Effects of lower primary school grade three teachers’ integration of the 21st century skills in teaching
Bibliographic record
Abstract
In today's dynamic socio-economic landscape, integrating 21st-century skills into education has become crucial. Among these skills, collaborative learning is particularly significant, especially when introduced at early educational stages to achieve desired long-term outcomes. This study examined the effects of grade three teachers’ integration of 21st-century skills on learners’ acquisition of collaborative learning competencies in Thika sub-county, Kiambu County, Kenya. The cosmopolitan population provided a representative sample, and a descriptive research design was employed. Stratified random sampling was used to select a 10% sample size. The study focused on key objectives: assessing grade three teachers’ understanding of 21st-century skills, determining the extent of their integration into teaching, examining the relationship between teacher training and collaborative teaching practices, evaluating learners’ acquisition of collaborative learning competencies, and analyzing school factors influencing skill integration. Data collection instruments included teacher questionnaires, observation checklists for teachers and learners, with content validity and reliability (β≥0.75) ensured. Data analysis utilized descriptive statistics for quantitative data, thematic organization for qualitative data, and SPSSversion 26. Findings revealed that grade three teachers possessed a significant understanding of 21st-century skills, though creativity and innovation were rated neutrally. Most teachers felt adequately trained, and learners moderately excelled in collaborative skills. A positive correlation between teacher training and collaborative teaching strategies was identified, highlighting the importance of teacher preparedness. Recommendations included enhanced administrative support, clear policies, and further research to address implementation barriers, ensuring effective adoption of 21st-century skills in Kenyan classrooms.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".