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· Volume V Issue I


The core of the study was to determine the relationship between the teachers’ practice of teaching methodologies and the learners’ 21st-century learning skills and competencies in Home Economics. The study utilized the descriptive correlational research design with the use of survey questionnaires that were delivered both in-person and online to gather the needed data. It was conducted in the selected public secondary schools in Bohol Division, School Year 2022-2023. The respondents of the study were the selected ninety-eight (98) Home Economics teachers and their learners. Chi-square and Spearman's Rank Correlation Coefficient were used to calculate the significant relationships. The results of the study revealed that teachers highly practiced various teaching methodologies, while learners demonstrated very skillfully the 21st-century learning skills and high competence level in home economics. It was found that there was a significant relationship between the teachers' practice of teaching methodologies and the learners' 21st-century learning skills since the computed p-value is below 0.05 level of significance. It also revealed that learners’ 21st-century learning skills are correlated with their competence level. The researcher concludes that teachers in home economics typically use various teaching methodologies in their classrooms. Teachers’ practices on teaching methodologies influence the learners’ acquisition of 21st-century learning skills and their competence level. Moreover, the acquisition of 21st-century learning skills affects the learners’ competence level and signifies that the competencies embodied in the K to 12 Curriculum are already aligned with the skills of the 21st century. Hence, it is recommended that teachers and learners may be provided with essential technology resources such as computers, tablets, and the internet, along with training and support to effectively access, analyze, and use digital information and other media creation tools. Teachers may be given training and seminars to effectively utilize technology-based and practical demonstration teaching methodologies including plan garment designs. Also, further studies may be conducted with the inclusion of technology-driven teaching methodologies.

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