Guagua National Colleges

Guagua Pampanga

College of Engineering

Female Civil Engineering and Grade Twelve Female Students

in the Academic Strand in Sciences, Technology,

Engineering and Mathematics (STEM) of

Guagua National Colleges (GNC)

The Researchers:

Andrei Francois Dela Cruz (BSCE-V)

Mark Alvin Garcia (BSCE-V)

Esmail Jimenez (BSCE-V)

Sharlon Lee Mangunay (BSCE-V)

October 18, 2018

Submitted to:

Dean Eduardo C. Alcantara

 Chapter 1: The Condition and Its Background

Introduction
Civil engineering remains a heavily male dominated occupation in most

countries (UNESCO,2014). Part of the problem is that male engineers is still

very much seen as the norm (UNESCO,2014). This means that many young

females might not even consider career in civil engineering.

In the Philippines, there is a wide gap in the participation rates of male

(62%) and female (38%) when it comes to civil engineering studies

(Licuanan, 2013). Universities and colleges see the gap 30:70, female to

male ratio as a typical engineering phenomenon (Johnson, 2013).

The study focused in the factors and reasons that influenced young

female especially Grade 12 Science, Technology, Engineering and

Mathematics (STEM) students in considering civil engineering as their

career. The study also showed what school and college program that the

Grade 12 students will pursue. The study identified the challenges faced by

the current female civil engineering students and their suggestions on the

improvements of the said academic program.

Statement of the Problem

Guagua National Colleges (GNC) experienced low number of

female civil engineering enrollee for the past years. More numbers of males

tend to enter in this field than females. Based on the current conditions of

female enrollee, the researchers came up with these questions:

 What were the preferred courses and schools of the current Grade 12

female students at Guagua National Colleges(GNC)?

 What were the perceptions of the Grade 12 STEM female students

about civil engineering program and profession?

 What were the academic performances of the Grade 12 female STEM

students and the male STEM students?

 What were the factors that influenced the current female Grade 12

STEM students at Guagua National Colleges(GNC) in not considering

Bachelor of Science in Civil Engineering as their college program?

 What were the factors that influenced the currently enrolled female

engineering students to pursue civil engineering program at Guagua

National Colleges(GNC)?

 What was the relationship between the Grade 12 students who

excelled in their Grade 11 English, Statistics and Probability, General

Mathematics and Pre-Calculus subjects and the enrollment in civil

engineering program in college?

Significance of the Study

 The results of the study determined the preferred college program and

schools of the present Grade 12 STEM female students. The school knew

how many students will enter civil engineering at Guagua National

Colleges(GNC). The study identified the perceptions of Grade 12 female

students about civil engineering. This helped the engineering department to

know what the students think of civil engineering. The findings identified

what factors that the current Grade 12 female students on why they did not

consider civil engineering as a college program at Guagua National

Colleges(GNC). The study determined the challenges faced by the present

female civil engineering student while completing the course in Guagua

National Colleges(GNC) for the engineering faculty to know what

improvements can be made to ease the students.

Scope and Delimitation

The scope of the study was the factors that influenced female students

who consider and did not consider pursuing civil engineering program in

Guagua National Colleges. The scope of the study was limited to the data

gathered based on the questionnaires. The study was conducted in Guagua

National Colleges along with the current Grade 12 STEM students and

current female civil engineering students in the school year 2018-2019.

Review of Related Literature

 In 2014, less than 8% of female college freshmen expressed an
intention to major in civil engineering as compared to almost 27% of male
college freshmen (NSF, 2017).

Research has shown that the low levels of female course taking
in STEM subject may be due to a number of factors, including stereotypes
and teacher attitudes towards math and science (Rincon, 2017).

Five most frequent personal factors encountered by the study

participants that hindered them while completing a degree in civil
engineering included: Lack of time, 59/90(66%). Doubts about career goals,
50/90(56%); Low self-esteem/confidence28/90(31%); Lack of motivation
,22/90(25%); and lack of self-discipline (Wentling and Camacho,2016).

The under-representation of female in STEM translates into the loss of

a critical mass of talent, thoughts and ideas, which hinders countries from
reaching their maximum development potential (UNESCO, 2017).

According to Peers (2016), Girls are now more likely than boys to
achieve high A*-B grades are across nearly all STEM GCSE subjects
(sometimes spectacularly so, e.g. in D&T where 49.9% of female entrants
achieve A*-B compared to 29.4% of male entrants, and in Civil Engineering,
where the respective figures are 36.8% girls and 17.3% boys achieving A*-
B grades). In 2015, girls did slightly less well than boys in the core
Mathematics GCSE, but did better in Maths (Additional) and Statistics.

92 drawings of the respondents illustrated engineers do the manual

work which by author’s opinion could discourage them from undertaking
engineering program (Madara, 2016).

30/93 students (32.26%) had a visualization of an engineer as a male

- gender male, 43/93 students(46.24%) visualize an engineer as female -
gender (Madara, 2016).

Chapter 2: Methodology
 This chapter presented the descriptive research that included the

sample and sampling, research instrument, data collection procedure and

treatment of data.

Research Design

The study was a descriptive research that described the factors that

influenced former and current female Grade 12 STEM students in not

considering civil engineering as their career. The study included the

challenges faced by the current female civil engineering students.

Data Gathering

The data were gathered by a form of questionnaire. The students were

provided with questionnaires and the researchers administered. The

students were given enough time to answer the questionnaires. After the

given enough time, the questionnaires were retrieved.

Sample and Sampling Procedure

The sample used by the researchers were calculated by random

sampling method. The sample is composed of 73 present Grade 12 STEM

students. The sample then were limited to 10 students per section that

summed up to 50 respondents. It also included the 17 current female

engineering students.

Research Instrument
 The researchers used a survey questionnaire in collecting the data.

The questionnaires were accomplished by the respondent himself.

Data Collection Procedure

The collection of data is based on the following steps

1) A letter was prepared for the approval of the Principal of Senior High

school Department for the list of students and permission for the

researchers to conduct a survey to the senior high school students.

2) A request letter was also prepared for the approval of the Dean of the

College of Engineering for the permission of the researchers to

conduct a survey on the engineering students.

3) The data were gathered from answers of the current female Grade 12

students and female civil engineering students in the questionnaires.

After the given enough time, the researchers retrieved and collected

all the questionnaires after 5 minutes.

Treatment of Data

The data gathered were treated statistically using descriptive statistics.

The relationship between the academic performance of STEM

students and the current freshmen engineering students at Guagua National

Colleges (GNC) was determined by the means of correlation. The correlation

method used were Pearson’s Karl and T-test.

Data and Results

Table 1
Preferred College Program of the Female Grade 12 STEM Respondents at GNC

Course Frequency Percent Rank

Civ il Engineering 14 28% 1
Medical Technology 10 20% 2
 The table 1 showed that the most preferred college program of the
female respondents is Bachelor of Science in Civil Engineering. It illustrated
that 14/50 (28 %) of the respondents were interested in taking up civil
engineering program. Second to the list was medical technology with 10/50
(20%) respondents.

The result proved that there less female students who were interested
in pursuing Civil Engineering Program which was related to the study
conducted by NSF(2017).

Table 2
Preferred School of the Female Grade 12 STEM Respondents

School Frequency Percent Rank

DHVTSU 21 42% 1
Angeles Univ ersity Foundation 10 20% 2
Holy Angel Univ ersity 10 20% 2
OLFU 4 8% 4
 The table 2 showed that the DHVTSU was the most preferred school
of the respondents. It indicated that 21/50 (42%) of respondents were
interested in enrolling at DHVTSU. It also showed that only 1/50 (2%) of the
total respondents was interested in enrolling at GNC.

Table 3
Academic Performances of the Grade 12 STEM Students in their Grade 11 English Subject

English
Male Female
Grades
Fr equency Per cent Fr equency Per cent Difference
75-80 4 8% 0 0% 8%
 English Subject

100

95

90

85

80

75
0 5 10 15 20 25 30 35 40 45 50

female male

The table 3 showed that 20/50 (40%) of the female respondents

achieved a grade of 90-above while only 3/50 (6%) for those of male
respondents in their English subject last school year.

The data proved that female students achieved better academic

performance than those of males which agreed with the study provided by
Peers(2016). The results also proved that under representation of female is
a great loss of mass of talents from the study conducted by the
UNESCO(2017)

Table 4
Academic Performances of Grade 12 STEM Students in their Grade 11 Statistics and Probability Subject

Statistics and Probability

Male Female
Grades
Fr equency Per cent Fr equency Per cent Difference
75-80 8 16% 2 4% 12%
81-85 15 30% 13 26% 4%
86-89 21 42% 15 30% 12%
90-Above 6 12% 20 40% 28%
Total 50 100% 50 100%
 Statistic and Probability Subject
100

95

90

85

80

75
0 5 10 15 20 25 30 35 40 45 50

female male

The table 4 showed that 20/50 (40%) of the female respondents

achieved a grade of 90-above while only 6/50 (12%) for those of male
respondents in their Statistics and Probability subject last school year.

The data proved that female students achieved better academic

performance than those of males which agreed with the study provided by
Peers(2016). The results also proved that under representation of female is
a great loss of mass of talents from the study conducted by the
UNESCO(2017)

Table 5
Academic Performances of Grade 12 STEM Students in their Grade 11 General Mathematics Subject

General Mathematics
Male Female
Grades
Fr equency Per cent Fr equency Per cent Difference
75-80 15 30% 5 10% 20%
81-85 13 26% 13 26% 0%
86-89 20 40% 11 22% 18%
 General Mathematics Subject
100

95

90

85

80

75
0 5 10 15 20 25 30 35 40 45 50

female male

The table 5 showed that 21/50 (42%) of the female respondents

achieved a grade of 90-above while only 2/50 (4%) for those of male
respondents in their General Mathematics subject last school year.

The data proved that female students achieved better academic

performance than those of males which agreed with the study provided by
Peers(2016).The results also proved that under representation of female is
a great loss of mass of talents from the study conducted by the
UNESCO(2017)

Table 6
Academic Performances of Grade 12 STEM Students in their Grade 11 Pre-Calculus Subject

Pre-Calculus
Male Female
Grades
Fr equency Per cent Fr equency Per cent Difference
75-80 13 26% 4 8% 18%
81-85 18 36% 11 22% 14%
86-89 12 24% 14 28% 4%
90-Above 7 14% 21 42% 28%
Total 50 100% 50 100%
 Pre-Calculus Subject
100

95

90

85

80

75
0 5 10 15 20 25 30 35 40 45 50

female male

The table 6 showed that 21/50 (42%) of the female respondents

achieved a grade of 90-above while only 7/50 (14%) for those of male
respondents in their Pre- Calculus subject last school year.

The data proved that female students achieved better academic

performance than those of males which agreed with the study provided by
Peers(2016).

Table 7
Factors that Influenced Female STEM students in Deciding their College Program

Factors Frequency Percent Rank

It was my personal choice of college program 46 92.00% 1
It was decision of my parents 2 4.00% 2
Availability of program on my preffered school 1 2.00% 3
Financial budget for my education 1 2.00% 3
Total 50 100%
 The table 7 showed that 46/50 (92 %) responded that it was their
personal choice of college program. Only 2/50 (4%) was influenced by their
parents.

Table 8
Perceptions of Female STEM Students on Civil Engineering Program

Perception Frequency Percent

College program for Males 42 84.00%
College program for Females 8 16.00%
Total 50 100%

Perception Frequency Percent

Filled with mathematics subjects 47 94.00%
Filled with english subjects 3 6.00%
Total 50 100%

Perception Frequency Percent

Male Professor 38 76%
Female Professor 12 24%
Total 50 100%
The table 8 showed the most common perceptions of the female
respondents on civil engineering program is a college program for males
42/50 (84%), filled with mathematics subject 47/50 (94%) and it is a program
with male professors 38/50 (38%).

The data disagreed with the study conducted by Madara(2016) which

illustrates that more students think of civil engineering as female gender
program.

Table 9
Perception of Female STEM Students on Civil Engineering Profession

Perception Frequency Percent

Field Work 38 76%
Office Work 12 24%
Total 50 100%
 The table 9 showed the most common perceptions of the female
respondents on Civil Engineering profession was a job done mostly in field
work.

The results agreed with the findings of Madara(2016) that students

perception on engineering profession as a job done in manual work.

Table 10
Factors that Influenced Female STEM Students in not Considering Civil Engineering Program

Factors Frequency Percent Rank

Not my preferred college program 19 52.78% 1
Im not good in Mathematics subjects 14 38.89% 2
Im not well inform on the particular program 2 5.56% 3
An academic program with majority are male students 1 2.78% 4
Total 36 100%

Mean = 9 Standard Deviation = 4.5

The table 10 showed that 19/36 ( 52.78 %) responded that the most
common factor that influenced female respondents in not considering Civil
Engineering program was because it was not their preferred college
program. 14/50 (38.89%) responded that they were not good in mathematics
subject.

The results showed that there was no relation to the study done by
Rincon(2017) that identified stereotypes and teacher attitudes were the main
factors for females in not considering Civil Engineering as their college
program.

Table 11
Factors that Influenced Female Civil Engineeing Students in Enrolling in Civil Engineering Program in (GNC)

Factors Frequency Percent Rank

It is my own choice of college program 13 76.47% 1
It was my parents decision 1 5.88% 2
Location of school from our house 1 5.88% 2
High salary profession after graduation 1 5.88% 2
The program I want is not available in GNC 1 5.88% 2
 The table 11 showed that 13/17 (76.47%) of the respondents enrolled
in CE program was because it was their own choice of college program.

Table 12
Challenges of the Currently Enrolled Female Civil Engineering Students while Taking their Program in (GNC)

Factors Frequency Percent Rank

Poor in English comprehension 6 35.29% 1
Doubts about my career goals 3 17.65% 2
Hostile climate in classroom 3 17.65% 2
Difficulty in understanding a subject 2 11.76% 4
I feel isolated because of gender 1 5.88% 5
Doubt in finishing the program 1 5.88% 5
None 1 5.88% 5
Total 17 100%

Mean = 2.429 Standard Deviation = 0.918

The table 12 showed that the most common challenge faced by the
female CE students was because of their poor English comprehension that
was chosen by 6/17 (35.9%) of the respondents.

The results identified that doubts about their career goals was the only
one factor that was similar to study conducted by Wentling and
Camatcho(2016). The rest of the results shows no relation at all.

Table 13
Suggestions of Improvents of Current Female Civil Engineering Students in (GNC)

Improvements Frequency Percent

More teaching Staff 14 82.35%
Well ventilated facilities 7 41.18%
Equipment 15 88.24%
Educational tour on sites 1 5.88%
 The table 13 showed that 14/17 ( 82.35%) of the female respondents
wants to improve the number of teaching staff. 7/17 (41.18%) wanted a well
ventilated facilities. It also identified that majority wants improvement in
equipment 15/17 (88.24%) of the respondents. Lastly 1/17( 5.88%) wanted
educational tours on construction sites.

Table 14
Academic Performances of the Freshmen Civil Engineering Students in their Grade 11 English Subject

English
Male Female
Grades
Fr equency Per cent Fr equency Per cent Difference
75-80 2 8.33% 0 0.00% 8.33%
81-85 11 45.83% 1 16.67% 29.16%
 English Subject
100

95

90

85

80

75
0 5 10 15 20 25 30

female male

The table 14 illustrated that 3/6 (50%) of the female respondents

achieved a grade of 90-above while only 2/24 (8.33%) for those of male
respondents in their Grade 11 English subject .

Table 15
Academic Performances of the Freshmen Civil Engineering Students in their Grade 11 Statistics and Probability Subject

Statistics and Probability

Male Female
Grades
Fr equency Per cent Fr equency Per cent Difference
75-80 4 17.39% 0 0.00% 17.39%
81-85 9 39.13% 0 0.00% 39.13%
86-89 8 34.78% 2 40.00% 5.22%
90-Above 2 8.70% 3 60.00% 51.30%
 Statistics and Probabilty Subject
100

95

90

85

80

75
0 5 10 15 20 25 30

female male

The table 15 illustrated that 3/5 (60%) of the female respondents

achieved a grade of 90-above while only 2/23 (8.70%) for those of male
respondents in their Grade 11 Statistics and Probability subject .

Table 16
Academic Performances of the Freshmen Civil Engineering Students in their Grade 11 General Mathematics Subject

General Mathematics
Male Female
Grades
Fr equency Per cent Fr equency Per cent Difference
75-80 4 17.39% 0 0.00% 17.39%
81-85 8 34.78% 2 33.33% 1.45%
86-89 8 34.78% 2 33.33% 1.45%
90-Above 3 13.04% 2 33.33% 20.29%
Total 23 100% 6 100%
 Pre-Calculus Subject
100

95

90

85

80

75
0 5 10 15 20 25 30

female male

The table 16 illustrated that 2/6 (33.33%) of the female respondents

achieved a grade of 90-above while 3/23 (13.04%) for those of male
respondents in their Grade 11 General Mathematics subject .

Table 17
Academic Performances of the Freshmen Civil Engineering Students in their Grade 11 Pre-Calculus Subject

Pre-Calculus
Male Female
Grades
Fr equency Per cent Fr equency Per cent Difference
75-80 7 36.84% 0 0.00% 36.84%
81-85 4 21.05% 0 0.00% 21.05%
 Pre-Calculus Subject
100

95

90

85

80

75
0 5 10 15 20 25 30 35 40 45 50

female male

The table 17 illustrated that 4/5 (80%) of the female respondents

achieved a grade of 90-above while only 3/19 (15.79%) for those of male
respondents in their Grade 11 Pre - Calculus subject .

Table 18
Pearson r Correlation Coeffecient
Female Grade 12 STEM and Civil Engineering Students that Achieved 90 and Above Average in their Grade 11 Subjects

x = Female Grade 12 STEM Students

y = Female Civil Engineering Students

Frequency
Subjects
x y x^ 2 y^ 2 xy
English 23 5 529 25 115
 Test for Significance

r n - 2
t=
1 - r^ 2

0.82 4 - 2
t=
1 - (0.82)^ 2

t= 2.282

The Pearson r correlation coefficient of 0.82 indicated that a high

relationship between the variables. The result also indicated positive and
implies that there is a direct relationship, and the greater the value of x, the
greater the value of y. Such relationship was significant beyond the .05 level
as indicated by a computed t value of 2.055. The significant high
relationship was however accepted at the .01 level.

Findings and Discussion

The study predicted that many female STEM students considered

pursuing Civil Engineering for their college program. Many female students
are interested in entering DHVTSU to pursue their program. The results also

showed that female Grade 12 STEM students achieved higher grades than

those of male on the subjects English, Statistics, Probability, General

Mathematics, and Pre-Calculus. The data showed that it was their personal

choice upon deciding their college programs. The results also determined

that; college programs for males; filled with Mathematics subject, and male

professors in classroom were the perceptions of female STEM students on

civil engineering program. The data identified what female STEM students

think of civil engineering profession as job done only on fieldwork. Many

female STEM students did not consider civil engineering program because

basically it was not their preferred college program. Poor in English

comprehension was the most common challenge faced by the female civil

engineering students. Many engineering students suggested to improve the

number of teaching staff. The results also showed that the current first year

civil engineering achieved better grades than those of male freshmen in their

Grade 11 subjects.

Conclusions

Based on the findings of the study, the researcher therefore conclude that:
 It was determined that there are low number of students interested in

Civil Engineering program and only 1 student is predicted to enroll in Guagua

National Colleges for the next school year. Female STEM students still

thought of Civil Engineering program and profession as a masculine line of

work. Female STEM students have higher intellectual quotient than those of

male students. Low numbers of female enrollee might be a great loss of

talent in civil engineering industry. Female STEM students did not consider

civil engineering simply because it was not their preferred college program.

There was no factor that persuaded the current female civil engineering in

pursuing civil engineering program but simply it was a choice made by

themselves.The current female freshmen achieved high grades on their

Grade 11 subjects like those on the present STEM students. It has been

found that there will be many enrollee for the civil engineering program but

only one will persue it in the Guagua National Colleges.

Recommendations

Recommendations are summarized below as follows:

1. Engineering department should devise more aggressive strategies to
attract female students to civil engineering program, for instance by
organizing special seminars for secondary school students that can provide
them the opportunity of learning the particular branch of engineering.

2.) Seminars for students that also focus on why women should become
engineers, particularly as women can bring different dimensions, qualities
and skills to engineering.

3.) Secondary teaching force in STEM strand should also be well informed
about civil engineering program for them to help in attracting female enrollee
for the school.

4.) More introduction to engineering units or subjects at the secondary level

to raise female students’ awareness of civil engineering. These can
significantly improve the students foundation when it comes to solving
mathematical problems.

5.) Outreach programs should be developed to teach pupils how science and
engineering can make the world a better place.

6.) Lastly, the study recommends broadening and enriching the scope for
future studies that could to the future civil engineering students.

Acknowledgement
 The researchers would like to thank the people who have contributed
their time, effort and assistance during the gathering of data.

To or family, for the support in financial and moral aspect. We also

thank them for their unconditional love. Most specially to the Mangunay
Family, for welcoming us wholeheartedly in their home to accomplish our
project. For their hospitality and encouragement which made us more
diligent in our work.

The research work was accomplished with the sacrifice and effort of
each member of the group. We would like to extend the our sincere gratitude
to our friends, classmates and other persons that helped us in completing
this project.

Lastly, we would like to thank the Almighty God for giving us

knowledge, strength and perseverance in accomplishing our final project.

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