Insights of Grade 12 STEM students on the K-12 program's contribution as

preparation for aspiring Engineering students

In partial fulfillment of the requirements for the subject

Practical Research 1

De Vera, Donatelo
Pagilison, Ricardo III
Tallud, Rob Isaac
Tesoro, William Alec
Tilacan, Desiree

December 2019
 INTRODUCTION

BACKGROUND OF THE STUDY

The K-12 curriculum is a program that covers kindergarten and 12 years of basic

education to provide sufficient time for mastery of concepts and skills. It covers

kindergarten and 12 years of basic education to provide sufficient time for mastery of

concepts and skills, develop lifelong learners, and prepare graduates for tertiary

education, middle-level skills development, employment, and entrepreneurship (2019).

Senior high school offers different academic tracks. The Academic tracks includes four

strands: Accountancy, Business, and Management (ABM); Humanities and Social

Sciences (HUMSS); General Academic Strand (GAS); and Science, Technology,

Engineering, Mathematics (STEM).

The K-12 Curriculum, despite all the criticism to suspend the program, the

government remained resilient about the implementation of the k-12 Curriculum because

of three major reasons that affects not only individuals but also the country economically:

Preparedness for Tertiary Learning, they will be more equipped to deal with a much higher

level of learning as they enter college education; Readiness to join the workforce, Senior

high school graduates will be equipped with skills (through electives) that will make them

good at certain fields; Skill competency in the Global job market, through the mastery of

student’s skills based on their strands, it will enable them to be globally competitive that

will set the to obtain a spot in the stiff labor market (K-12 Philippines, 2015).

As the curriculum changes, few college-merged subjects were added. In which

may cause an advantage or disadvantage for the senior high school students. In the

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STEM Pre- Engineering and Architecture strand basic college principles together with the

academic level of senior high school is taught to the students of Ateneo de Davao SHS.

This collaboration of subjects places a major effect in the overall outcome of the students’

performance.

There have been multiple reports and evidences that state the importance of the

K-12 program from around the world (2014). Many scholars believed that the K-12

program, especially the STEM education, which provides great and suitable knowledge

that enables students to prepare for a workplace, especially to STEM-related careers,

because in today’s science and technology-rich society, such literacy is important to being

a smart consumer and thoughtful participant in democratic decision making and to make

sense of the world more generally (National Academies, 2014).

It was stated by Education Secretary Leonor Briones that the outcomes of the first

two years of implementing the senior high school program have exceeded expectations

(Mateo, 2018). According to her, approximately 1.2 million students graduated from

Senior high school last year of 2018 which removed the fear of students discontinuing

their studies after finishing grade 10. Students, who pursued the K-12 program, got better

prospects of jobs due to work immersion that is part of the curriculum which is important

for the preparation in a workplace.

The local government of Davao City struggled during the first year of the K-12

program, said that the first year was only experimental. In the academic school year 2016-

2017, the local government was expecting around 1,109,874 enrollees. 814,767 are

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elementary pupils and 295,107 are secondary students (Colina, 2016). The government

also offered different vouchers for those students who want to study in private schools

depending where the students came or from what institution.

The K-12 program created a massive impact on students as well as the lives of

their parents. Adjusting from everything that they have anticipated and extending their

studies have been excruciating for the vast majority of the students. Because of this,

problems arise, such as: pedagogical (method of teaching) challenges, curriculum

challenges, structural challenges, and lack of teacher support. Students need answers

about the importance of Senior High School as well as the parents in order for them to

assess their action that will help them in the future.

There is a need to conduct this research in order to have a deeper understanding

about the experiences of Grade 12 senior high school students of Ateneo de Davao. The

present study will provide solutions to overcome the challenges that are present regarding

the importance of properly choosing your desired strand when enrolling in senior high

schools.

THEORETICAL LENS

According to the Trait and Factor Theory by Frank Parson, individuals each have

a unique set of characteristics and traits. These traits and characteristics develop over

time through the course of their lives. Specific occupations require a specific set of these

traits from each individual. The highest satisfaction of each individual from their

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occupation is determined by how both the individual and the specific occupation closely

match each other.

For example, a person who excels in mathematics is better off in an occupation

that requires extensive mathematical solving such as Engineering and Architecture rather

than an occupation that requires critical thinking and charisma such as Law and Political

Science.

There are several personality tests that are derived from this theory such as

the Myers-Briggs Personality test. This test provides 16 different personalities, each

having a specific set of traits, characteristics and recommended occupations.

For example, the INFJ or the Counselor Personality is described as “a person who

seeks meaning and connection in ideas, they are insightful about others and are

committed to their values and develop a clear vision which they take concrete steps to

achieve.” Based on the INFJ description, people with this personality are best suited to

take on careers such as, Teachers, Psychologists, Artists, Musicians and Photographers.

Using this theory, we can determine whether or not students are taking on an

educational track that is best suited to their traits and characteristics. We can also

determine the possible satisfaction of the student with regards to their chosen career path.

Considering that they have some insight as to what their chosen track is like during their

time in SHS, we can determine whether or not they are confident in taking on higher

education and whether or not they have met the standards required for College.

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STATEMENT OF THE PROBLEM

This study aims to know the lived experiences of the grade 12 STEM Pre- Engineering

and architecture strand,

Specifically, this research seeks to answer the following questions:

●What are the factors in the K-12 program that lessens the load for STEM Pre-

Engineering and Architecture students which strengthens the foundation of upcoming

college students?

●How do the K-12 STEM Pre-Engineering and Architecture students see the system of

K-12 program which adds 2 additional school years; the grade 11 and 12? Is it helpful

and effective or just a burden for them?

●How does the K-12 STEM Pre-Engineering and Architecture system improve Filipino

students’ skills in Mathematics, Science, and Engineering to further exhibit competence

in the global job market?

SIGNIFICANCE OF THE STUDY

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 Students. This study will provide students with the knowledge they need to

have in order for them to choose their career. It will give them insights of the Senior High

School world and the things they need to prepare as Senior High School Students.

Teachers. This study will enable instructors to provide a more conducive

learning environment for students. They will be oriented with the specific and important

points to emphasize in their discussions.

Future Researchers. This study will open and generate more insights that

will contribute for the improvement of their study.

SCOPE AND LIMITATIONS

The study will be focused specifically on the experiences of Grade 12

students that will provide valid and clear insights about what STEM education really is.

Respondents of this research will be specifically the Grade-12 STEM- Pre Engineering

and Architecture students of Ateneo de Davao University Senior High school.

This research study is limited and will be conducted only inside the school

premises of Ateneo de Davao University - Bangkal Campus on the entire second

semester of Academic Year 2019 - 2020 for safety reasons and the availability of the

respondents. The proponents of this research aim to interview 5-10 STEM Pre-

Engineering and Architecture Students using the purposive sampling method. The

researchers will not include students from other sub-strands of STEM to avoid interjecting

point of views.

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 The researchers and the respondents will be using the key information interview

(KII) in order to gather the necessary information needed for the study. It involves

interviewing a select group of individuals who are likely to provide needed information,

ideas, and insights on a particular subject (Kumar, 1989). The interviewees and the

researchers will conduct the interview at a specific place where the researchers will be

recording their remarks and informational assessments through notes and audio

recordings. The results of this study cannot be indiscriminate to other similar studies for

it can only be true to the respondents of the study.

OPERATIONAL DEFINITION OF TERMS

Architecture. The art or practice of designing and constructing buildings.

Engineering. The branch of science and technology concerned with the design,

building, and use of engines, machines, and structures.

Insights. The capacity to gain an accurate and deep intuitive understanding of a

person or thing.

K-12 program. It is the educational curriculum that is newly implemented in the

Philippines.

STEM education. It is one of the three academic strands that is being offered in

Ateneo de Davao University which covers the areas of mathematics, sciences,

engineering, and technology.

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 Student departure. Student who drop-out from school.

REFERENCES

Colina, A. I. (2016, June 6). DepEd-Region 11 admits first year of K-12

might be difficult. Retrieved December 09, 2019, from
https://www.mindanews.com/top-stories/2016/06/deped-region-11-
admits-first-year-of-k-12-might-be-difficult/

GovPH. (2019). Retrieved December 09, 2019, from Official Gazette:

https://www.officialgazette.gov.ph/k-12/

K12Philippines . (2015). K-12. Retrieved 2019, from Three Practical

Benefits of the Philippines’ K to 12 Curriculum:
http://k12philippines.com/three-practical-benefits-of-the-philippines-
k-to-12-curriculum/

Kumar, K. (1989, December). Conducting Key Informant Interviews in

developing country. A.I.D. Program Design and Evaluation
Methodology Report NO. 13, p. 32.

Mateo, J. (2018, May 11). Philstar Global. Retrieved December 09, 2019,
from Senior high school results exceeded expectations — DepEd:
https://www.philstar.com/headlines/2018/05/11/1814173/senior-
high-school-results-exceeded-expectations-deped

National Academics. (2014). STEM Integration in K-12 Education.

Retrieved December 08, 2019, from The National Academic Press:
https://www.nap.edu/read/18612/chapter/3

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 S, M. (2015, April 02). Prezi. Retrieved December 09, 2019, from Tinto's
Theory of Departure: https://prezi.com/4b4poexzx3kv/tintos-theory-
of-departure/

CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter will formally introduce related and relevant literature that

contains different variables that were utilized by the researchers which will support the

present study. This section is a vital part of the study for it will present the synthesis of

the art that will provide concrete ideas which will help in comprehending and establishing

the different concepts, theories, and procedures in gathering the necessary data

regarding the different insights of Grade 12 STEM students on the K-12 program's

contribution as preparation for aspiring Engineering students

With all the scientific and technological break-through that our modern world

is currently facing, students’ curiosities in the field of Science and Technology have been

greatly influenced. One of the many steps that the Department of Education has put into

consideration is introducing the K-12 program which includes the STEM Strand. STEM

Education is one of the three (3) academic strands that are currently being offered in

Ateneo de Davao Senior High School: One of the primary concerns of the said strand is

to provide and help students harness adequate skills which is imperative in fields that

requires outstanding understanding towards Science, Technology, Engineering, and

Mathematics studies.

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Impact of STEM education towards students

The K-12 Curriculum was implemented in the Philippines by Benigno

Aquino III, the 15th president of the country, in May 15, 2013. The implementation of the

said program which contains different strands, but the most sought-after strand in this

particular period is the Science, Technology, Engineering, and Mathematics strand

(Adao, & Alzate, 2017). It created noticeable impact in the lives of people within the

different areas of the Philippines whether you are a worker, parent, or student.

It was stated in an Article in National Inventors Hall of Fame (2020) that the21 st

century skills includes media and technology literacy, productivity, social skills,

communication, flexibility and initiative. Other skills attained through STEM education

include problem solving, critical thinking, creativity, curiosity, decision making, leadership,

entrepreneurship, acceptance of failure and more. Regardless of the future career path

considered by students, the skill sets they obtained will help them be more innovative.

In a study of Evrim Baran, Sedef Canbazoglu Bilici, Canan Mesutoglu, and

Ceren Ocak (2019), a STEM education program implemented at a public research

university was designed to integrate STEM disciplines with hands‐on problem‐based

activities. Design features included authentic learning contexts, engineering design

processes, and content integration. Data sources included an attitude survey and

interviews conducted with forty sixth grade middle school student participants. The

analysis revealed significant differences between pre and post tests on student attitudes

toward personal and social implications of STEM, science and engineering learning, and

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their relationship to STEM. Findings showed that the program contributed to students’

developing interest in STEM fields, and helped them make connections between

schoolwork and daily lives.

According to Engineering for Kids (2016) the U. S. Department of Commerce

stated that STEM occupations are growing at 17%, while other occupations are growing

at 9.8%. STEM degree holders have a higher income even in non-STEM careers.

Science, technology, engineering and mathematics workers play a key role in the

sustained growth and stability of the U.S. economy, and are a critical component to

helping the U.S. win the future. STEM education creates critical thinkers, increases

science literacy, and enables the next generation of innovators.

Feedbacks of Professionals regarding the STEM education

Throughout the years since the implementation of the K-12 program, people

have always been concerned regarding the uncertainty that the Government is putting in

their gamble regarding accepting a drastic change in the Philippine’s Educational system

that can either be an improvement or a factor towards hardships. Among them are

professional engineers. As the years passed by, they have observed the techniques and

programs that the curriculum is providing in the STEM education whether it will be

effective or not.

As stated by Christine V. McDonald (2016), other researchers have focused on

STEM Education in the earlier years of schooling. Developing the competencies required

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to effectively engage in the STEM strand requires an extended time period (English &

King, 2015). As such, primary schools need to ensure they are providing a supportive

teaching and learning environment to cultivate the skills and competencies needed for

effective STEM engagement in the post compulsory years of schooling, and beyond

(Blank, 2013; Duschl, Schweingruber, & Shouse, 2007). The implementation of effective

STEM pedagogical practices by highly qualified teachers is critical to meet this goal.

A study conducted by L. Allen Phelps, Eric M. Camburn, and Sookweon Min

(2018). It was stated that the role and influence of engineering instruction have increased

significantly in the past five years. This justifies the positive points of the said strand which

is to provide quality instruction that would help students in the near future.

According to Lisa Martin-Hansen (2018) that the recruitment and retention of

individuals into science, technology, engineering, and mathematics (STEM) majors in

college evokes a student’s STEM identity—how a person views herself in terms of being

a mathematician, scientist, engineer, or perhaps a computer programmer (Seyranian et

al. 2018; Vincent-Ruz and Schunn 2018). If one cannot image herself in that role, then it

is less likely choices will be made leading to a STEM career—no matter how motivating

or engaging a STEM activity might be. Education should play a role in fostering positive

STEM identity as experiences in K-12 education can impact perceptions students have

about themselves (Vincent-Ruz and Schunn 2018; Vongkulluksn et al. 2018). However,

there are confounding issues in learning and the learning environment such as student-

student interactions, instructor-student interactions, and other social interactions outside

of the school setting such as parents, friends, and other persons that can impact identity.

Inevitably, some of these interactions may be influenced by biases. It is necessary for

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instructors to learn about these factors so more positive learning environments can be

created for STEM learners (Vincent-Ruz and Schunn 2018).

Based on the study of the U.S. Department of Education, in an ever-changing,

increasingly complex world, it's more important than ever that our nation's youth are

prepared to bring knowledge and skills to solve problems, make sense of information,

and know how to gather and evaluate evidence to make decisions. These are the kinds

of skills that students develop in science, technology, engineering and math—disciplines

collectively known as STEM. If we want a nation where our future leaders, neighbors, and

workers have the ability to understand and solve some of the complex challenges of today

and tomorrow, and to meet the demands of the dynamic and evolving workforce, building

students' skills, content knowledge, and fluency in STEM fields is essential. We must also

make sure that, no matter where children live, they have access to quality learning

environments.

Challenges in STEM Education

People from different backgrounds cannot deny all the benefits that

students can harness from undergoing in the K-12 program, especially in Science,

Technology, Engineering, and Mathematics strand. But regardless of that, there have

been a lot of challenges that parents and students have been trying to solve and cope for

a while.

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 In the book International Journal of STEM Education by Kelly C. Margot and Todd

Kettler (2019), findings indicate that while teachers value STEM education, they reported

barriers such as pedagogical (method of teaching) challenges, curriculum challenges,

structural challenges, concerns about students, concerns about assessments, and lack

of teacher support.

According to Christian Guijosa (2018), STEM connector, a professional

services company, conducted an investigation in which identified deficiencies and areas

of opportunity in the teaching and learning of Science, Technology, Engineering, and

Mathematics. There are five (5) talent gaps in STEM Education which includes:

fundamental skills gap, in which it was discovered that students who graduated from this

career path do not develop the necessary skills that future employers will demand. STEM

jobs will require fluency in cognitive skills, critical thinking, the resolution of complex and

creative problems, and the ability to adapt; Belief gap, it was stated that young people

have the misconception that these careers are too difficult and they believe that only a

few industries hire graduates in these fields of study; Post-secondary education gap, it

was estimated that by 2020, 65% of the jobs will require higher education credentials and

proficiencies. However, only 35% of the US population hold a university degree;

Geographic gap, economic growth centers are often far from qualified people seeking

employment or away from population centers; Demographic gap, there is disproportionate

participation in STEM jobs based on gender, race and low-income population.

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 A study by Salzman (2003) indicated that there seems to be more STEM

graduates than jobs available to them in their respective disciplines. The study also

indicated that there is a high-tech talent crisis in the United States. This raises the

question related to whether there is a real need for STEM graduates, or if there is another

underlying problem that has resulted in graduates not receiving jobs in their disciplines.

A reason for this could be a mismatch of expectations between the skills acquired by

recent college graduates and the skills expected by STEM industry employers. A

congressional report published in 2008 discussed concerns associated with a lack of

preparation observed in both teachers and students.

In the study of Dr. John Coleman (2018), the modern workforce needs to

be more science educated than ever, yet the number of students in higher education

enrolled in scientific subjects has not increased. He at Langston University, Oklahoma,

is developing novel methods for teaching scientific concepts that engage students in

critical problem-solving skills. His research is increasing retention in scientific

undergraduate degrees and is laying the groundwork for a transformative method of

science teaching.

An article from EduTech by Paul (2016) stated that the debate surrounding the

lack of science, technology, engineering & math trained professionals seems to be taking

place in every country across the globe. The arguments range from there being a

shortage in the number of teachers, graduates and researchers to the problem being

insufficient relevant and interesting jobs for those that pursue that academic route. In fact

certain recent studies indicate that the real problem is due to the mismatch between

qualified professionals and available career opportunities. We have been speaking to

15
Christopher and Victoria Bernido about the critical challenge of growing STEM education

in the Philippines.

SUMMARY/SYNTHESIS

To sum it all, the implementation of K-12 Program, specifically the STEM strand,

paved a way for students to develop holistically. It created opportunities for them to

develop skills that will help them have a deeper understanding about the world around

them through the eyes of science, technology, engineering, and mathematics. Through

these skills, it will create bridges that will help them reach their dreams.

People had different opinions regarding the K-12 Program, hence the STEM

Education. But based on a professional standpoint, majority of them approved and

concluded that STEM education is much more important and timelier now that our world

is experiencing a lot of changes for the pass and upcoming decades. It is also important

for students in helping them shape their identities that will enable them to secure a good

and

Despite all the positive responses and impact regarding the STEM Education,

there are also Challenges that students and teachers encounter that often affects their

performance not just academically but holistically. On the subject of STEM Education in

the Philippines, since the curriculum is new, teachers and students have encountered

difficulties regarding the changes which include the different methods of teaching in the

program. There have also been challenges which mainly highlights a students’ own

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perception of the concept of STEM Education; it leads to a thought that a career is too

difficult to pursue or that some skills in the future are not better suited to what they are

currently learning today which questions the integrity of the need for STEM students.

Because of this, the percentage of STEM students has not increased over the years.

The K-12 Program, especially the STEM Education, have really provided a great

step towards change. It had help students and teachers to explore more areas in their

fields which are imperative to our changing world. It created opportunities which people

from different backgrounds can really benefit from. Alongside all the benefits that the

program had provided people, are challenges that are still lurking in the shadows waiting

to be conquered. These problems are apparent and will be explored by the researchers

as they dig deeper with the study.

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REFERENCES

American Society for Engineering Education. (2018). STEM Education from the

Industry Practitioners’ Perspective., (p. 3).

Baran , E., Bilici , S., & Mesuto, C. (2019). The impact of an out‐of‐school STEM

education program on students’ attitudes toward STEM and STEM careers.

In Social Science and Mathematics.

Coleman, D. J. (2018). Focusing on the Problem in STEM Education.

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Engineering for Kids. (2016, February 02). From Why is STEM Education So

Important?:

https://www.engineeringforkids.com/about/news/2016/february/why-is-

stem-education-so-important-/Science Education International. (2016).

STEM Education: A review of the contribution of the disciplines of science,

technology, engineering and mathematics.

Guijosa, C. (2018, June 29). Observatory of Education Innovation. Retrieved

January 02, 2020 from Five Challenges facing STEM Education:

https://observatory.tec.mx/edu-news/five-challenges-facing-stem-

education

Martin-Hansen, L. (2018). Examining ways to meaningfully support students in

STEM. International Journal of STEM education.

Morrow, J. (2019). U.S. Department of Education. From Science, Technology,

Engineering, and Math, including Computer Science:

https://www.ed.gov/stem

National Inventors Hall of Fame. (2020). From What is the Value of STEM

Education?: https://www.invent.org/blog/trends-stem/value-stem-education

Paul. (2016, October 7). EduTech. From The critical challenge of growing STEM

education in the Philippines:

http://asia.blog.terrapinn.com/edutech/2016/10/07/critical-challenge-

growing-stem-education-philippines/

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Todd, K., & Margot, K. C. (2019). Teachers’ perception of STEM integration and

education: a systematic literature review. International Journal of STEM

Education, 16.

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 CHAPTER 3

SMETHODOLOGY

Research Design

This study is descriptive in design, which utilizes the qualitative research approach.

Creswell (2008), pointed out that qualitative research involves certain experiences. This

qualitative study allowed the researchers to understand the insights of the grade 12 STEM

learners to better understand the contribution of the K-12 program to aspiring engineers.

Locale of the study

This research study is limited and will be conducted only inside the school

premises of Ateneo de Davao University - Bangkal Campus on the entire second

semester of Academic Year 2019 - 2020 for safety reasons and the availability of the

respondents.

Unit of Analysis

The participants of the study are the grade 12 STEM Pre-Engineering and

Architecture students of Ateneo de Davao University Senior High School, Bangkal

campus. The researchers will only select five (5) participants for the study.

Sampling Method

The purposive sampling will be employed to determine the sample from among

the selected respondents of Ateneo de Davao University - Senior high school grade 12

Pre-Engineering students. Five (5) grade 12 STEM pre-Engineering and Architecture

student respondents will be needed for the sampling.

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Research Instrument

The In-Depth Interview (IDI) guide will be used in the study which includes

experiences, challenges, and coping strategies with regards volunteers of grade 12

STEM pre-Engineering and Architecture students.

Data collection Method

In gathering the necessary data. The researchers will use purposive sampling

method to determine their participants of the study. The researchers will send the consent

forms to the participants, participants who’ve accepted to participate on the research are

given questions to be answered.

Data analysis Procedure 1

 Before the interview, the interviewer will ask consent to the participant to

record the interview.

 Collect and compile the data recovered from both notes of interviewer and

transcripts from recordings.

 Researchers will then transcript and analyze the data compilation.

 The researchers will use Deductive Approach.

 Researchers will finally put all their findings, analysis and concepts from the

data collected into writing.

Ethical Considerations

Prior to the study, the researchers should understand that research participants

should not be subjected to harm in any way possible and must be treated with full respect

for their dignity. The participants are also to be given privacy and their information is to

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be held confidential. Full consent forms are given to selected participants prior to the

study in which they may accept and participate in the study or not.

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