ISSN: 2222-6990
Open access
This study aims to identify teachers’ readiness in implementing 21st century learning. Teachers play the main role in determining the outcomes of 21st century learning. Teachers’ perception and understanding towards an innovation in education influence their action, decision and practice in classroom. Teachers are the main factor that contributes to pupils’ performance in mastering 21st century skills which consist of 4C’s: i) creativity, ii) communication, iii) collaboration and v) critical thinking skills. This survey was conducted by using questionnaire as research instrument. A total of 107 teachers involved in this survey. The sample was chosen randomly. The data were analysed by using descriptive analysis consist od mean and standard deviation, Pearson Correlation test and one-way analysis of variance (ANOVA). The findings show that teachers’ readiness in implementing 21st century learning is high, there is significant correlation between academic level and the level of understanding 21st century learning skills and there is significant difference between certificate holder and master’s degree holder in understanding 21st century learning skills. The implication of the study is that teachers are ready to implement 21st century learning in classroom and an action has to be taken to promote teachers to further their study at the higher level and improve their understanding, knowledge and skills in teaching.
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In-Text Citation: (Rusdin, 2018)
To Cite this Article: Rusdin, N. M. (2018). Teachers’ Readiness in Implementing 21st Century Learning. International Journal of Academic Research in Business and Social Sciences, 8(4), 1271–1284.
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