OUTCOME-BASED INSTRUCTION ADAPTING TECHNOLOGIES IN ENHANCING MATHEMATICAL 21st CENTURY SKILLS AMONG STUDENTS

This study explores the integration of outcome-based instruction with technological adaptations to enhance mathematical 21st-century skills among students. The research aims to investigate how the incorporation of technology into an outcome-based instructional framework impacts students' development of critical thinking, problem-solving, collaboration, and creativity in mathematics. The study group is composed of 2 sections in Grade 8 of Sto. Nino National High School, the research employed quasi-experimental design, comparing pre- and post-intervention assessments to measure skill development in both control and experimental groups. The data was treated using mean, standard deviation and the independent t-test . The pretest results revealed low mastery across most skills for both groups, with collaboration and digital literacy showing relatively higher initial scores. Following the implementation of outcome-based instruction integrating technology, posttest results indicated significant improvements across all skills. The experimental group outperformed the control group in overall mastery . Notably, digital literacy and collaboration were the highest-performing skills in the experimental group. The evidence suggests that outcome-based instruction with technology integration is more effective in enhancing 21st-century skills compared to traditional methods. The experimental group's higher posttest scores and significant mean gain scores indicate that OBI better equips students with the skills necessary for success in modern educational and professional environments. The study concludes that adapting technologies within an outcome-based instructional framework is an effective strategy for fostering the mathematical competencies required for success in the 21st century.