A Quantitative Study On 21st-Century Learning Skills and Mathematical Identity of Math Majors

Abstract

This study examined the influence of 21st-century learning skills on the mathematical identity of math majors. Many students struggle to develop a strong mathematical identity, which affects their engagement and confidence. Using a descriptive-correlational design, data were gathered from 100 math majors from different schools in Davao City through two standardized tools: the 21st-Century Skills Instrument and the Mathematical Identity Instrument. Findings revealed a very high level of 21st-century learning skills and a high level of mathematical identity. The results indicate a statistically significant relationship between 21st-century learning skills and mathematical identity, which implies that for every increase in 21st-century learning skills, there is a corresponding increase in mathematical identity and vice versa. Linear Regression analysis indicated that 21st-century learning skills explained 49.7% of the variance in mathematical identity. The findings support the Constructivist Theory, suggesting that students who engage in critical thinking, collaboration, and digital literacy are more likely to develop a positive mathematical identity. The study recommends integrating 21st-century learning strategies in the mathematics curriculum to support identity formation and enhance academic development.