Influence of 21st Century Learning Skills on Students' Academic Performance: Evidence from University Context

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Muhammad Amin
Samreen Jalal
Humera Amin

Abstract

21st century learning skills including creativity, communication, critical thinking and collaboration (4Cs) enable the students to face the realities of actual life and becomes responsible for fulfilment the demands of 21st century. This study attempted to find out the influence of 21st century learning skills (4Cs) on students' academic performance in university context, and also to analyse the difference between 4C skills with respect to natural sciences and social sciences departments, gender, and public/private university sector. Quantitative research approach was applied and 400 students from 5 public and 5 private sector universities were selected conveniently. Tool of research was structured adapted questionnaire and data was collected by online Google forms. Collected data was analysed by using Multiple Regression analysis and independent sample t-test. Results of the study indicate that no significant relationship is found between students' academic achievement and 4Cs (communication, collaboration, creativity, Critical thinking). Collaboration, critical thinking and communication have positive influence n students’ academic performance but it is statistically insignificant. Creativity has negative influence but it is also insignificant statistically. Difference between the 21st century learning skills (4Cs) with respect to natural sciences/social sciences and with reference to public/private sector universities is not statistically significant. However, difference between the 21st century learning skills (4Cs) with respect to gender (male and female) is statistically significant. Females students have significantly better 4C skills than males. It is concluded that these skills need to be incorporated in students so that they can face the challenges of global society.

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