Abstract
Grade 4 marks a critical stage in learners' academic development, as they transition from foundational skills to higher-order thinking, making it essential for teachers to understand how modern teaching practices impact their learning outcomes. This study assessed the implementation of 21st-century teaching skills among 37 Grade 4 public elementary school teachers in the Impasugong I District, Bukidnon Division, during the 2023–2024 school year. Utilizing a descriptive-correlational design and inferential statistics, the study examined: (1) the extent to which teachers developed the 4Cs—Critical Thinking, Collaboration, Communication, and Creativity and Innovation; (2) the learning performance level of Grade 4 learners; and (3) the relationship between these teaching skills and student performance. Results revealed that teachers practiced 21st-century teaching skills to a considerable extent, integrating them consistently into classroom instruction. Learner performance data indicated that most Grade 4 students achieved a satisfactory level, suggesting that teaching practices were generally effective. However, a portion of students remained in the 'reasonably satisfactory' and 'did not meet expectations' categories, indicating the need for targeted interventions. Statistical analysis yielded a correlation coefficient of r = -0.059 with a p-value of 0.740, indicating no significant relationship between 21st-century teaching skills and learner performance. As the p-value exceeded the 0.05 significance threshold, the null hypothesis was retained, providing insufficient evidence to establish a significant correlation between the variables studied.
