Course Mismatch: A Phenomenological Research

of Female STEM Students

in Non-STEM Courses

A Research Project Presented to the Faculty

of Basic Education Department – Senior High
Dr. Carlos S. Lanting College

In Partial Fulfilment
of the Requirements for the Program of
SENIOR HIGH SCHOOL

BIDAYAN, JUSTIN REINE

FLORESCA, VICTORIA
GO, GILLIAN GWENN
MISTADES, KATE VALERIE
SARMIENTO, DANA

CHAPTER 1
 PROBLEM AND ITS SETTING
The goal of the senior high school curriculum is to provide students with the
skills and information they need to pursue their desired college careers. Aligning the
strands of high school graduates with the courses they study in college is one
approach to evaluate its effectiveness. However, there are instances in which students
enroll in college courses that have nothing to do with their chosen strand. This study
analyzes the causes and experiences of college students who have encountered course
mismatch using a phenomenological research approach. It focuses on female in Dr.
Carlos S. Lanting College STEM (Science, Technology, Engineering, and Mathematics)
students. Key Findings: Both internal and external influences affect STEM students'
decisions to enroll in non-STEM courses. The availability of courses, the perception
of the difficulty of STEM disciplines, and the lack of specialized STEM skills are
examples of external variables. Motivating factors and other internal traits are also
important. It can be difficult for STEM students to stay up with their peers when
they enroll in non-STEM classes. The difficulties they face are made worse by
society's expectations and parents, which makes people doubt their judgment and skills.
Students use both intrinsic and extrinsic support systems to help them adjust to
learning contexts that are not STEM-focused. Discovering peers and taking part in
social activities are examples of extrinsic support; personal resilience and
determination are examples of internal support. Implementing a more comprehensive
career advisory program and enlisting parental assistance could potentially lower the
percentage of first-year Filipino students who are mismatched in their courses. The
experiences of female STEM students negotiating the intricacies of course choices are
illuminated by this research, offering insightful information to educational institutions.
We explore the experiences of female STEM students who end up enrolling in non-
STEM courses in this phenomenological study. The goal of the study is to
comprehend the causes of this course mismatch—why STEM-inclined students choose
to major in subjects unrelated to STEM. By investigating both internal (resilience,
coping strategies) and external (availability, social expectations) motives, in order to
help educational institutions better support students in their decision-making process
and enhance their career advising services, we would like to share our views. Our
research may provide insight on how to close the gap between students' goals and
their real academic pathways, resulting in a more purposeful and aligned educational
experience. Keywords: STEM strand, non-STEM course, college, course mismatch,
SHS students.

Introduction
“Education’s purpose is to replace an Empty mind with an open one” -
Malcolm Forbes. With the introduction of K-12 curriculum and the implementation of senior
high school which was signed by President Benigno Aquino III on the day of May 15, 2013,
students were able to build on their abilities in essential subjects while also utilizing their
individual strengths in the subjects they excel in. This had then marked a milestone for
advocates of educational equality. The K-12 curriculum’s primary goal is to guarantee that
they improve and achieve a Filipino's fundamental skills and to be able to produce more
capable citizens, and prepare graduates for jobs that last a lifetime as well as learning
employment. This implementation of senior high school requires Filipino students to
complete the years of kindergarten, elementary school, junior high school, and finally
two additional years of senior high school. In addition senior high school implementation
possess strands in order to match a students interest while also enhancing and utilizing a
Filipino students skill in the subjects. the Philippines has a specific educational track
called the Science, Technology, Engineering, and Mathematics (STEM) Strand; A
method of teaching that Pursues to provide students with the ability to collaborate
creatively in team setting, communicate across disciplines, and solve issues by
emphasizing the application of science, technology, math, and engineering knowledge
and abilities. This strand aims to anticipate and prepare Filipino students in future
professions within this sector.

According to Sidek et al in 2023, despite growing attention on course mismatch,

existing research often fails to specifically address female STEM students, typically
generalising findings across genders.

1. ) This study delves into the phenomenon of course Mismatch among female STEM
students at Dr. Carlos S, Lanting college, focusing on those who transition to non-
STEM courses in college and their subsequent opportunities outside their academic
transitions.
2. ) Female stem students' Course Mismatch is influenced by a number of factors.
According to a study, a particular female STEM student switches courses because of
the perseverance that STEM subjects are difficult while also lacking the necessary
skills required in that strand.

According to this report, 39% of students' senior high school strand courses and their
university courses did not match during the 2017–2018 academic year and 31% for
the 2018-2019 academic year. (Caballes et al. 2022)

3. ) According to a study, Living up to parental expectations and other social

considerations also add to the challenges STEM students confront. Both non-Filipino
and Filipino are completely dependent on the choice their families make for them
(Caballes et al. 2022). However this particular study had stated otherwise; Less rich
pupils typically wind up under matched and attending lower-quality schools because
they are unaware of t heir options and give in to financial pressure. Richer and more
well-educated pupils, as well as those who attend better secondary schools, enroll in
better schools and are far more likely to overmatch rather than under match. They
appear to believe that the advantages of attending higher quality institutions exceed
the possible expenses of failing or performing poorly (Max Nisen, 2013).

Nonetheless, a study had discovered a relationship between first-year retention and the
number of STEM courses taken. Furthermore, the reason behind a student’s notable
performance in non-STEM courses is significantly influenced by their performance in
STEM courses such as college-level arithmetic, beginning laboratory science, and other
tasks performed by the STEM strand. Because of this reason, women who took STEM
and immediately switched and continued to a non STEM course typically achieve more
outside of this field. With strong educational backgrounds, female students can easily
switch smoothly from STEM strands to non-STEM courses (Romash, 2019). Despite of
this, another study have stated that, despite the challenges STEM students face or have
faced that came with experience, course mismatch has given students new opportunities
for development and personal growth (Formaran et al. 2022).

4. ) Researchers have observed that female STEM students frequently fail to excel in
their strand but achieve more outside of their intended stand due to course
incompatibilities. As Female STEM students who have witnessed course mismatch
within this strand, The researches intends and aims to dispel misconceptions but also
provide a deeper understanding of the academic trajectories of these students.

5.) Thus, the primary goal is to address the challenges female STEM students face
when choosing courses that diverge from their Initial STEM focus, offering an
insightful analysis and shedding light on the various reasons behind such course
mismatches.

Theoretical Framework
The Social Cognitive Career Theory developed by Robert W. Lent, Steven D.
Brown, and Gail Hackett's (1994) purpose is to explain how career development
happens by examining the relationships that exist between cognitive and interpersonal
components in addition to self-directed and external effects. The concept has its roots
in Albert Bandura's general social cognitive theory, which emphasizes the role that
social processes and self-referent thought serve in leading human behavior (Lent et al.,
1994, p. 254). According to this theory, three variables can be used to reflect the
behavioral determinants of career development: personal objectives, outcome
expectations, and self-efficacy. Then, using experiential and situational elements
including gender, culture, support systems, and obstacles, these individual variables are
established (Lent et al., 1994).

This theory focuses on the three variables that can be used for the career decision
making process leading to career development: outcome expectations, self-efficacy and
personal goal. Outcome expectation refers to possible results of particular acts or
behaviours. It is possible for the expected outcome to be positive or negative.
Meanwhile, self-efficacy is the belief that one is capable of accomplishing a particular
task, or more. More specifically, their recognized skills. Individuals make choices
regarding the activities they indulge in. Consider your self-efficacy beliefs as well as
your outcome expectation. Lastly, personal goals are meant to motivate people to
achieve what they want in life such as academic courses and career.
The three variables used to reflect the behavioral determinants of career development
play an important role in an individual's career decision-making process, and failure
to not analyzing these three interrelated factors will lead to a course mismatch. The
Social Cognitive Career Theory by (Lent., et al 1994) can provide a framework to
understand the relationship between career decision making process and career goals of
current and former female stem students who chose and will choose non-stem
courses.

Statement of Objectives
There exists a phenomenon known as course mismatch among STEM students.
Specifically, this study focuses on female students who transitioned from a STEM
background in senior high school to pursuing non-STEM courses.

1. To explores the course mismatch that occurs when female STEM students enroll in
non-STEM courses. It seeks to comprehend their reasons, difficulties, and coping
strategies in this situation.

2. How do female STEM students deal with the course mismatch that occurs when
they enroll in non-STEM courses? A question that needs to be answered.

3. We will investigate the experiences of female STEM students who have enrolled
in non-STEM courses in this phenomenological study. We seek to ascertain the
effects of course mismatches on academic achievement and general satisfaction by
examining the elements that contribute to them. We will also analyze the coping
strategies these students use and the efficacy of their support networks.

4. What is it like for female students majoring in STEM to enroll in non-STEM

courses? Why do these pupils have course mismatches? What effects does course
mismatch have on their general satisfaction and academic achievement? How do
female STEM students handle course inconsistencies? Which interventions and support
programs work well to solve course mismatches? What are some recommended
measures to improve the educational experience and course selection for female
STEM students?
By addressing these specific questions, your phenomenological study will delve into
the intricacies of course mismatches and provide valuable insights.

Statement of Assumption
Female STEM students have a deep and varied intellectual curiosity when they
decide to pursue and investigate non-STEM disciplines in college. Because of this,
when they select STEM courses, it is frequently assumed that they are willing to go
outside of their areas of expertise in order to demonstrate flexibility, open-
mindedness , and a desire to widen their horizons. Their capacity for analysis,
problem-solving, and attention to detail enhances projects and conversations in a
variety of sectors. Stepping outside of their comfort zones enables them to cultivate
interdisciplinary connections, filling in gaps between topics that at first glance appear
unrelated. These students show that learning is not limited to one field by being
resilient role models.

Scope and Delimitations of the Study

The scope of the study is to identify the intricate variables that affect female
STEM majors' choices of pursuing degrees in non-STEM courses. In order to provide
deeper insights of individual experiences, reasons for course selection, and perceived
challenges, diverse samples drawn from various STEM disciplines will be taken into
account. Although this study aims for a diverse sample, results may not generalize to
all female STEM students equally from findings. The research will explore the non-
STEM courses these students opt to take, both mandatory and elective.

The study will specifically focus on female STEM students enrolled at Dr.
Carlos S. Lanting College which might not represent other academic establishments.
Findings may not be universally applicable and could vary based on specific contexts
or populations. There can be variations in factors including student demographics,
course availability, and college policy. Participants’ responses may be influenced by
social desirability bias, potentially affecting their honesty when reporting motivations
and experiences.

Significance of the Study

The goal of this research is to examine the factors that affect the former female
STEM students in DCLC who took non-stem college courses make a career selection.
The findings of the study would be beneficial for the incoming female college
students in enhancing the career guidance and assist them in choosing a suitable
career choice. The research was centered on a few key ideas:

1.) To address the difficulties faced by female STEM students when selecting
courses that deviate from their initial focus in STEM, providing a perceptive
analysis and illuminating the several causes of such course mismatches.

2.) To provide a study specifically for female stem students since some existing
research typically generalizes findings across genders.

3.) It aims to have a deeper understanding of female stem students and their
notable performance outside stem courses.

Operational Definition of Terms

VARIABLES OPERATIONAL DEFINITION

Career Development Is the proactive, lifelong process of finding

your footing and advancing your career
path.

Cognitive Means relating to the mental process

involved in knowing, learning, and
understanding things.

Support System A network of people that can provide you

with practical or emotional support.

Interpersonal Refers to something involving, or occurring

among several people.

Overmatched