Impact of pandemic on STEM (Science,

Technology, Engineering and Mathematics)

learners

11-STEM Pasteur

Group 2

Andrade, Marion Sander C.

Decamos, Joyce B.

Gicaraya, Gizel E.

Mallosa, Christian Dave A.

Montulo, Gwen L.

Mueda, Jerianne C.

Pereyra, Charles Jandrei D.

Saquian, Rafael D.

Sugide, Xyzent John S.

Tabion, Richnie M.
 Chapter 1

INTRODUCTION

Background of the study

The worldwide episode of the Coronavirus pandemic has spread

around the world, influencing practically all nations and domains. The

flare-up was first distinguished in December 2019 in Wuhan, China. The

nations all throughout the planet advised general society to take

responsive consideration. The public consideration methodologies have

included hand washing, wearing face veils, physical separating, and

keeping away from mass social event and gatherings. Lockdown and

remaining at home techniques have been set up as the required activity

to smooth the bend and control the transmission of the infection

(Sintema, 2020). Due to this pandemic, people are adjusting in order

to cope up with their lives. Students who usually go to school,

suddenly started to go online. From this new strategy, students are

still adjusting to the new normal system and so there are a lot of

adjustments.

The COVID-19 pandemic has impacted negatively on education

systems around the world, affecting nearly 1.6 billion students in

over 200 countries (Pokhrel, 2021). More than 94 percent of the

world's student population has been affected by school, university,

and other learning space closures. This has resulted in significant

changes in every aspect of our lives (Chhetri, 2021). Modern

educational activities have been greatly disrupted by social

distancing and restrictive movement policies. The reopening of schools

after the restrictions have been lifted is another problem, as several

new standard operating procedures have been implemented. Students,

parents, and educators around the world have felt the sudden ripple

impact of the COVID-19 pandemic as schools have been closed to deal

with the global pandemic. Students had to rapidly move from face-to-

face classes to online teaching, distance learning, blended learning

and homeschooling when schools around the country were forced to close

unexpectedly to help stop the spread of COVID-19.

As a new semester starts for many senior high school students

around the world, new national study, funded by the National Science

Foundation, is identifying how the COVID-19 pandemic affected students

learning and faculty work in STEM fields. As per the investigation, in

excess of 65% of these projects' alumni were searching for or had

effectively acquired STEM entry level positions and summer

occupations, and in excess of 75% were seeking after a STEM major or

vocation. The Difficulties and Effects of the Coronavirus Pandemic, a

collective report between UTSA, College of Kansas and Claremont

Graduate College, reviewed around 1087 STEM staff and 4603 STEM

understudies in June from around the U.S about the impacts Coronavirus

has had on their mentorships, research, scholastic professions and

psychological wellness. The venture's first report, delivered in July,

which zeroed in on fall enlistment and deferred graduation, discovered

that almost 10% of STEM understudies had not chosen or would not join

up with fall 2020 because of the pandemic, while 35.5% of doctoral

STEM understudies, 18% of expert's understudies and 7.6% of college

understudies postponed their graduation (Deannon, 2021).

The National Science Foundation (NSF) recently awarded a RAPID

grant to the Museum in partnership with SRI International (SRI) for a

one year project aimed at better understanding the impact of the

pandemic on students on STEM. The study has revealed that more than

65% of these programs' graduates were seeking or had secured

internship and summer jobs in STEM fields, and more than 75% had been

pursuing a STEM major or career. With the COVID-19 pandemic, many of

these employment opportunities have been cancelled, and those studying

STEM are now in a far more precarious position as they navigate the

challenges of remote, online, and modular learning.

Many job prospects have been canceled as a result of the COVID-

19 pandemic, putting those studying STEM in a much more difficult

situation as they navigate the difficulties of distance learning. Many

students especially STEM learners have experienced psychological and

emotional distress at home/living space and have been unable to

participate productively. The best online homeschooling methods are

yet to be discovered (Petrie, 2020). Accessibility, affordability,

versatility, learning pedagogy, life-long learning, and educational

policy are all problems with e-learning on STEM students (Murgatrotd,

2020). Many countries like Philippines face significant challenges in

terms of maintaining a stable Internet link and gaining access to

digital devices. When regular classes resume following the COVID-19

pandemic, teachers and students should be encouraged to continue using

online resources to improve teaching and learning. The Coronavirus

pandemic has furnished us with a chance to make ready for presenting

computerized learning (Dhawan, 2020).

As of April 8, 2020, schools have been suspended nationwide in

188 countries, according to UNESCO. Over 90% of enrolled learners (1·5

billion young people) worldwide are now out of education. The UNESCO

Director-General Audrey Azoulay warned that “the global scale and

speed of the current educational disruption is unparalleled”. For

children and adolescents with mental health needs, such closures mean

a lack of access to the resources they usually have through schools.

In a survey by the mental health charity young minds, which included

2111 participants up to age 25 years with a mental illness history in

the UK, 83% said the pandemic had made their conditions worse. 26%

said they were unable to access mental health support; peer support

groups and face-to-face services have been cancelled, and support by

phone or online can be challenging for some young people (Joyce Lee,

April 2020). Exploration features certain deficiency like the

shortcoming of internet showing foundation, the restricted openness of

educators to web based instructing, the data hole, and non-helpful

climate for learning at home, value and scholarly greatness regarding

advanced education. This article assesses the effect of the

Coronavirus pandemic on educating and learning measure across the

world. The difficulties and chances of on the web and proceeding with

training during the Coronavirus pandemic is summed up and path forward

proposed. Left unchecked, the COVID-19 pandemic may narrow the STEM

pipeline to only those students whose families have the resources to

easily access e-learning opportunities. For students majoring in STEM

fields, remote learning can be particularly difficult as learning is

enhanced with hands-on or laboratory experiences. Additionally, many

students that rely on employment to support their education have been

affected by job losses during the pandemic. There are fewer

opportunities for research experiences and internships as many labs

were forced to shut down.

Statement of the problem

Generally, this study was conducted to comprehend the possible

impacts of pandemic on STEM learners.

Specifically, this study sought answers to the following

questions:

1. What are the possible effects of pandemic on studying STEM strand?

2. Why is it important to have appropriate time for learning STEM

strand in the midst of pandemic?

3. How will you overcome a hard subject such as Calculus by only

studying the instruction written in the modules?

Significance of the Study

This study aimed to benefit (1) students (2) parents (3) schools

(4) future researchers.

Students will be beneficial to this study by using this solution

as they are facing problems this pandemic.

Parents can be mindful of what is happening to their

child/children as they are facing the pandemic.

Schools can use this study to better understand the problems that

underrepresented students face as they develop pandemic responses.

Future researcher can use this study as reference in conducting

new researches. Ideas presented may lead to the awareness among

students and parents.

Definition of Terms

Pandemic. A pandemic is a disease outbreak that spreads across

countries or continents. It affects more people and takes more lives than

an epidemic. The World Health Organization (WHO) declared COVID-19 to be

a pandemic when it became clear that the illness was severe and that it

was spreading quickly over a wide area (webmd.com, retrieved April,

2020).

As used in this study, this term refers to the worldwide spread

of a new disease.

Learner. Learner is someone who is learning about a particular

subject or how to do something (collinsdictionary.com, retrieved May,

2019)

As used in this study, this term refers to a person who is

finding out about a subject or how to do something.

STEM. STEM is an approach to learning and development that

integrates the areas of science, technology, engineering and

mathematics. Through STEM, students develop key skills including:

problem solving, creativity and critical analysis

(education.wa.edu.au, retrieved December 2018).

As used in this study, this term refers on the integrated

disciplines of science, technology, engineering, and math through

hands-on learning and projects rooted in real world

challenges, thus preparing students for the future job landscape.

Scope and Delimitation of the Study

This study focused on the impact of pandemic on STEM (Science,

Technology, Engineering and Mathematics) learners.

The participants of the study were the STEM (Science, Technology,

Engineering and Mathematics) learners in Zarraga National High School.

Data was collected using an interview guide, and thematic

analysis was used to interpret the results. After that, the themes

were divided into groups.