INTRODUCTION

Background of the study

Action research is a tool that is used to help teachers and other educator uncover

strategies to improve teaching practices (Sagor, 2004): it requires teachers to design study in an

area of interest that they would like to carry out in their classroom or schools. Many times, it is

considered a professional development opportunity because, frequently, teachers test a new

instructional strategy, assess a new curriculum program or evaluate an existing pedagogical

method. Action research provides an avenue for teacher learning. Ferrance (2003) cited that

action research is a form of research that is authentic and meaningful to the teacher-researcher

because it is conducted by teachers in his/her own classroom space. It helps teacher to “pick up

threads suggested in academic circles, and weave them in their own classroom”.

This study looks at the reason of grade eight (8) students in pursuing STE curriculum.

STE Curriculum is an implementation for advanced and scientifically inclined students. It is a

special program which shall lay the foundation for career and to support a career for learners

with interest and aptitude in Science Technology and Engineering. The core subjects offered in

the Secondary Education Curriculum (SEC) and under the K to 12 BEC were enhanced by
additional subjects identified in the Revised Curriculum of the Engineering and Science

Education Program (ESEP). Add- on subjects in Science and Mathematics were offered on top of

the requirements of the core curriculum and the special curriculum programs in science and

technology. STE students has two (2) additional subject areas to complete it a ten(ten) subject

per school term, which advances the learning and capacity of the STE students in developing

problem-solving, inquiry or discovery approaches. Researchers conducted a survey to thirty (30)

participants as they engaged in an action research project. Each students were given eight (8)

questions to determine their preference and choices in the near future and determining their goal

why they’re pursuing STE class.

Research Question/s

Main Problem

Sub-problem/s
Hypothesis

Null Hypothesis

Alternative Hypothesis

Significant of the Study

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

Principal: Data given will provide information on how the STE student perform in their

academic and extra-curricular performances. Data gathered will help the Principal initiate

collaboration among faculties and chairpersons to help plan the advancement of STE curriculum

in relation to K to 12 Curriculum.

Teachers: the result of the study will help the teachers to evaluate the quality of learnings,

academic performances, attitude and skills of the grade- eight (8) students towards in pursuing

STE class. It also develops teacher’s teaching-learning and evaluating strategies in enhancing

knowledge, skills and attitude of students in the given time frame.

Students: It will enlighten their minds into effective goals in achieving more improvement both

academic and extra-curricular performances.

Scope and Delimitation

This study is descriptive in nature and focused on Grade- eight (8) students

(Mendel) in pursuing the STE Curriculum towards in improving their capacities and abilities in

Science Technology and Engineering. The research data was based on survey of thirty (30)

participants from grade- eight (8) (Mendel) based on their experiences and interaction with STE

curriculum.

METHODOLOGY

This design for the action research study is qualitative and uses content

analysis. Action research design is systematic, practical and relevant, occurs in educational

setting and focuses on the researcher’s teaching. The researchers conducted their study worked

collaboratively and uses the results to make a clear statement in determining the possible reasons

of grade –eight (8) (Mendel) in pursuing STE class.

Procedure and Data Collection

I. Sample: Setting and Participant

This study is conducted in grade –eight Mendel. There were 30 participants whom

collaboratively answered same questionnaires with eight (8) question written on it.

Without bias from the data gathered we asked the students to answer their

questionnaires with honest opinions and based on the capabilities and abilities inline

with STE curriculum