Basic Education Department

Butuan City

The Lived Experiences of Grade 11 STEM students in

Selecting STEM Curricula for Higher Education

A Research Paper
Presented to
The Faculty of the Basic Education Department
Father Saturnino Urios University
Butuan City

In Partial Fulfillment
Of the Requirements for Practical Research
and Community Immersion and Investigation

By
Daymiel, Marielle Mae M.
Estoque, Eunice Jane A.
Jumawan, Jorose Anthony
Luminarias, Patrice G.
Martinez, Mikaella Faye A.
Mejorada, Earl Gester D.
Mulawan, Van Aaron N.

October 2023

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Table of Contents

Chapter I. Introduction
Background of the Study ........................... 3
Review of Related Literature ...................... 5
Statement of the Problem .......................... 11
Theoretical Framework ............................. 12
Significance of the Study ......................... 14
Scope and Delimitations ........................... 16
Definition of Terms ............................... 18

Chapter 2. Methodology
Research Design ................................... 19
Sample and Sampling technique ..................... 20
Research Locale ................................... 22
Research Instruments .............................. 23
Data Gathering Procedure .......................... 24
Ethical Considerations ............................ 25
References ........................................ 27

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CHAPTER 1

INTRODUCTION

Background of the Study

The present society looks for skills that are commonly

practiced and obtained within senior high school strands, yet
Science, Technology, Engineering and Mathematics-related
expertise has been observed to meet the increasing
recognition of demand due to its economic significance. STEM
courses, such as data analysis to cybersecurity experts and
biomedical engineers, are often encouraged for the reason
that they lead to more profitable opportunities and progress.
This field is in the advanced position when it comes to growth
and innovation, resulting in their particular skills being in
demand to fill the critical roles. Ibrahim (2023) stated that
in the Philippines, STEM-related courses are continuously
being encouraged and seen as an “essential” because
investment in this field can help the country rise up to
global standards in multiple aspects.

One critical factor that has been recognized as

influencing students' decisions in choosing a STEM curriculum
is their personal experiences. Whether in the form of
extracurricular programs, exposure to STEM role models, or
family and peer influences, these personal experiences play
a vital role in shaping students' perceptions related to STEM

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fields. In past research, the findings showed that the

majority of STEM activities took place at home, mainly
involving hands-on experiences. This indicates that the
family environment offers more chances for involvement
compared to other places (Morris et. al, 2019). These
experiences can either motivate students to pursue STEM
courses or deter them from engaging with these disciplines.

Rogayan et al., (2021) have stated that in the

Philippines, many of those who graduated from STEM in Senior
High School (SHS) find difficulty in maintaining a permanent
STEM career. This research aims to determine the relationship
between students' experiences and their choices in selecting
STEM-related courses at the higher education level. By
understanding the factors and motivations behind these
choices, the researchers can develop more effective
strategies to encourage and support students in pursuing STEM
education, as well as improve educational institutions in
their efforts to encourage STEM-related course enrollments,
ultimately contributing to the development of a stronger STEM
workforce to meet the evolving needs of our society in the
Philippines.

Zlatovic (2018) has found that better STEM education in

the senior years of a student can most likely result in less
chances of dropping out of STEM-related courses, since they
are equipped with the confidence that they need to pursue

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these courses and careers. As established in Zlatovic’s

findings, implementing better STEM education can promote
self-confidence because students are prepared better for the
future academic challenges, reducing the likelihood of
dropping out. Fields of work in STEM are viewed as not only
practical, but also rewarding career options for the students
who receive enhanced STEM education.

Review of Related Literature

This phenomenological study revolves around students’

STEM course choices and how it gets changed or shaped by
experience. Throughout time, there has been multiple
researches that have been done to further understand the
underlying reasons behind STEM students’ decision in pursuing
a STEM-related course in higher education. There are wide
ranges of reasons and through this literature review, it aims
to narrow down the broad possibilities into the main
components as to why and how experiences change in the lives
of students and emphasizes specific insights about the
contribution of challenges, motivations students go through.

Formal and Informal Learning

During the first years of an individual in school up to

their graduation, the education that they receive in the
classroom serves as a strong foundation for deep

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understanding towards multiple courses and future careers.

According to Reyes (2020), the exposure to STEM education, or
any subject that relates to science, math and technology in
a student’s earlier years, help students in making educated
decisions about their STEM-related course and career options.
The STEM education also comes with knowledge wherein students
develop an entrepreneurial mindset that can encourage them to
build connections with the STEM profession through the
specific skills and knowledge provided by STEM subjects
(Rashid, 2023).

Another key component of formal learning besides what

they learn in the classroom are the teachers. The teachers
play an important role in shaping a students’ ability to
understand STEM concepts as well as their motivation to do
well in these topics. Betz et al. (2021) stated that students
were able to create strong, positive STEM identities by
receiving mentorship from faculty members or peers as well as
validation of their scientific competence. Experiences happen
when students feel a sense of belonging, when they feel more
connected and drawn to bond with peers of the same interest.
This can act as a driving force of motivation and behind the
decision to pursue a STEM higher education.

In today’s society and scientific advancements,

knowledge is not limited to formal education, given that
students’ decisions will not solely depend on given aspects

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such as the curriculum and syllabus. Students can be exposed

to different forms of informal learning that will have
different bearings and outcomes. Informal learning
environments increase the students’ interest in STEM and the
chances for them to pursue a STEM career. Similarly, Roberts
et al. (2018) determined that the informal learning
environment can provide context and purpose to formal
learning, provide students with opportunity and access, and
extend STEM content learning and student engagement in STEM
learning environments. This study examines the impact of an
informal STEM learning experience to gain in-depth
perspectives on how they felt during this experience and how
it influences their perception of STEM learning.

According to King and Pringle (2019), field trips and

extracurricular programs are examples of informal learning
environments that allow students to explore modern topics and
learn new concepts, thereby broadening their outlook on the
STEM fields. These types of settings act as catalysts for
students to become interested in STEM related fields and
motivate them to pursue STEM related careers. Field trips
related to STEM fields allowed for a deeper understanding of
STEM concepts because real world experiences merged with
students’ prior academic knowledge.

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Social Influences

Social, motivational, and instructional factors greatly

influence students’ achievements in their STEM learning
experience and their future careers (Ketenci et al., 2020).
The decision on whether or not to pursue STEM-related courses
is also influenced by external factors emanating from
socializing agents such as parents, peers, and teachers,
usually in the form of expectations and reinforcement of
positive or negative experiences and motivations to students
(Hsieh & Yu, 2022).

Zeng et al. (2018) suggested that schools can

significantly benefit students by offering educational
activities such as college and career day and learning
expositions. Engaging in these activities enables children to
better identify their academic and occupational interests.
It’s important to note that in some cases, students make
course selections based on their genuine interest in a
specific field. This underscores the idea that exposure to
various educational experiences can play a pivotal role in
shaping students; academic and career choices. Additionally,
Kelley et al. (2019) highlighted the evolving demands of the
21st century, which encompass a broad spectrum of skills.

These skills range from the knowledge we acquire to those

needed for professional success and interpersonal

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relationships. Moreover, in the context of an ever-advancing

technological landscape, the pace of technological
development is faster than ever before. The rapid
technological progress opens up new possibilities within the
realm of Science Technology Engineering and Mathematics,
thereby influencing students to consider pursuing careers in
Science Technology Engineering and Mathematics fields. The
convergence of these factors underscores the importance of
holistic education and career exploration in today’s
educational landscape.

Perception and Interest in the STEM-field

Lived experiences can define an individual’s perception

towards a certain situation, and future courses are a major
part in this aspect. To meet the increasing need for experts
in the STEM workforce, more students are required to pursue
STEM subjects and jobs. Christensen and Knezek (2017) have
stated that early on in their educational careers, educators
should start giving adolescents access to STEM content and
information about possible STEM jobs. Individuals who indulge
themselves in STEM activity will gain a sense of STEM
identity. This provides a theoretical lens to better
understand the mechanisms by which experiences might
influence career choice and persistence (Dou et al. , 2019).

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Students’ environments and opinions about whether or not

they meet the requirements to join the STEM community have an
impact on how they establish their STEM identities (Kim et
al., 2018) factors, peer influences, role models. There are
also many major factors that come into play that made them
pick stem as their strand, some major ones are sociocultural
factors that are cultural influences and family expectation
that can shape their perception whether they belong in the
stem or not. Another one is peer influences, this can also
play a significant role in a student’s decision. students may
feel more encouraged to pursue stem knowing that they have
friends who share the same interest and same goals as them
that can impact their decision.

Additionally, a factor in their choices in choosing

stem is self-efficacy. This factor is about a stem student's
beliefs in their own abilities and can be a strong predictor
of their stem identity which allows students to boost their
confidence and motivate them to consider stem as their strand,
mostly to join STEM community they must have these qualities
to be able to join stem but it still depends on the person.
According to Cevik & Sari et al., (2018), the choice to enroll
in STEM courses is crucial in the formation of a student’s
attitude toward STEM disciplines and occupations. Student’s
in secondary schools that participated in STEM problem based
learning or hands-on science activities showed dramatically
improved attitudes toward STEM vocations, particularly in

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engineering and technology. The researchers have concluded

throughout the list of review related literature that it is
important to address the further research needed to go in-
depth in the unique lived experiences of underrepresented
groups such as students with low financial background or
students with physical or mental disabilities.

Statement of the problem

It is widely known that there is an existing gap between

the demand for STEM professionals and the willingness of a
student to pursue a course and career in the field. According
to the Philippine Institute for Developmental Studies, the
Philippines suffer from multiple problems regarding STEM
takers, such as poor performance that does not meet the
expectations of professionals, innovation shortage and low
spending on education. They have also stated that a weak STEM
community has a big chance of damaging the country
economically, educationally and politically. This gap has led
researchers' interest in understanding the experiences that
influence students' choices when it comes to taking up STEM
courses. It aims to answer the following questions:

1. What are key challenges and motivations that students

experience when deciding on taking STEM courses?

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2. What are the insights gained from the respondents that

can be shared with future students to help in decision-
making?

3. How do personal experiences aid in the decision-making

process of the respondents in choosing STEM courses?

Theoretical Framework

The Social Cognitive Career Theory proposed by Lent et

al., (1994) emphasizes on understanding how an individual
makes career-related decisions. SCCT explores how these
factors influence career development, occupational choices,
and career-related behaviors. The SCCT serves as a strong
theoretical foundation for this study mainly because it shows
how the cognitive processes get affected by own experiences
and social interactions that can help in decision making
regarding STEM-related courses (Wang et al., 2022). One of
the beliefs that the Social Cognitive Career Theory
emphasizes is about Self-Efficacy in decision making.

In the context of this study, the students’ lived

experiences can affect the belief they have in themselves to
complete a given task. It can be connected to their self-
confidence or influence from their living environment. Having
a strong sense of efficacy can most likely result in students
challenging themselves, and within these challenges they

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achieve intrinsic motivation. According to the SCCT, Learning

experiences are one of the experiential sources of self-
efficacy. Learning experiences include hands-on opportunities
with STEM-related activities or STEM role models. These
learning experiences can define a students’ perception
towards taking a STEM course.

The Expectancy-Value Theory proposed by Atkinson (1964)

explains the relationship between a person’s own belief and
their success. In the context of this research, particularly
in their STEM course. The value that they get can either be
intrinsic or extrinsic and these two can determine one’s
motivation (Wang & Xue , 2022) in immersing themselves in
STEM courses. In relation to this study, this theory provides
a valuable framework because it dives into understanding how
self-belief and the values students experience aid in their
decision-making when it comes to courses.

This theory can help gain insights into how students get
encouraged or persuaded in their perception of value of STEM
courses based on their expectations. Decision-making process
is one of the components of the Expectancy-Value theory, and
is directly related to their self-efficacy beliefs. It helps
determine whether or not positive or negative experiences
will most likely lead to choosing STEM courses, since career
decision-making does not only limit to positive experiences
and in some instances can root back to negative ones.

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Theory of Vocational Choice proposed by (1954) has six

life and career developmental stages. One of their components
is self-concept, which states that personal experiences
correspond to their preferences. According to Ackerman
(2018), changes develop and change over time because of
various experiences. This theory is relevant to the study
since it emphasizes on how a student’s self-concept evolves
throughout different experiences. When students experience
change in their self-concept, it may lead to changes in career
preferences. Another significant part of the Vocational
Choice theory indicates that individuals revise their choices
based on the changes that occurred in their self-concept. In
this research, this means that there is a possibility for
STEM students to choose a different course and career path
that isn’t in the STEM workforce.

Significance of the study

The significance of this study is deeply rooted in

addressing an issue facing the Philippines and many other
countries worldwide - the problem of student retention in the
field of Science, Technology, Engineering and Mathematics.
This retention is a major problem that is currently happening
in the Philippines and can lead to potential damages within
the country, prompting researchers to further look into the
problems and use significant findings to promote and sustain
the STEM workforce. Here are the following that will benefit

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from this research:

STEM Students. Students in STEM can gain valuable insights

from this study since it focuses on the experiences of
individuals who either pursued or left STEM courses. These
experiences can help them provide time for self-evaluation
and reflection to see if they are willing to pursue the field.
This study can also give students time to think about their
decisions and use the participants’ experiences as a basis to
see if their aspirations and feelings align.

Schools and Institutions. Educational institutions can also

use the information gathered and identify the factors that
lead to the experience of those individuals who have chosen
to drop out from STEM courses. By doing so, institutions can
evaluate their way of teaching and transform it in a way that
they develop the sense of catering students’ needs and
motivations, and possibly lessen the number of dropouts,
which will also lessen the possibility of a broken STEM
workforce.

Society and Economy. The Society and Economy of the

Philippines will be one of the major beneficiaries of this
research. Individuals who are encouraged to pursue a life-
long STEM career are essential for growth as a country. In
other words, the Philippines as a country will pave its way
to advancements with a stronger STEM field.

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Future Researchers. Future researchers can gain benefit from

this study and use gathered information as reliable sources
as well as compare and identify future research gaps.
Expansion of the study is crucial and this study can aid
future researchers to dive deeper into the existing problem
of STEM drop-outs. Future researchers can also explore the
key factors that influence decision-making for better
understanding of the problem.

Scope and Delimitations

The Scope of this study focuses on including interviews for

15 respondents from Grade 11 STEM in Father Saturniño Urios
University Morelos Campus. Through The Snowball Method, the
researchers will be able to identify and choose the
respondent. The researchers intend to ask the interviewees
about the factors that will serve as an impact to their
choices regarding their chosen STEM career. Additionally this
research will cover issues that students encounter when
selecting a course, while also including their personal
experiences.

The researchers will avoid engaging in personal and

sensitive information that will not relate to the topic such
as personal conflicts and relationships. The participants are
entitled to one-to-one interviews and will not take part in

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survey questionnaires, group interviews, and other forms of

methods acquiring the data. This is because the answers of
the interviewees may have a drastic gap in terms of personal
opinions. The area will be limited to occur only in the
Morelos Campus, under the circumstances that the instructors
will consent. The researchers are unable to use other methods
of selecting samples other than The Snowball Method.

The Delimitations of the study intends to exclude Non-

STEM students in Grade 11. Grade 10 students and below, such
as Grade 9, Grade 8, and Grade 7, will not be contributing to
this research considering that these students may not have
set a career choice in mind yet, or have not decided to become
STEM students in the future. The scope will not cover
educational institutions and schools outside the FSUU Morelos
campus, because the focus of the research is on the Grade 11
STEM students. This study shall not dive into subtopics that
will not relate to the Non-STEM career choices or outside
STEM professions for the reason that the topic of the research
paper involves only STEM students. The mentioned research
will also limit itself to interviewing only a few STEM
students, Due to the fact that the research paper has been
held as a Qualitative and requires in-depth exploration and
understanding.

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Definitions of terms

In this study, the following concepts and terms are

practically and conceptually defined for greater
comprehension.

Science, Technology, Engineering, and Mathematics. This

branch of knowledge pursues critical thinking, technological
advancements, applying technicality and mathematics. STEM in
education, is a strand in Senior High school that covers
complex mathematical and scientific theories. STEM allows
students to approach and immerse themselves towards the aim
and goal of the curriculum.

Non-STEM. 11th grade students who opted for professions other

than STEM courses.

STEM Identity. Individuals who actively engage in STEM

activities.

Self-Efficacy. In terms of this study, it is about how the

students’ lived experiences affect their belief in their
ability to execute a task.

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CHAPTER II

Research Methodology

Research Design

The purpose of this study is to have a deeper

understanding on the lived experiences of grade 11 STEM
student participants in selecting STEM for higher education,
as well as contribute to the future improvement of the STEM
workforce in the Philippines to lessen the chances of drop-
outs that lead to shortage of STEM professionals. This
research will apply a qualitative approach in gathering data
amongst the participants. According to Girardin (2023), a
qualitative approach gains insights on their experiences by
studying social organizations and human behavior.

A phenomenological method will be used for this study.

Phenomenology can describe an individual's perception through
their own experiences. This method focuses on gaining
information through an individual's lived experience
(Neubauer et al., 2019). According to Clements (2021), one-
on-one interviews allow researchers to obtain personal,
specific, and rich data. This type of interview will be used
by the researchers in gathering accurate and specific data.
Thematic Analysis will be applied in this study for it
recognizes patterns of student experiences in their choices

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in selecting STEM curricula. This approach captures

narratives and derives it to a specific theme (Dawadi, 2020).

The study is conducted to explore and emphasize the importance

of the factors that allow the students’ choices to be shaped,
maintained, or changed. To simply put, the purpose of this
Phenomenological study is to understand the reasons of students’
decisions under the surface. This research must be conducted on
behalf of the STEM students that have set their mind into taking
STEM careers. This is due to the reason that students do not simply
pin-point a career, but rather there are also certain conditions
that shapes a very big decision that will be carried out on the
future. So being able to study these factors will allow a thorough
comprehension of not onlly the effects of the influences, but also
the students themselves.

Sample and Sampling Technique

The population count for the grade 11 STEM students in

FSUU is 163 in total. For this study, the researchers will
choose only 15 participants out of the 163 STEM students since
a smaller amount is more sufficient to avoid additional data
that will prove to be insignificant to understanding the
phenomenon behind students' decision in choosing and aiming
for STEM courses. The researchers have also taken into
consideration the depth of analysis of each data. A smaller
sample size generally leads to a more in-depth exploration of

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their own data because the researchers will be able to

thoroughly interpret each one. Creswell & Creswell (2018)
have stated that any number between 10-50 participants are
considered to be sufficient for a qualitative study.

Collection of data in a qualitative research may vary,

hence the sampling technique chosen in this research is the
Snowball Sampling method. It is an appropriate method to
acquire specific data as it seeks to understand the phenomena
through the in-depth exploration of the topic. In this method,
the collection of data will be subjective and open ended. The
received details will allow the researchers to take a glance
towards the experience of the chosen 15 grade 11 STEM
students. This method is specifically chosen because it gives
the opportunity to allow the research paper to be diverse and
enables various perspectives.

Snowball sampling method simplifies the gathering of

data the researcher needs from one participant to another
based on connections of the participants. According to Simkus
(2023), this method can be used for studying sensitive topics
which will be appropriate for this study for the reason that
experiences are personal and should be kept confidential. For
instance, if one of the participants knows another individual
with similar experiences, then they will be considered
relevant to interview for the study wherein specific

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information about their STEM experience is required to form

a conclusion and identify correlations.

Research Locale

A well known educational institution, Father Saturnino

Urios University, which is run by the Diocese of Butuan in
Butuan, Philippines, is a Private Roman Catholic co-
educational basic and higher education institution. This
school is located at Barangay Libertad, Ambangan, Butuan
City.

Figure 1: Map of FSUU Basic Education – Morelos Campus

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The researchers have decided to conduct their study at

Father Saturnino Urios University's Morelos campus for the
gathered data will have significance to, specifically in an
assigned classroom, chosen for the privacy of both
researchers and especially participants who wish to keep
their identity anonymous. This will enable the researchers to
collect the necessary data on grade 11 students who selected
STEM as their academic career track at FSUU.

Research Instruments

One-on-one interviews will be the primary research

instrument for this qualitative study. According to Holm
(2021), interviews will allow the participants to express
their specific experiences regarding their decision. These
interviews will be conducted face-to-face, asking a series of
questions that will be semi-structured as a guide prior to
conducting the interviews to ensure consistency of the
information whilst allowing flexibility of the answers. The
interview will consist of questions focusing on the specific
experiences of the participants and its impact on their future
STEM academic choices.

The use of audio recording devices will also be included

in gathering necessary data with the consent of the
participants. Recordings will aid researchers in

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understanding the various contexts with minimal error since

lived-experience interviews are not limited. With the help of
audio recordings, the researchers will be able to identify
continuous patterns and enhance the validity of data (Busquet
et al., 2023).

Data Gathering Procedure

The study was conducted in September of 2023, and has

continued up until October of 2023. Moreover this research
paper is being explored and held under Father Saturnino Urios
University Morelos Campus, specifically the Campus Library,
and HS building room 308 of XII - St. Stephen in where the
researchers have grouped and discussed

To acquire the needed data, the researchers have

prepared appropriate questions for the interview that have
relevance to the statement of the problem. Ethical
considerations promote the acknowledgement of truth, mutual
respect, accountability, and prevent misinterpreting research
data (Resnik, 2020). These considerations will be implemented
during the interview with the chosen participants and the
overall conducting of research, therefore the consent of the
interviewees will be needed in order to proceed with gathering
the data. The researchers will explain the procedure and
address the conditions, likewise the researchers will also

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notify that the answers will be recorded. Under the guidance

and the successful approval of the advisers, the researchers
can accomplish the interviews.

The researchers will be using audio recorders to gather

responses and transcribing them into written form. During
this process, the interviewer conducts semi-structured
interviews, asking questions and actively listening to the
responder’s verbal input. The recorded audio will be
transcribed into text, ensuring that the spoken words are
accurately preserved into written form. After transcribing,
the data will then be translated to English. This method of
data collection helps in preserving the original responses,
making them accessible forms of analysis, reporting or
references.

Ethical Considerations

There are many factors to take into account when

conducting research in order to prevent any inconsistencies
that might occur. According to Zegwaard et al. (2017), in
response to society's expectation of greater accountability,
the amount of attention on ethical conduct has both increased
and broadened. The researchers will consider the ethical
guidelines that should be followed when carrying out the
study. Participants will be handled with the highest care,

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and their right to privacy and the confidentiality of their

provided information will be respected. Prior to signing up
for the study, participants must have a better grasp of the
study's goals and any other treatment options that help them
feel better overall.

The vulnerability of research participants must come

first and foremost. The researcher must maintain
confidentiality and protect the participant's direct sharing
of private information (DeCarlo et al., 2020) When the study
is conducted, each randomly selected research volunteer must
be treated fairly and will get a fair distribution of risks
and benefits. The research participants must be made fully
aware of the methods and procedures that will be used to carry
out the study.

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