Achievement and 21st century skills in elementary school students

The purpose of this study was to examine variables that predict student reading and mathematics achievement. Possible predictors included student self-perception and student perception of their teachers help in the following dimensions: collaboration, creativity, critical thinking, technology, and information gathering. The participants were 84 fifth-grade students who completed a 70-item survey regarding student self-perceptions and their perceptions of teachers' help. Students completed an online survey using the school district's one-to-one iPad initiative. There was a significant difference between males and females, with females scoring higher than males in their collaboration and creativity self-perceptions. Student surveys were linked to student reading and mathematics Northwest Evaluation Association (NWEA) adaptive test scores. Findings displayed relationships among the variables. The 21st century variables predicted little variance in student NWEA test scores. Student perceptions of their teacher help in creativity was associated with lower achievement on the student NWEA reading assessment. Further review could be placed on 21st Century Skill implementation and measurement through further qualitative studies, student achievement through varied assessments, and the impact of one to one professional development impact.