A TECHNICAL REPORT ASSESSING THE NEED TO SEPARATE STEM STRAND INTO

SCIENCE AND MATHEMATICS SUB-STRANDS

A report submitted in partial fulfillment of the requirements for

English for Academic and Professional Purposes (EAPP)

11th of October, 2019

Borcelis, John Antonmel D.

Ricalde, Jefferson B.

Barcenas, Florence Deanne B.

Biglaen, Charminne B.

Bordeos, Shaina Ixara M.

Casin, Freah Joy B.

Igay, Heather Anne A.

Golingco, Kylene M.

Mariscal, Karyl D.

11-STEM D

DESIREE B. CANICULA

EAPP Teacher

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 TABLE OF CONTENTS

I. Acknowledgement 2

II. Abstract 4

III. Introduction -

IV. Methodology -

V. Results and Discussion -

VI. Conclusion and Recommendation -

VII. References -

VIII. Appendices -

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Assessing the Need to Separate STEM Strand into Science and Mathematics Sub-strands
 ACKNOWLEDGEMENTS

The researchers then wish to convey their sincerest gratitude for the directions, support

and guidance bestowed on them by the following persons during the conduct of the study:

Ms. Desiree B. Canicula, their EAPP Teacher for her intellectual guidance and support

that enabled enriching opportunities.

Mr. Glenn M. Bermillo, Mrs. Maria Aiza L. Dolar, Ms. May Ann B. Gamez, Ms. Daisy B.

Bornilla, Mr. Melecio B. Bayola, Mr. Reynaldo C. Cañezo, and Mr. Rolando B. Montealegre for

permitting their students to participate in the survey.

The Grade 11 STEM students who honestly responded to the survey.

The researchers’ parents and relatives, for providing financial support and utmost

understanding to accomplish this academic prerequisite.

Above all, to God for His Divine Intervention. Praise, glory, and honor be unto Him.

Forever, they will treasure all the people behind their success.

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Assessing the Need to Separate STEM Strand into Science and Mathematics Sub-strands
 INTRODUCTION

Signed into law on 2013, Republic Act No. 10533 otherwise known as Enhanced Basic

Education Act of 2013 institutionalized the addition of two years in the basic curriculum called as

the Senior High School (SHS). According to the Department of Education (DepEd), it was included

in the basic education to equip learners the knowledge and skills that will help them prepare better

for their chosen path -- be it higher education, employment, or entrepreneurship.

https://www.edukasyon.ph/courses/senior-high-tracks

After completing the Junior High School, a student may choose from four tracks he may

take: Arts & Design Track designed for those inclined in the said field, Technical-Vocational

Livelihood Track crafted for students to acquire job-ready skills, Sports Track for those aspiring

to immerse in the athletic world, and Academic Track for those who will pursue higher education.

The Academic Track is divided into four strands namely: Accountancy, Business and

Management (ABM), General Academic Strand (GAS), Humanities and Social Sciences

(HUMSS), and Science, Technology, Engineering and Mathematics (STEM).

Compared to other tracks and strands, the STEM strand gives the learners more options

on what to pick as college course. It encompasses wider and deeper concepts regarding Science

and Mathematics. Courses that STEM learners may take after basic education include Bachelor

of Science (BS) in Biology, BS Physics, BS Chemistry, BS Geology, BS Nursing, and other BsS

that leads to Engineering.

https://www.ciit.edu.ph/k-to-12-tracks-and-strands/

However, several students have raised their concerns in having difficulty to learn both

Science and Mathematical fields which require deep and thorough discussion that cannot be

realistically achieved within the semester. When all distinct fields are studied simultaneously

added by the tasks they cover, it may be a burden for the students to cope within the expected

period. Take for example, taking Physics classes for students who has a favored job aligned to
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Assessing the Need to Separate STEM Strand into Science and Mathematics Sub-strands
Biology may find it difficult to focus on their preference since they also need to grasp knowledge

required to them by the curriculum.

In line with this, the researchers had come up to assess if there is a need to separate the

STEM strand into Science and Mathematics sub-strands. It aims to determine if STEM students

feel the need to make this necessary reform for them to cope the school pressure they face.

Pa-add na lang po digding mga ideas or pakicorrect naman po

Suggested assignment of Tasks hehe, if maapprove nindo:

Karyl & Shaina – Methodology and Appendices (su mga picture po kan pagsurvey with captions

hehe)

Jefferson, Charmaine (as tabulators), Kylene & Freah – Results and Discussion

Florence and Heather – Conclusion and Recommendation

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Assessing the Need to Separate STEM Strand into Science and Mathematics Sub-strands
Page 6 of 13
Assessing the Need to Separate STEM Strand into Science and Mathematics Sub-strands
Page 7 of 13
Assessing the Need to Separate STEM Strand into Science and Mathematics Sub-strands
 45%

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Assessing the Need to Separate STEM Strand into Science and Mathematics Sub-strands
 STEM Students' Chosen Discipline In-Lined with Their
Preferred College Course

18

16

14
Number of Respondents

12

10

0
MATHEMATICS SCIENCE

MALE FEMALE

Figure 1. Comparison between the chosen discipline of Grade 11-STEM students with regards
with their preferred college course

The graph shows the total number of respondents who chose between Mathematics and

Science as their preferred discipline with regards to their desired college course. Fifty-five percent,

among the 60 respondents preferred Mathematics which composed of 28.3% male and 26.6%

female respondents whereas, 45% of the total respondents chose Science in-lined with their

preferred college course with 16.6% male and 28.3% female respondents.

Based from the graph, it can be interpreted that most of the Grade 11-STEM students in

Tabaco National High School preferred courses are aligned to Mathematics such as engineering

and other math-related courses.

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Assessing the Need to Separate STEM Strand into Science and Mathematics Sub-strands
 STEM Students' Most Preferred Branch in Mathematics

16

14
Number of Respondents

12

10

0
ALGEBRA GEOMETRY CALCULUS STATISTICS AND TRIGONOMETRY
PROBABILITY

FEMALE MALE

Figure 2(?).Grade 11-STEM students’ much chosen branch in Mathematics

Mathematics. Among the given branches, Algebra has the highest total number of respondents

for the reason that it is much easier compared to other branches.

STEM Students' Least Preferred Branch in Mathematics

16

14

12
Number of Respondents

10

0
ALGEBRA GEOMETRY CALCULUS STATISTICS AND TRIGONOMETRY
PROBABILITY

FEMALE MALE

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Assessing the Need to Separate STEM Strand into Science and Mathematics Sub-strands
 STEM Students' Most Preferred Branch in Science

20
18
16
Number of Respondents

14
12
10
8
6
4
2
0
BIOLOGY CHEMISTRY EARTH SCIENCE PHYSICS

FEMALE MALE

The graph illustrates the most preferred branch of Grade 11-STEM students in Science. Among

the 60 respondents, Biology has the highest total number of respondents with 41.6% total

respondents.

STEM Students' Least Preferred Branch in Science

16

14

12
Number of Respondents

10

0
BIOLOGY CHEMISTRY EARTH SCIENCE PHYSICS

FEMALE MALE

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Assessing the Need to Separate STEM Strand into Science and Mathematics Sub-strands
 STEM Students' Response on the Separation of STEM
Strand Into Two Distict Substrands

31.60%

68.30%

YES NO

STEM Students' Response on the Separation of STEM

30

25

20

15

10

0
YES NO

FEMALE MALE

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Assessing the Need to Separate STEM Strand into Science and Mathematics Sub-strands
Results and Discussion

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Assessing the Need to Separate STEM Strand into Science and Mathematics Sub-strands