21st century skills and science achievement amongsecondary school students: A systematic review
DOI:
https://doi.org/10.36681/tused.2025.013Keywords:
21st century skills, science achievement, pedagogical approaches, secondary students, systematic reviewAbstract
This study systematically analysed, evaluated and synthesised published studies on 21st-century skills and science achievement among secondary school students. By scouring 17 well-known online journal databases, 684 related studies were found. After the three-stage screening process, only 17 research papers were included in the study, which were summarised with respect to research needs, aims/objectives, methods, research instruments, participants, results, and implications for teaching and learning. Majority of these studies investigated the development of 21st-century skills and employed a quasi-experimental method. They used questionnaires developed and validated in previous studies while some studies developed and validated their own instruments, data matrixes, observation tools, and concept assessments. Synthesis of findings revealed that constructivist and constructionist pedagogical approaches such as problem-based learning (PBL), project-oriented PBL, context-based, and inquiry-based learning improved student achievement and supported the development of 21st-century skills. Learning modules used under these approaches were designed to encourage active learning through collaborative problem-solving, where students researched for information, deliberated on issues, and proposed solutions to a real-world problem. Moreover, learning activities emphasised the connections of learning contents to real-life scenarios to understand science concepts and principles. Meanwhile, the impact of gender, school location, educated/non-educated parents’ job, and teacher outcome expectancy and efficacy on student achievement and 21st-century skills varied depending on the prevailing conditions that directly influenced learning.Downloads
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