Chapter 1

The Problem and Its Scope

Rationale
According to Hoagland-Smith, “Knowledge is Power – But, Applying

Knowledge is More Powerful!” and in Senior High, STEM strand is accountable for

that statement.

STEM stands for Science, Technology, Engineering, and Mathematics.

STEM is important because it penetrates every part of our lives. Science is

everywhere. Technology is continuously expanding. Engineering is the basic

designs of infrastructures. Mathematics is always present in every occupation;

every activity we do in our lives. By exposing students to STEM and giving them

opportunities to explore STEM-related concepts, they will develop a passion for it

and hopefully pursue a job in a STEM field. A curriculum that is STEM-based has

real-life situations to help the student learn.

Institutions like Tuyan National High School integrates multiple classes to

provide opportunities to see how concepts relate to life in order to hopefully spark

a passion for a future career in a STEM field. STEM activities provide hands-on

and minds-on lessons for the student. Making math and science both fun and

interesting helps the student to do much more than just learn.

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 Tuyan National High School have three laboratories – Science, Speech and

Computer, in which the STEM students can practice themselves very well in the

STEM field.

However, in two consecutive years of Tuyan Senior High School the STEM

students’ population is not normal for a “class size” and it is rarely possible for a

faculty and staff to do something about it. Collaboration is widely recognized as

the best way to overcome this kind of problem

In school year 2018 – 2019, the total enrollees of STEM students of Tuyan

Senior High School is only eight (four in Grade 11 as well as in Grade 12). The

fundamental objective for this research is to identify the factors affecting the small

population of the STEM students through knowing the perceptions of the

completing students or the grade 10 students in Tuyan National High School.

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Background of the Study

“In the 21st century, scientific and technological innovations have become

increasingly important as we face the benefits and challenges of both globalization

and a knowledge-based economy. To succeed in this new information-based and

highly technological society, students need to develop their capabilities in STEM

to levels much beyond what was considered acceptable in the past.” (National

Science Foundation)

Science, Technology, Engineering and Mathematics workers play a key role

in the sustained growth and stability of our country’s economy. STEM education

creates critical thinkers, increases science literacy and enables the next generation

of innovators. Innovation leads to new products and processes that sustain our

economy and it will depend on a solid knowledge based in the STEM areas.

STEM education requires a basic understanding of Math and Sciences. And

both subjects are part of the discussion in Junior High of Tuyan National High

School but still the population of the STEM students is less acceptable. In this

case, the researchers are being able to conduct this study to know the reasons

behind the small population of STEM students of Tuyan Senior High School.

After finding the results, the researchers will analyze all the data and give

the conclusions that is based on the data collections. And they will write some

feasible recommendations after everything, if needed.

The findings of this research will collaborate the school to make this problem

solved as soon as possible and to take some actions about it. Until the population

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of the STEM students in Tuyan Senior High School will enlarge, together with the

help of the faculties and the future researchers.

Statement of the Problem

This study will determine the perceptions of the grade 10 students in Tuyan

National High School about the STEM strand to conclude common factors causing

the small population of the STEM students in Tuyan Senior High School.

More specifically, it seeks to find the answer of the following questions:

1. What are the perceptions of the grade 10 students of Tuyan National High

School about the STEM strand?

2. What are the factors affecting the grade 10 students’ perceptions?

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Significance of the Study

There are lots of equipment that are still present in Tuyan National High

School Laboratories for STEM students which are not utilized because of the

STEM students’ small population.

The results of the study will be of great benefit to the following:

Students. The result will provide the students with some knowledge about the

factors causing the small population of STEM students and how it can be avoided

or needing to improve. At the end of this study students would finally know why

small-size population have been a major problem to the society.

Teachers. The given data would guide the teachers on what to do with the

students that really have a reasons on staying away the STEM strand. Teachers

would be able to understand on why the STEM strand in Tuyan Senior High School

is not as many enrollees compare to other strand and later on, take actions about

it.

Parents. Like the teachers, the parents too will understand why their children don’t

want the STEM strand through the given data. The given data would help them

formulate some encouragement statements to help their children from avoiding the

factors. The findings would also help them know the possible perceptions of their

children.

Future Researchers. This study will help them, they can continue this study – go

deeper, or can improve this study through the findings. And they can easily get an

idea.

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Scope and Limitations of the Study

This study will have focused in getting the perceptions of the grade 10

students in Tuyan National High School located in Tabtuy, Tuyan, City of Naga,

Cebu. The researchers will confine their study in school year 2018 – 2019

restrictedly. And it will be further limited to the findings based of the result of the

study.

Theoretical Framework

Self –perception theory – emphasizes that we observe ourselves in the same

manner that we observe others, and draw conclusions about our likes and dislikes.

Extrinsic self-perception can lead to over-justification effect.

Social Cognitive Career Theory (SCCT) that was theorized by Lent, Brown

and Hackett (1994). According to the SSCT, career interest, choices, and educational

and occupational success have been influenced by thoughts, beliefs, and personal

and environmental factors (Petersen, 2014). More specifically, were shaped by self-

efficacy, outcome expectations, and goal orientation (Brown, 2002). Factors included

in this study were selected based on the idea that students’ STEM career interests

have been shaped by major constructs including self-efficacy, outcome expectations,

and goal orientation as the SSCT suggested. However, instead of these major

constructs, factors that could be considered as sub-constructs including people

(family, teachers, peers, relatives, etc.), school-related factors (courses, clubs,

competitions/fairs, etc.)

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 Prior studies have identified several factors that affect the small population of

STEM students. For example, Brian Kennedy et al.(2017) found that factors affecting

the small population of STEM students they are most likely to point to the difficulty of

these subjects, according to a new Pew Research Center survey. About (52%) say

the main reason young people don’t pursue STEM degrees is they think subjects are

too hard.

A primary purpose of this study was to know the perceptions/factors of grade

10 students affecting the small population of STEM students in Tuyan National High

School. In what reason they are choosing/not choosing the strand STEM and also

reasons in which school they continue as senior high students.

Definition of Terms

Factors - A circumstance, fact, or influence that contributes to a result or outcome.

Collaboration- The action of working with someone to produce or create

something.

Innovation- The action or process of innovating.

Perceptions- Intuitive understanding and insight.

STEM- Science, technology, engineering, and mathematics (as an educational

category).

- "the academy is seeking to appoint a Teaching and Learning Coordinator

for STEM subjects"

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 Chapter 2
Review of Related Literature

The low number of students studying or applying for STEM subjects and

workforce demand has been prioritized in almost all countries' policies. This study

intended to examine factors that influenced American and Turkish students to

pursue a degree or career in STEM related fields. Participants of the study were

86 high-ability students selected from two high schools in the United States (n =

39) and Turkey (n = 47). A five-part survey was used and its original version was

administered to American participants while its translated version was conducted

to Turkish students. Results revealed that self-motivation was found to be the most

influential factor of STEM interest for American students while mother was for

Turkish students. In addition, regarding primary reasons for interest in STEM

career, self-motivation was the most important reason for interest in STEM career

for American students while income of occupation was the one for Turkish

students. By stimulating needs for STEM fields, this study will help increase the

awareness of the gap between growth in graduates and STEM-related vacancies.

Academic institutions will potentially use findings of this study to revise their

enrollment policies, with the aim of enhancing enrolment for STEM areas.

(Analysis of Factors Influencing Interest in STEM Career: Comparison between

American and Turkish High School Students with High Ability). (A Kadir Bahar and

Tufan Adiguzel).

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 Public and private sectors are grappling with decreasing numbers of

science, technology, engineering, and mathematics (STEM) professionals as the

need for them rises. State-supported STEM residential high schools may be the

premier conduit to educate and socialize students in order to prepare for STEM

college majors and careers. Gaining understanding of how these schools can

nurture students academically and affectively so that they successfully matriculate

to university STEM settings is valuable; however, minimal research exists related

to the affective domain in relationship to retention at state-supported STEM

residential schools. This exploratory, mixed methods case study describes factors

that contribute to student persistence in a residential school setting. This study had

four purposes: a) to describe students’ meaning of belonging at a STEM residential

school; b) to explore potential relationships between students‘ personality traits,

expectations fulfillment, and belonging; c) to explore potential relationships

between belonging and persistence, expectation fulfillment and persistence, and

personality traits and persistence, and d) to describe characteristics of persists and

non-persists. Participants in the study were the student population of the

Tennessee Governor ‘s Academy for Mathematics and Science (TGA) (n = 41).

Following interviews of the population, qualitative analysis of the interviews

included pattern coding and creation of an explanatory effects matrix; quantitative

analysis of survey data utilized ANOVA, chi-square, and correlation. Results of

analyses produced a student-generated, multidimensional definition of belonging

and showed that students who perceived they belonged and expressed

institutional commitment via ownership of TGA had the highest persistence rate

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(100%). Quantitative findings showed that students whose expectations iv for TGA

were met or exceeded had a higher sense of belonging, and belonging was

associated with higher persistence. The personality traits agreeableness,

conscientiousness, openness, and work drive were significantly related to

belonging, suggesting that sense of belonging may function as a moderator

between personality traits and expectation fulfillment. For future study, a

longitudinal design is recommended as well as incorporation of the variable

educational practices in relation to the variables expectation fulfillment,

personality, belonging, and persistence. (Factors Related to Student Persistence

in a New Residential STEM High School: The Case of the Tennessee Governor ’s

Academy for Mathematics and Science). (Amy Cinci Sullins).

The primary purpose of the study was to examine the impact of a science,

technology, engineering, and mathematics (STEM) educational program on

academic achievement. The study was delimited to 8th graders and outcome

measures of mathematics, science, and reading. An ex-post facto, causal-

comparative research design was employed. The characteristic-present group

consisted of 73 eighth grade students in a STEM academic program. The

comparison group consisted of 103 eighth grade students in a non-STEM

academic program. On the basis of the centroids, the STEM group outperformed

the non-STEM group on all outcome measures. It is concluded that participation in

a STEM academic program, where teachers use Project-Based Learning (PBL),

collaborative learning, and hands-on strategies, positively impacted eighth grade

students’ academic achievement in mathematics, science, and reading. (The

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Impact of a STEM Program on Academic Achievement of Eighth Grade Students

in a South Texas Middle School), (Norma R. Olivarez).

“Half of Americans think young people don’t pursue STEM because it is too

hard” (Brian Kennedy, Meg Hefferon and Cary Funk). They conduct a survey base

on the factors why more students don’t pursue a degree in science, technology,

engineering or math (STEM), they are most likely to point to the difficulty of these

subjects, according to a new Pew Research Center survey. About half of adults

(52%) say the main reason young people don’t pursue STEM degrees is they think

these subjects are too hard. Policymakers and educators have long puzzled over

why more students do not pursue STEM majors in college, even though those who

have an undergraduate degree in a STEM field of study earn more than those with

other college majors – regardless of whether they work in a STEM job or a different

occupation. Yet only a third of workers (33%) ages 25 and older with at least a

bachelor’s degree have an undergraduate degree in a STEM field, according to a

new Pew Research Center analysis. Smaller shares say the main reason more

young people don’t pursue degrees in STEM is that they think STEM subjects are

not useful for their careers (23%) or they think these subjects are too boring (12%).

A 2013 Pew Research Center survey, using similar question wording, found that

Americans were also most likely to point to the difficulty of science and math as

the main reason more young people don’t pursue degrees in these fields.

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 Results and Discussion

Results of the data gathered were analyzed and interpreted using weighted

mean.

Raw Data

Respondents Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7 Question 8 Question 9 Question 10 Question 11 Question 12 Question 13 Question 14 Question 15
1 Strongly Agree Strongly Agree Agree Strongly Agree Strongly Agree Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree
2 Agree Agree Disagree Agree Agree Agree Agree Disagree Agree Strongly Agree Agree Strongly Agree Agree Agree Agree
3 Agree Disagree Disagree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree
4 Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree
5 Agree Agree Agree Agree Agree Strongly Agree Agree Agree Agree Strongly Agree Agree Agree Strongly Agree Agree Agree
6 Agree Agree Agree Agree Disagree Strongly Agree Agree Agree Agree Strongly Agree Strongly Agree Disagree Strongly Agree Agree Disagree
7 Agree Agree Agree Agree Agree Agree Strongly Agree Agree Agree Strongly Agree Agree Agree Strongly Agree Agree Agree
8 Disagree Agree Strongly Agree Strongly Disagree Disagree Strongly Agree Strongly Agree Agree Agree Agree Strongly Agree Strongly Disagree Strongly Agree Disagree Disagree
9 Disagree Agree Strongly Agree Strongly Disagree Disagree Strongly Agree Strongly Agree Agree Agree Agree Strongly Agree Strongly Disagree Strongly Agree Disagree Disagree
10 Agree Disagree Strongly Agree Agree Agree Strongly Disagree Strongly Disagree Agree Agree Agree Agree Disagree Agree Agree Agree
11 Agree Agree Agree Agree Agree Agree Agree Agree Agree Strongly Agree Agree Agree Strongly Agree Agree Disagree
12 Strongly Agree Strongly Agree Agree Agree Agree Strongly Agree Strongly Agree Agree Agree Strongly Agree Strongly Agree Agree Strongly Agree Disagree Agree
13 Disagree Disagree Agree Disagree Disagree Disagree Disagree Disagree Strongly Agree Strongly Agree Agree Agree Disagree Disagree Disagree
14 Disagree Agree Disagree Disagree Agree Agree Agree Disagree Disagree Strongly Agree Strongly Agree Disagree Strongly Agree Disagree Agree
15 Strongly Agree Agree Strongly Agree Strongly Agree Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Agree Strongly Agree Strongly Agree Agree
16 Strongly Agree Strongly Agree Agree Agree Disagree Agree Strongly Agree Agree Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Agree
17 Disagree Agree Agree Agree Agree Agree Agree Disagree Disagree Agree Agree Disagree Agree Agree Agree
18 Disagree Strongly Agree Agree Agree Agree Agree Strongly Agree Disagree Disagree Disagree Strongly Agree Strongly Disagree Agree Strongly Disagree Strongly Agree
19 Agree Agree Agree Strongly Agree Disagree Strongly Agree Agree Disagree Disagree Strongly Agree Strongly Agree Agree Agree Disagree Agree
20 Agree Disagree Agree Agree Strongly Agree Disagree Agree Strongly Disagree Disagree Agree Strongly Agree Agree Strongly Agree Agree Strongly Agree
21 Strongly Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree
22 Disagree Agree Strongly Agree Disagree Disagree Strongly Agree Strongly Agree Agree Agree Strongly Agree Strongly Agree Strongly Disagree Strongly Agree Disagree Disagree
23 Disagree Disagree Strongly Agree Strongly Agree Strongly Agree Disagree Strongly Agree Disagree Strongly Disagree Strongly Disagree Agree Disagree Agree Disagree Agree
24 Agree Agree Agree Disagree Disagree Strongly Agree Strongly Agree Agree Agree Strongly Agree Strongly Agree Agree Strongly Agree Agree Disagree
25 Agree Agree Agree Agree Agree Disagree Agree Disagree Disagree Agree Strongly Agree Strongly Disagree Agree Agree Disagree
26 Disagree Agree Disagree Agree Disagree Strongly Agree Strongly Agree Strongly Disagree Disagree Strongly Agree Strongly Agree Disagree Strongly Agree Agree Disagree
27 Agree Disagree Disagree Agree Agree Agree Strongly Agree Agree Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Agree Strongly Agree
28 Agree Disagree Disagree Agree Agree Strongly Agree Strongly Agree Agree Agree Strongly Agree Strongly Agree Disagree Strongly Agree Agree Strongly Agree
29 Disagree Agree Strongly Agree Disagree Disagree Strongly Agree Strongly Agree Agree Agree Strongly Agree Strongly Agree Disagree Strongly Agree Disagree Disagree
30 Strongly Agree Agree Strongly Agree Agree Agree Strongly Agree Strongly Agree Agree Agree strongly agree Strongly Agree Strongly Agree Strongly Agree Agree Agree

Count (N) 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30
Not Answered 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30

Strongly Agree 6 4 8 4 3 13 16 2 3 19 19 5 19 3 5
Agree 14 19 16 19 17 12 12 18 19 9 11 12 10 17 15
Disagree 10 7 6 5 10 4 1 8 7 1 0 8 1 9 10
Strongly Disagree 0 0 0 2 0 1 1 2 1 1 0 5 0 1 0
Total 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30

Strongly Agree (%) 20% 13% 27% 13% 10% 43% 53% 7% 10% 63% 63% 17% 63% 10% 17%
Agree (%) 47% 63% 53% 63% 57% 40% 40% 60% 63% 30% 37% 40% 33% 57% 50%
Disagree (%) 33% 23% 20% 17% 33% 13% 3% 27% 23% 3% 0% 27% 3% 30% 33%
Strongly Disagree (%) 0% 0% 0% 7% 0% 3% 3% 7% 3% 3% 0% 17% 0% 3% 0%
Total 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

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 Figure 1: Raw Data
Figure 1 shows the result of the survey in grade 10 students of Tuyan
National High School. The survey consists of positive statements that relates in
the STEM strand and the respondents’ response covers positive (strongly agree
and agree) and negative (disagree and strongly disagree) which is corresponds
with an individual weighted mean. Strongly agree, agree, disagree and strongly
disagree with weighted mean of 4, 3, 2 and 1, respectively.

Table
Strongly Strongly
Questions Total Agree (%) Disagree (%) Total
Agree (%) Disagree (%)
Question 1 30 20% 47% 33% 0% 100%

Question 2 30 13% 63% 23% 0% 100%

Question 3 30 27% 53% 20% 0% 100%

Question 4 30 13% 63% 17% 7% 100%

Question 5 30 10% 57% 33% 0% 100%

Question 6 30 43% 40% 13% 3% 100%

Question 7 30 53% 40% 3% 3% 100%

Question 8 30 7% 60% 27% 7% 100%

Question 9 30 10% 63% 23% 3% 100%

Question 10 30 63% 30% 3% 3% 100%

Question 11 30 63% 37% 0% 0% 100%

Question 12 30 17% 40% 27% 17% 100%

Question 13 30 63% 33% 3% 0% 100%

Question 14 30 10% 57% 30% 3% 100%

Question 15 30 17% 50% 33% 0% 100%

Figure 2: Percentage of the Findings

Figure 2 shows the percentage of the findings. The number in
question/statement from 1 to 15 is being count by how many respondents give a
positive response and how many give a negative one, and it is calculate by its
corresponding value (weighted mean). And the researchers get the average to get
the exact percentage of the given statements in the questionnaire.

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Graph

Figure 3: The Graph of the Findings

Strongly Strongly
Questions Agree (3) Disagree (2) Total Mean
Agree (4) Disagree (1)
Question 1 24 42 20 0 86 3

Question 2 16 57 14 0 87 3

Question 3 32 48 12 0 92 3

Question 4 16 57 10 2 85 3

Question 5 12 51 20 0 83 3

Question 6 52 36 8 1 97 3

Question 7 64 36 2 1 103 3

Question 8 8 54 16 2 80 3

Question 9 12 57 14 1 84 3

Question 10 76 27 2 1 106 4

Question 11 76 33 0 0 109 4

Question 12 20 36 16 5 77 3

Question 13 76 30 2 0 108 4

Question 14 12 51 18 1 82 3

Question 15 20 45 20 0 85 3

Overall Mean 3

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 Figure 4: Result with Average
The findings show in the graph in figure 2, illustrate that most of the grade
10 students give a positive feedback (strongly agree and agree).
In question 1-9 (about the STEM strand) it stated that the average is 3 in
which it is a weighted mean of “AGREE”. In question 10 to 15 (about their interest,
self, parents, school) it stated that most of the students will proceed their next level
of high school and have the full support of their parents. Most of their interests are
in line in the STEM strand and they will continue their study in Tuyan Senior High
School.
The common factors affecting the small population of STEM students of
Tuyan Senior High School: (based on the findings)
 Their interest is not in line in the STEM strand
 STEM consists of difficult subjects
 Sister’s decisions
 Not good at Math and Science
 Parents decisions
 They want to experience from the other school
Some of the grade 10 students have this reasons on their minds for staying
away the STEM strand. There are students thinks that the subjects belong in the
STEM strand are difficult. Some of them hate Mathematics and Sciences because
they thought that they are really not good at that. And others wants to experience
a new surroundings, a new schools for them to enter. And lastly, they respects the
decisions of their parents, siblings, relatives and others who able to support them
financially.

Conclusion
There are lots of student being able to choose the STEM strand. Therefore

there is a big changes of the school in which the students could love the school

that much more than the interests of the other year – they don’t want to transfer

because, for them:

 “it is the best school”

 “they want to avail the scholarship of LGU with no hassle”

 “it is not far”

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  “best teachers”

 “it is for everyone”

It is really the personal choice of the students to enroll STEM strand in

Tuyan National High School with the support primarily from their parents or who

support them financially. The advice from brothers and sisters as well as teachers

is also being considered in making their decision. Being a second home, have

some approachable teachers, affordable school and known as one of school in

City of Naga considered by the parents and students in choosing Tuyan National

High School. With the willingness of high school classmates and friends to enroll

in Tuyan NHS also contributes to their decision. Since Tuyan NHS is one of the

schools in City of Naga that offers a senior high, students from neighboring places

chose to enroll in Tuyan NHS instead of going to other schools.

Grade 10 students of Tuyan NHS have significantly higher possibility of

being influenced by their parents, siblings, friends and relatives; and they have

significantly higher level of interest towards the school compared to students from

the other schools.

Overall the response of the respondents (grade 10 students) is positive.

And there is a big possibility that next school year (2019-2020) the enrollees of the

STEM students will increase. Based on the findings.

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Recommendation

In Tuyan National High School STEM students (S.Y. 2018-2019) is not

better compared to the probability of enrolleed in (S.Y.2019-2020), the school may

market their offers education strand (STEM) for senior high school and encourage

them to take this strand in order for the school to use its facilities especially the

laboratories and the faculty members may be provided teaching. Parents may be

invited during orientations to provide them deeper understanding of the demand in

STEM workers. Marketing efforts of the school may now focus among the grade

10 students. Stachowski (2011) noted that educational marketing holds practical

tools to help out higher educational institutions continue to exist and even flourish

in such competitive and aggressive environments.

All the student achievements and school accomplishments may

continuously be disseminated through various media like school paper and

tarpaulin printing as well as the use social networking media. Alumni achievements

may also be announced in appropriate venue and occasion to honor them for what

they have contributed for the community. They served as the living proof of what

Tuyan National High School have planted to grow personally and professionally.

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