The 21st Century Skills, Mathematical Resilience and Academic Performance of Grade 10 Public School Learners

The incidence of low achievement in mathematics is alarming. This study is a descriptive correlational design. Descriptive statistics such as mean and standard deviation were utilized to present the status of learners’ 21st century skills, mathematical resilience, and academic performance. Moreover, Pearson product moment coefficient correlation was employed to analyze the relationship of 21st century skills and mathematical resilience to academic performance of the learners at Sultan Kudarat. Both 21st century skills and mathematical resilience were measured through self-assessed survey questionnaires: Measuring 21st Century Skills in International Study of City Youth and Measuring Mathematical Resilience: An application of the construct of resilience to study of mathematics. Meanwhile, grades were used to ascertain participant’s level of academic performance. Results revealed that 21st century skills have significant relationship to academic performance. In contrary, mathematical resilience of the learners have no significant relationship to their academic performance.