Abstract

This study examines the extent of 21st-century learning skills, mathematical motivation, and mathematical proficiency among second-year college students at Ema Emits College Philippines. Additionally, the study examines the relationship between the said variables. The research employed a quantitative approach, collecting data from 120 second-year college students at Ema Emits College Philippines across various courses who had already taken the subject Mathematics and the Modern World. Descriptive and inferential statistics were used to arrive at the correct interpretation of data. Findings revealed that students exhibited a high extent of 21st-century learning skills, particularly in collaboration, critical thinking, and communication, but a low extent in creativity. However, students demonstrated a low extent of motivation in terms of nature of mathematics, problems, and solutions, suggesting a need for intervention. Furthermore, students have varying mathematical proficiency levels. Results revealed that each dimension of 21st-century learning skills is significantly and positively correlated with all indicators of mathematical proficiency. Similarly, 21st-century learning skills are statistically significant to all aspects of mathematical motivation. Likewise, mathematical motivation is significantly correlated with all domains of mathematical proficiency. This highlights the importance of developing 21st-century learning skills and mathematical motivation in students to improve their mathematical proficiency.