Investigating Perception of the 21st Century Skills among Nigerian Pre-service Science, Technology and Mathematics Teachers
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Abstract
The growth of 21st Century skills in this fast shifting universally linked world assists to get learners ready for the real work and creates opportunities for additional schooling beyond secondary education. In accessing higher education, 21st century skills in education show a complete learner who swims in the pool of authentic and pragmatic skill sets outside educational competencies. This study examined the perception of pre-service science, technology and mathematics teachers on the 21st century skills in education in Nigeria. A quantitative research within the blueprint of the descriptive survey research design was adopted for the study and the participants were three hundred (300) senior pre-service science, mathematics, and technology teachers in one public university in southwest, Nigeria. One valid and reliable instrument tagged “perception of 21st century skills in education questionnaire (Cronbach α=0.87)’’ was used for data collection and the collected data were analysed using mean, standard deviation, independent samples t-test and analysis of variance. The results showed that pre-service science, mathematics, and technology teachers’ perception of the 21st century skills in education was low and their perceptions were neither gender sensitive nor academic discipline specific. Based on these findings, it was thus recommended that pre-service science, mathematics, and technology teachers should be more able to exhibit dexterity in collaboration and communication in network location, adept at growing future students’ mindset in critical, creative and innovative thinking, and inspire future students to embrace invention and high self-direction in education.