THE SCIENCE, TECHNOLOGY, ENGINEERING (STEM) STRAND

AS PERCEIVED BY THE SENIOR HIGH SCHOOL STUDENTS

A Research Report

Presented to
Faculty of the College of Education
JOSE RIZAL MEMORIAL STATE UNIVERSITY
Siocon Campus

In Partial Fulfillment
Of the requirements for the Subject
PRACTICAL RESEARCH I

RICKAMHAEY FEBRERA
CYRELLE CABIL
FARRAH MAE MONOPOLLO
EMELY MEJOS

MAY, 2017
 Chapter 1
THE PROBLEM AND ITS SCOPE

Introduction

The revised Basic Education Curriculum or K-12 is a necessity to align the

Philippine education of the global standards by adding one year for mandated

kindergarten and an additional two years of Senior High School to the current four-year

secondary education program (Rivera,2011). According to Cuenco (2016) the

implementation of the program prepares the students to be globally competitive.

Furthermore, it also develops the competencies and qualifications for certain occupations

through intensive trainings of mentors in order to equip our students with standarlized

skills. Moreover, it aims to improve the knowledge and skills of Filipino students so that

they may contribute to a better society (Lacanilao, 2012).

STEM is a term that refers to Academic disciplines of Science, Technology,

Engineering and Mathematics. The term is typically used when addressing education

policy and curriculum choices in schools to improve competitiveness in science and

technology development. It has implications for workforce development, national

security concerns and immigration policy (Wikipedia).

Some students see the STEM subjects is hard and unrewarding, with success in

STEM being viewed as having cannotations associated with being a nerd or geek.

These some image problems extend into perceptions of careers, with students not

perceiving STEM subjects as a passport to lucrative and interesting jobs. But some
students do not believe they will achieve the same grades in STEM subjects as they might

in others.

Many of the Senior High School chose a track as their choice continue and that

the majority priority choice of the students is the Academic track, particularly in the field

of medicines and engineering under the Stem strand. Senior High School students see the

STEM strand as a helpful guide for their future because it helps them to make their next

step enable for them to be successful in the near future.

But many students believe that Science, Technology, Engineering and

Mathematics is a useful strand to be taken up. However, many students still opposes it as

a strand that was only for intelligent and competitive students, arguing whether to

proceed with this strand or not? Does STEM strand a disadvantage or advantage strand?

What can they say about this strand? For furthermore informations. What does the

importance of STEM strand in this community? What is the careers that students could

get in this strand?

It is in the context, that the researchers would like to determine or assess the

Science, Technology, Engineering and Mathematics (STEM) Strand as perceived by the

Senior High School students.

Theoretical/Conceptual Framework

The study was anchored on Republic Act 10533 and CMO No.46. The act

believed that the child plays an active role in the growth of intelligence and learns by

doing. Republic Act No. 10533, entitled An Act enhancing the Philippine Basic

Education System by Strengthening Its Curriculum and Increasing the Number of years
for Basic Education, Appropriating Funds and Therefore and for Other Purposes,

otherwise known as the Enhanced Basic Education Act of 2013, approved on May 13,

2013, and which took effect on June 8, 2013, The Department of Education (DePed), the

commission on Higher Education (CHED), and the Technical Education and Skills

Development Authority (TESDA), hereby issue the following rules and regulations to

implement the provisions of the Act K-12 educational systems are additional years to

secondary level. Secondary Education refers to the third stage of cumpolsary basic

education. It consists of four (4) years of junior High School education and two (2) years

of Senior High School education. The entrant age to the junior and senior high school

levels are typically twelve (12) and sixteen (16) years old, respectively. The DePed may

allow private educational institutions flexibility in adopting the program provided that

they comply the DePed prescribed minimum standards considered in the act.

According to CMO No.46 section 2 which aimed to produce graduates with high

levels of academic thinking, behavioural and technical skills/competencies are aligned

with the national academic and industry standards. Its application is to help improve the

quality of Human Life of Filipinos that will respond effectively to the changing societal

needs and conditions, and provide solutions to problems at the local regional and national

levels of society.

Likewise since RA 10533 and CMO No. 46 is all about the K-12 Curriculum in a

journal also by (Lyn D. English) in her International Journal of STEM Education

whereas it focuses in STEM education. She stated that the international concerns for

advancing STEM education have escalated in recent years and show no signs of abating.

Educators, policy developers, and business and industry organizations, to name a few, are
highlighting the urgency for improving STEM skills to meet current and future social and

economic challenges. The almost universal preoccupation with STEM education in

shaping innovation and development is evident in numerous reports. Developing

competencies in the STEM disciplines is thus regarded as an urgent goal of many

education systems, fuelled in part by perceived or actual shortages in the current and

future STEM workforce, as well as by outcomes from international comparative

assessments. Although global interest in STEM from educational and workforce

perspectives has proliferated in recent years, the acronym was coined in the USA during

the 1990s by the National Science Foundation (USA).

The combining of the disciplines was seen as a strategic decision made by

scientists, technologists, engineers, and mathematicians to combine forces and create a

stronger political voice. Since this time, the debates and dilemmas surrounding STEM

employment shortages and STEM education in general have compounded. It is because

of the efforts to make connections among the STEM subjects are complicated by the

history of the K-12 curriculum and the place of each disciples within it. The roots of

todays curriculum date back to the work of the Harvard Committee of Ten (NEA 1894),

which stressed learning in discrete subject areas.

Perspectives on the nature of STEM education and on the competencies requiring

development are mixed. However, w ith the increased focus on STEM integration it

appears timely to consider issues pertaining to STEM and its disciplinary integration and

consider some research recommendations for advancing the field. She acknowledge that

there are limits to this approach to teaching integrated STEM education. Some might
view this approach too focused on career pathways with emphasis on STEM practices

and authentic application of STEM knowledge. The authors acknowledge that teaching

STEM from the proposed approach is not possible in all circumstances and could limit

the content taught from this approach. Some necessary knowledge in mathematics and

sciences that are theoretically focused may not provide authentic engineering design

applications as well as common STEM practices limited by current technology.

This focus on individual disciplines is important, because there is great complexity

and much to be understood about how students acquire knowledge and skills in each area.

Each discipline comprises a knowledge base, specialized practices, and particular habits

of mind. It seems appropriate and necessary, then, that efforts to understand and improve

discipline-focused STEM education continue. At the same time, the historical focus on

the individual disciplines, which has influenced decades of curriculum development and

teacher education, presents practical challenges to making cross-disciplinary connections

in K12 STEM education.

Statement of the Problem

The study was conducted in order to determine and seek for the Perception of the

Senior High School Students towards the Science, Technology, Engineering and

Mathematics (STEM) strand at the schools that was holding a STEM strand track located

at the Municipality of Siocon, during the school years, 2017-2018. Specifically it soughts

answers of the following questions:

 Dependent Variable

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS

(STEM) STRAND

Moderator Variable

SENIOR HIGH SCHOOL STUDENTS

Dependent Variable

PERCEPTIONS TOWARDS SCIENCE, TECHNOLOGY, ENGINEERING,

AND MATHEMATICS (STEM) STRAND

Figure 1. THE CONCEPTUAL PARADIGM OF THE STUDY

1. What is the meaning of the STEM?

2. Why was K-12 STEM strand program implemented?

3. What are the core subjects in this strand (STEM)?

4. Who among the professionals will gonna benefit in this strand (STEM)?

5. Will the country (Philippines) gonna benefit in this strand (STEM)?

6. Do the Senior High School students who take this strand be benefited?

7. What are the perceptions of the Senior High School students to this strand (STEM)?

1.1 Adavantages

1.2 Disadvantages

8. Is there a significant relationship between the perception of the Senior High School

students and the Science, Technology, Engineering and Mathematics (STEM) strand?
Hypothesis

Ha: There is a significant difference of among the Senior High School students

perceptions to the usefulness of Science, Technology, Engineering and Mathematics

(STEM) strand.

Significance of the Study

This study was important in terms of determining the perceptions of the Senior

High School students on the Science, Technology, Engineering and Mathematics (STEM)

strand. Specifically, this will benefit the following:

Teachers

The teachers will be aware of the perceptions of the Senior High School students

in the STEM strand and what to do and to be aware of the best strategies to be utilized

under the K-12 Curriculum that will help them to improve their teaching abilities, in

times of teaching STEM strand.

Students

The results of the study will lead the students whether to choose the STEM strand

to make it a guide to their future or to take others tracks instead of STEM.

High Schools/ Universities

 When the research is done, it will benefit the Schools/ Universities where it

utilizes the decision of the students that will result into a large amount of students

whether they choose STEM strand or not.

The School Principal/ The Department Dean

The result of the study will be utilized by the school principal as their source in

going recommendation to improve the teachers quality of teaching.

The District Supervisor

With the result of the study, the supervisor will conduct observations to teachers

whether their strategies in teaching were good or they will be recommended to attend

seminars to improve their skills.

The Department of Education

The Department of Education (DePed) will use the result of the study as their

basis to improve the new curriculum utilized by the teachers and tests its effectiveness.

Parents

As with the help of the result, parents will know their children will be place off,

either STEM strand or other track that their child will belong to.

Researchers

The information that is gathered from this study will be utilized by the future

researchers to conduct a deeper study on the perception of the Science, Technology,

Engineering and Mathematics (STEM) strand by the Senior High School students.
Scope and Delimitation of the Study

The focus of this study was to determine the perception of the Senior High School

students on the Science, Technology, Engineering and Mathematics (STEM) strand. The

study was conducted at the two schools that holds STEM strand locate at the heart of the

municipality in Siocon during the school year, 2017. The focus of the study were the

Senior High School students who holds the STEM strand.

Definition of Terms

The following terms were defined operationally and presented for greater quality

and understanding of the study.

Advantages mean positive effect of the perception of the Senior High School

students in Stem Strand.

CHED is an acronym refers to Commission on Higher Education.

Curriculum refers to the lessons and academic content taught in a school

followed by the teachers and students in learning basic subjects.

Disadvantages mean the negative effect of perception of the Senior High School

students in Stem Strand.

Integrated STEM education is an effort to combine science, technology,

engineering, and mathematics into one class that is based on connections between the

subjects and real world problem.

 K-12 Curriculum means the basic education system under 12 years education

cycle.

Perceptions refer to the students ideas or opinion on the advantages or

disadvantages of the STEM strand.

Senior High School Students covers the last two years of the K to 12 program

and includes Grades 11 and 12.

STEM is a term that refers to the academic disciplines of science, technology,

engineering and mathematics.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

 The following related literature and related studies were used to reinforce the

present study and to evaluate the researchers document. The literature and studies

presented herein have bearings or relevance to the present study.

Related Literature

A 2011 follow-up report by the National Research Council (NRC) on successful

K-12 STEM education cited 14 indicators related to tracking progress toward students

access to quality learning, educators capacity, and policy and funding STEM initiatives.

These indicators aim at creating and implementing a national-level monitoring and

reporting system to assess progress toward key improvements; measuring student

knowledge, interest and participation in STEM disciplines and STEM-related activities;

tracking financial, human, capital, and material investments in K-12 STEM education at

the federal, state and local levels; providing information about the capabilities of the

STEM education workforce, including teachers and principals; and facilitating strategic

planning for federal investments in STEM education and workforce development when

used with labour force projections.

There are goals for K-12 STEM education that are widely accepted in the U.S. to

increase advanced training and careers in STEM fields, to expand the STEM capable

workforce, and to increase scientific literacy for all students In other words, the

overarching goal of STEM education in U.S. schools is to prepare all students for post-

secondary study and the 21st century workforce. Nobel Laureate Physicist, Leon
Lederman defines STEM literacy in a knowledge-based economy as the ability to adapt

to and accept changes driven by new technology work with others (often across borders),

to anticipate the multilevel impacts of their actions, communicate complex ideas to a

variety of audiences, and perhaps most importantly, find measured yet creative solutions

to problems which are today unimaginable.

In order to ensure that STEM literacy is an expectation for all students and to

improve the overall condition of STEM education in the United States, all students in all

schools must be a part of the STEM vision and teachers must be provided with the proper

professional development opportunities that will enable them to guide all their students

toward acquiring STEM literacy. If schools are to develop pedagogical models that

provide a rigorous, well-rounded education with outstanding STEM instruction, and

institutions of higher education are to facilitate the transformation of STEM and support

professionals in these schools, an operational definition of STEM must go beyond

literacy and simply teaching the four STEM disciplines, and focus on student

engagement.

According to DePed Secretary Armin Luistro, the Basic Education Sector Reform

Agenda (BESRA), as a package of reform initiatives, consider K to 12 as the flagship

reform strategy. The objective of the program is to be able to produce more productive

and responsible citizens equipped with the essential competencies and skills for both

lifelong learning and employment. The intentions of K-12 is not merely to add two years

of schooling but more importantly to enhance the basic education curriculum.

According to (Breiner et al. 2012) much ambiguity still surrounds STEM

education and how it is most effectively implemented STEM education is often used to
imply something innovative and exciting yet it may, in reality, remain disconnected

subjects. However, an integrated curricular approach could be applied to solve global

challenges of the modern world concerning energy, health, and the environment. It was

noted that the current state of STEM education:

has evolved into a meta-discipline, an integrated effort that removes the traditional

barriers between these subjects, and instead focuses on innovation and the applied

process of designing solution to complex contextual problems using current tools and

technologies. Engaging students in high quality STEM education requires programs to

include rigorous curriculum, instruction, and assessment, integrate technology and

engineering into the science and mathematics curriculum, and also promotes scientific

inquiry and the engineering design process.

The STEM education can link scientific inquiry, by formulating questions

answered through investigation to inform the student before they engage in the

engineering design process to solve problems. Quality STEM education could sustain or

increase the STEM pipeline of individuals preparing for careers in these fields.

Improving STEM education may also increase the literacy of all people across the

population in technological and scientific areas (NAE and NRC 2009; NRC 2011). It is

also stated that over the last few decades, STEM education was focused on improving

science and mathematics as isolated disciplines with little integration and attention given

to technology or engineering.

Furthermore, STEM subjects often are taught disconnected from the arts,

creativity, and design. (Sanders, 2009) described integrated STEM education as

approaches that explore teaching and learning between/among any two or more of the
STEM subject areas, and/or between a STEM subject and one or more other school

subjects. Sanders suggests that outcomes for learning at least one of the other STEM

subjects should be purposely designed in a coursesuch as a math or science learning

outcome in a technology or engineering class. He defined integrated STEM education as

an effort to combine some or all of the four disciplines of science, technology,

engineering, and mathematics into one class, unit, or lesson that is based on connections

between the subjects and real-world problems. Integrated STEM curriculum models can

contain STEM content learning objectives primarily focused on one subject, but contexts

can come from other STEM subjects. However, it was define that integrated STEM

education as the approach to teaching the STEM content of two or more STEM domains,

bound by STEM practices within an authentic context for the purpose of connecting these

subjects to enhance student learning.

Related Studies

The studies herein were used as references to the present study and shows directly

or indirectly some relationship and bearings to the present study conducted.

Science, Technology, Engineering and Mathematics (STEM) is an Educational

Program developed to prepare primary and secondary students for college and graduate

study in the fields of Science Technology, Engineering and Mathematics (STEM). In

addition to subject-specific learning, STEM aims to foster inquiring minds, logical

reasoning, and collaboration skills. STEM education is the learning of science,

technology, engineering and mathematics in an interdisciplinary or integrated approach.

Students gain and apply knowledge, deepen their understanding and develop creative and

critical thinking skills within an authentic context.

The Committee on STEM Education (CoSTEM), comprised of 13 agencies,

including all agencies and the Department of Education are fascilitating a cohesive

national strategy, with new repurposed funds, to increase the impact of federal

investments in five areas: (1) Improving STEM instructions in preschool through 12 th

grade (2) increasing and sustaining public youth engagement with STEM (3) Improving

the STEM experience for undergraduate students (4) Better serving groups historically

underrepresented in STEM field; and (5) Designing graduate education for tomorrows

STEM workforce. CoSTEM notes that the STEM fields careers are some of the best-

paying and have the greatest potential job growth nin the early 21 st century. They also

notes that STEM workers play a key role in the sustained growth and stability of the U.S.

economy, and training in STEM fields generally results in higher wages, wether or not

they work in STEM fields.

In the study of Bonifacio, Armin L. (2013). Developing Information

Communication Technology (ICT) Curriculum Standards for K-12 Schools in the

Philippines, the study found out that Integrating information and Communication

Technology or ICT into teaching and learning has become a great concern for many

education in developing countries like the Philippines. ICT must be used and taught in

powerful and meaningful ways. With its rapid development, educators should find ways

to integrate technology in the learning process. Technology for schools should focus on

enhancing learning rather than minimizing work for students. Standards will aid

educators to develop lessons that will allow students to use learned skills in other
academic content areas, motivate them to learn more, provide them opportunities

collaboratively learn learn with other learners, and help them develop various

intelligences. The researchers believe that developing this standards is a decision making

process that will dictate how Filipino students will acquire ICT concepts and skills to

help them achieves the greater benefits of learning.

The present study is correlated with the other study since the two discuses about

the impacts of Subject and year level in the K-12 Curriculum. The only difference

between the two studies in the former study focused only on the informations and

Communication Technology (ICT) while the present study focuses about the impact of

the subject to students under K-12 curriculum that will enhance the skills of the students.

Another study of Cabansag, M.G. (2014), entitled, Impact Statements on the K-

12 Science Program in the Enhanced Basic Curriculum In Provincial Schools. The

study described, the knowledge, observations, benefits, expectations or potentials and

sources of misinterpretations on the K-12 science programs on the first implementation in

selected provincial high schools in the Philippines. The result showed the respondents

viewed the K-12 science programs as a means of preparing students toward better

employment opportunities in the country or abroad. The impact statements suggest the

need for close monitoring of the program implementation and provision and wide

dissemination of policy standards on employment and education opportunities in ASEAN

Economic Community integration.

The researchers believes that the benefits ascribed by the respondents were the

advantages of K-12 science program experienced by the learners and by the teachers
such as creative strategies in teaching, learners talent are honed through activities,

students become more responsible for ones own learning.

The two studies are related to each other since the former discussed about The

Science and Technology that stands for S and T in the STEM strand in the K-12

Curriculum while the present discussed about the Developing ICT standards particularly

the advantages of the subjects to the new curriculum acquired by the teachers and the

students. The only difference between the two is that the former study focuses on the

Impact of the Science program towards K-12 in the provincial schools while the present

study focuses on the perceptions of the students toward the new implemented curriculum.

According to the study of Angela R. (2014), Students Perception on Schools

Curriculum. The study discussed the K-12 Curriculum and the Basic Curriculum. It is

said that K-12 Curriculum is more efficient and that the longer you study the more you

gain knowledge, and the knowledge you have the higher your degree is. Therefore, many

students tend to choose the K-12 curriculum because they believe that they can attain

higher degree by the use of k-12 Curriculum.

The former study is different with the present study since former study focused on

the Impact of Science Programs for K-12 curriculum in the provincial schools. On the

other hand, the present study focuses only about the perceptions of K-12 curriculum on

Schools.

Chapter 3

RESEARCH METHODOLOGY
 The chapter discusses the methods and procedures that were used by the

researchers in order to collect the necessary data for the study. The following are

Research Design, Research Respondents, Research Environment, Research Instruments,

Instrument Validation, Data-Gathering Procedure and Statistical Treatment of the study.

Research Designs

The descriptive-survey method utilizing the documentary- analysis technique was

used in the study. The study utilized the method since it best describes the existing

condition and the present perception of the students to the Science, Technology,

Engineering, and Mathematics Strand.

Research Environment

Siocon Municipality is situated in the Southern most part of Zamboang Del Norte.

It is the center of Triple SB (Siocon, Sirawai, Sibuco and Baliguian). There is only higher

learning institution in the delivery of higher education and this is Jose Rizal Memorial

State University which is also tagged as the Premier University in the Province. On the

other hand, to cater the basic education in secondary. Siocon has seven high schools but

only two (2) only acquire Stem strand and that are JRMSU and the SNHS that was both

located within the Poblacion of the municipality wherein our study was conducted.

Figure 2. next page, shows the map of Siocon where SNHS and JRMSU are located.

Research Respondents:
 The respondents of the study were the Senior High school students particularly

the Senior High School students coming the two high schools namely; JRMSU and

SNHS. Purposive sampling was used since this study focused only on the STEM senior

high school students, thus, they were used as the respondents of the study. The total

respondents were 50. Table 1, below, presents the total respondents of the study.

Table 1. Respondents of the Study

Schools Frequency (F) Percentage (%)

Siocon National High School 35 70

Jose Rizal MSU 15 30

Total 50 100

Research Instruments

The questionnaire was the main instrument that was used in the study. It was

divided into four parts namely: Part one, dealt with the profile of the respondents which

includes name, age, sex, and family income. Part two, dealt with the subject offered in the

STEM strand. Part three, concerned with the advantages and Disadvantages of the

utilization of Stem Strand on the students of Senior High School. Part four, focused on

the measures may be formulated to further improve the use of STEM strand towards the

development of the students academic performance.

Instruments Validation

The researchers made the draft of the questionnaire and this was submitted to the

adviser and to the English Critic for its grammar and substance. Researchers consulted

other internal and external experts for further correction and accuracy of the said

instrument. It was pre- tested with other students who were not respondents of the study.

Finally, the questionnaire was administered and collected back and if there were

questions that were not answered, the resrachers went back and conducted an interview to

the respondents.

Data Gathering Procedure

After the instrument of the study was approve, the researchers asked permission

through a letter that was sent to the principals/ head of the two schools who were

involved in the study. After the permission was granted, the researchers met the

respondents and distributed the questionnaires and enough time was given to answer it.

The questionnaires were collected back by the researchers after the respondents were

done filling-out, after collecting the data were tabulated, analysed and interpreted using

appropriate statistical tools.

Statistical Treatment of Data

The following statistical tools were use in this study; Frequency Count,

Percentage, Weighted Mean, Four-Point Likerts Scale and Pearson Moment Coefficient

of Correlation.
 Percentage was used in order to determine the magnitude of the respondents. It

was computed by the total frequency of each item over the total number of the

respondents and multiplied by 100 as shown below.

Formula:

P=f

Where:

P= percentage

F= frequency

N= Total number of cases

Weighted Mean. This was used to determine the ratio between the weight times

frequency and the total sample in the study.

APPENDIX A

Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboanga del Norte
Siocon Campus
April 3, 2017
MR. MARLON P MICUBO
Principal
SNHS
Siocon, Zamboanga del Norte
Sir.
Greetings of peace!
The undersigned would like to ask permission from your office to allow us to
distribute the questionnaire to the chosen senior high school students from your
respective school in connections with our research study entitled, THE SCIENCE,
TECHNOLOGY, ENGINEERING, AND MATHEMATCS (STEM) STRAND AS
PERCEIVED BY THE SENIOR HIGH SCHOOL STUDENTS.
Your consideration on this matter is highly appreciated. Thank you very much and
God bless!

Very truly yours,

RICKAMHAEY C. FEBRERA

FARRAH MAE MONOPOLLO

CYRELLE CABIL

EMILY MEJOS
Noted :
ULYSES SILLERO,
Adviser
Approved:
MARLON P. MICUBO
Principal
APPENDIX B

Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboanga del Norte
Siocon Campus

April 3, 2017
MS. CHONA F. TORREFRANCA, Ed. D
JRMSU-Siocon Campus
Siocon, Zamboanga del Norte

Ma/am.
Greetings of peace!
The undersigned would like to ask permission from your office to allow us to
distribute the questionnaire to the chosen senior high school students from your
respective school in connections with our research study entitled, THE SCIENCE,
TECHNOLOGY, ENGINEERING, AND MATHEMATCS (STEM) STRAND AS
PERCEIVED BY THE SENIOR HIGH SCHOOL STUDENTS.
Your consideration on this matter is highly appreciated. Thank you very much and
God bless!

Very truly yours,

RICKAMHAEY C. FEBRERA

FARRAH MAE MONOPOLLO

CYRELLE CABIL

EMILY MEJOS
Noted :
ULYSES SILLERO,
Adviser
Approved:

APPENDIX C

Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboanga del Norte
Siocon Campus

April 3, 2017
Dear Respondents,
 Greetings!
The undersigned researchers are conducting a study entitled, THE SCIENCE,
TECHNOLOGY, ENGINEERING, AND MATHEMATCS (STEM) STRAND AS
PERCEIVED BY THE SENIOR HIGH SCHOOL STUDENTS. In this connection,
we would like to request your whole-hearted participation in answering the questionnaire
for the said study.

Your involvement will contribute greatly to the accomplishment of the study.

Thank you very much and God Bless!

Very respectfully yours,

RICKAMHAEY C. FEBRERA

FARRAH MAE MONOPOLLO

CYRELLE CABIL

EMILY MEJOS

Researchers
APPENDIX D

Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboanga del Norte
Siocon Campus

Questionnaire

Title:
 THE SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATCS
(STEM) STRAND AS PERCEIVED BY THE SENIOR HIGH SCHOOL
STUDENTS
I. Profile of the Respondents
Directions: Please check or answer the following honestly.

Name: (optional)
Age

16 years old 17 years old

18 years old 19 years old
20 and above

Sex
MALE FEMALE

Parents Monthly Income

Php 5,000 and below Php 6,000- Php 10,000
Php 11,000-15,000 Php 16,000- Php 20,000
Php 21,000- Php 25, 000 Php 25,000 and above

III. Perceptions of the students to STEM strand.

A. Advantages of STEM strand.
Directions: Rate the following problems encountered based on the description below.

Weight Dercriptive Rating

4 Very True (VT)
3 True (T)
2 Slightly True (ST)
1 Not at all true (NT)
 (VT) (T) (ST) (NT)

B. Disadvantage of STEM Program.

Directions: Rate the following problems encountered based on the description
below.

WEIGHT DESCRIPTIVE RATING

4 VERY TRUE (VT)
3 TRUE (T)
2 SLIGHTLY TRUE (ST)
1 NOT AT ALL TRUE (NT)

(VT) (T) (ST)

(NT)
1.Lacks of funds, cannot fully exercise
teachers, teaching design.
2. Teachers have limited teaching strategies
due to limited teaching guides.
3. Activities will not be conducted due to
 lack of learners guide.
4. Teachers were having difficulties because
of the new curriculum towards STEM
program.
5. Knowledge must be combined with more
tangible informations.

IV. Perceived problems encountered under STEM strand.

Directions: Check atleast five (5) problems encountered under STEM strand.

1. Insufficient teaching and learning materials.

2. Teachers limited ideas and knowledge on STEM strand.
3. Teachers cannot cope up with the spiral progression instruction of STEM
strand.
4. Difficulty in conducting activities due to lack of instructional materials.
5. Difficulty to use appropriate teaching strategy.
6. Do not master the new teaching guide.
7. Teachers have difficulty in using new technologies.
8. Lack of classroom management.

V. Measures to further improve STEM strand.

Directions: Rank the following from 1 to 5 with 1 as the highest rank.

School heads should prioritize the acquisation of teachers and learners.

Teachers should participate teaching seminars that would enhance their teaching
skills.
School heads should support teachers enough funds for teaching prepoarations,
Teachers should be knowledgeable on the strategy of the teaching utyilized
specialty in dealing with difficult words.
Teachers should be willingly practice innovative teaching.