Output-based approach in media and information literacy toward 21st century skills development in the Philippines

Abstract

The educational landscape, notably the whole-person movement, continues to evolve, with experts and policymakers from various fronts espousing the integration of information and communication technology in pedagogy, the development of life and work skills, and the nurture of the mind and spirit via project-based instruction. A prior examination of the Media and Information Literacy (MIL) for senior high school in the Philippines, however, showed a tendency to teach knowledge transfer and a lack of emphasis on interpersonal and intrapersonal skills development. This research attempted to measure the manifestations of the development of cognitive, interpersonal, and intrapersonal potentials of respondents using a reinvented and project-based 21CC paradigm in teaching MIL, as well as determine any correlation between respondents' demonstration of these potentials in the implementation of the output-based curriculum with their class performance. A 42-item Likert Scale online self-assessment questionnaire was administered to 138 out of the 150 Grade 11 students from five sections between May 19 and 22, 2019, with items pertaining to assessment, group presentations, publication, visual design, audio production, interview, media fasting, and responsible media use. Analysis of quantitative data was done using inferential statistics. Results showed furtherance of cognitive skills development and strong acquisition in the metacognitive skillsets. Furthermore, the Pearson r test revealed strongly significant correlations for cognitive (r(100) = .307, p < .002), interpersonal (r(100) = .288, p < .003), and intrapersonal competencies (r(100) = .313, p < .001), indicating that the newly designed MIL curriculum can enhance cognitive, interpersonal, and intrapersonal skills.

T-Shaped graduates: Developing cognitive and metacognitive (socioemotional) skills in a science, technology, engineering, and mathematics-aligned course using project-based approach in an online learning environment

“…To iterate, according to World Bank researchers, the interpersonal and intrapersonal skills have overtaken the cognitive domain when it comes to skills being sought by employers (see Acosta et al, 2015). As also found in a preliminary study (see Santos, 2020), we underscore the need for the adoption of a 21st century pedagogical model such as our T-shaped schema in senior high school, and hopefully, the same framework is utilized in higher education. Note that the use of this model in an online set-up was accidental.…”

“…Zeroing in on the Media and Information Literacy (MIL) curriculum in senior high school, we point to a tendency to highlight learning of concepts (Santos, 2019;Santos, 2020;see Pitagan, Adres, Plaza, Rotor, & Villanueva, 2016). Additionally, we have not come across any fully innovative strategies in whole person pedagogy that integrate metacognitive skills, at least in the teaching of media and technology.…”

“…Cognizant of the need for holistic formation (McSweeney, 2015), an experiment on a new approach in the teaching of MIL was conducted in the academic year 2018-2019. The skills-based strategy resulted from a review of the government-endorsed core curriculum which emphasized the development of cognitive skills while putting the non-cognitive competencies in the back burner (Santos, 2020). It was argued then that a revitalized course that is responsive to the times was a matter of necessity.…”

“…In the second semester of academic year 2020-2021, the 11 projects used in the preliminary study were maintained, but the number was reduced to nine in the present study. These are group presentations (a simple research on the media and technology use of others), LMS-based tests (quizzes and major exams), media fasting and reflection (reduction of media use), text analysis (ascertaining the validity and reliability of the material), audio production (podcast), history interview with paper (the role of media in local history over the years), visual design (poster, invitation, and brochure), responsible media/gadgets use (a test of students' ability to practice self-regulation in their use of media and gadgets), and digital design portfolio (a collection of articles and featuring visual design) (see Santos, 2019;Santos, 2020). It is our belief that these tasks are aligned with our proposition to build cognitive and metacognitive abilities, which we collectively refer to as T-shaped skills.…”