The Effects of Pandemic on 21st Century Skills in

the Students at Ozamiz City School of Arts and

Trades

Background of the Study

The COVID-19 pandemic has had a profound and multifaceted impact on students' academic
learning across the world. Education is the stepping stone of everyone towards success. It is even the
key to unlock and have access to being a professional and to be the best version of ourselves.
Education had helped us in socializing, learning and fun back then. Achempong, Joseph Ofori (2023).
This particular virus was originated from the heart of China, which is Wuhan. The virus that kept us
distant from each other affected the world's economy and our survival. It even affected and disrupted
education across the globe. How might the pandemic reshape the future of education?

The infectious disease of the COVID-19 pandemic affected all aspects of human life
including business, research, education, health, economy, sport, transportation, worship, social
interactions, politics, governance and entertainment Orfan and Elmyar, (2020). The social
implications of COVID-19 have been experienced in various aspects of people’s lives differently.
People have adjusted to work from home, implicating their supply chain. Education is now on the
internet and some people are deciding on equity and efficiency, that is why the health care
organizations have been under more stress as well as adding more to the changes, as well as the sports
industry that got a lot of damage. Due to the frequent restrictions and limitations that include the lock-
downs and social distancing measures, that causes problems in education. In fact, the world has been
stressful for everyone and the outbreak of the virus caused problems in education. Rahim and
Chandran (2021).

The Philippine Government and the authorization of face to face instruction in schools by the
Department of Education. Stated that there is little data on basic education school student’s awareness
of COVID-19 in the Philippines, the advent of COVID-19 has made a huge impact on everyone's
lives. Blanca A. Alejandro (2024). As the COVID-19 cases escalated in the Philippine, the
government loosened the health and safety measures while the Department of Education allowed face-
to-face classes in schools. Currently, there is a limited number of studies on the knowledge and
understanding that basic education school students have about COVID-19 in the Philippines. The
Philippines' decision to resume face-to-face instruction amidst relaxed health protocols during the
COVID-19 pandemic raises concerns about student safety, particularly due to the lack of
comprehensive data on basic education students' COVID-19 awareness. The limited availability of
data on student understanding of the virus and its transmission hinders the assessment of health
protocol effectiveness and the implementation of targeted interventions.

However, there are some positive outcomes of the pandemic, for instance, flexibility in
grading system like pass or fail or grade suspension. These changes were required due to the
peculiarities of students learning process during Covid 19 pandemic, including changes in their
learning environment and increased pressure Sujithan P; Bindhu T.J (2024). Some studies have also
revealed that the grading system can also benefit the students specially those coming from lower
income background since it relieves them from pressure and concentrate on learning instead of
passing grade. The pandemic forced educators to acknowledge the significant impact of external
factors on student learning. Traditional grading systems often fail to account for the diverse
circumstances and challenges students face, particularly those from disadvantaged backgrounds.

The pandemic has exacerbated existing achievement gaps between students from different
socioeconomic backgrounds. Students from low income families were disproportionately affected by
the lack of resources and support, further widening the gap in academic performance. Nadia Saeed
et.al (2024). The COVID19 pandemic has had a profound and lasting impact on education system
worldwide. The disruptions to learning environments, the learning loss experienced by many students
and the challenges faced by the educational institutions have created a complex and multifaceted
problem that will require sustainable effort to address.

Covid 19 is caused by the severe acute respiratory syndrome coronavirus 2 (SARS COV-2)
Uluöz, Eren (2020) . The virus primarily spreads through respiratory droplets released when an
infected person coughs, sneezes, speaks, sings or breathless. These droplets land directly on the face
of a nearby person or be inhaled. The Covid 19 pandemic significantly disrupted academic learning
worldwide, foreing institutions to rapidly adapt to online instruction Sitti Khadijah (2024). These
transition presented challenges for both students and educators, including accesyto technology, digital
literacy and maintaining student’s engagement Tamara Pigozne et.al (2024). Lack of social
interactions and learning anxiety also become the challenges that affected the learning capability of
the students Makruf et.al (2023). The pandemic highlighted the importance of equitable access to
technology and resources as well as the need for flexible learning environment to accommodate
diverse needs.

Despite the fact that there is a lot of information available globally on online learning it
advantages and difficulties associated with it, the Covid 19 pandemic was a really massive challenge
to the student’s academic learning. The Enshrinement of online learning. A global emergency and the
sudden unpredictable and comprehensive transition to the new learning environment Lafuente (2023).
 This discusses the impact of the COVID-19 pandemic on education. It begins by explaining
the cause of the disease, which is the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-
2), and its mode of transmission through respiratory droplets. The main focus of the study is the shifts
to the disruption of academic learning caused by the pandemic. Bates,tony(2023). This article
examines the impact of emergency remote learning and draws on both current and prior research to
suggest ways forward in teaching and learning in higher education. Synchronous online learning was
the primary delivery method during the COVID-19 pandemic, but research has identified many
limitations in this form of delivery, as well as It highlights how institutions globally had to rapidly
transition to online instruction. This transition presented significant challenges for both students and
educators, and including access to technology not all students had access to reliable internet or
suitable devices, creating a digital divide. Also it emphasizes the negative impact of the lack of social
interaction and the increased learning anxiety on students' learning capabilities. Finally, it concludes
by highlighting the pandemic's revelation of the importance of equitable access to technology and
resources, as well as the need for flexible learning environments that cater to diverse needs.
 Conceptual Framework

Figure 1.

Dependent Variable
21st Century Skills
Independent Variable
Critical Thinking
Pandemic
Digital Literacy
Social Interactions

This study focuses on investigating the effects of the pandemic on the 21st century skills of
the students. The independent variable as pandemic while the dependent variable as 21st century
skills. This helps us to determine if the pandemic does affect the student’s skills, once the data is
collected through analysis can be conducted. This analysis examines the relationship between the
independent variable (pandemic) and the dependent variable (21st Century Skills).

Figure 2.

Input Process Output

A. Impact of online
blended on the students
 pandemic affecting
B. Digital divide or lack
students
of access to technology
Survey Questionnaire’s  student’s academic
B.1. student’s social
learning
life
Correlation Design  lack of social
B.2. social interactions
interactions,
B.3. mental health
confidence
C. Relationship between
the 21st century skills
 and the pandemic

This includes the current state on how the pandemic affected the students 21st century skills
and social life. Also it covers on how the digital divide or lack of access to technology has an impact
on students during the pandemic. Also it involves how online blended learning has a potential
negative effect. It aims to understand how the pandemic has an impact in a students' academic
learning. Assess the on how home learning environment can also lead to distractions.

Null Hypothesis

There is a negative impact between the Covid 19 pandemic to the 21st century skills of the
students.

Statement of the Problem

Students have experienced learning loss in specific subjects and extent to which the pandemic
exacerbated existing inequalities in access to technology, internet connectivity and digital literacy
skills. The pandemic affected student’s social emotional development, considering their ability to
form relationship with other people, manage emotions and navigate social situations.

1. How did the pandemic affected student’s academic performance?

2. How has the pandemic affected the students motivation and engagement in learning?

2.1. Academic motivation

2.2. Social interactions

3. How does the pandemic affected the students 21st century skills?

Significance of the Study

The entire study aimed to meditate or explain how the pandemic affects the students 21st
century skills. Having stated that the findings of this study will be extremely beneficial to the
following.

Policymakers:

Government officials and educational policymakers can utilize the information to develop
effective strategies to address learning loss, bridge the digital divide and ensure equitable access to
education for all students. This includes allocating resources, implementing new policies and
supporting schools in their recovery efforts.

Educators:

Teachers, professors and school administrations can gain valuable insight into the challenges
and opportunities presented by the pandemics on learning. This knowledge can inform their teaching
strategies, curriculum development and classroom management techniques to better support students
in the post pandemic era.

Parents and Families:

Parents and Families can benefit from understanding the pandemics impact on their children's
learning. This knowledge can help them provide support at home, advocate for their children's needs
and engage in meaningful conversations with educators about their child's academic progress.

Students:

Students themselves can benefit from understanding the challenges and complexities of
learning during pandemic.

Researchers:

Researchers in education, psychology and sociology can use the topic to Inver the long term
effects of the pandemic on student’s development, academic achievement and social well-being.

Scope and Delimitations

In general the main focus of this study is to provide information about the corona virus or
Covid 19 and 21st century skills of the students in Ozamiz City School of Arts and Trades. Only
students from Ozamiz City School of Arts and Trades will be included as respondents in this survey.

Within this suggested system, this survey is only included to the male and female students in
Ozamiz City School of Arts and Trades. Also this study is only available to the students who are not
from Ozamiz City School of Arts and Trades are not included in the conduct of our survey and we
administrated an survey questionnaire created for the students as part of this research to determine the
impact of the Covid 19 to the 21st century skills of the students.
 Definition of Terms

The following concepts were defined in order to comprehend and make clear how they were
used in the study.

Health protocols

 Are sets of guidelines and procedures designed to promote and maintain good health, prevent
disease and control the spread of infections. Health protocols is crucial for safeguarding
public health and reducing the burden of preventable illness.

Grade suspension

 It is a term that doesn't have a universal accepted definition in the academic context.

Social Interactions

 It refers to the ways in which people communicate and behave with each other.

Flexible learning

 Means to make something worse or more severe. It's often used to describe a worsening of
symptoms or a condition.

Socioeconomic

 It refers to the social and economic circumstances that shape an individual's life experiences.
It encompasses factors like family income, parental education levels and access to resources.

21st-century skills

 Are the abilities and competencies essential for success in today's rapidly changing world,
particularly in the workplace and in higher education.

Critical thinking

 Is the ability to analyze information objectively, identify biases, evaluate evidence, and from
well-reasoned conclusions.

Digital literacy
  Encompasses the ability to effectively and responsibly use digital technologies, including
computers, mobile devices, and the internet.

Peculiarities

 Peculiarities in Covid-19 refer to unusual or unexpected aspects of the disease, often beyond
the typical symptoms like fever and cough. These can include a wide range of presentations,
from skin rashes and loss of taste and smell to neurological complications.

Chapter 2

The following are relevant literatures and studies that will deepen the understanding of the various
indicators of this study. This includes the better understanding of how the covid-19 pandemic has an
effect on the students 21st century skills,elaboration of this study’s indicators as presented below.

LOCAL STUDIES:

The COVID-19 pandemic has shaken almost all educational practices around the world. Teaching
strategies, therefore, have to be redone for students to be equipped with core competencies regarding
21st-century skills. Studies on the latest approaches for learning and developing critical skills in
communication, collaboration, and creativity identified the use of Design Thinking and incorporating
technology. Charmen Ramos,Reynaldo Inocian (2022). For instance, recently, Ramos and Inocian
made a demonstration of the effects of Design Thinking in world history classes, resulting in
improvements in the level of engagement and performance of students significantly. However, gaps in
research remain pertinent for the long-term impacts of these interventions on different student
populations and the effectiveness of technology in the context of different education systems. Yancy
Maria Doyola et.al (2024). The MATATAG curriculum is meant to polish the root skills in the
Philippine education system; however, its effectiveness and stakeholders’ responses to it still need
further evaluation.
The sudden shift into online learning has also brought up concerns over academic integrity and the
self-regulation of students. Of course, Aguilar (2021) and Cardona et al. (2024) suggest that a move to
digital spaces has led to greater occurrences of academic dishonesty that necessitates ethics in
education as well. During this process, it is therefore important that students understand how various
pedagogies and technology influence student engagement and subsequent outcomes on learning. This
also requires some of the best research for quality best practices in the use of technology to deliver
knowledge in a manner that focuses on the needs of the 21st-century learner. Finally, based on such
research gaps, a complete close of the gaps has to be done to develop effective educational
frameworks in preparing students for challenges in a digital world of the future.

In the study by Ramos and Inocian on Design Thinking in the education of world history reveals the
efficiency of non-traditional methods to develop critical 21st-century skills. Critical thinking,
teamwork and communication, as well as creativity, showed drastically improved student
performance. Taking into account challenges like slow internet connectivity and reduced interaction
during the pandemic, test scores for the experimental group were outstandingly increased. However,
the study gives an Idea that there is a necessity for future work to understand long-term impacts of
these interventions on different student populations. There is a requirement to find out how different
groups respond to these pedagogical interventions to make it inclusive. Likewise, besides the scope of
Design Thinking, which elements help deliver the maximum organizational impact in terms of skill-
building also deserves further investigation. At the end, it implies that teaching methodologies must
be changed according to the growing needs of learners in the 21st century.

Cromwell Gopo’s (2022) discussion of technology in education particularly brings into limelight its
practice by most students and importance in elevating the learning opportunities. The findings
indicate that students are primarily computer literate and perceive technology as a critical component
of their learning. Discussing technology in the class turns out to enhance students’ interest and results
in satisfactory interactions with most of the subjects learned. Nevertheless, the study raises very
important questions toward new perspectives of technology integration into traditional teaching
frames. It’s worth the analysis to see how different teaching methods and styles might apply
technology to make these skills more formidable advocates of critical thinking and problem-solving
abilities development. Research will also have to clarify if there is a division between the student’s
access to technology or their digital literacy; those seem to be highly influential factors in achieving
educational outcomes. Gopo’s conclusions do, however, hint at the necessity to have a more balanced
approach in the employment of technology, integrated with good pedagogical practices, that can bring
maximum benefits to all learners.
In a search on responsiveness of higher education institutions in the Philippines, an investigation
reveals that there are challenges from the implementation of frameworks for 21 st-century skills by
Martinez Jr. (2022). The study reveals that just as some countries enjoy reporting high achievements
on their lists of 21st-century learners, the Philippine system is still struggling to satisfy such demands.
However, systemic issues such as infrastructure shortages and prevailing resource limitations are
among those that would make higher education institutions incapable of adjusting to modern
educational methodologies. Key lesson: There must be consensus and collaboration among the key
stakeholders-most particularly educators, policymakers, and private sector leaders-in crafting effective
strategies. There is added need to understand the particular needs of Filipino learners and how they
may be supported better to bring out the best from them in school outcomes. Research studies are
needed to identify best practices around the world that may be made relevant for the Philippines.
Tackling these challenges will make higher education more responsive and better equips students for
the demands of the 21st century.

The study by Borromeo et al. (2023) examines the impact of educational technology on students'
digital information literacy during the transition to online learning due to the pandemic. The research
indicates that educational technology tools became essential to students’ learning experiences,
significantly influencing their digital literacy skills. However, it is crucial to assess whether these
tools effectively promote critical thinking and problem-solving abilities, which are vital for 21 st-
century learners. The study raises important questions about the long-term retention of digital literacy
skills acquired during this period. Ongoing research is necessary to evaluate how these technologies
impact student engagement and learning outcomes over time. Additionally, understanding the
challenges educators face in integrating these tools into their teaching practices is vital for developing
effective training programs. By addressing these areas, educational institutions can ensure that
technology enhances rather than hinders the development of essential skills in students.

The COVID-19 pandemic has made it imperative to have urgent education reforms in the
development of 21st-century skills using innovative teaching methods and how technology can be
integrated into them. While research by Ramos and Inocian (2022) has found that such approaches as
Design Thinking could definitely improve the development of critical critical thinking and
collaborative capacities of students, knowledge gaps exist over long-term effects produced on
heterogeneous students’ populations following these interventions, as noted by Dayola et al., (2024).
Given the fact that technology indeed has been productive in learning experiences, realizing its
benefits depends on the solution of several challenges – mainly two general issues: equitable access
and academic integrity in online learning contexts. Higher education institutions’ adaptability is
essential particularly in a context that reminds one of existing systemic problems, as exemplified by
the Philippines Martinez Jr., (2022). There is, therefore a need for a collaborative effort from
educators, policymakers, and researchers to produce comprehensive frameworks for the effective
practice of 21st-century skills.

Future studies should uncover best practices in using technology with pedagogical methods to meet
learner needs Martinez Jr., (2022); Borromeo et al., (2023). It is essential, mainly now that the shift
toward online learning sets the trend, to know how educational technology enhances student
engagement and success Borromeo et al., (2023). Therefore, continued evaluation of the proficiency
level of information and communication technology skills will hence bring about great illumination
on the effectiveness of such tools in the educative process. Developing programs to enhance
capabilities for trainers on the usage of technology will be very essential. In this context, it means
making a responsible and interactive environment for the realization of success by the students in a
globalized world of interconnectivity Cardona et al., (2024); Gopo, (2022). Institutions can train
responsible and competent learners who will face the challenges of the 21 st century by addressing the
challenges of the present educational system. Commitment to research and collaboration will play a
primary role in shaping the future educational landscape, in constantly changing conditions.

FOREIGN STUDIES:

The Covid-19 pandemic has profoundly changed educational practices globally, particularly with the
shift to online learning, highlighting the need to integrate 21st-century skills such as critical thinking,
communication, collaboration, and creativity into curricula. While educators have faced challenges in
adapting to new technologies, they have also succeeded in fostering these essential skills among
students. For example, research by Susanto et al. (2020) at Thursina International Islamic Boarding
School in Indonesia demonstrates effective incorporation of these skills into online Arabic learning
despite pandemic disruptions. These findings emphasize the adaptability and resilience of both
educators and students in navigating the new educational landscape, underscoring the importance of
rethinking teaching strategies to better prepare students for the demands of the 21 st century.
Many also addressed the consequences that this transition to online learning could have on teacher
education and student resilience. As an example, Aplikasi et al. (2021) and Parahita (2021) did studies
that ascertained that it is the competency of the teacher that most contributes to meeting the demands
of the new educational system and therefore demands much professional development. In addition,
Vokshi et al. (2021) discuss the development of the digital skills of students through the pandemic
with examples that elucidate how it prepares them for challenges in the future workforce. Altogether,
these findings provide a well-rounded understanding of how educational institutions are adapting to
challenges posed by the pandemic. They also illustrate the promise of online learning to make
possible developing important skills that lie at the heart of 21st-century success. Overall, these studies
underscore the need for education stakeholders-from students themselves to educators-to be equipped
to navigate this changing landscape of education.

Susanto et al. (2020) discussed the shift of the institution to online Arabic learning during the
pandemic at Thursina International Islamic Boarding School in Malang, Indonesia, where a focus is
given on 21st-century skills integration. The researchers used a qualitative case study approach. Data
gathering was conducted through observations, interviews, and analysis of extant documents. A
structured framework for qualitative data analysis, Miles et al. (1999–2002), was used to guide the
process. Thus, the study reveals that challenging circumstances can have critical skills like
communication, cooperation, and innovation successfully implanted into distance learning. Therefore,
flexibility characterizes the effectiveness of online learning environments toward creating crucial
competencies required in the success of students. Another significance that can be drawn from this
research is the fact that other institutes of learning can create sustainable learning environments by
emulating the one currently existing by making use of the technological prowess. This way, the
development of these skills can be given utmost importance, and the education provided will equip
the students with capabilities to face the demands of an ever-changing world. Lastly, the transition
brought about by the pandemic into online learning merely satisfied short-term exigencies while
ultimately innovating and changing teaching methods.

In the Malaysian context, Aplikasi et al. (2021) discussed the experiences of trainee teachers dealing
with student learning through teaching practicum during the Covid-19 pandemic. The teaching
practicums are defined as one of the significant events in teacher training which build pedagogical
skills and the overall quality of the teacher (Mtika, 2011; Zeichner, 2010; Graham, 2006). Current
research further emphasizes how the pandemic affected these trainees, compelling them to shift their
teaching methods and learning settings into remote teaching settings. The major shift brought
attention to 21st-century skills, enabling trainee teachers to push through barriers and motivate their
students. This was found to foster resilience that will be incredibly precious in their careers
afterwards. The present study therefore underscores the necessity for trainee teachers to have
continued support and development throughout the training period, into future teaching practice, and
to curriculum planning. It is therefore following this study which indicates an essential function of
teacher preparation in ensuring continuity in terms of education during a crisis.

Parahita’s (2021) study examines the relationship of teacher competency in developing student
resilience within the curriculum of 21st-century learning amidst the Covid-19 pandemic. Based on a
qualitative phenomenological approach, this study reveals how adaptability in teaching by teachers
directly affected the emotive and academic resilience of students. Findings further pointed out that
innovation and adaptability are critical determinants of effective teaching practices and an
environment for effective and conducive learning. As class disruptions had never been worse, the
ability of the teachers to adapt very quickly turned into a variable for retaining student engagement
and success. This research draws attention to continuous professional development in educating the
educator to better equip them for tomorrow’s challenges in education. In addition, it calls for
educators to share best practices and efficient ways of teaching in the process of practice or
collaboration. In regard to the current skill and quality, the research observes that if teachers are able
to develop resilience among students, it would allow them to build the skills that would lead to
survival in uncertain circumstances. Thus, the research ultimately points to teacher competency as a
crucial factor in enhancing the outcome of student work when times are tough.

Vokshi et al. (2021) studies the improvement of 21st-century digital skills for students at a post-
secondary level of education during the pandemic era, in particular, change toward online learning. In
their paper, the authors explain how changes from face-to-face to online settings impacted the
engagement of students with information and communication technologies. The findings were that
with this transformation, the students were in a position to interact with various digital tools, and their
digital competencies, which were considered important enough for today’s workplace, were further
improved. Students’ engagements were facilitated by how instructors changed their pedagogies and
course designs. The outcome of the study shows that e-learning can indeed be used to develop the
acquisition of digital skills, key in today’s job market characterized by technologically advanced
technologies. The research highlights the potential of online education: preserving standards at trying
times with a bonus of improving student abilities. The pandemics hastened the integration of digital
literacy into mainstream curricula, making students become sharper and more efficient learners with a
tool for technology designed to be used for both learning and communication. This study presents the
effect of e-learning on students’ skills development during the pandemic.
This covid-19 pandemic has dramatically altered educational practices, forcing rapid adaptation into
learning environments online. In this sense, 21st-century skills are the core competencies to fill in
curricula given that many research studies come with strategies for educators to adopt when updating
curricula for teaching and learning. For instance, the works of Susanto et al. (2020) establish how
good teaching can withstand challenging circumstances, and the studies by Aplikasi et al. (2021) and
Parahita (2021) point to the ongoing requirement for teachers to improve their skills through
professional development to promote resilience for their students. Vokshi et al. (2021) also report that
the adoption of e-learning has significantly promoted the digital skills of students, which will benefit
their future work life once they leave university. In general, these findings have implications toward
the need for a myriad of educational stakeholders employing innovative but collaborative approaches
toward ensuring that teaching practices remain effective in an increasingly dynamic educational
world.

The pandemic has brought with it challenges and opportunities in terms of educating. Surveys indicate
that educators and students have been highly adaptable in this new environment. Especially valued
now is the need to develop necessary skills that fall under the umbrella of 21 st-century skills. It is
imperative that educational systems concentrate on these. Training support for teachers is also
required so that educators are better prepared for these demands. Another, it can prepare the student to
face new challenges in the future because education is an evolving subject. Continuous improvement
is important for education as innovation is a key in improving learning experiences. There is the need
for all stakeholders to cooperate with each other so that better solutions can be devised for students of
today. This makes educational institutions equip students for new changes in this world. At the end of
it all, what is well made clear by this pandemic has been that adaptability and proactivity in education
really matter.
 Chapter 3

METHODOLOGY

This chapter discusses the research method used by the researchers in the process of this study. It
covers the discussion of the research design, research respondents, research instrument, data gathering
procedure, research sampling, and statistical treatment of the data employed in the study.

RESEARCH DESIGN

This research uses the quantitative method using the correlational research design. Correlational
design is a research method that aims to determine and to investigate the connection between the two
variables without the manipulation or control of the researchers. It also reflects the researchers
observance of the two variables strength or directions, it’s directions can either be negative or positive
or no correlation at all.

RESEARCH SAMPLING

The sampling method used in this investigation is simple random sampling, It ensures that every
member of the population has an equal chance of being selected, minimizing bias in your sample.
This is crucial for obtaining accurate and reliable results and it is a straightforward method that’s easy
to explain and execute, even without advanced statistical knowledge. This makes it a practical choice
for various situations.

RESEARCH RESPONDENTS

The respondents of this study are the Grade 12 students in Academic Strand in Ozamiz City School of
Arts and Trades, excluding other strands and other schools. An online survey looks at how the
pandemic affected the students 21st century skills. These respondents are selected through random
sampling method, giving those respondents an equal chance to be randomly selected. Additionally,
the overall sum of the Grade 12 students in Academic Strand is 203 and the researchers are expected
to gather 90% of the population which is at least 182 respondents out of the total population.

RESEARCH INSTRUMENTS

This study used a self-report data collection instrument specifically the survey type of questionaire as
a tool to obtain the necessary data from the respondents. The survey questionaire consists of two
parts; for the visual learning style, Auditory learning style and kenesthetic learning style. The
questionaires will be answered with a 4 point liked scale ranging from 4-1 which are (1)strongly agry,
(2)agree, (3)disagree, (4)strongly disagree. Each part of the questionnaire consists of 10 statements.
This way the researchers will easily help the researchers analyze and get the most dominant learning
style of the said data gathering.
DATA GATHERING PROCEDURE

The researchers utilized quantitative research, mainly using the correlational research design. In
quantitative research, the material is quantified and statistically analyzed to determine whether it is a
true or false alternative knowledge statement. The correlational research design looks at the variations
in two study group characteristics. It is essential to watch how much statistical correlation a researcher
finds between two traits depending on how accurately those attributes have been estimated. Given that
a correlational study aims to ascertain whether two or more variables are connected. The Significant
variables that influence correlation coefficients are validity and reliability. The researchers used
quantitative methods to determine there is a effect of the pandemic on the 21 st century skills in the
students at Ozamiz City School of Arts and Trades. The researchers used Google Forms and survey
questionnaires to collect data from the respondents. Online surveys are more helpful to participants
and researchers since they are more effective, affordable, simple, and convenient.

STATISTICAL TREATMENT

The following statistical tools were used to in the analysis of data.

1.Frequently and percentage distribution

Is typically used to calculate the percentage for profile date particularly gender , age and class
section.The formula will be applied by the researchers.

%= F x 100

Where:

% - Percent

F : Frequency
N: Total Respondents

2.Weighted Mean

The sample average scores are known as the weighted mean. It will be used to assess between
pandemic and 21st century skills in relation to their learning outcomes.

3 Pearson Product Moment Correlation

This statistical approach is used to determine the relationship between pandemic and 21 st century
skills of the students to their learning outcomes. The relationship is evaluated using the scales listed
below:

Size of Correlation Interpretation

0.90 to 1.0. Very High positive ( negative correlation)

0.70 to 0.90 High ( negative correlation)

0.50 to 0.70. Moderate Positive (negative correlation)

0.30 to 0.50. Low positive (negative correlation)

0.00nto 0.30. Negligible Correlation