ADVANTAGES OF TAKING UP STEM IN SENIOR HIGH

SCHOOL: PREPARATION FOR COLLEGE

A Thesis Proposed to the Faculty of Senior High School

NUEVA VIZCAYA STATE UNIVERSITY

Bambang Campus

Bambang, Nueva Vizcaya

In Fulfillment of the requirements for the completion of

PRACTICAL RESEARCH

By

Diana Rose Agamata

Jeric D. Alvin

Mark Anthony Gulingay

Rose Anne Mabasa

Joseph Para

Marcee Nicole Puguon

Jericho Loyd Rivera

Date:

May 22, 2018

 ACKNOWLEDGEMENT

This study is made and completed by the never ending help and support of the

people who did not think twice to lend her support for the researchers. The researchers

are whole heartedly thankful and are in debt for the help and support of these people.

ANDRES Z. TAGUIAM, PhD, President of the Nueva Vizcaya State University,

who’s priority is giving and helping the community and the students to achieve their

goals and molds them for the future.

ARACELI V. DOMAGAS, PhD, Former campus administrator of Nueva

Vizcaya State University-Bambang Campus, for her leadership to guide and help the

students of the future.

CARLO F. VADIL, DPA, Campus administrator of Nueva Vizcaya State

University-Bambang Campus for his great leadership and compassion to help the

students achieve and reach their dreams and goals.

ELMA P. APOSTOL, EdD, Dean of the College of Teacher Education for her

never-ending guidance, support and help to the students.

FERNANDO L. GUYONG, MAEd, Principal of the Nueva Vizcaya State

University-Senior High School, for his never ending support, his smart decisions,

guidance and knowledge to be imparted to the students.

ii
 FERMILYN A. BELARDE, MAT, Research adviser of the respondents, for her

never-ending support, understanding, and helping the researchers to improve, innovate

and improvise their study. The researchers are also thankful for her never-ending

extensions of deadlines.

TO THE RESPONDENT, for their support and cooperation to the researches,

for without them the study would not be completed.

iii
 DEDICATION

We humbly dedicate this study to the enhancement of STEM students in

preparation for college.

The student’s aim to develop a study that is worthy of credit as a certificate

reference in “ADVANTAGES OF TAKING UP STEM: PREPARATION FOR

COLLEGE”. Hence, the students of this study should be able to provide data for future

researchers and studies in the area covered.

We finally dedicate this book to our families whose untiring support and

assistance have made possible the fruition of our efforts. To our friends and classmates

for their cooperation while conducting the study.

And most of all to our great creator our Almighty God the author of knowledge

and wisdom who made this possible.

iv
 ABSTRACT

Diana Rose Agamata, Jeric Alvin, Mark Anthony Gulingay, Rose Anne Mabasa,

Joseph Para, Marcee Nicole Puguon, Jericho Loyd Rivera. Advantages of Taking up

STEM in Senior High School: Preparation for College.

Adviser: Fermilyn A. Belarde

STEM strands stands for Science, Technology, Engineering, and

Mathematics and refers to any subjects that fall under these four disciplines. Because

these things are never straightforward, there are also dozens of alternative versions of

STEM (including STEAM, STREAM and METALS) but STEM is by far the most

widely-used. The acronym originates from the discussions about the lack of qualified

graduates to work in high-tech jobs in the US. Since its creation, government and

universities around the world have made attracting students to STEM courses a priority,

in order to address this shortfall. In some cases, it’s also easier to immigrate to another

country if you studied a STEM subject at degree level and are looking for work in the

field. As mentioned, STEM stands for science, technology, engineering, and

mathematics, but a far wider range of academic disciplines fall under this description.

Here’s the list of some of the other STEM courses you could study:

Aerospace engineering, Astronomy, Biochemistry, Biology, Chemical engineering,

Chemistry, Civil engineering, Computer science, Electrical engineering, Mathematics,

Physics, Psychology, Statistics.

v
This full list is far more exhaustive, but this gives you an idea of the range of subjects

included under STEM.

Our Study is all about the Advantages of taking up STEM in Senior High School:

Preparation for College, The researchers made use of open ended questions that will be

use to gather direct experiential accounts from the respondents. There are about 70

respondents that have answered the survey wherein the respondents of the study have 34

male respondents with a percentage of 48.4% and 36 female respondents with 51.6%.

The responses helped the researchers in collecting the data’s needed leading the

researchers with defined results.

The statements that are related to the questions about what benefits would the

students gain in taking up STEM has a result of 45 respondents or 64.3% in percentage

agreeing that they would benefit in taking up this track while 3 respondents or 4.3% in

percentage stated no and 22 respondents or 31.43% in percentage are not sure. the

statements that are related to the abilities that the students could use in making solutions

concerning real world problems and challenges have a result of 55 respondents or 78.6%

in percentage said yes that they would be able to make solutions concerning the real

world problems and challenges while 3 respondents or 4.3% in percentage didn’t agree

and 12 respondents or 17.1% in percentage are not sure.

The study have proven the following:

1) The main reason that junior high school students choose STEM strand is because

it would help them in their dream career. There are other reasons stated such as,

vi
 because it is popular, peer pressure and the subjects they are interested in are

under the STEM strand.

2) The benefits that the students may acquire in taking up this academic track would

help them make a new kind of mathematical standardization of certain

mathematical problems, bring out innovative ideas in creating technologies, trains

students to become highly skilled researchers and innovators who values the

contributions of science, technology, engineering and mathematics.

First is the peer pressure, to be followed by interest, abilities and family pressure.

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 TABLE OF CONTENTS

Page

TITLE PAGE i
ACKNOWLEDGEMENT ii
DEDICATION iv
ABSTRACT v
TABLE OF CONTENTS vii
LIST OF TABLES xi
Chapter I Background of the Study

Rationale
Statement of the Problem
Signifance of the Study
Scope and Delimitation
Definition of Terms

Chapter II Review of Related Literature and Studies

Literature
Related Studies

Chapter III Methodology of the Study

Research Desigh

viii
 Research Respondents/ Population/ Samples
Research Instruments
Data Gathering Procedure
Data Processing

Chapter IV Presentation of Findings

Presentation of Data

Chapter V Summary, Conclusion and Recommendations

Summary
Conclusion
Recommendations

Bibliography
Curriculum Vitae
Appendices A
Appendices B
Appendices C
Appendices D

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 List of Tables

Table Titles
Table 1 The Frequency and Percentage of Male and

Female respondents of the study

Table 2 The Frequency and Percentage of STEM

11 and STEM 12 respondents from each

section

Table 3 The Frequency Distribution and Percentage

of Answers on STEM based open-ended

questions

x
 CHAPTER I

RESEARCH PROBLEM AND ITS BACKGROUND

Rationale

Education is the process of facilitating learning or the acquisition of

knowledge, skills, values, beliefs, and habits. Educational methods include storytelling,

discussion, teaching, and directed research. STEM strands stands for Science,

Technology, Engineering, and Mathematics and refers to any subjects that fall under

these four disciplines. Because these things are never straightforward, there are also

dozens of alternative versions of STEM (including STEAM, STREAM and METALS)

but STEM is by far the most widely-used. The acronym originates from the discussions

about the lack of qualified graduates to work in high-tech jobs in the US. Since its

creation, government and niversities around the world have made attracting students to

sTEm courses a priority, in order to address this shortfall. In some cases, it’s also easier

to immigrate to another country if you studied a STEM subject at degree level and are

looking for work in the field. As mentioned, STEM stands for science, technology,

engineering, and mathematics, but a far wider range of academic disciplines fall under

this description.

xi
Here’s the list of some of the other STEM courses you could study:

Aerospace engineering, Astronomy, Biochemistry, Biology, Chemical engineering,

Chemistry, Civil engineering, Computer science, Electrical engineering, Mathematics,

Physics, Psychology, Statistics.

This full list is far more exhaustive, but this gives you an idea of the range of subjects

included under STEM.

In terms of career paths, some of these subjects will offer a quite straightforward

progression to particular careers. Aerospace engineering for example, is likely to lead

into a graduate job working for one of the world’s major aircraft designers, such as Rolls

Royce.

Not every STEM-related graduate job is this obvious though. For example, a

STEM degree could lead to a career working on special effects in Hollywood, helping to

design new sportswear, or revolutionizing the farming industry. This is in addition to

roles in areas such as finance and accountancy, construction, telecoms, and the energy

sector.

As well as encouraging more students to choose a STEM degree, universities,

employers and governments have also introduced policies aimed at increasing the

proportion of women choosing to study in these in these areas. STEM subjects,

historically, have been very male-dominated, with young girls often discouraged from

pursuing such a technical career path. While 12% women in bachelor programs will

graduate with a STEM degree each year, only 3% go on to work in the STEM degree

field. This lack of gender balance has also led to pay gap between men and women in

xii
STEM. According to the Australian Bureau of Statistics, the gender pay gap in STEM

fields in Australia was 30.1% in 2013.

To combat this, government and charitable initiatives have been launched to

increase the number of young women studying STEM degrees and going on to work in

STEM-related fields. Girls Who Code, Engineer Girl, Kode with Klossy and many other

organizations have been established to encourage female participation in STEM subjects,

with internship and other work placements often made available specifically for young

women.

This strand will develop the student’s ability to evaluate simple to complex

societal problems and be responsive and active in the formulation of its solution through

the application and integration of scientific, technological, engineering, and mathematical

concepts as it prepares them to pursue college degrees that focuses on the enigma of the

natural world hereby leading them to become future scientists, technological analysts and

experts, engineers, mathematicians, programmers, and the like.

Statement of the Problem

1. What are the reasons why junior high school students choose to take the STEM in

Senior High School?

2. What will be the benefits in taking academic track STEM for college?

3. What are the factors that affect the students thus leading them in taking up STEM

as a headstart for college?

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 4. In what ways does STEM Strand helps the students in advance training for

college?

Significance of the Study

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

Senior High School Students. The results will provide the students with some

knowledge on taking up STEM in senior high school as a preparation for college. It will

give students a realization that taking up STEM will help the student which will take

medicine or engineering course on college. At the end of the study students would finally

know that wrong choice on the strand will lead them to a misunderstanding on what will

they take course on college.

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

take STEM as their headstart for college. The teachers would be able to teach and guide

the students to achieve their goal.

Parents. The parents too, will understand that taking up STEM would help their children

if they will be taking up engineering course, medicine course or technology course. That

if their children will take STEM, they will be guided and be nourished very well.

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Administration. The administration further understands what facilities that could help

the students, teachers and the school, and to acknowledge the administration to provide

sponsorship seminars and trainings for the teachers.

University. To make the university achieve it’s goal and further produce more

endorsement for others for scholarship training.

Scope and Delimitation

The main focus of this study is to know the advantage of taking up STEM as their

headstart for college and encourage why Junior High Shool students should take STEM

as their headstart for college.

This study will be conducted at NVSU Laboratory School Bambang Campus,

STEM A and B both grade 11 & 12 of Senior High School will be the respondents with a

limited amount of financial resources and time framework. This research will be

conducted on the 2nd and 3rd week of April.

Definition of Terms

This defines the words used in our research:

Career. a job or profession that someone does for a long time.

xv
College. a school that offers courses leading to a degree (such as a bachelor’s degree or

an associate’s degree).

Degree. an amount or level that can be measured or compared to another amount or level.

Education. a field of study that deals with the methods and problems of teaching.

Engineering. the work of designing and creating large structures (such as roads and

bridges) or new products or systems by using scientific methods.

Science. Knowledge about or study of the natural world based on facts learned through

experiments and observations.

Technology. The use of science in industry, engineering, etc., to invent useful things or

to solve problems.

Mathematics. The science of numbers and their operations, interrelations, combinations,

generalizations, and abstractions and space measurement, transformations, and

generalizations.

xvi
 CHAPTER II

REVIEW OF RELATED LITERATURE

Related Literature

Education is progressive in most subjects and probably especially so in STEM

subjects. Moreover the basic skills of literacy and numeracy are essential for participation

in society and we rightly encourage their development in everyone through compulsory

education. Over time there has been an increase in the extent of these basic skills

reflecting, in part, the greater complexity in society, and a matching rise in compulsory

schooling. The argument for free (or, at least, highly subsidized) compulsory schooling is

that the whole of society benefits from each individual having a basic level of skills, not

just each person individually – the benefits of being able to read is higher the more other

people can read and write. If it were left to each individual to invest in such basic skills

they would give too little weight to the effect of their basic skills on the returns to others.

Moreover, there is considerable evidence that individuals are “time inconsistent” in their

xvii
behavior and so procrastinate - but when it comes to the acquisition of basic skills

postponement makes their acquisition more difficult for developmental reasons. So such

time inconsistency would be an additional reason for subsidy and/or compulsion. Below

we present the evidence on the impact of basic skills, especially numeracy. Given the

progressive nature of STEM subjects, these skills are especially important because they

provide the foundation for further learning. Thus, any failure to produce basic technical

skills at an early age will have longer run impacts on the accumulation of advanced

STEM training (and probably non-STEM training to an extent). Thus, we also consider

the impact of basic skills on later achievement and selection, and thence on earnings. For

example, in the UK literature such skills would be measured by early test scores in

surveys, or from Key Stage (KS) 1, 2 and 3 achievements at ages 7, 11 and 14 in

administrative records. Later achievement would be measured by national examination

achievement scores at 16 and 18, usually captured by GCSE and A level attainment in

England and Wales (and by similar qualifications in Scotland). After 16 in the UK

(slightly less so in Scotland) there is extensive selection that results in specialization at an

early age relative to most other countries. Given the progressive nature of STEM

subjects, in particular, such specialization at an early age not only reduces the average

level of achievement in subjects which are dropped beyond age 16, but it may also

destroy “option value” – the value associated with keeping one’s options open until a

later date. The extent of the long term effects of earlier mathematics/science attainment

on earnings will depend on how those choices at 16 determine choices of study in HE -

since this will affect the supply of graduates of different types into the labour market

which ultimately determine graduate earnings differentials.

xviii
 Republic Act 10533 otherwise known as the Enhanced Basic Education Act of

2013 mandates the Department of Education to create another level of the basic education

composed of two years. These two additional years in the secondary level shall comprise

the senior high school program as set by the aforementioned law. The primary goal of the

program is to prepare secondary students to master the prerequisite skills needed in

professional courses for those who will prefer academic tracks and to equip with

employment and industrial skills needed for those who will prefer technical- vocational

and other tracks.

The Science, Technology, Engineering and Mathematics (STEM) track of the

Philippine K to 12- Enhanced Basic Education Curriculum is designed to produce

graduates of secondary level who will take science, research, mathematics and

engineering related courses in tertiary level and thereby add to the scientific and scholarly

workforce of the country.

While the number of STEM education initiatives across the country is rapidly

increasing, not much is known about approaches for the implementation of integrated

STEM instruction (English, 2016; Herschbach, 2011; Kelley & Knowles, 2016). This is

likely due to “the limited perception of what STEM represents” (Herschbach, 2011, p.

111). For instance, Bybee (2013) offered a range of models to describe STEM education

from various educational perspectives, ranging from STEM as a replacement acronym for

science or mathematics to STEM as representing true integration across all four fields.

Ring et al., (2017) also found that practicing science teachers conceptualized STEM

integration in various ways and that these conceptions change over time as teachers write

and implement integrated STEM curriculum (Ring-Whalen, Dare, Roehrig, Titu, &

xix
Crotty, in press). Oftentimes, the role of mathematics within STEM has been ill-defined

and in need of further investigation (Rinke, Gladstone-Brown, Kinlaw, &

Cappiello, 2016; Shaughnessy, 2013). Some researchers have shied away from

examining the role of technology in STEM due to the complex reality of defining

technology in education (Herschbach, 2011). These various models of STEM education,

however, do not necessarily provide teachers with details regarding instructional

strategies

Curriculum integration has been identified as a key component of integrated

STEM (Sanders, 2009). Despite the seeming “newness” of integrated STEM education,

integrated curriculum is not a new concept among educators. Practitioners and

educational researchers have discussed integrating curriculum since the late 1980’s as a

way to increase student engagement and learning (e.g., Beane, 1991, 1995; Burrows,

Ginn, Love, & Williams, 1989; Capraro & Slough, 2008; Childress, 1996; Jacobs, 1989;

Sweller, 1989). Various models of curriculum integration have been identified in the

literature, including models that specifically discuss science and mathematics (Davison,

Miller, & Metheny, 1995); adding engineering into the mix may seem natural given

recent reforms based on the technological demands of the twenty-first century (NGSS

Lead States, 2013; NRC, 2012). At a curriculum level, integrated STEM has been

described as integrating science, technology, engineering, and mathematics concepts in

ways that reflect the practice of STEM professionals to encourage students to pursue

STEM professions (Breiner, Harkness, Johnson, & Kohler, 2012). However, this

seamless approach has been a difficult task for teachers who need support (English, 2016;

Herschbach, 2011; Kelley & Knowles, 2016; Rinke et al., 2016).

xx
 The STEM Education & Leadership Program is utilizing a learning community

approach to its professional development. Central to the learning community model is the

belief that when “teachers, students, and parents are connected to the same ideas they

become connected to each other as well” (Sergiovanni, 1999, p. 18). Once people become

connected they share common goals and values and a community of mind emerges.

Individual practices are not ignored, but a community of shared practice is developed. A

school as a learning community is focused primarily on the culture of the school where

learning is seen as important work for the entire school. The aim is to maximize learning

for all involved in the community so that the school’s capacity to build the knowledge,

skills, norms, habits, and values necessary to adapt, renew, rethink, and inform classroom

practice is firmly established (Shaw, 1999).

The technological age of video games and instant messaging has created a culture

of students accustomed to continuous external stimuli and active engagement within the

environment. Hence, the traditional delivery system for mathematics and science

instruction (i.e., lecture) in elementary and secondary schools is obsolete in a

technological era and fails to capture student’s interest. Although many classrooms are

beginning to reflect the instant demand for information and the necessity to include

technology in instruction with the installation of SMART boards, fiscal constraints and

lack of continuous professional development opportunities on technology creates barriers

to adequately preparing students for STEM careers.

Experiential learning, hands-on activities, integrating STEM education, and

creating learning communities are possible ways to spark students’ interest in STEM and

STEM careers. Christie (2008) described several hands-on STEM experience synthesized
xxi
in state policies by Kayle Zinth, a policy analyst with Education Commission of the

States. Real-life and hands-on experiences that have the potential to increase students’

interest in STEM include mentoring, internships, afterschool programs that focus on

STEM subjects or health, and participation in math and science competitions. Other

experiences, such as STEM summer camps (Ivey & Quam, 2009), online games such as

CSI: The Experience Web Adventures (Miller, Chang, & Hoyt, 20010), interactive

videos and software (Demski, 2009), and STEM library resources (Barack, 2009) also

have the potential to stimulate students’ interest in STEM and STEM careers.

Providing instruction in which there is circular connections facilitates

understanding of concepts. Integrative STEM education has the potential of bridging

students’ understanding across STEM disciplines and other subject matter and increasing

students’ interest in STEM and STEM careers. Integrative STEM education is described

as “approaches that explore teaching and learning between/among any two or more of the

STEM subject areas, and/or between a STEM subject and one or more other school

subjects” (Sanders, 2008, p. 21). Furthermore, integrative STEM education is grounded

in constructivism and findings of decades of cognitive science. (Sanders, 2008)

Students involved in working together in cooperative groups on real-world

problems are more engaged and interested in STEM subject matter. In research by Fortus

et al., they found that because students were presented authentic problems their interest

levels in science, technology, engineering and mathematics increased because students

saw the need for, or value in, that information.

xxii
 Integrating STEM education through project-based activities has the potential of

increasing the quality of learning and enhancing motivation. Freeman, Alston, and

Winborne (2008) investigated undergraduate students’ attitudes, motivation, and learning

in STEM as a result of participating in linked (or integrated) courses at two historically

Black colleges and universities in 2006 and 2007. The authors found that the majority of

the students (at least 90% both years) indicated that they would recommend linked

classes to others. At one of the institutions, the success rate (i.e., course grades of A, B or

C) of students in clustered courses was higher (61% in pre-calculus and 75% in general

biology) than students in non-clustered courses. Although students indicated that they

would recommend the linked courses helped them better understand course material.

Furthermore, students both institutions provided, on average, a neutral response to linked

courses increasing their interest in attending graduate school or in pursuing a career in

math or science. Positive levels of motivation in the core STEM linked courses were

found for both institutions. The authors further asserted that classes that adopted a

learning community approach enhanced students’ attitudes and motivation toward

science and mathematics.

Exploring STEM career options through collaborative high school seminars also

has the potential to spark students’ interest in STEM and STEM careers. Cantrell and

Ewing-Taylor (2009) reported on the effectiveness of an outreach program that attracted

high school juniors and senior to a seminar series (K-12 Engineering Education Program

[KEEP] Seminar Series) designed to expose students to career possibilities in STEM

fields. Students were recruited and met weekly for eight weeks. At the end of each

session, students completed surveys. The authors found that across the eight weeks over
xxiii
half of seminar participants made weekly changes in their career choice, and the majority

of the changes were related to the career of the presenter on the evening the change

occurred. In addition, female participants and seniors were more stable in their career

choices (i.e., changed career choices less frequently). By the end of the seminar series,

engineering and medical careers gained the greatest number of students, science career

lost the greatest number of students, and computer science and undecided careers

remained fairly and constant. More students (over 90%) reported that the seminar series

increased their career knowledge base. Seniors’ seminar experience was reported to be

more meaningful to their current needs (e.g., make connections between seminar topics

and high school sources). Moreover, sessions that received low ratings were lectures with

little or no student interaction. The authors posit that providing students with explicit

experiences that contribute to and help to operationalize their career knowledge is

important to students making information-based career decisions.

Morrison (2006) described several characteristics of STEM education for

students, schools, and classrooms. The STEM educated student is a problem solver,

logical thinker, technologically literate, and able to relate his (or her) own culture to the

learning. The strand STEM has literacy as a priority and culturally relevant to all

students, has curriculum materials in support of the STEM instruction, fosters a culture of

questioning and creativity, and encourages assessment practices that are both formative

and performance based. The STEM classroom, grades 6 through 12, is active and student-

centered, has computers with STEM software, has easily reconfigurable furniture, and

serves students with various learning styles as well those with disabilities.

xxiv
 Study conducted by Wang (2013) showed that students choose STEM because of

its Math and Science exposure that can spur interest. His study highlights the importance

of cultivating student’s positive attitudes toward math. Wang believed that Colleges and

Universities can employ outreach programs to increase STEM interest students. The

present study will also discover the reason of New Era University STEM Grade 11

students in choosing STEM as their educational track.

“STEM education is important to the future of this country and is critical to

maintain the social, economic, and national security that comes with pre-eminence in

STEM fields.” (Preston, 2012). With this, it is clear that STEM students and graduates

are in demand and is needed in the society, and people who are critical thinkers,

innovative and creative and social and cultural competent are likely to excel in this

strand. Ursuline College (2012) stated that Colleges and Universities who pursue and

encourage students with these abilities will likely to have intelligent and credible

graduates ready to take over positions and prove their skills in the future. In another

study, it was found that students choose their university courses based on what subjects

they enjoyed and exceled at in school. These results found a high correlation between

enjoyment of a school subject and their interest in pursuing this subject at university at

university and beyond. (Hom 2014). It shows that subject interest is a great factor to

students for them to pick the right track and strand for them. Students who excel in

mathematics and shows great interest in Science tend to pursue studying in the STEM

strand.

xxv
 CHAPTER III

METHODOLOGY OF THE STUDY

Research Design

The research study will use the descriptive –survey type of research. This study

will describe and relate the Advantages of taking up STEM in senior high school in

Preparation for college.

The research study will also use the qualitative method research design.

Qualitative data may collect or gather an authentic information to the respondents.

Qualitative design deals with data that is primarily verbal and derives meaning

from the participant’s perspective and also aims to understand meaning that people attach

to everyday life (Bless &Higson-Son,1995; De Vos,1998). The qualitative approach is

appropriate for this study because the data collected and used focuses on the participants’

subjective experiences on the process of disclosure and the way they interpret them.

xxvi
Marshall & Rossman (1995) further outline that the qualitative approach to research is

uniquely suited to uncovering the unexpected and to exploring new avenues.

Research Respondents/ Population/ Samples

The sampling techniques that the researcher used is in the probability sampling

that include the simple random sampling techniques.

Science Technology Engineering Mathematics (STEM) has a total population of

159 students wherein 82 or 51. 57% are male and 77 or 48.43% are female. The

computed sample size of the STEM students is 157 wherein the sample size of males is

82 and the sample size of female is 77, but there will be 76 respondents overall, 20

students will be chosen in the three sections, while in the fourth section there will be 16

respondents, 76 respondents in total.

Research Instruments

The instrument that will be in gathering data is through questionnaires and

interviews. This was plainly used by the researchers to gather information. It is most

appropriate tool used because of its validity and reliability and it was easily to fill out;

kept respondents on the subjects relatively objective and was fairly easy to tabulate and

analyze.

xxvii
Data Gathering Procedure

This study will gather data using face to face individual interview schedule.

According to Ferreira et al. (1998), interviewing is the most important data collection

instrument. The interviews were semi-structured, that is, a list of questions and issues to

be discussed was prepared prior to the interview. Semi - structured interviewing gave

room for probing for clarification and further discussion of important and relevant issues

that arose during the interviews. Where necessary, questions were elaborated to suit a

particular participant. Face to face interview enabled the researcher to read the nonverbal

communication and reactions, which proved to be helpful in the analysis of data. This

proved to be a valuable aspect in rapport building between the researcher and the

participants as it was evident that some of the participants seemed encouraged by the

researcher’s non-judgmental attitude towards them. At the same time the researcher was

cautious of the emotional involvement that could “affect the validity and the reliability of

the data” (Ferreira, et al.., 1998; 147). Bogdan & Taylor (1975) add that it is the

interviewer’s responsibility to create an atmosphere in which participants will feel

comfortable enough to talk freely and openly. This was achieved by allowing participants

to take part in choosing an appropriate and conducive venue for the interviews.

Data Processing

The data will be collected and interpreted by the researchers by the use of

frequency analysis in order for the research to produce results and conclusions for the

research to be viable and helpful for other researchers and the students.
xxviii
 CHAPTER IV

PRESENTATION OF FINDINGS

Presentation of Data

This chapter discusses the presentation of findings, its analysis of and the

interpretation of data collected and tallied for the research study.

Table 1

The Frequency and Percentage of Male and Female respondents of the study

Respondents Frequency Percentage

Male 34 48.6%
Female 36 51.4%
Total 70 100%

As shown in Table 1 the respondents of the study with 34 male respondents with a

percentage of 48.4% and 36 female respondents with 51.6%.

xxix
 Table 2

The Frequency and Percentage of STEM 11 and STEM 12 respondents from each section

Section Frequency Percentage

STEM - A 11 18 25.7%

STEM - B 11 17 24.3%

STEM - A 12 20 28.6%

STEM - B 12 15 21.4%

Total 70 100%

As shown in Table 2 there are respondents from each section of STEM Grade 11

and 12 with a percentage of 25.6% in STEM A 11, 24.3% in STEM B 11, 28.6% STEM

A 12, and 21.4% in STEM B 12.

Problem 1, What are the reasons why junior high school students choose to take the

STEM in Senior High School?

Problem 2, What will be the benefits in taking academic track STEM for college?

Problem 3, What are the factors that affect the students thus leading them in taking up

STEM as a head start for college?

Problem 4, In what ways does STEM Strand helps the students in advance training for

college?

xxx
 On the table below shows the results of the gathered data from the respondents

with the use of the statements relating to “Advantages of taking up STEM in Senior High

School: Preparation for college”:

Table 3

The Frequency Distribution and Percentage of Answers on STEM based open-

ended questions

No. QUESTIONS Frequency Percentage

Yes No Not Total Yes No Not Total

Sure Sure
1 When I finish 45 3 22 70 64.3% 4.3% 31.43% 100%
Grade 12 (STEM),
I will be able to
contribute to the
development of a
technological
advancement.
2 After I study 47 5 18 70 67.2% 7.1% 25.7% 100%
STEM, I am sure
that I have enough
knowledge in
science,
technology,
engineering and
mathematics.
3 I can make a new 31 5 34 70 44.3% 7.1% 48.6% 100%
kind of solution or
mathematical
standardization of
a certain
mathematical
problem after
taking STEM.

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4 I will conduct 45 4 21 70 64.3% 5.7% 30% 100%
researches along
science,
technology,
engineering and
mathematics after
finishing Grade
12.
5 I can make new 43 3 24 70 61.4% 4.3% 34.3% 100%
innovations under
science,
technology,
engineering and
mathematics.
6 I will take up a 63 0 7 70 90% 0% 10% 100%
degree related to
science,
technology,
engineering and
mathematics in
college.
7 The knowledge I 55 3 12 70 78.6% 4.3% 17.1% 100%
gained along
science,
technology,
engineering and
mathematics can
help me solve real
world problems
and challenges.
8 There is a 33 4 33 70 47.15% 5.7% 47.15% 100%
possibility for me
to make an applied
mathematical
solution
concerning a
certain problem
that has not yet
xxxii
 been accepted by
the mathematician
society.

9 After graduating 53 1 16 70 75.7% 1.4% 22.9% 100%

STEM, I can be
able to apply
mathematical
solutions under
science,
technology,
engineering and
mathematics.
10 I will become a 29 5 36 70 41.4% 7.2% 51.4% 100%
highly, skilled
researcher and
innovator who
values the
contributions of
science,
technology,
engineering and
mathematics.
11 I can carry out 55 3 12 70 78.6% 4.3% 17.1% 100%
projects with
appropriate skills
and knowledge in
science,
technology,
engineering and
mathematics.
12 I will be able to 49 5 16 70 70% 7.1% 22.9% 100%
work with
business and
industry partners
involved with

xxxiii
 STEM.
13 I can use the 63 2 5 70 90% 2.9% 7.1% 100%
knowledge I
gained from
studying STEM as
a tool to facilitate
research,
investigations and
design.
14 Computer science 56 4 10 70 80% 5.7% 14.3% 100%
is part of the
STEM and it will
be a great help in
preparation for
college.
15 Some of STEM’s 53 1 6 70 75.7% 1.4% 8.7% 100%
complex problems
are related to the
real world and
they will be
helpful to me.
16 STEM curriculum 62 3 5 70 88.6% 4.3% 7.1% 100%
in our school
include lessons
that are integrated
to include science,
technology,
engineering, and
mathematics.
17 STEM is 63 3 4 70 90% 4.3% 5.7% 100%
connected to my
dream job.
18 STEM strand has 63 1 6 70 90% 1.4% 8.6% 100%
all the subjects
that’s so complex
but so helpful for
me in preparation
xxxiv
 for college.
19 STEM made me 63 2 5 70 90% 2.9% 7.1% 100%
do a lot of critical
thinking.
20 I think my choice 62 3 5 70 88.6% 4.3% 7.1% 100%
of picking STEM
as my strand will
make it easier for
me in college.

xxxv
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, conclusions, and recommendations to be

made for the best outcome of this study. The researchers made use of open ended

questions that will be use to gather direct experiential accounts from the respondents. The

data collected can now answer the following statement of the problems: What are the

reasons why junior high school students choose to take the STEM in Senior High School?

What will be the benefits in taking academic track STEM for college? What are the

factors that affect the students thus leading them in taking up STEM as a head start for

college? In what ways does STEM Strand helps the students in advance training for

college?

There are about 70 respondents that have answered the survey wherein the

respondents of the study have 34 male respondents with a percentage of 48.4% and 36

female respondents with 51.6%. The responses helped the researchers in collecting the

data’s needed leading the researchers with defined results.

The statements that are related to the questions about what benefits would the

students gain in taking up STEM has a result of 45 respondents or 64.3% in percentage

agreeing that they would benefit in taking up this track while 3 respondents or 4.3% in

percentage stated no and 22 respondents or 31.43% in percentage are not sure.

xxxvi
Meanwhile, the statements that are related to the abilities that the students could use in

making solutions concerning real world problems and challenges have a result of 55

respondents or 78.6% in percentage said yes that they would be able to make solutions

concerning the real world problems and challenges while 3 respondents or 4.3% in

percentage didn’t agree and 12 respondents or 17.1% in percentage are not sure.

Conclusion

These are the conclusions created by the researchers through the use of the

answers of the respondents.

1. The main reason that junior high school students choose STEM strand is because

it would help them in their dream career. There are other reasons stated such as,

because it is popular, peer pressure and the subjects they are interested in are

under the STEM strand.

2. The benefits that the students may acquire in taking up this academic track would

help them make a new kind of mathematical standardization of certain

mathematical problems, bring out innovative ideas in creating technologies, trains

students to become highly skilled researchers and innovators who values the

contributions of science, technology, engineering and mathematics.

3. First is the peer pressure, to be followed by interest, abilities and family pressure.

4. STEM strand can help students in their trainings for college through solving real

world problems, critical thinking, and garner enough knowledge involving

science and math that would be helpful in preparation in their chosen course.
xxxvii
Recommendation

These are the recommendations that would help the students in their academic

track decision making.

1. The students can use the NCAE results as their basis in choosing their strand. The

recommendation for this result would help them use their strongest and highest

skills in certain subjects.

2. It is recommended for the students specially those who will take up doctors,

engineers, architect, etc to know the benefits in taking academic track STEM for

college.

3. It is recommended for the students to choose their desired track on their own will.

4. Students could use the help, advices and recommendations of their parents and

teachers to know what ways does STEM strand helps the students.

xxxviii
 CURRICULUM VITAE

Name: Diana Rose Cadondon Agamata

Address: Homested Cavite, Bambang Nueva Vizcaya

Mobile No.: 09360568269

PERSONAL BACKGROUND

Birth Date: September 16, 2000

Gender: Female

Civil Status: Single

Citizenship: Filipino

Religious Affiliation: Mormons

EDUCATIONAL BACKGROUND

Senior High School: Nueva Vizcaya State University – Laboratory School

Junior High School: Saint Catherine’s School

Elementary School: Barat Elementary School

xxxix
 CURRICULUM VITAE

Name: Rose Anne Galido Mabasa

Address: Punawa Calaocan, Bambang Nueva Vizcaya

Mobile No.: 09150491147

PERSONAL BACKGROUND

Birth Date: October 25, 2000

Gender: Female

Civil Status: Single

Citizenship: Filipino

Religious Affiliation: Roman Catholic

EDUCATIONAL BACKGROUND

Senior High School: Nueva Vizcaya State University – Laboratory School

Junior High School: Saint Catherine’s School

Elementary School: Bambang North Central Elementary School

xl
 CURRICULUM VITAE

Name: Marcee Nicole Villar Puguon

Address: Ineangan, Bambang Nueva Vizcaya

Mobile No.: 09758625224

PERSONAL BACKGROUND

Birth Date: August 01 , 2000

Gender: Female

Civil Status: Single

Citizenship: Filipino

Religious Affiliation: Roman Catholic

EDUCATIONAL BACKGROUND

Senior High School: Nueva Vizcaya State University – Laboratory School

Junior High School: Lamo National HighSchool

Elementary School: Ineangan Elementary School

xli
 CURRICULUM VITAE

Name: Mark Anthony Pallay Gulingay

Address: Mabuslo, Bambang Nueva Vizcaya

Mobile No.: 09973941746

PERSONAL BACKGROUND

Birth Date: February 20, 2001

Gender: Male

Civil Status: Single

Citizenship: Filipino

Religious Affiliation: Roman Catholic

EDUCATIONAL BACKGROUND

Senior High School: Nueva Vizcaya State University – Laboratory School

xlii
Junior High School: Laboratory HighSchool

Elementary School: Bambang West Elementary School

CURRICULUM VITAE

Name: Jericho Loyd Manalo Rivera

Address: Banggot, Bambang Nueva Vizcaya

Mobile No.: 09069123040

PERSONAL BACKGROUND

Birth Date: November 08, 1999

Gender: Male

Civil Status: Single

Citizenship: Filipino

Religious Affiliation: Roman Catholic

EDUCATIONAL BACKGROUND
xliii
Senior High School: Nueva Vizcaya State University – Laboratory School

Junior High School: Saint Catherine’s School

Elementary School: Saint Catherine’s School

CURRICULUM VITAE

Name: Joseph Ryan Soriano Para

Address: Banggot, Bambang Nueva Vizcaya

Mobile No.: 09555722418

PERSONAL BACKGROUND

Birth Date: August 3, 2000

Gender: Male

Civil Status: Single

Citizenship: Filipino

Religious Affiliation: Roman Catholic

EDUCATIONAL BACKGROUND

xliv
Senior High School: Nueva Vizcaya State University – Laboratory School

Junior High School: Bambang National High School

Elementary School: Bambang Central

xlv