Pursuing STEM Careers: Perspectives of Senior High School Students

Rafanan, Renzo Jay L; Guzman, Clarisse Yimyr De; Rogayan, Danilo V.

doi:10.17275/per.20.34.7.3

Cited by 24 publications

(16 citation statements)

References 37 publications

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“…This is congruent with the Philippine science education under the K to 12 curriculum which puts science education at the core of emerging scientific literacy among learners that will formulate them to be knowledgeable and participative citizens who can formulate verdicts and concerning applications of scientific knowledge that may have social, health, or environmental impacts [1]. STEM education had contributed vital importance in building the nation's productivity [15].…”

Section: Introductionmentioning

confidence: 82%

Challenges Encountered by Junior High School Students in Learning Science: Basis for Action Plan

Sadera¹,

Torres²,

Rogayan³

2020

ujer

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Science education is an essential element in thriving and surviving in a volatile, uncertain, complex, ambiguous, disruptive, and diverse (VUCAD 2 ) world. This cross-sectional research determines the challenges of junior high school students in learning science. A total of 123 junior high school students from four government-owned high schools in Zambales, Philippines, served as respondents of the study. Descriptive and inferential statistics were employed in analyzing the data. The developed Challenges in Learning Science Questionnaire (CLSQ) was used as the primary data gathering tool (α=0.95). Results revealed that junior high school students generally encounter not much challenges across all domains in learning science (M=2.06). However, based on the qualitative data, students encounter some issues and problems in learning the subject in terms of student motivation, student cognitive ability, teacher characteristics, subject matter content, medium of instruction, learning environment, instructional resources, curriculum and parental support. The t-test comparison revealed that male students encounter more challenges in terms of instructional resources and parental support compared to their female counterparts. The proposed action plan is crafted to minimize further the challenges encountered by the students in learning science. The teachers may consider varied and innovative pedagogical practices to explain better complex and complicated topics for better Science learning in a VUCAD 2 world.

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Section: Introductionmentioning

confidence: 82%

Challenges Encountered by Junior High School Students in Learning Science: Basis for Action Plan

Sadera¹,

Torres²,

Rogayan³

2020

ujer

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“…When we delved into analyzing why students would choose STEM degrees, we noticed a significant gender difference from the “earn a lot of money” option, despite the fact that some research has shown that salary is one of the reasons why students choose certain studies regardless of gender (Rafanan et al, 2020 ). Therefore, this gender difference should be further analysed and cross-checked with other personal or motivational variables, as STEM jobs tend to have a better projection and salary.…”

Section: Discussionmentioning

confidence: 99%

Analysis of barriers, supports and gender gap in the choice of STEM studies in secondary education

Merayo

Lanchares

2022

Int J Technol Des Educ

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Society is more digitised than ever and there is an urgent need to train people in these sectors, where women are still under-represented. A quantitative descriptive, correlational and explanatory descriptive design was used to identify barriers, supports and gender gaps in Science, Technology, Engineering and Mathematics in Secondary Education by analysing the interest and perception of 1562 students and 432 teachers. Descriptive statistics, Chi-square and Lambda test and Crame’s V or Phi test were performed together with a qualitative analysis. The results show that fewer female students want to pursue STEM studies, with girls preferring health and education professions and boys preferring engineering and computer science. Indeed, their motivation is different since we found correlations between being a girl and choosing STEM for helping people and society, while earning money is important for boys. Girls believe more necessary than boys to have qualities to study STEM and less often perceive themselves as intelligent and courageous. Our study revealed that families and teachers encourage more boys than girls towards STEM activities. Teachers believe that girls are influence by preconceived ideas, lack of STEM knowledge and lower self-esteem. Regarding gender equality, almost half state that no objectives are included in the curricula, 43.85% do not include it in subjects and only 30% received training. Consequently, female vocations need to be promoted by teaching how STEM solves real-life problems, fostering creativity, increasing self-confidence, promoting STEM activities and making female role models visible. Teachers should receive more gender training and promote gender-sensitive STEM education.

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“…5 Alignment to the chosen college course was the main reason of students enrolling in the STEM strand. 6 Besides, a study found that STEM status significantly predicted retention and graduation outcomes. 7 Poor adjustment and academic performance to the health science courses also contribute to dropout rates of students.…”

Section: Introductionmentioning

confidence: 99%

Does Senior High School Strand Matter in Nursing Students’ Academic Self-Regulated Learning and Academic Performance?

Malaga¹,

Oducado

2021

SEANR

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The Philippines recently adopted the K to 12 program in basic education. Under this program, students can choose their track and strand relative to their interests or career choices when they reach senior high school. However, issues surfaced when the K to 12 graduates were admitted to the college courses not aligned with the strand they have completed. This cross-sectional study was conducted to determine the difference in the academic self-regulated learning and performance of the STEM (Science and Technology, Engineering, and Mathematics) and non-STEM graduates in senior high school among freshmen nursing students in a city-subsidized college in the Philippines. The Academic Self-Regulation Learning Scale and grades of students in the first semester were used and analyzed in this study. Results showed that there was a significant difference in the academic self-regulated learning (p=0.045) and academic performance (p=0.000) of freshmen nursing students when grouped according to their senior high school strand. The STEM graduates had significantly higher academic self-regulated learning and academic performance than the non-STEM completers. Unfortunately, no significant relationship was established between academic self-regulated learning and academic performance (p=0.559). Students who are graduates of the STEM strand from senior high school appear to be better prepared to take up the nursing course. Colleges of nursing may consider the academic strand of students in senior high school when admitting students in the nursing program.

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Pursuing STEM Careers: Perspectives of Senior High School Students

Cited by 24 publications

References 37 publications

Challenges Encountered by Junior High School Students in Learning Science: Basis for Action Plan

Challenges Encountered by Junior High School Students in Learning Science: Basis for Action Plan

Analysis of barriers, supports and gender gap in the choice of STEM studies in secondary education

Does Senior High School Strand Matter in Nursing Students’ Academic Self-Regulated Learning and Academic Performance?

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