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Discriminant Analysis of the 21st Century Skills on the Graduates’ Employment

Afifi Lateh1, Supansa Suvanchatree 2, Supakan Buathip 2, and Noorasikin Yeesaman 2
1. Department of Educational Evaluation and Research, Faculty of Education Prince of Songkla University Pattani Campus, Rusamilae, Muang, Pattani 94000, Thailand
2. Faculty of Education Prince of Songkla University Pattani Campus, Rusamilae, Muang, Pattani 94000, Thailand
Abstract—The study aimed to discriminate the 21st century skills that influenced the employment of the graduates from the Faculty of Education, Prince of Songkla University, Pattani Campus. The sample size of 138 was set by simple random sampling technique via G*Power Program. The research instrument was the 21st century skills assessment form. It was found that the 21st century skills operational levels of the employed graduates and the unemployed graduates were “often” in every skill. For the group of the employed, the compassion had the highest mean followed by the communications, information, and media literacy skill. In the same way, the highest mean of the group of the unemployed was the compassion followed by the career and learning skill. On the contrary, the cross-cultural understanding skill had the lowest mean in both groups. The logistic discriminant analysis shows that the creativity and innovation skills and the career and learning skills had a statistically significantly positive effect whereas the critical thinking and problem solving skills, the communication, information and media literacy skills, and the computing and ICT literacy skills had a statistically significantly negative effect. The correctness score of the classification based on discrimination function was 71.7 %.
 
Index Terms—21st century skills, Logistic discriminant analysis, Employment, Teacher graduate

Cite: Afifi Lateh, Supansa Suvanchatree, Supakan Buathip, and Noorasikin Yeesaman, "Discriminant Analysis of the 21st Century Skills on the Graduates’ Employment," International Journal of Learning and Teaching, Vol. 4, No. 1, pp. 53-57, March 2018. doi: 10.18178/ijlt.4.1.53-57

 

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