@book{270,
	author = {Madriaga, Josen T. },
	title = {Pedagogical practices and 21st century skills of public elementary school in the schools division of Nueva Vizcaya: their influence to students' achievement/},
	publisher = {Nueva Vizcaya State University,},
	year = {2020},
	address = {Bayombong:},
	note = {This study entitled "Pedagogical Practices and 21" Century Skills of Public Elementary Schools in the Schools Division of Nueva Vizcaya: Their Influence to Students' Achievement" was conducted to determine the relationship between and among the pedagogical practices, 21" century skills and students' achievement in the Northern Districts of Nueva Vizcaya. This study used the quantitative research approach involving descriptive-comparative and descriptive-correlational research design. There are one hundred ninety-one (191) science teachers as respondents using simple random sampling. The researcher made use of researcher-made and adapted survey questionnaire. The questionnaire on pedagogical practices was a researcher-made. Content validation was conducted by the panel of experts and the researcher's adviser. The 21 century skills' questionnaire was adapted from Valdez as used by Carpiso (2018) in her study.

	Findings showed that the Science teachers strongly agree that they practice more of Multi/interdisciplinary Approach followed by Problem/Issue-Based Learning, and Inquiry-Based Approach, and the least pedagogical they practice was Science-Technology-Society Approach/Contextual Learning was best practice. On the other hand, Science teachers strongly agree that they are more skilled in life and career skills followed by learning and innovation skills and information, media and technology skills, and the least of the 21st Century Skills of Science Teachers was communication skills Furthermore, the level of students Science achievement which involved 31 schools have a satisfactory Science achievement with grades ranging from 80-84 It was also found that there is no significant difference in the level of pedagogical practices when grouped by age, sex, civil status, grade level teaching, years of teaching and academic rank.

	In terms of students' achievement, it was found that there is significant difference on the level of academic achievement of the students when grouped by sex. In addition, it was found that the pedagogical practices and academic achievement showed positive weak correlations and revealed no significant relationship. Moreover, the pedagogical practices and level of 21" century skills showed positive strong correlations. The 21st century skills of teachers and level of academic achievement showed positively weak correlations and showed no significant relationship. However, in this study revealed that there was a weak, positive partial correlation between perceived level of pedagogical practices and level of academic achievement, with high levels of perceived level of pedagogical practices being associated with high level of students' academic achievement. With these results, the researcher recommends of strengthening these practices and skills in order to attain higher level of student achievements. Even though pedagogical practices and academic achievement, and 21st century skills of teachers and level of academic achievement showed positive weak correlations and no significant relationship, the researcher still recommends the strengthening of pedagogical practices and 21st century skills through the continuous use of the four pedagogical practices and employ 21st century skills in the classroom.

Keywords: 21st Century Skills of Science Teachers, Pedagogical Practices, Pedagogy, Science, Skills, Students' Achievement}
}