The Relationship Between Twenty-First-Century Learning Model (4Cs), Student Satisfaction and Student Performance-Effectiveness

Abstract

This study investigates the relationship between the twenty-first-century learning model (4Cs) and student performance-effectiveness through the mediating effect of student satisfaction. A stratified random sampling of 512 students in Thailand was used for the quantitative approach. The collected data were analysed using the PLS-SEM program and SPSS Version 27. The results reveal that student satisfaction is the significant mediator between the twenty-first-century learning model (communication, creativity, critical thinking, and collaboration) and student performance-effectiveness. It indicates that communication, critical thinking, collaboration, and creativity significantly influence student satisfaction. Moreover, communication has the most significant influence on student performance-effectively, followed by collaboration and creativity. Only critical thinking does not considerably influence student performance-effectiveness. The educational leaders, program directors and teachers should pay attention to the twenty-first-century model (4Cs) to increase student satisfaction and performance-effectiveness.

Keywords: Twenty-First Century, 4Cs-Learning Skill Management, Student Satisfaction, Student Performance, Effectiveness