The extent to which 21st century skills are reflected in TIMSS scores, and its relationship to the academic achievement of fourth grade pupils in Kuwait

This study aimed to examine the extent to which 21st-century skills are reflected in the academic performance of fourth-grade students through their TIMSS mathematics scores and their relationship with overall academic achievement. Adopting a quasi-experimental design, the study sample consisted of 79 fourth-grade students, distributed equally across four groups (A, B, C, and D). A set of instruments was utilized, including a 21st-century skills checklist, a TIMSS-based assessment, and four achievement test models. The findings revealed a strong acquisition of most 21st-century skills, with model A showing an acceptable level of performance, model B reflecting weak fluency, and models C and D indicating challenges in decision-making and logical reasoning. One-way ANOVA results showed statistically significant differences among the four groups, and post hoc Scheffé comparisons revealed that model B was significantly more difficult than model D. These findings underscore the predictive value of TIMSS scores for student achievement and highlight specific skill gaps that require targeted instructional interventions. The study concludes by emphasizing the importance of integrating 21st-century skills into mathematics curricula at the primary level to enhance student readiness for international benchmarks and future academic success.