Student Self-Assessment of 6Cs Integration and Measurement of Mathematical Literacy Proficiency among High School Students in Digos City
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Purpose of the study: Mathematical literacy remains a persistent challenge in the Philippine education system, as evidenced by the low performance of Filipino students in PISA 2022. Addressing this challenge requires integrating 21st-century skills into the mathematics curriculum to prepare students for complex global demands. This study evaluated the relationship between self-assessed 21st-century competencies (the 6 Cs) and the mathematical proficiency of high school students (N = 676) in Digos City.
Methodology: Utilizing a descriptive-predictive research design, the study analyzed student self-assessments alongside Minimum Competency Assessment (MCA) scores using Pearson correlation and multiple linear regression.
Main Findings: Results revealed that while students demonstrated strong foundational competencies in numeracy and abstraction, their overall mathematical proficiency remained low at Level 1a. Among the non-cognitive traits, critical thinking and communication were closely correlated with abstraction and symbolic reasoning, while culture/citizenship emerged as the primary statistically significant predictor of mathematical performance. Crucially, this research contributes to the educational evaluation framework by demonstrating how non-cognitive 21st-century skills intersect with and support students' mathematical literacy, reasoning, and problem-solving abilities. To bridge observed performance gaps, the study advocates for a structured integration of the 6 Cs through culturally relevant pedagogies, real-world problem-solving, and contextualized instruction.
Novelty/Originality of this study: Ultimately, these findings carry key implications for school-based mathematics assessment systems, emphasizing the need to reform local testing frameworks to evaluate higher-order reasoning and holistic 21st-century competencies alongside traditional procedural mastery.
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How to cite
[1]K. M. S. Almacin, G. P. Sarona, H. D. P. Ocampo, and M. C. J. V. Anter, “Student Self-Assessment of 6Cs Integration and Measurement of Mathematical Literacy Proficiency among High School Students in Digos City”, Ind. Jou. Edu. Rsc, vol. 7, no. 4, pp. 480–502, Aug. 2026, doi: 10.37251/ijoer.v7i4.3017. -
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