Bayugan National Comprehensive High School

Grade 10 Students Problem In

Choosing Stem Strand

In Senior High

School

A Research Presented to the

Faculty of Senior High School

Science, Technology, Engineering and Mathematics Strand

Bayugan National Comprehensive High School

Bayugan City

In Partial Fulfillment

of the Requirements for

Practical Research I

Krizlyn Mae D. Mondala

Descartes

June 2021
 CHAPTER 1
INTRODUCTION

Background of the Study

With the introduction of the new K-12 educational curriculum in the Philippines, as well

as its promising development in the field of education, it is an exaggeration to say that it is

causing quite a headache and a great deal of confusion among students who will now have to

choose a specific strand that will shape their knowledge base for higher education. It is an

exaggeration to state that the introduction of the new K-12 educational curriculum in the

Philippines, as well as its promising progress in the field of education, is causing quite a

headache and a great deal of confusion among students who will now have to choose a

specific strand that will shape their knowledge base for higher education, is causing quite a

headache and a great deal of confusion among students.

According to a Harris Interactive poll titled "STEM Perceptions: Student & Parent Study,"

the majority of parents of K-12 kids in the United States want their children to pursue STEM

and are willing to provide them with complete financial support. According to the findings of

a college student poll, their drive to pursue STEM studies did not come from their parents

advising them to choose that subject area or from the fact that STEM graduates are in high

demand in the United States (STEM Perceptions: Student and Parent Study, 2012). Even if

the subject they wish to pursue in college is a STEM-related topic, students in the Philippines

are hesitant to study STEM courses. They see STEM as a huge nightmare, and they fear that

pursuing it would result in poor marks.

Many challenges have arisen as a result of the implementation of the K to 12 Program.

According to UNESCO, teachers' approaches to STEM disciplines might be a challenge since

they are still underprepared, conventional barriers remain strong, and integrated learning

spaces are limited when compared to single topics.Another issue is a lack of facilities,

equipment, and a good curriculum, because creativity necessitates collaboration (Custudio et

al., 2017).
 It's challenging enough to choose a vocation, but Senior High School prepares you to

make critical decisions that will affect your future (Ongchoco, 2017). In light of this, the

researcher performed this study in order to better understand why students are hesitant to

choose STEM for Senior High School and to better address the problem by understanding the

root causes of the problem and identifying more appropriate solutions. The researchers hope

that this study will help prospective Senior High School students get more clarity and reduce

their hesitancy.

Statement of the Problem

The purpose of this study is to determine why entering Grade 11 students at Bayugan

National Comprehensive High School in the Academic Year 2021-2022 are hesitant to enroll

in the Science, Technology, Engineering, and Mathematics (STEM) Strand as their Senior

High School course.

Conceptual Framework

INPUT PROCESS OUTPUT

-The participants of this -Written consents will be

research are the selected
Grade 10 students of
Bayugan National
Comprehensive High
School that are identified
with having hesitations of
choosing STEM strand for
Senior High School
because of unknown
reasons though it is in line
with their courses for
tertiary education.
-
given to the respondents in
order for them to be fully
aware and evaluated of
what will happen during
the administering of the
questionnaires. A strategic intervention
material to guide the
-Gathering of grade 10 students in their
questionnaires.
track preference in senior
high.
-Tallying of data in
questionnaires.
-Identifying what makes
them hesitant in choosing
stem strand.
 Figure 1 The Research Paradigm of the study

Qualitative Research is the research design used in this study. Data from direct fieldwork

observations, in-depth open-ended interviews, and written materials are analyzed in

qualitative research. It also engages in naturalistic inquiry, in which it deduces complex

narrative descriptions from real-world surroundings. The researcher thinks this design is

appropriate because it allows them to elicit responses from respondents that will help them

better define the study ideas and related variables that are critical to the study's success.

Objectives of the Study

1.To identify why Grade 10 students of Bayugan National Comprehensive High School are

hesitant to get stem strand for senior high school.

2.To identify factors that will help Grade 10 students to choose stem strand for senior high

school.

Significance of the Study

The goal of this qualitative case study is to better understand how difficult it is for Grade 10

students at Bayugan National Comprehensive High School to choose a STEM Strand in

Senior High School. Furthermore, the findings of this research will benefit the following:

People who took part in the survey. The responders will be led accordingly, with the goal of

eradicating their negative perceptions of the STEM strand.

Educators. The findings of this study will assist teachers in encouraging students who are

unsure whether or not to pursue STEM in Senior High School. This may also help them

understand why so few pupils are interested in the STEM component.

Parents are in charge of their children. The findings of the study will assist parents in guiding

and evaluating their children who desire to pursue STEM careers.

Researchers of the Future The study's findings will be used as a guide and reference for future

academics who want to perform similar or related research.

 Scope and Limitations

The study's focus is on students at Bayugan National Comprehensive High School who

are hesitant to choose STEM as a strand for their Senior High School years, as well as the

reasons behind their hesitancy. The study's participants are identified Grade 10-students at

Bayugan National Comprehensive High School who are conflicted about the STEM strand.

The findings of this study are solely applicable to the students who were given the survey

questionnaire for the study and should not be interpreted as a measure of other students who

have STEM strand difficulties but were not included in the research's population.

The purpose of this study was for the researcher to better understand the perspectives of

Grade 10-students at Bayugan National Comprehensive High School who were hesitant to

enroll in the STEM strand for Senior High School.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

As we become more and more technologically dependent each day, the limited supply of

graduates with such knowledge in STEM (Science, Technology, Engineering, and

Mathematics) is increasingly becoming a concern as to how economies can prosper

(Winterbotham, 2014). To put it another way, a nation like the Philippines would have to deal

with a scarcity of qualified STEM graduates who can navigate technology if it wants to

participate in the global economy.

According to the Social Market Foundation, there is a lack of up to 40,000 workers with

STEM skills, and given current trends in the IT industry, these numbers are expected to grow

by a factor of ten if no actions are done to address the gap (Broughton, 2013).

The economic necessity for STEM and the lack of involvement in STEM are both

obvious, yet anyone who takes this course will get significant benefits. Those who study and

graduate in STEM disciplines at the bachelor's and A-level level, for example, typically earn

greater income later in life (Dolton and Vignoles, 2002; Greenwood, Harrison and Vignoles,

2011). Despite these advantages, nations like the United Kingdom, which has the lowest

percentage of 15-year-olds interested in STEM jobs, still have a long way to go (OECD,

2012).

In terms of statistics, it has been noticed that there is a significant gender disparity in the

uptake of STEM courses throughout students' academic careers, and these gaps appear to be

widening with time, with women holding just 19 percent of scientific employment (Kirkup et

al., 2010). Female students are underrepresented in STEM fields (Cadiroli, 2015).
A major policy problem is the shortage of students pursuing post-secondary STEM (Science,

Technology, Engineering, and Mathematics) topics (Cadiroli, 2015).

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