Analyzing the Grade 11 Statistics and Probability Curriculum for Alignment with 21st-Century Skills: Toward Curriculum Enhancement
Renn John T. Gerona *
Holy Cross of Davao College, Davao City, 8000, Philippines.
Carlito P. Yurango *
Saint Francis Xavier College, Agusan del Sur, 8500, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This study examines the alignment of the Grade 11 Statistics and Probability Curriculum Guide with the domains of 21st-century skills using a qualitative content analysis approach. Guided by Tyler’s Model of Curriculum Development and in reference to the Partnership for 21st Century Learning (P21) framework, the analysis focused on examining how skills like critical thinking, teamwork, digital literacy, and life skills are reflected in the curriculum. A coding matrix was employed to classify each learning competency according to its level of alignment— whether clearly (explicit), indirectly (implicit), or not at all—with three core skill domains: Learning and Innovation Skills; Information, Media, and Technology Skills; and Life and Career Skills.
Using a qualitative content analysis approach, this study examined the publicly available Curriculum Guide for Grade 11 Statistics and Probability issued by the Philippine Department of Education. The results show that all learning competencies (100%) demonstrated alignment with at least one domain of 21st-century skills, with critical thinking and data literacy being the most emphasized. Specifically, 67.3% of competencies were explicitly aligned, and 32.7% were implicitly aligned. Learning and Innovation Skills appeared in 100% of competencies, while Information, Media, and Technology Skills were present in only 14.5%. Life and Career Skills were not explicitly reflected in any of the competencies. However, there is limited focus on technology-related competencies, and Life and Career Skills are not clearly addressed, revealing an uneven distribution of skill domains within the curriculum. While the document reflects strong support for cognitive development, it falls short in preparing learners for digitally driven environments and real-world career contexts. In light of these findings, the study recommends enhancing the curriculum by explicitly integrating underrepresented 21st-century skills, providing targeted teacher training, and institutionalizing regular curriculum reviews to better equip senior high school students for academic, professional, and societal demands.
Keywords: 21st-century skills, curriculum alignment, content analysis, statistics and probability, senior high school, Tyler’s curriculum model