Abstract:

This study aimed to reveal a relationship between high school students' 21st-century skills and academic performance in mathematics and science courses. The research was designed in a relational survey model. In the study group, there were 596 students. Descriptive statistics, the one-way analysis of variance, the Pearson correlation test, and simple partial regression analyzed the research data. As a result of the research, it was concluded that the 21st-century skills of high school students are above the intermediate level. It is also revealed that there is no significant difference between the dimensions other than critical thinking and problem-solving of 21st-century skills scores according to the type of high school. According to high school type, a difference was found in the dimension of critical thinking and problem-solving. It has been concluded that there is a significant relationship between the 21st-century skills scores of high school students and their academic performances in science and mathematics courses. Information and technology literacy, critical thinking and problem-solving, entrepreneurship and innovation skills, and 21st-century skills overall scores could be used to predict academic performances in science and mathematics courses. The other variables like social responsibility and career awareness cannot predict academic performances in science and mathematics courses concerning this study.

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