Predicting Secondary School Students’ 21st-Century Skills Through Their Digital Literacy and Problem-Solving Skills

Ender Özeren
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引用次数: 3

Abstract

The research aims to determine whether secondary school students’ digital literacy and problem-solving skills predict 21st-century skills. It is a correlational survey study. The population of the research is the students studying in secondary schools in formal education institutions in Elazig. The sample of the research is 490 secondary school students determined by the disproportionate cluster sampling method. Data collection tools in the research are demographic information form, digital literacy scale, problem-solving inventory for primary school children, and 21st-century skill scale. The research makes use of parametric tests for the analysis of the data as the data fulfill the normal distribution condition. The results show that while the digital literacy and 21st-century skill levels of secondary school students are not very high, their problem-solving skills are high. The results also show that the problem-solving and 21st-century skill levels of secondary school students differ significantly by gender, and mother and father’s education level while there is no significant difference between secondary school students’ digital literacy levels by their father’s education level. The results of the research also show that there is a positive and moderately significant relationship between the problem-solving skills of secondary school students and their digital literacy levels. The results also indicate that there is a significant relationship between the communication sub-dimension of secondary school students’ 21st-century skills and digital literacy levels, and between the “confidence in problem-solving skills” and “avoidance” sub-dimensions of problem-solving skills. While the significant relationships identified are negative in the avoidance sub-dimension, they are positive in other dimensions. The results show that digital literacy and problem-solving skills do not significantly predict secondary school students’ 21st-century skill levels. However, secondary school students’ 21st-century skill and problem-solving skill levels significantly predict their digital literacy level.
通过数字素养和问题解决能力预测中学生的21世纪技能
这项研究旨在确定中学生的数字素养和解决问题的能力是否预示着21世纪的技能。这是一项相关调查研究。本研究的对象是在埃拉兹格正规教育机构就读中学的学生。本研究样本为490名中学生,采用不成比例整群抽样法确定。研究中的数据收集工具是人口统计信息表、数字扫盲量表、小学生问题解决量表和21世纪技能量表。由于数据符合正态分布条件,本研究采用参数检验对数据进行分析。结果显示,虽然中学生的数字素养和21世纪技能水平不是很高,但他们的问题解决能力很高。结果还显示,中学生的问题解决水平和21世纪技能水平在性别、父母受教育程度上存在显著差异,而中学生的数字素养水平在父亲受教育程度上没有显著差异。研究结果还显示,中学生的问题解决能力与他们的数字素养水平之间存在正显著和中等显著的关系。结果还表明,中学生21世纪技能的沟通子维度与数字素养水平之间、问题解决技能的“自信”子维度与“回避”子维度之间存在显著关系。虽然在回避子维度中发现的重要关系是负的,但在其他维度中它们是正的。结果显示,数字素养和问题解决能力对中学生的21世纪技能水平没有显著的预测作用。然而,中学生的21世纪技能和解决问题的技能水平显著地预测了他们的数字素养水平。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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