drawn from the findings. Additionally, it offers
recommendations for future research focused on Assessing the 21st Century skills of the
Teacher-Interns.
Summary
This study sought to evaluate the 21st-century skills of Teacher-Interns for the
purpose of enhancing orientation in internship training. Data was collected from 100
participants, evenly distributed among 50 Teacher-Interns and 50 Co-operating Teachers.
The selection of respondents was determined through sample and sampling procedures,
with the research adopting a purposive method.
The evaluation of the 21st-century competencies of teacher-interns focused on
assessing Collaboration, Creativity, Problem Solving, Communication, and Digital
Literacy as a foundation for their orientation in internship training.
The findings underwent statistical examination utilizing purposive measures like
mean and percentage, along with inferential methods like Pearson correlation analysis to
assess the correlation between respondents' personal profiles and their performance.

Following the study's outcomes, a project was suggested to explore the efficacy of
implementing 21st Century Skills in the teaching domain.
Summary of Findings
The findings of the study were presented sequentially:
1. Personal profile of the respondents
1.1 Age
The age level with the highest frequency of 36 or 76 percent was within the age
bracket of 21-23 years old out of 50 respondents.
1.2 Sex
Most of the respondents consist of 36 out of 50 Teacher-Interns are females and 14
out of 50 are males.
1.2 Grade Level Handled
Most of the respondents teach grade 6 with the frequency of 11, while the lowest
were kindergarten with a frequency of 1.
1.3 Place of Internship
Mast of the respondents deployed at Talavera North Elementary School that consist
of 13 among 50 respondents.
1.4 Weekly Allowance
Most of the respondents belong to the lower middle class who have (500 and below)
pesos weekly income with a frequency of 20.

2. 21st Century skills of the Respondents
2.1 Collaboration
Based on the result, respondents recognize how their peer to peer interaction
demonstrates the openness too different perspectives and values input from other members
which attained the highest weighted mean of 3.56 by means most of the respondents were
engaging with their Cooperating teacher to gain proper manner and perspectives that may
apply on their own while the lowest weighted mean ranging 3.36 which respondents are
addressing that some of them are commonly asking from their CT’s about the ideas and
suggestions that they need to improve.
2.2 Creativity
With this skill, Teacher-interns exemplifies their ability through Believing that
creativity is an important aspect in their internship pursuits through the use of Interactive
instructional Materials and by applying their critical thinking skills so that their children
won’t be able to look dull and bored and it’s r weighted mean ranging the highest one
which 3.84 while the lowest weighted mean which is 3.2, respondents don’t usually
motivate themselves before they start working.
2.3 Problem Solving
Based on the result, respondents Believe that Patience is a Virtue obtained with a
highest weighted mean of 3.56 with verbal Interpretation as Always. Furthermore, the
Teacher-interns Believes that waiting calmly is a good trait of a future educator. While
getting bored with routine and preferring to deal with new and complicated challenges

obtained the lowest weighted mean of 2.76, meaning those interns don’t get easily bored
on what they are doing. With its Verbal Interpretation as often.
2.4 Communication
With regards on the result, teacher-interns Can effectively communicate by simply
taking turns talking which obtained the Highest weighted mean of 3.56 with its Verbal
Interpretation of Always. Moreover, through communicating they can express their
feelings and ideas that they really want to share and also with this, all things make sense
through interacting while the lowest weighted mean ranging 3.1 with its Verbal
Interpretation of Often which Respondents can get the solution of the current problem
without regard to underlying interests or motivations meaning they always solved any
circumstances that they are facing in their field.
2.5 Digital Literacy
In the given result, the respondents are more likely to perceive how their
performance in the field Prefer creating visual presentations on Platforms like Canva and
other applications rather than using written or drawn formats, because learners nowadays
are more likely to watch and learn through visuals, they can easily adapt the discussion
while enjoying it With the highest weighted mean of 3.54 and its verbal interpreted as
Always while Experiencing as sense of intimidation when others demonstrate proficiency

in utilizing digital technologies obtained the lowest weighted mean and it verbally
interpreted as Often by means Most of the interns don’t usually experience intimidated
when some are presenting on how they work with their Digitals.
3. Is there any significant difference between the 21st century of male and
Female in Internship?
There is no Significant difference between the 21st century Male and Female
Interns.
Therefore, the null hypothesis which stated that there was no significant difference
between Male and Female teacher interns in NEUST MGT is not rejected.
4. Is there a significant relationship between the socio-demographic profile of
respondents to their internship training through assessment?
There is no significant relationship between the socio-demographic profile of the
respondents in internship training through Assessing on the 21st century skills of 4th year
Teacher-Interns.
5. Project Proposal

Based on the suggested project proposal, Problem Solving and Digital Literacy
skills obtained the lowest mean of 3.13. Moreover, based on the result it shows that older
Teacher-Interns tend to use Handmade Instructional Materials than to use Technologies as
their strategies in Teaching and they cannot easily fix situations due to some instances at
home or in other events. Thus, Digital, and Problem-Solving skills are more evident to
those younger generations because they are more prone to Digitals nowadays. All these
ideas encourage the researchers to have a project proposal.
Table 14
PROJECT PROPOSAL
I. BASIC INFORMATION
Research Title: Assessment of 21st century skills of Teacher-intern:

Basis for orientation in Internship Training
Name of Project Proposal “Bridging the Gap: Proposing TIDE ( Teacher-Intern
Development in Problem Solving and Digital
Literacy)”
th
Beneficiaries: (Research 4 year BEED Teacher-Interns of NEUST-MGT
Respondents/ partcipants)
Proponents
Team Leader: Ma. Christine Margie M. Ramos
Team Member(s): 1. Mylene D. Santos
2. Mariella DC. Tinio
Implementing Unit: Nueva Ecija University of Science and Technology
Talavera Off- Campus
Bachelor of Elementary Education
Collaborating NEUST-MGT
Units/Agencies: Faculty Head of Bachelor of Elementary Education
Project Site(s): Nueva Ecija University of Science and Technology-
Pag-asa District Talavera, Nueva Ecija
Duration: August 20/21/30, 2024

Proposed Budget: P 1,740.00
II. TECHNICAL INFORMATION
A. Rationale
21st century Skills are becoming an important tool to be compatible for Teaching
methods. It has been recognized that most of the Teacher-interns and locally their
Cooperating teachers are using a variety of tools to teach students effectively. It must be a
great Opportunity for those who have equipment for their teaching practices. The purpose
of this study is to Assess the 21st century skill among BEED Teacher-Interns of NEUST-
MGT. Furthermore, a project may be proposed to help the students aid in Nurturing their
skills in terms of their Teaching field.
B. Statement of the Problem
The Teaching methods/strategies today is huge different rather than then because
educational institutions and due to the modern Generation that students are facing in their
new environment. Students were exposed to a variety of situations and Gadgets at school
and at home that had a significant impact on their Intelligence and skills. Therefore, this
study will aim to assess how those Teacher-Interns manage those massive situations for
them to teach learners through using their skills. The extension program will conduct
proper intervention to address and help students improve their 21st century Skills.

Table 15
BUDGET PROPOSAL FOR RESEARCH EXPENSES
ITEM PARTICULARS UNIT UNIT QUANTITY TOTAL

NO. COST
OFFICE SUPPLIES
1 PAPER, Multi-Purpose Ream 210.00 1 210.00
(HARDCOPY) Letter,
70 gsm (8.5" x 11")
2 SIGNPEN, BLACK, Box 110.00 2 220.00
liquid/gel ink, 0.5mm
needle tip
3 FOLDER, for letter size Piece 12.00 5 60.00
document
4 CLIP BINDER, for Piece 12.00 5 60.00
documents
TRANSPORTATION
EXPENSES
1 TRANSPORTATION 80/day 3 researchers 240.00
ALLOWANCE FOR 3 x 1 Days
FACULTY
RESEARCHERS (for 3
days)
FOOD EXPENSES
1 SNACKS AND Lunch 150/day 3 researchers 450.00
LUNCH FOR 3 and x 1 Day
RESEARCHERS (for 3 snacks
days)
2 SNACKS FOR Snacks 500 1 500
BENEFICIARIES
TOTAL 1,740.00

Conclusion
In the line of the findings, the following conclusions were drawn:
1. Out of 50 respondents, the age group between 21 and 23 years old had the largest
frequency (36, or 76 percent). There are fourteen male and thirty-six female respondents
in the majority. Thirteen out of fifty respondents are deployed at Talavera North
Elementary School, where they teach grade 6, and the respondents' frequency of teaching
is eleven, while kindergarten has the lowest frequency—one.
2. According to the findings, respondents acknowledge that their interactions with their
peers show an openness to diverse viewpoints and a value for feedback from other group
members. Also, it can communicate effectively by simply taking turns talking. In addition
to using interactive teaching materials and applying critical thinking skills to prevent their
children from appearing dull or bored, teacher-interns demonstrate their abilities by
believing that creativity is an important aspect of their internship pursuits and by believing
that waiting calmly is a good trait of a future educator. They also choose to create visual
presentations on platforms like Canva and other applications rather than using written or
drawn formats, as learners these days are more likely to understand how they perform in
the field.
3. All in all, the data in the table implies that the female dominated the number of the
respondents..The gender differences are because even though female and male students

have the same abilities, the construction of a patriarchal culture forms the lower self-
efficacy of female students compared to male students. Based on the list of 4th year
Interns, we gathered the data of deployment where place destined into them. Since the
number of female registrants is larger than the number of males Deployed, there are more
female respondents than male respondents. Additionally, the use of quantitative in many
sorts of study. In most studies, women reply favorably to most questions, which is also
applicable to them whereas males respond rarely especially to those questions that are not
favorable to them.
4. As the groups of respondents evaluated the intern student-teachers' 21st century skills,
there were no significant differences in the majority of the variables. In summary, the data
presented suggests that there is a greater proportion of female respondents than male
respondents. These gender differences stem from the fact that, despite having equivalent
abilities, male and female students tend to have higher self-efficacy due to the formation
of a patriarchal culture.
5. To prepare them for their internship training, teacher-interns' 21st-century competencies
focused on evaluating collaboration, creativity, problem solving, communication, and
digital literacy. As a result, according to BEED teacher interns, they were having trouble
fixing situations and using technologies in their training core. In order to address the

challenges that the majority of interns today face, it should be proposed that an action plan
be created.
Recommendations
Based on the findings and conclusions, the following recommendations are hereby
offered:
1. Tailored Training Programs: Develop internship training programs tailored to enhance
specific 21st-century skills identified as areas for improvement among teacher-interns.
2. Continuous Assessment and Feedback: Establish a system for continuous assessment
and feedback to monitor the progress of teacher-interns' 21st-century skill development
throughout their internship period.
3. Gender-Specific Support: Provide targeted support and resources for male and female
interns to address any significant differences in their 21st-century skill development
during internship.
4. Customized Training Approaches: Based on the findings of the study, institutions can
tailor internship training approaches to better suit the socio-demographic characteristics
of the participants. For example, if certain age groups or genders show strengths or
weaknesses in specific areas of assessment, training programs can be adjusted
accordingly to address these disparities.

5. Mentorship and Coaching: Implement mentorship and coaching programs to provide
guidance and support for teacher-interns, focusing on fostering collaboration, creativity,
problem-solving, communication, and digital literacy.

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https://www.researchgate.net/publication/318508429_Digital_Literacy_for_the_21st_Century

APPENDIX A
Questionnaire
Dear Respondents,
We, the Bachelor of Elementary Education 3rd year Researchers conducted a study
entitled “Assessment of 21st Century Skills of Teacher-Intern: Basis for Orientation in
Internship Training”. In this regard, we are asking for your precious time, and effort, to
answer all the questions in the Questionnaire that are important and helpful for the
completion of this study. We highly Appreciated your answers no matter what.
Your response to this request will be a valuable contribution to the success of this
study and rest assured that your response will remain confidential.
Thank you very much for your cooperation.
I. Socio-Demographic Profile
Sex: Female Male Age:

21-23
Weekly Allowance: 24-25
₱ 2,100 and above 26-27
₱ 1, 600 - 2,000 28-29
₱ 1, 200 - 1, 500 30 and above
₱ 700 - 1,000
₱ 500 and below
Place of Internship:
Grade Level handled: _____________________
Grade 7
Grade 8
Grade 9
Grade 10
others please specify: ________

II. Directions: Put a check (/) on the column corresponding to your 21st
century skills may be described in terms of:
VERBAL INTERPRETATION SCALE INTERPRETATION

4 Always
3 Often
2 Rarely
1 Never
A. 21st century skills of students in terms of:
I. COLLABORATION
As a Teacher-Intern, I; 4 3 2 1
1. Demonstrates the ability to
integrate feedback and
suggestions from peers into
their work.
2. Encourage a culture of
inclusivity and diversity within
collaborative settings.
3. Show resilience and
adaptability in the face of
unexpected challenges during
collaboration.
4. Effectively communicates
complex ideas in a clear and
concise manner during
collaborations.
5. Demonstrates openness to
different perspectives and
values input from other
members.

II. CREATIVITY
1. Do motivate myself and be
productive before I begin.
2. Rather to recycle materials
than to buy a new one.
3. Engage wholeheartedly new
ideas about teaching, seeing
them through to completion.
4. Believe that Creativity comes
from hard work and
Persistence.
5. Believe creativity is an
important aspect in their
internship pursuits.
III. PROBLEM SOLVING

1. Tend to focus on immediate
problems and let others worry
about the distant future.
2. Face a problem and try to
analyze all the facts and put
them in systematic order.
3. Believe that Patience is a
Virtue.
4. Normally solve problems
quickly without wasting a lot
of time on details.
5. Get bored with routine and
prefer to deal with new and
complicated challenges.
IV. COMMUNICATION
1. Can effectively communicate
by simply taking turns talking.
2. Can get the solution of the

current problem without regard

to underlying interests or
motivations.
3. Listen effectively to the
Cooperating Teacher and
Analyze what she/he’s been
discussing and then responding
thoroughly.
4. Ask questions for clarification
and tend to be open ended and
cannot be answered with a
simple “yes” or “no” response.
5. Practice direct communication
by using “I” statements, such
as, “I think…,” “I feel…,” “I
need….”
V. DIGITAL LITERACY
1. Prefer creating visual
presentations on platforms
like Canva and other
applications rather than using
written and drawn formats.
2. Experience a sense of
intimidation when others
demonstrate proficiency in
utilizing digital technologies.
3. Displays a high level of skill
in employing diverse
technological tools.
4. Regularly integrates
technology into their
discussions.
5. Employ technology
innovatively, such as
showcasing relevant graphic
presentations aligned with the
lesson.
(Source: 21st Century skills questionnaire,
Farra Guinea, 2015.)

APPENDIX B
Letter for Validation
Dear Sir/Ma’am:
Good day.
We, the undersigned, are BEEd 3-A pursuing a degree in Bachelor of Elementary Education
and are currently enrolled in Research in Education: Undergraduate Thesis English for
Teachers.
This is to humbly request your service and expertise to serve as an INSTRUMENT VALIDATOR
for our thesis entitled Assessment of 21st century skills of 4th Year Beed Students: Basis for
Orientation in Internship Training. We believe that your knowledge and insights will be valuable
and will greatly enrich our work. Attached herein is a copy of our Research Proposal/Concept
Paper, Survey Questionnaire and Interview Protocols for your perusal.
Thank you for your consideration and we hope you will be able to fulfill our request.
Sincerely yours,
Ramos, Ma. Christine Margie M.

Santos, Mylene D.
Tinio, Mariella DC.
Researchers

Letter for Pilot Testing

March 04, 2024
ANTONIO REYES
School Principal IV
General Luna National High School
General Luna, Llanera, NE
Sir:
Greetings! We, the researchers of Nueva Ecija University of Science and Technology in
the Municipal Government of Talavera, are writing to request your permission to conduct pilot
testing survey with 4th year Interns of Bachelor of Secondary Education in this school, General
Luna National High School, as part of our research study entitled “Assessment on the 21st Century
Skills of 4th year Teacher Intern: Basis for Orientation in Internship Training.”
We are assured that any information they provide will be treated with confidentiality and
solely used for educational purposes. We greatly value their input and insight, and we truly believe
that their Contribution will make a significant difference in our research plan as well as potential
help with the 4th year BEEd Teacher Interns in the School.
Thank you in advance for your consideration. We are eagerly looking forward to your
response, as it may play a significant role in our research.
Sincerely,
MA. CHRISTINE MARGIE M. RAMOS

Researcher
MYLENE D. SANTOS
Researcher
MARIELLA DC. TINIO

Researcher
Noted by: Approved by:
MYLENE F. DE GUZMAN, LPT, MaEd ANTONIO G. REYES

Research Instructor School Principal IV

Letter to the Respondents
4TH YEAR BEED TEACHER-INTERN

NEUST-MGT
Pag-asa District Talavera, Nueva Ecija
Dear Respondents/Cooperating Teacher,

We, the Bachelor of Elementary Education 3rd year Researchers conducted a study
entitled “Assessment on the 21st Century Skills of Teacher-Intern: Basis for
Orientation in Internship Training”. In this regard, we are asking for your precious time,
and effort, to answer all the questions in the Questionnaire that are important and helpful
for the completion of this study. We highly Appreciated your answers no matter what.
Your response to this request will be a valuable contribution to the success of this
study and rest assured that your response will remain confidential.
Thank you very much for your cooperation.
Respectfully yours,
MA. CHRISTINE MARGIE M. RAMOS
MYLENE D. SANTOS
MARIELLA DC. TINIO
Recommending approval
MYLENE F. DE GUZMAN ROMARC B. CORONEL

Research Instructor Research Adviser

APPENDIX C
Letter for Statistician
Dear Sir/Ma’am:
Good day.
We, the undersigned, are 3rd year pursuing a degree in Bachelor of Elementary Education and
are currently enrolled in Research in Education 2: Undergraduate Thesis English for Teachers
This is to humbly request your service and expertise to serve as a STATISTICIAN for our thesis
entitled: Assessment on the 21st century skills of 4th Year Teacher-Interns: Basis for
Orientation in Internship Training
We believe that your knowledge and expertise will be valuable and will greatly enrich our work.
Attached herein is the copy of our Research Proposal/Concept Paper for your perusal.
Sincerely yours,
RAMOS, MA. CHRISTINE MARGIE M.
SANTOS, MYLENE D.
TINIO, MARIELLA DC.

Acceptance of Statistician
Dear Madam:
I am delighted to confirm my ACCEPTANCE as the STATISTICIAN of the following title and

group of student researchers:
Title of the Study:

Assessment on the 21st century skills of 4th year Teacher Interns: Basis for Orientation in
Internship Training
Program:
Bachelor of Elementary Education
Names of Student Researchers:

Ramos, Ma. Christine Margie M.
Santos, Mylene D.
Tinio, Mariella DC.
As such, I will do my responsibilities as a STATISTICIAN for the betterment of their study.
Thank you.
Yours sincerely,
JOHN ADRIANO RUIZ

Statistician

Letter for Language Editor
Dear Sir/Ma’am:
Good day.
We, the undersigned, are in our 3rd Year pursuing a degree in Bachelor of Elementary Education
and are currently enrolled in EED 20 Research in Education: Undergraduate Thesis.
This is to humbly request your service and expertise to serve as a LANGUAGE EDITOR for our
thesis entitled: Assessment on the 21st century skills of 4th Year Teacher Interns: Basis
for Orientation in Internship Training. We believe that your knowledge and expertise will
be valuable and will greatly enrich our work. Attached herein is a copy of our Research
Proposal/Concept Paper for your perusal.
Sincerely yours,
SANTOS. MYLENE D.
TINIO, MARIELLA DC.
Researchers

Language editor Acceptance
Dear Madam:
I am delighted to confirm my ACCEPTANCE as the LANGUAGE EDITOR of the following

title and group of student researchers:
Title of the Study:

Assessment on the 21st century skills of 4th Year Teacher Interns: Basis for Orientation in
Internship Training
Program: Bachelor of Elementary Education
Names of Student Researchers:
SANTOS, MYLENE D.
TINIO, MARIELLA DC.
As such, I will do my responsibilities as LANGUAGE EDITOR for the betterment of their study.
Thank you.
Yours sincerely,
JOSE MARI V. VIERNES, MAED, EdD

Language Editor

APPENDIX D
Sample of Encoded data/theme in MS Excel for Quanti studies

APPENDIX E
Sample pics of Validation / Data Gathering with Captions


APPENDIX F
Curriculum Vitae
CURRICULUM VITAE
Ma. Christine Margie M. Ramos

Sibul, Talavera, Nueva Ecija
Date of Birth : February 17, 2003

Place of Birth : Cabanatuan City
Sex : Female
Civil Status : Single
Nationality : Filipino
Age : 21
Religion : Roman Catholic
Mother : Virgie M. Ramos
Father : Marlon N. Ramos
EDUCATIONAL BACKGROUND
Primary : Sibul Elementary School
2010 – 2015
Junior High School : Sibul National High School
2015 – 2019
Senior High School : Sibul Senior High School
2019 – 2021
Tertiary : Nueva Ecija University of Science and Technology –

Mylene D. Santos
Caaninaplahan, Talavera, Nueva Ecija
Date of Birth : September 23, 2002

Place of Birth : Talavera, Nueva Ecija
Sex : Female
Age : 21
Mother :
Father : Marvin D. Santos
Primary : Caputican Elementary School
2010 – 2015
2015 – 2019
2019 – 2021

Mariella DC. Tinio

Sibul, Talavera, Nueva Ecija
Date of Birth : October 27, 2003

Place of Birth : Cabanatuan City
Sex : Female
Age : 20
Mother : Ma. Merlita DC. Tinio
Father : Rudy D. Tinio
Primary : Sibul Elementary School
2010 – 2015
2015 – 2019
2019 – 2021


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Republic of the Philippines 1

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

TALAVERA ACADEMIC OFF - CAMPUS

ASSESSMENT OF 21ST CENTURY SKILLS OF 4TH YEAR TEACHER-

A Thesis presented to the

Transforming Communities through Science and Technology

TALAVERA ACADEMIC OFF - CAMPUS

This thesis entitled, “ASSESSMENT OF 21ST CENTURY SKILLS OF 4TH YEAR

Approved by the committee on Oral Examination on April 21, 2024

JOHN A RUIZ ROMARC B. CORONEL

Accepted and approved in partial fulfillment of the requirements on the Research

MARCIANA DC. SORIANO

Transforming Communities through Science and Technology

TALAVERA ACADEMIC OFF - CAMPUS

students in Nueva Ecija University of Science and Technology-Municipal Government of

improvise strategies to instruct students. Teacher-interns tend to motivate themselves

internship and respondent’s socio-demographic profile. Finally, a project was proposed to

Transforming Communities through Science and Technology

TALAVERA ACADEMIC OFF - CAMPUS

the Innovative 21st century skills.

Keywords: 21st Century skills, Internship.

Transforming Communities through Science and Technology

TALAVERA ACADEMIC OFF - CAMPUS

The researchers would like to express sincere appreciation to everyone who

helped to bring this study to verdict.

direction during the whole thesis project;

making recommendations that enabled the study to be completed;

To Mrs. Mylene F. De Guzman, Research Instructor, for sharing her knowledge

effective tools in ensuring the success of this investigation;

Transforming Communities through Science and Technology

TALAVERA ACADEMIC OFF - CAMPUS

in ensuring the fruitfulness of this study and

direction while we do this mission.

- Ma. Christine Margie M. Ramos, Mylene D. Santos,

and Mariella DC. Tinio

Transforming Communities through Science and Technology

TALAVERA ACADEMIC OFF - CAMPUS

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Transforming Communities through Science and Technology

TALAVERA ACADEMIC OFF - CAMPUS

Approval Sheet ….…….………………………………………………….. 2

Table of Contents ……………………………………………………… 8

List of Tables …….……………………………………………….……….. 11

List of Figures ……………………………………………………… 12

List of Appendices ……………………………………………………… 12

1 THE PROBLEM AND ITS BACKGROUND

Review of Related Literature/studies ……………………………… 19

Research Paradigm ……………………………………………… 36

Statement of the Problem …………………………………….... 37

Transforming Communities through Science and Technology

TALAVERA ACADEMIC OFF - CAMPUS

Significance of the Study ……………………………………… 38

Scope and Delimitation of the Study ……………………………… 40

Definition of Terms ……………………………………………… 41

Research Locale ……………………………………………… 45

Respondents of the Study ……………………………………… 49

Samples and Sampling Procedures ……………………………… 50

Construction and validation of Instrument…………………………. 51

Data Gathering Procedure ……………………………………… 53

Research Instrument ……………………………………………… 54

Statistical Treatment of Data ……………………………………… 55