Thesis A Tracer Study of Collegiate Performance Among STEM Graduates

Document Code: DCAVRKMI-F-URFR
MANUEL S. ENVERGA UNIVERSITY FOUNDATION

Lucena City Document Title: Undergraduate Research Final Report
An Autonomous University Page No.: Page 1 of 60
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DR. CESAR A. VILLARIBA RESEARCH AND Effectivity Date: August 2017
KNOWLEDGE MANAGEMENT INSTITUTE Prepared by: DCAVRKMI
Reviewed by: QMR
QUALITY FORM Approved by: President
A TRACER STUDY OF COLLEGIATE PERFORMANCE
AMONG STEM GRADUATES
A Research Proposal
Presented to the Faculty of the College of Arts and Sciences
Manuel S. Enverga University Foundation
Lucena City
In Partial Fulfillment of the Requirements
for Research in Daily Life 1
January 2020
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Table of Contents
Title page ........................................................................................1

Table of contents ........................................................................................2
Name of Researcher ........................................................................................4
Abstract............................................................................................................................................4
Introduction......................................................................................................................................5
Background...............................................................................................................................5
A. Rationale of the Research.............................................................................................5
B. Purpose of the Research................................................................................................7
Theoretical Framework.............................................................................................................8
REVIEW OF RELATED LITERATURE AND STUDIES....................................................11
Related Literature.............................................................................................................11
Related Studies.................................................................................................................15
Significance of the Research...................................................................................................18
Statement of Desired Outcomes..............................................................................................20
Target Beneficiaries of Research Results................................................................................21
Definition of Terms.................................................................................................................21
Scope and Limitation of the Study..........................................................................................22
RESEARCH METHODOLOGY...................................................................................................24
RESEARCH DESIGN............................................................................................................24
INSTRUMENTATION...........................................................................................................25
DATA GATHERING PROCEDURE......................................................................................25
RESPONDENTS....................................................................................................................26
SAMPLING PROCEDURE...................................................................................................26
RESEARCH LOCALE...........................................................................................................27
HYPOTHESIS........................................................................................................................27
STATISTICAL TREATMENT...............................................................................................28
RESEARCH PARADIGM......................................................................................................29
Results and Discussion..................................................................................................................32
Advantage of Taking Strand STEM........................................................................................32
Level of Effectiveness.............................................................................................................35
A. Self-Efficacy...............................................................................................................35
B. Outcome Expectations.................................................................................................37
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C. Goals............................................................................................................................39
Summary of Finding, Conclusion and Recommendation..............................................................41
Summary of Findings..............................................................................................................41
Conclusions.............................................................................................................................44
Recommendations...................................................................................................................45
References......................................................................................................................................47
Appendices.....................................................................................................................................49
Curriculum Vitae of the Researcher........................................................................................49

Research Instrument/s.............................................................................................................58
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Research Title: A Tracer Study of Collegiate Performance Among STEM

Graduates
I. : Portes, Johnnel Jay L.
: Cahinusayan, Alexandra R.
: Calonia, Thrixie Mae Q.
: Leynes, Diana Cecilia C.
: Manlogon,Maze Jamela P.
: Portes, Louise Angelica M.
: Villenas, Elaine Joy D.
Track/ Section : STEM 11-B6

Name of Research Adviser : Ms. Angie Lou Villones
Abstract
Effectiveness and advantages of the strand STEM is one of the success
measures of higher education institution. A tracer study is done to monitor the status of
STEM graduates and determined the enhancement of curriculum institutional practices
to achieve the educational objectives and contribute to the collegiate performance. In
the school year 2016-2017 the programmed K-12 implementation plan was
implemented in order to seek the level of Philippine education with the rest of the world
and the global competitiveness. The main focus of STEM was to produced graduates
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who are more academically prepared and as a result of general more successful in
college this is especially true for STEM majors. This study primarily seeks to assess the
advantages and effectiveness of educational experiences of the strand STEM in
collegiate performance. In which this research clearly indicates that STEM majors who
are more academically prepared upon entry into college are more likely to succeed and
persist in a STEM field and college program in the students performance. The STEM
graduates attested that the STEM strand had prepared them to perform a high
collegiate performance in terms of advantages and effectiveness of set-efficacy,
outcome expectations and goals. Also the acquired knowledge, skills and abilities in
STEM strand give them a motivation or the goals to perform efficiently and effectively
during their college year.
Introduction
Background
A. Rationale of the Research
The K-12 system has created changes in the way high school students are
trained not only for educational advancement but for possible employment as well. The
K-12 program aims to equip students with the needed skills to gain employment even
without a college degree. STEM is one of the strand that students can chose in K-12.
Through the STEM strand, the students will get an overview of the foundation of most
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STEM fields which basically deal with several branches of physical, Earth and Life
science, and pure and applied Mathematics. (Carpio, 2018).
Science, Technology, Engineering and Math (STEM) continue to have a growing
impact on our lives and economy. According to the Minnesota Department of
Employment and Economic Development (2018), occupations requiring STEM
knowledge are some of the fastest growing careers in the state. So building the
necessary foundation through education is critical.
Concern for improving STEM education in many nations continues to grow as
demand for STEM skills to meet economic challenges increasingly becomes acute,
further work remains to improve STEM integration in practice and establishes a need to
conduct more research on integrated STEM education.
Providing a more precise signal to prospective STEM majors may help with the
leaky STEM pipeline in college. Specifically, the majority of STEM attrition occurs in the
first year or two, and readiness for college-level STEM coursework is a key factor
related to persisting in STEM and ultimately earning a STEM degree . For example,
Chen (2013) found that students in their first year who attempted and earned more
STEM credits, earned higher grades in their STEM courses, withdrew/failed fewer
STEM courses, and took Calculus were more likely to persist in STEM. Taking Calculus
in the first year largely differentiated STEM graduates from non-STEM graduates. Of the
students who earned a STEM degree, 63% took Calculus or advanced math in the first
year compared to 28% of students who dropped out of college and 36% of students
who switched to another major.

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Research has clearly demonstrated that high school graduates who are more
academically prepared, as measured by high school grades and test scores, are in
general more successful in college this is especially true for STEM majors. In general,
research shows that students with higher ACT scores are more likely to return for the
second year, earn higher grades, and graduate in a timely manner. Research focused
on STEM majors has reached similar conclusions. Specifically, students with higher ,
earn higher grades in STEM courses, persist in a STEM major and graduate with a
STEM degree .
In sum, the research clearly indicates that STEM majors who are more
academically prepared upon entry into college are more likely to succeed and persist in
a STEM field. What remains unknown is the level of academic preparedness students
need to have a reasonable chance of succeeding in STEM-related courses; that is the
focus of the current study.
B. Purpose of the Research
To evaluate the effectiveness of k-12 strand stem on the 2nd year college stu-
dents in Manuel S. Enverga University Foundation (MSEUF) during their 1st year col-
lege. Specifically, the proponent seek answer to the following questions:
1.) What is the demographic profile of the respondents in terms of:
a. Name
b. Gender & Age
c. College course degree

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2.) What are the advantages of taking STEM during their senior high school, to
their chosen course today?
3. ) To determine the level of Effectiveness of the STEM Strand in Collegiate
performance.
3.1.) Self-Efficacy
3.2.) Outcome Expectations
3.3.) Goals
Theoretical Framework
Lent et al. (1994) developed Social Cognitive Career Theory (SCCT) to facilitate
understanding of career choice, interest, and performance processes. This theory
identifies the factors that interplay when a student chooses a certain track and
progresses on the chosen career path. Moreover, it provides a framework on using
social cognitive processes to explain success and failure, academic outcomes, and
career outcomes. SCCT is divided into two levels of theoretical analysis: the
presentation of cognitive-person variables and the analysis of the additional sets of
variables that may influence career-related interests and choice behavior (Lent et al.
1994). The first level includes the core variables that affect career choice: self-efficacy,
outcome expectations, and goals. Self-efficacy involves the student’s perception

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whether he or she can succeed at a particular career choice. Outcome expectations
include the student’s perceived tangible rewards for successful performance. Goals,
according to Bandura (1989), are the student’s determination to accomplish a particular
outcome. On the other hand, the second level includes the personal inputs, learning
experiences, and contextual influences. Researchers have used this model as basis for
a number of studies in different settings. Some researchers used SCCT to observe
vocational interests in different tracks or field of study.. Likewise the Academic
achievement in mathematics was also partially described by SCCT (Cupani et al. 2010).
This study proposed that the successful academic performance is related to the
mathematical ability, beliefs on this ability, and performance targets. Blanco (2011)
applied SCCT to identify Spanish psychology students’ interest and choice goals in
participating in statistics related academic or professional activities.
This study draws upon social cognitive career theory and higher education literature
to test a conceptual framework for understanding the entrance into science, technology,
engineering, and mathematics (STEM) majors by recent high school graduates
attending 4-year institutions. Results suggest that choosing a STEM major is directly
influenced by intent to major in STEM, high school math achievement, and initial post-
secondary experiences, such as academic interaction and financial aid receipt. Exerting
the largest impact on STEM entrance, intent to major in STEM is directly affected by
12th-grade math achievement, exposure to math and science courses, and math self-
efficacy beliefs—all three subject to the influence of early achievement in and attitudes
toward math. Multiple-group structural equation modeling analyses indicated

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heterogeneous effects of math achievement and exposure to math and science across
racial groups, with their positive impact on STEM intent accruing most to students and
least to underrepresented minority students.
Another theory that supports the researchers study is the John Dewey's curriculum
theory. According to Dewey's Theory, the curriculum should ultimately produce students
who would be able to deal effectively with the modern world. Therefore, curriculum
should not be presented as finished abstractions, but should include the child's
preconceptions and should incorporate how the child views his or her own world. Dewey
uses four instincts, or impulses, to describe how to characterize children's behavior. The
four instincts according to Dewey are social, constructive, expressive, and artistic.
Curriculum should build an orderly sense of the world where the child lives. Dewey
hoped to use occupations to connect miniature versions of fundamental activities of life
classroom activities. The way Dewey hoped to accomplish this goal was to combine
subject areas and materials. By doing this, Dewey made connections between subjects
and the child's life. Dewey is credited for the development of the progressive schools
some of which are still in existence today.
Theory of Dewey and the statement of Liwanag as theoretical framework is a helpful
way to know the advantage that can be seen in the study of the researchers. Dewey is
demonstrating a number of behaviors you would expect from a child and the
fundamentals activities in the classroom that may help in their future, such as made
connections between subjects and the child’s life.

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Review of Related Literature and Studies
This chapter presents the related literature and studies which are relevant to the
present study done by the researchers. This chapter will provide the conceptual
background for further understanding of the research.
Related Literature
As K to 12 reaches the Philippines last May 15, 2013; many of the incoming Senior
High School were uncertain about what strand to get that will fit their desire. Many
students choose the STEM strand. Jackson (2011), stated that “ Most college students
studying for degrees in STEM make the decision to do so in high school or before.
However, only 20% say they feel that their education before college prepared them
“Extremely well” for those fields.
K-12 Tracks and Strands help the students to prepare them and give advance
knowledge when they are going to their college year. It helps to give the intelligence that
the students should possess during their college years.
No education system is perfect. However, since K-12 is a controversial new
curriculum in the Philippines, there are relevant information specified by many education
experts that every Filipino should know about its implementation.
1. The quality of education is enhanced with this system. Considering that students will
spend longer in their primary and secondary education, a wider range of subjects can
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be covered. Shorter school systems try to fit all these topics in a shorter span of time.
As a result, quality isn’t practiced and students struggle coping up with their studies.
2. The topics are discussed thoroughly because adequate time is given to them.
Sometimes, the most important subjects are being skimped upon, leaving students
clueless and unaware on the most important topics that they should have known by
now. It has been found out that students find it difficult to cope up with their studies if
their education system tries to fit the curriculum in 10 years, as compared to 12 years.
3. By the time that students have finished their high school, those who have gone
through K-12 are more prepared in what awaits them in the real world. In general, by
the time that they have graduated in high school, children would be at around 17 -18
years old; which means that they are ready for bigger responsibilities, such as getting a
job.
4. One of the common problems in the old education system is that the lessons are all
being laid out to students all at once. There is no progression or an introduction, making
it difficult for some students. The good thing about K-12 system is that there is a spiral
progression. This means that the simplest topics will be discussed initially, which will
later on progress to more advanced or complex topics that will help students cope with
all their subjects.
5. On the latter part of the education, the senior high school, students are geared up in
their future. Lessons would still include the typical subjects that are being tackled in
senior high school, but livelihood programs are also added. Students at this stage can
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choose the path they’d go for. Enroll in subject that interests them and excel in, so they
can prepare for their college degree, and later on for their future.
6. In countries where the K-12 system was recently implemented, students may be
shocked and may go through a series of changes. This instability in the system during
their initial years can affect their studies. However, as the years pass by, the system will
become more stable, which can assure parents that their children will still get the
education that they deserve. (Liwanag,n.d.)
The study of Liwanag reflects how STEM would help and give a broad knowledge
and advantage about the researchers study to prove that the K-12 curriculum will help
the students in senior high school more prepared in what awaits them in the real world.
K-12 STEM curriculum has the potential to provide true mastery for all learners
and it helps students’ reasoning skills, critical thinking skills, creativity and innovation.
Libued (2017) stated that, “A tracer studies had been conducted globally as it gives a
reliable assessment and basis in improving curricular programs in a particular
institution. At the same time, it provides an immediate feedback in making the
curriculum relevant and appropriate to the type of learners in the present generation and
as the new millennium embraces the endless journey of the changing generation,
student centered approach and performance based assessment become various
instruments in bringing out the best of the learner’s capabilities.”
According to Chorvy (2015), said that curricula need to be precisely defined in terms
of outcomes or expected competencies, skills, attitudes, and knowledge to be achieved
by graduates. It only means that the performance of the graduates has a great
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connection with how they had been taught and the quality of the content in line with the
curriculum. Thus, Outcome Based Education serves its purpose as it prepares the
learners to give the best of their ability before they graduate. In this case, it is expected
that the STEM graduates are highly competent and can manifest the different
competency skills. These skills are very important as they serve as one of the factors in
producing holistically developed graduates. Since the demand of STEM is gradually
arising, tracer studies conducted around the world are mostly about the graduates who
had taken their chosen course. Through this, STEM must possess the different
competencies and skills since it has been proven that it will help them to effectively
impart knowledge during their college year.
Furthermore, Sabio (2012) stated that students’ support services is an essential
function in any higher education institution. Most schools believe that providing good
quality of support services generally helps the development of students’ competencies,
life skills and habits of academic excellence. Schomburg (2010), in many countries,
conducting tracer studies is a formal requirement for the accreditation of study
programme. In line with this, tracer studies have been proven effective as it gives an
avenue for improvement toward progress and development. He also (2010) said that
Education institutions are also increasingly interested in feedback from their former
students to improve their study programme. This only means that the main purpose of
conducting a tracer study is to have a proof regarding the effectiveness and relevance
of the curriculum.
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The outcomes of a university’s tracer study will reflect the effectiveness and
relevance of the policies, curriculum's, and strategies imposed by evaluating institutions.
Through identifying the current status of their graduates, they will not only be able to
evaluate the university’s performance but also identify possible deficits in a given
educational program, the results of which will serve as a basis for future planning of
activities at both the institutional and national levels, such that academic programs
might be brought more closely in line with the needs of the economy.(Tertiary Education
Commission, 2008).
Through these studies, it helped the researchers to support the findings and results
they had gathered in such a way of addressing the strengths and weaknesses of the the
tracer study of collegiate performance and out of these the researchers made
recommendations which will be beneficial to the STEM Students, Senior High School
teachers, parents and to the future researchers in terms of improving the competencies,
skills and performance of the students during senior high school, also in their college
year.
Related Studies
A. Foreign
Titled “A STEM attrition among high-performing college students: Scope and
potential causes”, Chen (2015) stated that “Post-secondary education plays a critical
role in building a strong workforce in science, technology, engineering, and mathematics

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(STEM) fields. The U.S. Post-secondary education system, however, frequently loses
many potential STEM graduates through attrition, this study tracks a cohort of beginning
bachelor’s degree students over 6 years, providing a close look at STEM attrition
among a group of high-performing college students. This study also examines STEM
course taking, detailing how participation and performance in undergraduate STEM
coursework are associated with students’ departure from STEM fields. The study finds
that about a quarter of high-performing beginning bachelor’s degree students entered
STEM fields. The results of multinomial probit regression analysis indicate that students’
intensity of STEM coursework in the first year and their performance in STEM courses
may have played an important role in their decisions to switch majors out of STEM
fields.”
B. Local
Likewise, a research titled Tracer Study on the Lourdes School Quezon City (LSQC)
SHS Pioneer Batch 2018-2019, De Pano (2019) conducted a tracer study for graduates
of Senior High School who are qualified to work here and abroad, at the same time,
show the performance of the students during their college year. LSQC pioneer SHS
graduates on abilities/skills acquired and developed from their SHS formation that are
being applied in college. The items categorized as abilities/skills were based on the
focus group discussion conducted among the alumni of the said batch. The strengths
and weaknesses of the LSQC-SHS Program presents the different key features of the
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LSQC SHS program that were rated by the respondents in terms of their effectiveness
and implementation. Based on the data, all key features were interpreted as a Strength
or strong feature of the LSQC SHS program. It appears that the alumni respondents
were undoubtedly satisfied with the various programs of LSQC SHS that provided them
with the formation they find evidently helpful at present in college. Based on the data
gathered, positive feedback was significant from the responses particularly in all
aspects or categories explored such as coping mechanisms, LSQC-SHS program,
LSQC’s core values formation, and 21st century learning skills. The research concluded
that the LSQC senior high school program and current practices as well as the school’s
values formation as a whole were perceived by the alumni as effective and more than
satisfactory in preparing the students towards college. The school has successfully
afforded its students the necessary experience to help them adjust during their
adjustment phase in college. Lastly, recommendations mostly in the curriculum were
made based on the respondents’ experiences that are contributory for both the school
and program improvement.
Abun and Magallanes (2018) made a study titled Academic Self-Regulation of
STEM of Senior High School Students of Divine Word Colleges in Region I,Philippines
and Their Academic Performance. Using the concept of self-determination theory (SDT)
developed, the purpose of this study is to investigate the impact of four motivational
profiles (external, introjected, identified regulation, and intrinsic motivation) on the
academic performance of Senior High School students of Divine Word Colleges in

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Region I, Philippines. The findings of the study will help discover ways on how to
motivate students in order to perform well in their academic endeavor. The findings of
the study will also give an idea to the administrators, guidance and counselors to design
a counseling program to help students to direct their own behaviors and be independent
in deciding what they want to be in their lives.
In the study of Libued (2017), she made mention about the such tracer studies
determine the extent of the impact of the curriculum among graduate students. Its
contribution has a great effect to the expected performance and level toward the
acquired competencies and skills which will surely help them to be not only qualified but
also effective and efficient professionals in their own chosen career. The indicators that
happen to be mention in study are important in enhancing the skills and abilities of the
students. To the teachers, it is essential to expose the students to the different activities
which could enhance their skills and to engage them in the field of teaching.
Significance of the Research
The researchers believe that the result of the study would be a great help ensur-
ing that STEM is the right strand to take when they choose college degrees connected
to STEM.
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This may help the students, to know if STEM would really help them in the
course, they want in college that is connected to STEM degrees. Colleges who took
stem strands in their senior high has more opportunity in finding jobs. This topic will help
and give benefits to the students from junior and senior high school. This will help them
realize that they need to take seriously when choosing STEM, because STEM will play
a big role when they’re already in college. STEM helps students that are now in college
because it pervades them when they are in middle school. STEM provides hands-on
and minds-on lessons for the students making their study more interesting. STEM edu -
cation teaches them to adapt the concepts that they learn to various literature of a prob-
lem or issue. The students will focus on all of their lessons and activities in senior high
school because through the result of this study they will know how important in college
degree that is connected to STEM as this will play a big role in every student.
For SHS teacher, the study can serve as guide for supervising the students from
junior high that have not yet decided to choose what strand they will take in SHS.
Through the information that will gain from the study, they will be able to meet the needs
of the students with the chosen college degree that is connected to STEM. Also, they
will be able to convince the students that STEM is an effective strand when they get to
have a college degree connected to STEM.
For the Parents, this study will help them to ensure that choosing strand STEM
of their children during SHS will not be a waste and will play an important role during
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college. Also, through this research information, parents can have the idea that choos-
ing STEM strand will influence their children because when parents know that there are
more job opportunities when choosing STEM strand, they will persuade their children.
Although the role of parental support expectation pressure has been identified as key
factors for students to pursue a STEM career and to maintain interest in STEM (Dabney
et al.,2013). Parents will be encouraged to support their children to pursue STEM activ-
ities to increase their awareness and interest at home and in extracurricular activities of
the merits of STEM education.
The future researchers, may use the findings to the present study as basis for
analyzing the effectiveness of Strand STEM to the college students. This study would
help the student researcher to be aware and knowledgeable. They would be able de-
velop their skills like communication, problem solving, critical thinking, creativity, and
data analysis. It would help them to be a better analyst and it can be a help as a future
reference for more study in the future.
Statement of Desired Outcomes
This study will provide immense beneficiaries,specially to the students well being
and to therefore acknowledge the significance and importance of K to 12 curriculum
particularly the STEM strand. This study will ensure the students, that STEM have an
undoubtedly great impact in guiding them to achieve the best results on their collegiate
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performance. The students will also improve their learning skills during their senior high
school, knowing the impact of the STEM curriculum will help them assure in their cho-
sen field in STEM related courses.
For the SHS STEM teachers, they will hone the learning skills and performance
of the students. Furthermore,the study will help the teachers not skimp every important
lessons that is aligned to STEM curriculum because students should acknowledge and
be exposed to the lessons and activities that will help them enhance their collegiate per-
formance.
Lastly, for the parents, they will be fully aware and assure that the strand STEM
is pertinent and worthy to spend time and effort of their children.
Target Beneficiaries of Research Results
Target Beneficiaries Total

1. STUDENTS 990
2. SHS COORDINATORS 32
3. PARENTS 1980
Definition of Terms
Attrition refers to STEM graduates moving away from STEM fields by

switching majors to non-STEM fields or leaving.
Cognitive is involving conscious intellectual activity of the students toward

learning.
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Collegiate refers to the characteristics of college students.
Deficits are possible deficiency amount in educational program.
Holistically means whole group of students.
Integrated could be a practice or act being done to conduct more

research.
Introjected to inform what the students learned.
Prospective defines the outcome being effective in the future.
Self-efficacy refers to an individuals capacity.
Skimped means that the important topics in learning is given insufficient

efforts.
Scope and Limitation of the Study
This study focused on the factors affecting collegiate performance among STEM
graduates in Manuel S. Enverga University Foundation in school year 2019-2020.
In this study, it refers to the performance of the college students during their
academic requirements from the first to the second-year college. College that are STEM
Graduates was chosen to identify if the STEM Strand was helpful during their college
performance in academic requirements.
The surveys through questionnaire will be conduct and the results will be
gathered and tabulated to measure the collegiate performance among STEM
Graduates.
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The study involved the 1st year and 2nd year college students with a college
degree that is connected to STEM and they took STEM strand during senior high
school. They served as the research locale of the investigation and were categorized as
private institutions.
Specifically, the factors referred in this research were college student-related
factors which pertain on how STEM strand affects the academic performance of the
students during their college year. Intelligence-related factors pertain to the different
levels of understanding, analyzing and on how their knowledge used during their
collegiate performance. Lastly, the challenge-related factors pertain to the challenges
they encounter while studying made them unfocused and distracted by their problems.
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RESEARCH METHODOLOGY
This chapter presents the research design, methods that will be use in the study,
respondents, instrument utilized and statistical treatment that will be applied.
RESEARCH DESIGN
Quantitative approach will be used in this study and employ the descriptive method
of research. The study will use the descriptive method of research in determining the
collegiate performance of the college students graduates on the strand STEM during
their Senior High School. This study will include the use of assessment or evaluation
study to determine the effectiveness of the senior high school strand STEM in collegiate
performance among STEM graduates.
Fundamentally, the descriptive method will be used in the study as it aims to gather
relevant information about the present existing condition of the study. It will include the
process of identifying and analyzing the effectiveness of STEM strand in the
performance of college students.
Necessary data will be gathered using the validated questionnaire made by the
researcher that will identify the level of academic performance of STEM and how it will
be beneficial to the college students.

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INSTRUMENTATION
The researcher utilizes survey-type questionnaire to gather information to trace the
collegiate performance among STEM Graduates. The questionnaire is used as the main
data gathering instrument for this study. The questionnaire is divided into two main
section: 1) the demographic profile, and 2) the survey proper. The profile compromises
of the socio-demographic characteristics of the respondents such as the
name(optional), name of school that they went during Senior High, strand taken during
SHS, college year level and bachelors’ course. The survey proper explores the
respondent’s collegiate performance on how did the Senior High School Strand STEM
aid.
The questionnaire is constructed by the researcher and is submitted to the adviser
for comments and suggestions on the layout and statement structures. Then the
researcher seeks the help of expert for proper guidance, suggestions and proper
construction. The initial draft of the questionnaire is tried out to the senior high school
advisers in Manuel S. Enverga University Foundation. The favorable findings would
likely show confirmation that the questionnaire is valid.
DATA GATHERING PROCEDURE
Necessary permits to conduct the research were first secured. A letter of approval
was sought from the Office of the Dean in the College who’s department is connected to
the STEM Strand to allow the researcher to conduct the study. A letter will also given to
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the participants explaining the nature and importance of the study. The conduct of
surveys and interview with the respondents was also scheduled. These would
substantiate the needed information for the study.
Afterwards, the data and analysis of result will be gathered throughout the study
and it will be collected, recorded, and analyzed with the use of statistical treatment.
The analysis and interpretation of the gathered data would follow.
RESPONDENTS
The study will be finite with the number of 45 correspondents, from Manuel S.
Enverga University Foundation. In this study, the only involve respondents are the 1 st
and 2nd year college students who are also a STEM graduates with the college degree
that is affiliated to STEM strand.
SAMPLING PROCEDURE
The Sampling technique that will be used in the study is stratified random sampling.
The respondents will be chosen randomly according to characteristics of their
educational attainment in their college year. They should be graduated from strand
STEM during senior high school years and their college degree should be aligned in the
strand STEM. Therefore, the researcher will know if the chosen respondents that took
the strand STEM is effective in tracing the collegiate performance. The stratified
sampling is used to identify that the respondents are qualified to the given demographic
profile.
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RESEARCH LOCALE
The study will be conducted at Manuel S. Enverga University Foundation located
in University Site, Ibabang Dupay, Lucena City, Quezon Province. This institution offers
the bachelor’s program pipeline to K-12 Secondary Education in academic track of
STEM (Science, Technology, Engineering, and Math), likewise bachelor of Engineering,
Science, Computer Science, Medical and Healthcare. Where in the students from all
fields acquired quality education.
HYPOTHESIS
To serve as a guide in the pursuit of this study, the null hypothesis were formulated
and should be consider:
1. ) There is no significant relationships between the educational variables(being
STEM graduates) and the collegiate performance of the respondents;
2. ) There is no significant of advantages of taking strand STEM in the collegiate
performance;
3. ) There is no significant between the level of effectiveness in self-efficacy and
collegiate performanc;
4. ) There is no significant between the level of effectiveness in outcome
expectations and collegiate performance; and,
5. ) There is no significant between the level of effectiveness in goals and
collegiate performance.
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STATISTICAL TREATMENT
The researcher will use the following statistical treatment to process the data:
1. The data collected will be tallied, tabulated, analyzed and interpreted. The weight
mean will be used to determine the level of performance of the STEM
strand graduates during their college year in Manuel S. Enverga University
Foundation. The following summated scale points adjectival interpretation will
be referred for analysis using the Modified Likert Scale.
Modified Likert Scale

Numerical Rating Arithmetic Rating Adjectival Interpretation
5 4.21-5.0 Strongly Agree (SA)
4 3.41-4.20 Agree (A)
3 2.61-3.40 Fairly Agree (FA)
2 1.81-2.60 Disagree (D)
1 1.0-1.80 Strongly Disagree (SD)
2. To get the mean of the results of the data on the collegiate performance among
STEM graduates, the researchers will use the mean formula.
Where:
represents mean formula
x represents individual performance of the sample mean

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represents the summation of the individual measurement of the sample mean (x)
n is the total number of the participants
RESEARCH PARADIGM
To clarify the concepts, the researchers conceptualized a framework to have a
visual representation of the ideas and variables that may involve in this study:
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Figure 1 . Research paradigm on the tracer study of collegiate performance among
STEM graduates
Figure 1 presents the conceptual framework on the tracer study of collegiate
performance among STEM graduates. This study focused on determining the
effectiveness of the K-12 strand STEM towards the collegiate performance of the 1st
and 2nd year college students.The researchers will assess the level of performance, will
distribute the survey questionnaire , use the statistical treatment on data and the data
gathered will be interpret and will be analyze. The current status of collegiate
performance; enhancement of collegiate performance in the field study of 1st and 2nd
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year college students; and the effectiveness of K-12 strand STEM curriculum on
collegiate performance will serve as the output of the study.

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Results and Discussion
This chapter deals with the presentation of data with the analysis and
interpretation. The data gathered were statistically treated to come out with frequencies
and weighted mean.Tables are used to present the data statistically and arranged into
the following:
Advantage of Taking Strand STEM
STEM encompasses the most engaging, hands-on subjects in every schools.
Strong STEM skills lead to more beautiful art, more engrossing performances, and more
polished productions. It encourage to build resilience, enhance knowledge application,
set efficacy that lead into the satisfaction of the advantages of taking the strand STEM
that results in the great impact in collegiate performance. STEM subjects that interests
them and where they can excel in,also it can prepare them for their college degree, and
later on for their future.
Legend: Range of the Weighted Arithmitic Mean

Range Adjectival Interpretation
4.21- 5.0 - Strongly Agree (SA)
3.41- 4.20 - Agree (A)
2.61- 3.40 - Fairly Agree (FA)
1.81- 2.60 - Disagree (D)
1.0- 1.80 - Strongly Disagree (SD)
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Table 1. Weighted Mean of the Advantages of Taking the Strand STEM in Senior High School.
Statements Verbal Description
WM
1.) The Strand STEM meet my outcome expectations during Senior High
4.04 A
School.
2.) The STEM Strand improves my self-efficacy to do collegiate
4 A
performances.
3.) The STEM Strand makes it easier to achieve my goals. 3.88 A
4.) The STEM Strand contributed a lot in my studies. 4.04 A
5.) The STEM Strand lead the knowledge and abilities into advance learning
intelligence and skills.
4.14 A
6.) The STEM Strand helps me to determine the course that I should take. 3.92 A
7.) The enhancement of curriculum STEM widen the range of my Intelligence
3.88 A
Quotient(IQ).
8.) The curriculum helped me to cope up throughout the most important
3.9 A
topics in college.
9.) The STEM Strand provide an adequate time to prepare me in the college
3.94 A
year.
10.) This Strand honed me to have a better view of the real world that awaits
3.7 A
in the college.
TOTAL AVERAGE WM 3.94 A
Table 1 shows the advantages of taking the strand STEM during senior high
school in their collegiate performance. The indicator “The STEM Strand lead the
knowledge and abilities into advance learning intelligence and skills” got the highest
weighted mean of 4.14 which implies that STEM developed the learner’s capabilities in
intelligence and skills of the students during their senior high school, in a way that they
acquired it fully and it became advantage in their college year. Libued (2017) also said
that student centered approach and performance based assessment become various
instruments in bringing out the best of the learner’s capabilities.

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On the other hand, the “This Strand honed me to have a better view of the real
world that awaits in the college.” got the lowest weighted mean of 3.7 which is also
Agree in verbal description. This implies that with the STEM the respondents
experienced in senior high school guide them to what is in reality; whereas, De Pano
(2019) conclude that the school program and current practices has successfully
afforded its students the necessary experience to help them adjust during their
adjustment phase in college.
The mode of the indicators are “The Strand STEM meet my outcome expectations
during Senior High School” and “The STEM Strand contributed a lot in my studies” with the
weighted mean of 4.04. Additionally the indicators “ The STEM Strand makes it easier to
achieve my goals” and “The enhancement of curriculum STEM widen the range of my
Intelligence Quotient (IQ).” has also the same with the weighted mean of 3.88 and both
verbally interpreted as “Agree”.
The of total average of the weighted mean of advantages of taking STEM strand
in collegiate performance is 3.94 and verbally interpreted “Agree”. The results proved
that the respondents successfully performed their collegiate performance with the help
of the strand STEM.

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Level of Effectiveness
Through the Social Cognitive Theory (SCT) as prdominantly focusing on
self-efficacy, outcomes expectations, and goals it provides a strating point for de-
veloping effective message interventions to promote physical activity behavior
and performance among college students
A. Self-Efficacy
Self-efficacy is one of the fator that should be considered in attaining the effec-
tiveness of the srand STEM. In which it involves the student’s perception whether he or
she can succeed in performing the collegiate performance with the help of the strand
STEM. IndIvIdual’s Belief in his or her capacity to execute beaviors necessary to pro-
duce specific performance attainments which impacts their ultimate success and helps
maintain the interest.
Table 2. Weighted Mean of the Responses in Level of Effectiveness in terms of Self efficacy.
Statements WAM Verbal Description
1.) The Strand STEM helps me to view challenging problems as

simply another task to be mastered.
3.94
A
2.) It helps me to develop a much deeper interest in the activities I
4.02 A
participate.
3.) I am confident that I can perform effectively on many different task. 4 A
4.) STEM strand give me knowledge that helped in my college overall
3.84 A
performance.
5.) The Strand STEM enhanced my skill in academic writing, problem
solving, academic performance and intelligence that help me in my 4.02 A
collegiate performance.
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6.) The Strand STEM enhanced my skill in academic performance

intelligence that help me in my collegiate performance. 3.98 A
7.)STEM Strand help me to developed, improved, honed my ability

and knowledge to have a great performance in college. 4.06 A
Table 2 shows that the indicator under the level of effectiveness of the STEM
strand in collegiate performance in self-efficacy, which is the “STEM Strand help me to
developed, improved, honed my ability and knowledge to have a great performance in
college”,got the highest weighted mean of 4.06. This implicate that STEM have a great
contribution in perception of the students in succeding a particular performance
because of the effectiveness of the strand in development, improvement and honing
one’s ability and knowledge. Similar to the results study of social cognitive career theory
and higher education literature, stated that exerting the largest impact of STEM intent
directly affected by the achievement of the students in which self-efficacy beliefs on the
subjects have an influence in early achievement and performance of the students.
While the indicator, “STEM strand give me knowledge that helped in my college
overall performance”, got the lowest weighted mean of 3.84 which is still considered
Agree in verbal description. The mode of the two indicators is 4.02 which are “It helps
me to develop a much deeper interest in the activities I participate” and “The Strand
STEM enhanced my skill in academic writing, problem solving, academic performance
and intelligence that help me in my collegiate performance”.

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Total average of weighted mean is 3.98 which is verbally interpreted as “Agree” ,
this means that the level of effectiveness of taking strand STEM in self-efficacy in
collegiate performance of the respondents is highly proven by their answers.
B. Outcome Expectations
Outcome expectations include the student’s perceived tangible rewards for
successfulperformance. An outcome expectancy is a person’s estimate that a certain
behavior will produce a resulting outcomes. Belief that doing the job will cause success.
With the help of the strand STEM in collegiate performance it will be a great distribution
and impact into a successful collegiate performance.
Table 3. Weighted Mean of the Responses in Level of Effectiveness in terms of Outcome Expectations
1.) STEM strand are effective in guiding and development of the
students to improve their performance in college. 3.98 A
2.) The knowledge and abilities I enhance in Strand STEM during

Senior High School, made it easy for me to cope up and finish my 3.88 A
school works in college.
3.) The curriculum development and implementation of the strand
STEM set-up me to be well-integrated and productive. 3.94 A
4.) The strand STEM curriculum enables me to think critically and
analytically to perceived and apply all the what I have learn during 3.96 A
Senior High School in my college year.
5.)I feel satisfied that the curriculum of STEM strand is effectively
helping me in my overall performance. 3.9 A
6.)Strand STEM plays an essential role in developing my ability and
4.04 A
skills to evaluate difficult problems.
7.)STEM made a greater effort than I expected, it conveys and
contributed a success in my performance. 3.92 A
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Table 3 shows the weighted mean of Level of Effectiveness in terms of Outcome
Expectations. The “Strand STEM plays an essential role in developing my ability and
skills to evaluate difficult problems”, got the highest mean of 4.04 which implies that
STEM is effective and essential in collegiate performance by having a ability and skills
to evaluate the problems they encounter in their college year. This is similar to the study
of Chorvy (2015) said that the outcome Based Education serves its purpose as it
prepares the learners to give the best of their ability before they graduate. In this case, it
is expected that the STEM graduates are highly competent and can manifest the
different competency skills. These skills are very important as they serve as one of the
factors in producing holistically developed graduates.
However, the lowest weighted mean of 3.88 is the statement, “The knowledge
and abilities I enhance in Strand STEM during Senior High School, made it easy for me
to cope up and finish my school works in college” but verbally interpreted as “Agree”,
which is also implies that having the knowledge and abilities they enhance in the strand
STEM help them to possess the competence and resilience in different school works in
their collegiate performance. Research has clearly demonstrated that high school
graduates who are more academically prepared, as measured by high school grades
and test scores, are in general more successful in college this is especially true for
STEM majors.
Overall weighted mean of outcome expectation in level of effectiveness is 3.95 that is

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verbally interpreted as “Agree”. Which implied the fact that the majority of those who
responded of approval “Agree” has the high number of respondents.
C. Goals
Goals, according to Bandura (1989), are the student’s determination to ac-
complish a particular outcome. Through the help of the knowledge, abilities and
skills that the students acquired in STEM strand help them to set the determina-
tion to accomplish the successful collegiate performance.
Table 4. Weighted Mean of the Level of Effectiveness in terms of Goals
1.) I can perform well in my studies and do activities/task easily in

college because of STEM Strand. 3.96 A
2.) The knowledge that I got in taking the Strand STEM has a great
impact and effective in college education. 3.96 A
3.) The strand STEM made a great contribution of knowledge in
the college course I took. 4 A
4.) I can said that STEM strand have done a great responsibilities
in my collegiate performance. 3.92 A
5.) Strand STEM helps me to cope up immediately and have a
better understanding about the lessons I have been encountered in 3.82 A
college.
6.) I am able to develop capable abilities by handling stacks of
school works in college under the help of STEM Strand. 3.88 A
7.) The STEM strand gave an excellent knowledge and intelligence
to accomplish desired goals in the performance I need to perform 3.92 A
in college.
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Table 4 shows the Level of Effectiveness in terms of Goals. The highest weighted
mean of 4.0 is the statement “The strand STEM made a great contribution of knowledge
in the college course I took” where the respondents agree that the STEM strand is
effective in terms of achieving the particular outcomes of their goals. In which the study
of De Pano (2019) indicated that SHS graduates on abilities/skills acquired and
developed from their SHS formation that are being applied in college. The alumni
respondents were undoubtedly satisfied with the various programs of LSQC SHS that
provided them with the formation they find evidently helpful at present in college.
In contrast, the lowest weighted mean of 3.82 is the statement, “Strand STEM
helps me to cope up immediately and have a better understanding about the lessons I
have been encountered in college” . Which is also verbally interpreted as “Agree”, indi-
cate that the level of effectiveness in goals in coping immediately have an advantage in
their collegiate performance. Based on the data gathered of the study of De Pano
(2019), positive feedback was significant from the responses particularly in all aspects
or categories explored such as coping mechanisms and 21st century learning skills.
The mode indicators are “I can perform well in my studies and do activities/task
easily in college because of STEM Strand” and “The knowledge that I got in taking the
Strand STEM has a great impact and effective in college education.” With the weighted
mean of 3.96 while the other is “I can said that STEM strand have done a great respon-
sibilities in my collegiate performance.” and “The STEM strand gave an excellent knowl-
edge and intelligence to accomplish desired goals in the performance I need to perform
in college.” with 3.92 weighted mean and both verbally interpreted as “Agree”.
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With total average of weighted mean of 3.92, this set the outcomes with verbal
description Agree, which settled that the level of effectiveness of the STEM strand in
collegiate performance in terms of goals was effective due to the respondents results.
Summary of Finding, Conclusion and Recommendation
Summary of Findings
1. Demographic Profile
1.1 College Program
The respondents are chosen randomly in which their college program is aligned
in the Strand STEM. With the strand STEM educational attainment they are able to de-
veloped, improved and excel in the collegiate performance. The respondents in college
program that answered in the researchers survey are the following:
 Engineering Courses
 Nursing
 Medical Laboratory
 Architect
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To conclude there is a significant relationships between the educational variables
(being STEM graduates) and the collegiate performance of the respondents. Therefore
the researchers came up with the decision to reject the null hyphothesis. Since being
graduated in the strand STEM became the path in success of collegiate performance. It
further implies that there is a marked contribution collegiate performance.
2. Advantage of Taking the Strand STEM in Senior High
The advantages of taking strand STEM in senior high have a total average
weighted mean of 3.94 whish is verbally interpreted as “Agree”. Generally speak-
ing, there is a significant of advatages of taking strand STEM during Senior High
Scoohl in the collegiate performance.
3. Level of Effectiveness of the STEM Strand in Collegiate Performance
3.1 Self-efficacy
Self-efficacy is all about the behaviour of a person inside the classroom. Majority
of the respondents are in the age bracket of 18-21 years old with the percentage of
3.98. Moreover, the Strand STEM helps them to improve in their critical thinking skills.
With the total average of 3.98 and verbally interpreted as “Agree”, hence the re-
searcher wind up that the level of effectiveness of self-efficacy and collegiate perfor-
mance have a signifcant, mainly the hyphothesis was rejected.

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3.2 Outcome Expectations
Only a few students disagreed that the Strand STEM helps them in their aca-
demic performances during college. However, most of the respondents’ think that the
Strand STEM enhance their skills and knowledge about the course that they taking. The
Strand STEM contributes in their success in collegiate performance.
Level of effectiveness of outcome expectations in collegiate performance have a
total average weighted mean of 3.95 that is verbally interpreted as “Agree”. As proved
by the results, there is a significant between the level of effectiveness in outcome ex-
pectations and collegiate performance, which implies that the null hyphothesis was re-
jected.
3.3 Goals
The Strand STEM gave the respondents an excellent knowledge and intelligence
in accomplishing their desired goals in the performance that they need to perform while
they are in college and it made a great impact in their college degree. In contrast, there
are a few students think that the Strand STEM didn’t help them. For this reason, the re-
spondents didn’t do their best while they are in Senior High. Although some students
didn’t appreciate the education or the knowledge that they can get in taking the Strand
STEM during their Senior High School.
The effectiveness of goals in collegiate performance have a total average
weighted mean of 3.92 , which is interpreted as “Agree”. Overall the null hyphothesis is
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rejected by the researchers since there is a significant between the level of
effectiveness in goals and collegiate performance.
Conclusions
Based from the findings, the researcher it was found that:
1. The STEM Strand can help the college students to think critically and analytically.
It helps them to solve an equation easily and they can cope up immediately to the
lessons that they are encountering. Majority of the respondents are engineering stu-
dents that are graduated in the academic track which is Strand STEM.
2. The STEM Strand graduates acquired a highly developed skills and competencies
which helps them in their collegiate performance.
3. The quality of the Strand STEM contributed in the development of the respon-
dents in their performance in college. Hence, the STEM graduates were able to ex-
cel in their own profession and career since they were exposed in the real world
tasks.
4. The different subjects or major subjects that they learned during Senior High
helps them in their chosen course or degree in college.
5. The graduates of STEM Strand helps them to be efficient and to have an advance
idea about the subjects that they will take in college.

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Recommendations
Based from the findings and conclusions, the resercher hereby recommends the follow-
ing:
1. Teachers
The teachers should incorporate and complete the curriculum guide teaching for
the effective and advantages of learning assessment in the STEM strand to have a
meaningful, effective and favorable outcomes of knowledge,skills and abilities that
should the students acquired and acknowledge.
It is also recommend to all the STEM teachers to deliver lessons and take extra
step towards utilizations of various strategies that will best fit the lessons to cater needs
of the students for the developing mastery of collegiate performance.
They should use the advantages and effectiveness of the strand STEM as a en-
couragement to motivate those students who have doubt when are already in the col-
lege program.
2. Students
The students should experience and submit their selves voluntarily to meet the
learning, devemopment, improvement in the STEM strand to have a successful colle-
giate performance in their choosen college program.

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The students should exert effort in deiscovering their potentials and skills in
learning,developing and improving their performance that they should acquired to en-
hances thier minds of some concepts of learning.
3. Future Researcher
They may use this research as their reference material and this can be their
guide for the studies that are in connection with the the advantages, effectiveness of the
strand STEM in collegiate performance.
The researcher recommends to extend the broad of effectiveness and advatages
in taking STEM strand during Senior high School.
The researcher also recommends to implement the same study in different re-
search locale with considerations of the other fcators that may affect the researchers re-
sults in the study.
many respondents agreed that the Strand STEM can help them a lot during their stud-
ies in college. Furthermore, the researchers recommended that the subjects in STEM
Strand should be more develop and should have more skills-related performance to
help the students to be more effective when they enter the college.
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References
Abun D., Magallanes T. (May 2018). Academic Self-Regulation of STEM of Senior High
School Students of Divine Word Colleges in Region I, Philippines and
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https://blog.edukasyon.ph/senior-high/the-k-12-academic-track-series-what-you-
need-to-know-about-the-gas-strand/
Chen X. (2015). STEM attrition among high-performing college students: Scope and
potential causes.Vol 5, No 1 (2015).DOI:
http://dx.doi.org/10.3926/jotse.136. Retrived from file:///F:/STEM%20attrition
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Chorvy, V.(2015). Tracer Study 2014 Graduates of year 2012, January 2015. Retrieved
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Custodio J.G.,Feliciano L.L., Garcia J.E., Garing48A., Manalo S.C., & Serito S.M.
(2017).Career Aspirations of Stem Students of University of Batangas
Towards Stem Careers. Retrived from
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proceedings/2017/LLI/LLI-II-035.pdf
De Pano M. (2019). A Tracer Study on the LSQC Pioneer Batch S.Y. 2018-2019.
Retrieved from http://lsqc.edu.ph/shs/results-of-the-tracer-study-on-the-lsqc-shs-
pioneer-batch/
Dewey J.(n.d.). K-12 Academics. Retrived from
content://com.sec.android.app.sbrowser/readinglist/1016090717.mhtml
Jackson J. (November 23, 2011). Why Students choose STEM. Retrieved from
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Libued L.(2017). A Tracer Study on the Graduates of Bachelor of Secondary Education
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https://www.academia.edu/41347339/A_Tracer
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Schomburg H.(2010). Carrying Out Tracer Studies.
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Appendices
Curriculum Vitae of the Researcher
CURRICULUM VITAE
MAZE JAMELA P. MANLOGON

Peninsula Homes CRDC Subd. Brgy. Bukal Pagbilao, Quezon
09162258526
Mmanlogon.1220@gmail.com
PERSONAL PROFILE
Father’s Name : Emil P. Manlog

Mother’s Name : Nora P. Manlogon
Birthday : December 20, 2002
Birthplace : Alabat, Quezon
Status : Single
Citizenship : Filipino
Weight : 43 kg.
Height : 150
Religion : Roman Catholi
No. of Siblings : 6
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EDUCATIONAL BACKGROUND
Secondary- SHS Manuel S. Enverga University Foundation

Ibabang Dupay, Lucena, 4301
Quezon Province
Batch July 2019- March 2020
With Honor (1st semester)
Secondary- JHS Perez National High School

Leon Guinto St. Brgy. Mapagmahal
Perez,Quezon
Batch 2015-2019
With High Honors
Elementary Perez Central Elementary School

Leon Guinto St. Brgy. Mapagmahal
Perez,Quezon
Batch 2009-2015
Valedictorian
MAZE JAMELA P. MANLOGON
Researcher
CURRICULUM VITAE
Louise Angelica M. Portes
Intertown Homes Pagbilao Quezon
09493372583
angelicaportes20@gmail.com
PERSONAL PROFILE
Father’s Name : Danilo G. Portes

Mother’s Name : Carissa M. Portes
Birthday : April 20, 2003
Birthplace : Lucena City
Status : Single
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Weight : 45 kg.
Height : 155
Religion : Roman Catholi
No. of Siblings : 2

Quezon Province
With Honors (1st semester)
Secondary- JHS Calayan Educational Foundation Inc.

Maharlika hi-way
Lucena City
Batch 2015-2019
With Honors
Elementary Lord’s Angel Learning School Inc.

Intertown Homes Subdivision
Pagbilao,Quezon
Batch 2009-2015
Ranked 6th
LOUISE ANGELICA M. PORTES

Researcher
CURRICULUM VITAE
Elaine Joy D. Villenas
Purok II, Brgy. Ibabang Iyam
09486876087
Villenaselaine@gmail.com
PERSONAL PROFILE
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Reviewed by: QMR
Father’s Name : Eliseo L. Villenas

Mother’s Name : Rosalie D. Villena
Birthday : December 27, 2002
Status : Single
Weight : 39 kg.
Height : 155
Religion : Roman Catholic
No. of Siblings : 1

Quezon Province
With Honors (1st semester)
Secondary- JHS Quezon National High School

Ibabang Iyam, Lucena City
Batch 201
With Honors
Elementary Brgy. Barra Elementary School

Brgy. Barra Lucena City
Batch 2009-2015
ELAINE JOY D. VILLENAS

Researcher
CURRICULUM VITAE
Thrixie Mae Q. Calonia
Brgy. Tongko, Tayabas
09455765640
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Reviewed by: QMR
thrixiecalonia22@gmail.com
PERSONAL PROFILE
Father’s Name : Edward C. Calonia

Mother’s Name : Marites Q. Calonia
Birthday : March 22, 2002
Birthplace : Daet, Camarines Norte
Status : In a relationship
Weight : 55 kg.
Height : 158
No. of Siblings : 2

Quezon Province
Secondary- JHS Luis Palad Integrated High School

Brgy, Ipilan
Tayabas, Quezon
Batch 2015-2019
Elementary Wakas Elementary School

Carmen Ville Subdivision
Tayabas,Quezon
Batch 2009-2015
THRIXIE MAE Q. CALONIA

Researcher
CURRICULUM VITAE
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Alexsandra R. Cahinusayan
Landing Road purok Damayan 2, Brgy. Ibabang Iyam,
Lucena City
09381461998
Alexandra@gmail.com
PERSONAL PROFILE
Father’s Name : RIchie S. Cahinusayan

Mother’s Name : Ila Jean R. Cahinusayan
Birthday : September 25, 2002
Status : Single
Weight : 40 kg.
Height : 152
Religion : Born Again
No. of Siblings : 2

Quezon Province
Secondary- JHS Quezon National High Schoo

Batch 2014-2019
With Honors
Elementary Lucena West 1 Elementary School

Batch 2009-2014
ALEXSANDRA R. CAHINUSAYAN
Researcher
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CURRICULUM VITAE
JOHNNEL JAY L. PORTES

Intertown Homes Phase V, Brgy. Bukal Pagbilao, Quezon
09975309101
johnnelportes0814@gmail.com
PERSONAL PROFILE
Father’s Name : Juanito

Mother’s Name : Myrna L. Portes
Birthday : Augu
Birthplace : Lucena City, Quezon
Status : Single
Weight : 44 kg.
Height : 160
No. of Siblings : 3

Ibabang Dupay, Lucena, 4301 Quezon
Province
Secondary- JHS Pagbilao Academy Inc.

Paterno St. Barangay Sta. Catalina,
Pagbilao, Quezon
Batch 2015-2019
Rank 10th
Revision No.: 0
Reviewed by: QMR
Elementary Pagbilao East Elementary School

Barangay Del carmen, Pagbilao, Quezon
Batch 2009-2015
JOHNNEL JAY L. PORTES

Researcher
CURRICULUM VITAE
DIANA CECILIA LEYNES
Wesland Subdivision Barangay Mateuna Opal Street,
Tayabas City
09281919559
diana.cecilia.leynes@gmail.com
PERSONAL PROFILE
Father’s : Randolf A. Leynes

Mother’s Name : Aileen C.
Birthday : May 15, 200
Birthplace : Batangas City
Status : Single
Weight : 50 kg.
Height : 158
No. of Siblings : 3

Quezon Province
With Honors - 1st Semester
Revision No.: 0
Reviewed by: QMR
Secondary- JHS Luis Palad Integrated High School

Brgy. Ipilan Alitao, P. Orias St.
Tayabas, Quezon
Batch 2015-201
With High Honors
Elementary Tayabas East Central School-1

Brgy. Angeles C.M Recto St.
Tayabas, Quezon
Batch 2009-201
DIANA CECILIA C. LEYNES
Researcher
Revision No.: 0
Reviewed by: QMR
A TRACER STUDY OF COLLEGIATE PRFORMANCE

AMONG STEM GRADUATES
The purpose of this researcher-made questionnaire is to conveys the effective-

ness of the STEM strand in collegiate performance. The answers will be confidential
and only will read by the researchers. Please kindly answer it honestly.
Part 1. Demographic profile of the respondents.
Name(optional):__________________________ Gender: __F __ M

College program & year:____________________ Age : _____
Part 2. Level of agreement of the students for every statement.

Directions: Kindly fill-up the following and put a check mark (/) on the following in the in-
formation which implies to you. Use the likert scale in assessing the effectiveness of
the STEM strand in your collegiate performance.
5-Strongly Agree 4-Agree 3- Fairly Agree 2-Disagree 1-Strongly Disagree
Strongly
Strongly Fairly
Agree Disagree Disagree
Statements Agree Agree
(A) (D) (SD)
(SA) (FA)
5 4 3 2 1
Advantages of taking the Strand STEM in Senior High
School
1.) The Strand STEM meet my outcome expectations
during Senior High School.
2.) The STEM Strand improves my self-efficacy to do
collegiate performances.
3.) The STEM Strand makes it easier to achieve my
goals.
4.) The STEM Strand contributed a lot in my studies.
5.) The STEM Strand lead the knowledge and abilities
into advance learning intelligence and skills.
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Reviewed by: QMR
6.) The STEM Strand helps me to determine the course

that I should take.
7.) The enhancement of curriculum STEM widen the
range of my Intelligence Quotient(IG).
8.) The curriculum helped me to cope up throughout
the most important topics in college.
9.) The STEM Strand provide an adequate time to
prepare me in the college year.
10.) This Strand honed me to have a better view of the
real world that awaits in the college.
Level of effectiveness of the STEM strand in
collegiate performance
A.Self efficacy
1.) The Strand STEM helps me to view challenging
problems as simply another task to be mastered.
2.) It helps me to develop a much deeper interest in
the activities I participate.
3.) I am confident that I can perform effectively on
many different task.
4.) STEM strand give me knowledge that helped in
my college overall performance.
5.) The Strand STEM enhanced my skill in academic
writing, problem solving, academic performance and
intelligence that help me in my collegiate
performance.
6.) The Strand STEM enhanced my skill in
academic performance intelligence that help me in
my collegiate performance.
7.)STEM Strand help me to developed, improved,
honed my ability and knowledge to have a great
performance in college.
B.Outcome Expectations
1.) STEM strand are effective in guiding and
development of the students to improve their
performance in college.
2.) The knowledge and abilities I enhance in
Strand STEM during Senior High School, made it
easy for me to cope up and finish my school works
in college.
3.) The curriculum development and
implementation of the strand STEM set-up me to
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Reviewed by: QMR
be well-integrated and productive.

4.) The strand STEM curriculum enables me to
think critically and analytically to perceived and
apply all the what I have learn during Senior High
School in my college year.
5.)I feel satisfied that the curriculum of STEM
strand is effectively helping me in my overall
performance.
6.)Strand STEM plays an essential role in
developing my ability and skills to evaluate
difficult problems.
7.)STEM made a greater effort than I expected, it
conveys and contributed a success in my
performance.
C.Goals
1.) I can perform well in my studies and do
activities/task easily in college because of STEM
Strand.
2.) The knowledge that I got in taking the Strand
STEM has a great impact and effective in college
education.
3.) The strand STEM made a great contribution of
knowledge in the college course I took.
4.) I can said that STEM strand have done a great
responsibilities in my collegiate performance.
5.) Strand STEM helps me to cope up immediately
and have a better understanding about the lessons I
have been encountered in college.
6.) I am able to develop capable abilities by
handling stacks of school works in college under
the help of STEM Strand.
7.) The STEM strand gave an excellent knowledge
and intelligence to accomplish desired goals in
the performance I need to perform in college.

Thesis A Tracer Study of Collegiate Performance Among STEM Graduates

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Thesis A Tracer Study of Collegiate Performance Among STEM Graduates

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MANUEL S. ENVERGA UNIVERSITY FOUNDATION

A TRACER STUDY OF COLLEGIATE PERFORMANCE

AMONG STEM GRADUATES

Presented to the Faculty of the College of Arts and Sciences

Manuel S. Enverga University Foundation

In Partial Fulfillment of the Requirements

for Research in Daily Life 1

Title page ........................................................................................1

Results and Discussion..................................................................................................................32

Advantage of Taking Strand STEM........................................................................................32

Summary of Finding, Conclusion and Recommendation..............................................................41

Curriculum Vitae of the Researcher........................................................................................49

Research Title: A Tracer Study of Collegiate Performance Among STEM

I. : Portes, Johnnel Jay L.

: Calonia, Thrixie Mae Q.

: Leynes, Diana Cecilia C.

: Portes, Louise Angelica M.

: Villenas, Elaine Joy D.

Track/ Section : STEM 11-B6

Effectiveness and advantages of the strand STEM is one of the success

STEM graduates and determined the enhancement of curriculum institutional practices

to achieve the educational objectives and contribute to the collegiate performance. In

advantages and effectiveness of educational experiences of the strand STEM in

collegiate performance in terms of advantages and effectiveness of set-efficacy,

during their college year.

A. Rationale of the Research

science, and pure and applied Mathematics. (Carpio, 2018).

Science, Technology, Engineering and Math (STEM) continue to have a growing

impact on our lives and economy. According to the Minnesota Department of

Employment and Economic Development (2018), occupations requiring STEM

necessary foundation through education is critical.

Concern for improving STEM education in many nations continues to grow as

conduct more research on integrated STEM education.

who switched to another major.

need to have a reasonable chance of succeeding in STEM-related courses; that is the

focus of the current study.

B. Purpose of the Research

lege. Specifically, the proponent seek answer to the following questions:

1.) What is the demographic profile of the respondents in terms of:

b. Gender & Age

c. College course degree

their chosen course today?

3. ) To determine the level of Effectiveness of the STEM Strand in Collegiate

3.2.) Outcome Expectations

understanding of career choice, interest, and performance processes. This theory

progresses on the chosen career path. Moreover, it provides a framework on using

presentation of cognitive-person variables and the analysis of the additional sets of

outcome expectations, and goals. Self-efficacy involves the student’s perception

whether he or she can succeed at a particular career choice. Outcome expectations

according to Bandura (1989), are the student’s determination to accomplish a particular

a number of studies in different settings. Some researchers used SCCT to observe

vocational interests in different tracks or field of study.. Likewise the Academic

participating in statistics related academic or professional activities.

engineering, and mathematics (STEM) majors by recent high school graduates

toward math. Multiple-group structural equation modeling analyses indicated

least to underrepresented minority students.

hoped to use occupations to connect miniature versions of fundamental activities of life

some of which are still in existence today.

Theory of Dewey and the statement of Liwanag as theoretical framework is a helpful

connections between subjects and the child’s life.

Review of Related Literature and Studies

background for further understanding of the research.