The Teaching of 21st Century Skills through Project-Based Learning and Professional Development for Career and Technical Education Page: 27
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Demographic Variable n %
0-2 Years 22 7%
3-5 Years 56 18%
Years of Experience 5-10 Years 64 20%
More than10 Years 174 55%
Total 316 100%
Procedures
Organized by hypothesis, this section discussed how the data was analyzed.
Hypothesis 1
H01: There is no statistically significant relationship between using PBL and teaching 21st
century skills in secondary business education.
Each of the four 21st century skills divided into categories of classroom practice and
teacher reflection was measured for correlation with usage of PBL by secondary business
teachers.
The critical thinking variables, classroom practice and teacher reflection show a
relationship with total PBL scores. Scatterplots in Figure 2 and Figure 3 indicate that an increase
in total PBL score could lead to an increase in both critical thinking variables. Due to the visible
trends in these figures, a Pearson correlation coefficient was calculated for additional analysis
(a = .05).
The calculations for the correlational coefficient indicate PBL scores and both Critical
thinking skills variables are statistically significant. The bivariate Pearson product-moment
correlation coefficient of PBL scores and classroom practice of critical thinking skills revealed a
significant positive correlation (r = .429, p < .01). An r2 of 0.184 signified that approximately27
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Petrunin, Kristin Firmery. The Teaching of 21st Century Skills through Project-Based Learning and Professional Development for Career and Technical Education, dissertation, December 2019; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc1609129/m1/35/?q=denton+history: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .