Division of City Schools Manila

Pres. Sergio Osmena Sr. High School

Grade 10 Students’ Interest Towards STEM

Among Selected Schools in Manila

A Research Paper
in
Practical Research
(Quantitative Method)

Submitted to
Marieta Acibar-Dar, MAAL, MA-SpEd
Research Mentor

Submitted by
Arianne Juliana Eugnis Cansino
Geraldene Taopo
Nathaniel Villanueva

December 2020
 Table of Contents
Page
Title i
Table of Contents ii
INTRODUCTION 1
1.1 Background of the Study 1
1.2 Related Studies 3
Sex 3
Students’ Confidence Towards STEM subject 3
General Interest of Students’ Towards STEM 4
STEM related Careers in the Philippines 5
1.3 Synthesis of the Related Literature 6
1.4 Research Gap 7
1.5 Research Objectives 8
1.6 Statement of the Problem 9
METHODOLOGY 9
2.1 Theoretical Framework 9
2.2 Research Participants 10
2.3 Method of Data Gathering 10
2.4 Data Analysis 11
RESULTS AND DISCUSSION 12
3.1 Overview 12
3.2 Demographics of the research participants 12
3.3 Kaiser-Meyer-Olkin Test and Bartlett’s Test 13
3.4 Item Analysis and Cronbach’s alpha of constructs in survey questionnaire 14
3.5 Factor Analysis 18
4.0 Conclusion 24
Summary of Findings 24
 Pedagogical Implications 25
Reflection 25
Recommendations 26
REFERENCES 28
APPENDICES 34
Demographics 34
Survey Questionnaire 34
Informed Consent 37
 1

Division of City Schools-Manila

Pres. Sergio Osmena Sr. High School

I. Introduction

1.1 Background of the Study

It has been seven years since the former President Aquino signed into law the

Basic Education Act of 2013 (Republic Act 10533), or most commonly referred to as

K-12 Program, adding three more years of formal schooling into the 10-year basic

curriculum with the ambition to lead Filipino learners into a more globally inclined

education system (Cabansag, 2014).

DepEd’s (Department of Education) K-12 Program provides sufficient time for

mastery of concepts and skills, developing lifelong learners, and gearing graduates well

for tertiary education, 21st Century skills development, employment, and

entrepreneurship. The government, confident that it shall be the appropriate response to

address century old problems of education as well as being globally present; further

establishing our place in the map along with other countries (Cabansag, 2014).

STEM’s educational approach, as the latest educational trend in the world, aims to help

learners develop knowledge and skills in an innovative approach. Raising people who

can control the economic power that can profit countries from industrialization and tr
 2

countries to be economically and industrially developed in essence. (Çevik & Özgünay

2018) Numerous studies by collective researchers believed in STEM’s vital role since it

houses a lucrative number of professions. Careers that are major factors and key

proponents leading the society in more than one way of contributions. (Cruz, I., 2014)

However, the Philippines is in dreadful lack among these fields. Resulting to a

nation of stunted growth and development. As of the moment, the country is lagging

behind researchers and budget allocations are limited. Production of doctors was also

stressed for being diminutive. (Ambag R., 2018) Regardless of the quantity of STEM

related careers, since the K-12 program enactment, the concept of STEM in the country

over the years had a staggering pace being acknowledged. With shallow increases within

the amount of STEM learners recorded by the DepEd (Department of Education).

Revealing that for the first two years of the K-12 implementation, there had been a

seemingly low increase of enrollment among the STEM strand.

Many had sought to deliver solutions through countless studies. Studies that

disclosed the level of interest and confidence students faced towards Mathematics and

Science had a moderately high significance when pursuing the strand. It clearly showed

since a fluctuating difference could also be observed through Commission of Higher

Education (CHED)’s database, which displayed an alarmingly low frequency of latest

enrollments compared to the records that have dated pass by the program’s debut. If that

was the case wouldn’t this have meant that Filipino student’s interest towards STEM

related courses or STEM strand in particular is slowly degenerating as time goes by?
 3

1.2. Related Studies

Sex

Girls hold themselves to a higher standard in subjects such as algebra, where boys are

deemed to excel. Because of this, girls are less likely to believe they will succeed in a

STEM field and are thus less likely to show interest in a STEM career. (Hill, C. Corbett,

C. & St. Rose, A., 2010) Males however, are more competitive in mathematics and

enrolment in mathematics courses is higher (Hanna, 2003). Boys and girls have similar

mathematics and science proficiency scores on tests at the age of 9, but a gap begins to

appear at around age 13, or at least this has been the pattern from 1973 to 1994 on the

National Assessment of Educational Progress (NAEP) (Marsh, G. E., 2004). Despite

efforts toward gender equality, males are more likely to aspire to STEM careers than

females – and found that students' academic ability was a key factor in determining their

plans for STEM careers, especially for females. (Engineers Australia, 2017) Women are

now over-represented in social science, but they make up just a fraction of the engineering

workforce (Round and Su, 2015).

Student’s Confidence towards STEM Subjects

Math anxiety is a reaction, over time, to stress in mathematics. Classroom where

exams are often conducted under time pressure, in the home where siblings compete, or

at the workplace. (Tobias, S., 2013) While it is not yet determined what factors make

learners feel nervous when facing mathematics, learners with greater mathematics

anxiety show a strong tendency to avoid learning mathematics, have negative attitudes

towards mathematics, and have a strong tendency to avoid learning mathematics. Low

self-confidence in doing math (Ashcraft, M. H., 2002). Students’ negative attitudes

 4

towards it because of the complexity of science (Piburin and Baker, 1993). The

relationship between the interest and confidence of students in Mathematics and them

pursuing the STEM strand was moderately high and significant. (Dumapias, A.&

Tabuzo, V.T., 2019) Thus students who have advanced in mathematics and science are

more likely to enter universities or colleges in STEM fields (Wang, 2012). A long-term

research study revealed, only eight out of 6,492 students expressed such interest during

the four years of the study, the study showed "a dire lack of interest in or possible lack of

knowledge of" mathematics-focused professions. (Engineers Australia, 2017).

General Interest of Students towards STEM

Interest is an activity that serves as a source of inner inspiration that pushes

individuals to learn more about it (Round and Su, 2015). One of the key factors leading

to the drop in the number of students who have opted to prepare for STEM - related

courses is students’ lack of interest in subjects of science, technology, engineering and

mathematics (Subotnik et. al. 2010). In relation to the choices of subjects, curiosity is one

of the best predictors of decisions (Martin et. al. 2011). Students who display an interest

in taking out a scientific career related area became three times more prone to a degree in

science by making middle school job ambitions a significant indicator for STEM

occupation (Tai et. al., 2006). An early interest in STEM related subjects is a predictor

for later and eventual career interest and choices (Debacker and Nelson, 1999). Research

indicates that students begin to choose their own future employment at high school as

early as possible (Tai et. al., 2006), shifts in attitudes and concern the longest-term
 5

(Debacker and Nelson, 1999). Research indicates that students begin to choose their

own future employment at high school as early as possible (Tai et. al., 2006), shifts in

attitudes and concerns the longest-term consequences during middle school than any

other time in life (Anderman and Maehr, 1994). Students who have higher confidence

in STEM topics are most open to mathematical and scientific careers (Herbert and

Stipek, 2015). They are more likely to seek careers and likewise achieve careers in

fields of interest to them (Nugent et. al., 2015). This complex relationship between

interests and the development of knowledge and skills is essential to understanding the

role of education and career development interest in STEM (Round and Su, 2015). A

recent Philippine survey (2019) published by Manila Times and conducted by Emerson

Electric Co. eager to determine Filipino’s interest in STEM careers and a collective

number of the audience were students. Results showed that 91% of the respondents

were inquiring towards STEM.

STEM Related Careers in the Philippines

According to the United Nations Educational, Science and Cultural Organization

(UNESCO), the recommended ratio of researchers and scientists within a given

country to its population (referred to as research/scientist per million) is 380/million.

The Philippines is falling short at the moment, with a mere 189 researchers per million

as of 2013. (Ambag, R., 2018). In October 2016, Paulyn Ubial, then Department of

Health (DOH) Secretary, suggested that about 15,000 doctors were missing in the

Philippines. She stressed the shortage of new doctors; statistics that year showed that
 6

only 2,600 new doctors were created annually by the country (Ambag, R., 2018). There

is a disparity in demand factors as part of the larger global shortage of nurses that

nurses in the Third World, such as those in the Philippines. Filipino nurses primarily

fill roles that for systemic and cultural reasons, nationals in nurse importing nations are

not able to fill. (Ball, R.E., 2004). The Philippines is the largest exporter of nurses

working abroad. In fact, the Philippine government encourages nurse migration by

training a surplus of nurses to be employed outside the country’s borders. (Perrin,

Hagopian, Sales & Huang, 2007). Records show that there had been a shortage of

50,000 nurses in Japan, and Filipino nurses accounted for 93% of the labor import

permits issued in Taiwan in May 1995. (Tsay, C. L., 1995). Educating nurses more

than they need. An approximate 26,000 new nurses graduated in 2005, compared with

27,000 graduates from 1999-2003. (International Labor Organization, 2006; Masselink

& Lee, 2010). The Philippines has a net surplus of registered nurses. However, the

country loses its trained and skilled nursing workforce much faster than it can replace

them due to migration, with 85% of Filipino nurses working overseas (Lorenzo et al.,

2007).

1.3 Synthesis of Related Literature

The nation’s government had been firmly trying to meet ends and conjure

reputation through producing surplus workforce for exporting. However, it had only

further aggravated the supposed problem to be solved since the majority of the

exported personnel had been migrating permanently, reportedly intensifying the

stressing lack of STEM professionals resulting in a restricted development for years.

 7

However, with the recent establishment of the K-12 Program, Policymakers had sought

this as a countermeasure action to resolve long-term ongoing problems of the country

such as the mentioned drought for labored STEM practitioners. Unfortunately, the

program’s sole agenda hasn’t been sufficed to satisfaction. Records showed disparity

in the volume of enrollments of STEM related courses (Mathematics and Science

focused) compared to before the program's official enactment. Interest of students

towards STEM strand in general hasn't been the best for the past several years, it has

been dwindling as time goes by. Related studies revealed that fear and confidence

concerning STEM related subjects had been the dominant factor affecting one’s

interest with regards to STEM as a whole. Gender had also been a topic for debate

since reviewed literature disclosed boys to be more assertive than girls in STEM

related subjects. Concluding, although STEM had been introduced to aid the county’s

issues it hadn’t been living up to the lawmakers’ expectancy. It had done quite the

opposite since enrollments had been sinking with each passing year. This collected

data have inspired the research’s prime intentions and we’re determined more than

ever to proceed with the study.

1.4 Research Gap

The declining number of studies in the Philippines that failed to seek this sleeping

issue is alarming. With mere surveys it wouldn't do justice and suffice the stressing

need for this study. Though there had been plentiful overseas researches about the

willingness of students to interact with STEM strand or careers that are well

developed, most likely in continents of America and Europe, most of the studies only
 8

served as instruments for impending researches with similar subject; lacking

independence and direction, with that in hand we opt to utilize their studies by

delimiting the focus in the Philippines to press more awareness and elevate STEM

learning. And for that same reason we’ve sought to adapt Faber et al. (2014) Attitude

Towards Stem Questionnaire Instrument (S-STEM), an instrument developed to

measure students’ attitudes towards STEM. However, we researchers had figured a

collective difference between attitudes and interest. Ideally the survey questionnaire of

Faber et al., (2014) would’ve been utilized for its intended purpose, and that is

determining attitudes towards STEM. However, we’ve set our eyes to use the

instrument to assess one’s interest towards said strand.

1.5 Research Objectives

By knowing the current level of students’ interest towards STEM, this study

wishes to contribute into the growth and development of the country. With the current

ongoing pandemic, demands for STEM related professions are dramatically increasing.

With the help of our study, we opt to deliver the assurance that there will be competent

successors for when the time comes, securing all those years of cultivation and

collaborated efforts of the many. Determining the number of upcoming STEM learners

would give the nation or campus a better overview and assessment of looming conflicts

that could resurface.

Policy makers and campus leaders could provide more with aid from this

study. Sufficient learning materials and equipment, fitting educators, provide better
 9

environment and develop programs to uplift STEM learning in the country and give the

best quality education that every learner deserves. That is if the study’s findings

indicate a high frequency of possible enrollments, if not then it could still be of use to

promote STEM within the school populace. Educating students, the significant role

STEM has in terms of reinforcing the country’s long-term development.

1.6 Statement of the Problem

This research is undertaken to learn how well interested Grade 10 students are

towards STEM, and to know what are the factors that influence their interest. That is

why, at the end of the study, we aim to get answers to these research questions:

1. How do Grade 10 Students of selected schools in Manila show their interest

towards STEM based subjects?

2. What are the factors that influence the Grade 10 students about the STEM based

subjects?

II. Methodology

2.1 Theoretical Framework

This study will embrace the theory of Deci and Ryan (2002)’s Self-Determination

Theory. Self- Determination Theory and theory of Interest have a relationship to each

other. Where self-determined motivation is important to the development and

maintenance of the personal interest.

Also according to Louw and Muller (2004), interested learners are more engaged
 10

in their learning experiences, obtaining information in a more differentiated and

cohesive manner. This reflects long-term retention on what has been learned, and

applies their knowledge more often than others. They also show better academic

success and therefore more competent in the long-term.

2.2 Research Participants

This study wishes to amass preferably, 150 Grade 10 participants coming from

selected schools in Manila. The participating respondents are key proponents, aiding

the interest of Grade 10 students towards STEM strand.

2.3 Method of Data Gathering

Researches such as this study demand an aid from a public audience, however due

to the current situation of the ongoing global pandemic, rules of social distancing were

implemented and thus hinders the need for an up-close interview. In order to progress

with the aims for this study we’d have to have resolve for alternative measures and rely

on online survey questionnaires with assistance from Google Forms. The survey

questionnaire would then be translated into an online form and shall be particularly

distributed to the research’s desired audience. The study would only cater to a

collective specific type of individual, Grade 10 students of selected high schools in

Manila. Upon reaching the desired number of respondents, the form would come to a

close. However, we are required to filter out any anomaly responses or respondents that

is why allocation of survey links should only be given to verified identities. This is a
 11

necessary action since the deriving conclusion we’d have by the end of this study shall

serve as an attempt of contribution to the well-being of our nation. Simply put, all

entries must be authentic. Only then, after ensuring all responses, data gathered would

be extracted and then be tallied in different categories. Separating responses by gender

and section, in accordance to our aimed question.

2. 4 Data Analysis

The researchers will be using an online questionnaire through Google Forms to

compile data from respondents. The questionnaire is specified in English and in Likert

Scale to analyze the interest of Grade 10 students of Manila towards STEM.

The compiled data were arranged in a quantitative method. The predictive

treatment that researchers will be using is Descriptive and Inferential Method, to

analyze the students' interest towards STEM. In order to accumulate the data that the

researchers need, the following statistical tools will be used:

1. Factor analysis- is a statistical method used to describe variability among observed,

correlated variables in terms of a potentially lower number of unobserved variables

called factors.

2. Factor loading - part of the outcome from factor analysis, which serves as a data

reduction method designed to explain the correlations between observed variables

using a smaller number of factors.

3. Kaiser-Meyer-Olkin Test- is a test, to see if the questionnaire is suitable for factor

analysis.

4. Bartlett’s Test of Sphericity- is to check if the variables have a strong relationship

 12

with each other.

5. Mean, Median, Mode, Standard Deviation and Standard Error - will be used

because the data that will be collected is in a Likert Scale form.

III. Results and Discussion

Containing a summary of findings and gathered data from the survey instrument

used among a collective number of schools along the city of Manila, this chapter

boldly presents the conclusion made by the study. All data had gone through analysis

using Microsoft Software Excel Program and SPSS Software.

3.1 Overview

This research is undertaken to learn how well interested Grade 10 students are

towards STEM, and to know what are the factors that influence their interest. That is

why, at the end of the study, we aim to get answers to these research questions:

1. How do Grade 10 Students of selected schools in Manila show their interest

towards STEM based subjects?

2. What are the factors that influence the Grade 10 students about the STEM based

subjects?

The descriptive research design with quantitative approach was used. Google form

translated version of Faber et al. (2014) S-STEM survey questionnaire was used to

collect data samples from ninety-three (93) Grade 10 respondents. Analyzing data has

been one of the strict processes made which included statistical tools such as

frequencies, percentages, mean, median, mode as well as, standard deviation and error.
 13

Further analysis had been supported by factor analysis and factor loading, KMO and

Bartlett’s Test.

3.2 Demographics

This section had been dedicated to supervise the respondents’ profile which included

characteristics such as age, sex, level of section and name of the school. All said

demographic sections could be well observed in Table 1. The study had managed to

amass ninety-three (93) Grade 10 willing participants; each reigning from different

campuses which littered the city of Manila.

Table 1: Summary of Sample Demographics N=93

Profile Frequency Percentage

N %

Age 15-16 71 76%

17-18 22 24%
19-20 0 0%

Sex Female 58 62%

Male 35 48%

Section 1-5 65 70%

6-10 26 28%
11-15 0 0%

School Pres. Sergio Osmena High School 80 86%

Florentino Torres High School 11 12%
APEC Schools Tondo 2 2%

Total 93 100%
 14

3.3 KMO and Bartlett’s Test

In order to validate the questionnaire that we used, Kaiser-Meyer-Olkin (KMO)

and Bartlett’s Test has been performed. The three subjects (Mathematics, Science, and

Engineering and Technology have a grand mean of .820, which means the

questionnaire can be run for Factor Analysis. The Bartlett’s also showed a significance

level of .000, indicated

that it can also be run for

Factor Analysis.

Table 2: KMO and Bartlett’s Test of Mathematics

Table 3: KMO and Bartlett’s Test of Science

Table 4: KMO and Bartlett’s Test of Engineering and Technology

3.4 Constructs

Item Analysis of Mathematics

 15

The item review of students’ interest for Mathematics is provided in Table 5. The

survey instrument was in 5-point Likert scale, with ranges of 1-Strongly Disagree, 2-

Disagree, 3-Neither Agree or Disagree, 4-Agree, and 5-Strongly Agree. The data

presented were then collated from the instrument and used to obtain overall results

with aid from relevant statistical means (Mean, Median, Mode, Std Dev, S.E.). Based

on the given outcome, a great number of the responding populace exudes neutrality

towards Mathematics. (3-Neither Agree or Disagree) Students lack both interest and

disinterest thus they remain indifferent, this was made possible to attain through the

following factors: Math has been my worst subject (M=2.8, SD=0.9); I will consider

choosing a career that uses math (M=3.0, SD=0.7); Math is hard for me (M=2.6,

SD=1.0); I am the type of student to do well in math (M=3.1, SD=0.9); I can handle

most subjects well, but I cannot do a good job with math (M=2.6, SD=0.9); I am sure I

could do advanced work in math (M=3.0, SD= 0.9); I can get good grades in math (M=

2.9, SD=0.8); I am good

Cronbach
Constructs Mean SD Interpretation
Alpha
1. Math has been my worst Neither Agree or
subject. 2.8 ± 0.1 0.9 Disagree

2. I would consider
Neither Agree or
choosing a career that uses 3.0 ± 0.1 0.7 Disagree
MATHEMA math.

TICS 3. Math is hard for me. 2.6 ± 0.1 1.0

Neither Agree or
Disagree

4. I am the type of student Neither Agree or

3.1 ± 0.1 0.9
to do well in math. .788 Disagree

5. I can handle most

subjects well, but I Neither Agree or

2.6 ± 0.1 0.9
cannot Disagree

do a good job with math.

6. I am sure I could do Neither Agree or

3.0 ± 0.1 0.9
advanced work in math. Disagree

2.9 ± 0.1 0.8 Neither Agree or

7. I can get good grades in
Disagree
 16

math.

Neither Agree or
8. I am good at math. 3.1 ± 0.1 0.9 Disagree

at math (M=3.1, SD=0.9).

Table 5: Mathematics’ Constructs

Item Analysis of Science

The item review of students’ interest for Science is provided in Table 6. The survey

instrument was in 5-point Likert scale, with ranges of 1-Strongly Disagree, 2-Disagree,

3-Neither Agree or Disagree, 4-Agree, and 5-Strongly Agree. The data presented were

then collated from the instrument and used to obtain overall results with aid from

relevant statistical means (Mean, Median, Mode, Std Dev, S.E.). Therefore, we arrived

to the conclusion that most of the responding populace exudes neutrality towards

Science. (3-Neither Agree or Disagree) With the lack of interest and the absence of

disinterest, the students’ interest is referred to as simply being indifferent, of course

this was made attainable through the following factors: I am sure of myself when I do

science (M=2.8, SD=0.7); I would consider a career in science (M=2.9, SD=0.8); I

expect to use science when I get out of school (M=2.9, SD=0.7); Knowing science will

help me earn a living (M=2.6, SD=0.9); I will need science for my future work

(M=2.6, SD=0.9); I know I can do well in science (M=2.6, SD=0.6); Science will be

important to me in my life’s work (M=2.6, SD=0.8); I can handle most subjects well,

but I cannot do a good job with science (M=3.1, SD=0.7); I am sure I could do

advanced work in science (M=2.9, SD=0.7)

Constructs Mean SD Cronbach Alpha Interpretation

 17

9. I am sure of myself when I Neither Agree or

2.8 ± 0.1 0.7
do science. Disagree

10. I would consider a career Neither Agree or

2.9 ± 0.1 0.8
in science. Disagree

11. I expect to use science Neither Agree or

2.9 ± 0.1 0.7
when I get out of school. Disagree

SCIENCE 12. Knowing science will

2.6 ± 0.1 0.9
Neither Agree or
help me earn a living. Disagree

13. I will need science for my Neither Agree or

2.6 ± 0.1 0.9
future work. Disagree
.853
14. I know I can do well in Neither Agree or
2.6 ± 0.1 0.6
science. Disagree

15. Science will be important Neither Agree or

2.6 ± 0.1 0.8
to me in my life’s work. Disagree

16. I can handle most

Neither Agree or
subjects well, but I cannot do 3.1 ± 0.01 0.7 Disagree
a good job with science.

17. I am sure I could do Neither Agree or

2.9 ± 0.1 0.7
advanced work in science. Disagree

Table 6: Science’s Constructs

Item Analysis of Engineering and Technology

The item review of students’ interest for Engineering and Technology is provided in

Table 7. The survey instrument was in 5-point Likert scale, with ranges of 1-Strongly

Disagree, 2-Disagree, 3-Neither Agree or Disagree, 4-Agree, and 5-Strongly Agree.

The data presented were then collated from the instrument and used to obtain overall

results with aid from relevant statistical means (Mean, Median, Mode, Std Dev, S.E.).

Only then, we were able to conclude that the majority of the responding populace

exudes neutrality towards Engineering and Technology (3-Neither Agree or Disagree).

Due to lack of interest and disinterest, the student's interest is actually indifferent, and

this has, of necessity, been made possible by the following factors: I like to imagine

creating new products (M=2.7, SD=1.0); If I learn engineering, then I can improve

things that people use every day (M=2.7, SD=0.91); I am good at building and fixing
 18

things (M=2.9, SD=0.85); I am interested in what makes machines work (M=2.7,

SD=0.89); Designing products or structures will be important for my future work

(M=2.9, SD=0.93); I am curious about how electronics work (M=2.5, SD=0.9); I

would like to use creativity and innovations in my future work (M= 2.6, SD=0.84);

Knowing how to use math and science together will allow me to invent useful things

(M=2.5, SD=0.95); I believe I can be successful in a career in engineering (M=2.9,

SD=0.81)

Table 7: Engineering and Technology’s Constructs

3.5 Factor Analysis

Factor Analysis of Mathematics

Mathematics being one of the dominant specialized fields within the STEM strand.,

has been a leading icon when it comes to building logical and rigorous training for

mental enhancement in substantial worth with other fields such as science, social
 19

studies and even music and arts. Although Mathematics has always been reoccurring

and is applied in several daily circumstances, there are still students that displayed

wavering interest towards it.

Thus, the Mathematics section of the survey instrument aims to measure the

interest of students in the subject. The first two constructs that are remarkably

considered as a strong factor managed to surpass 1.0 Eigenvalue; focuses on acquiring

results through the responding students’ current level of interest and performance;

whether math had been their worst subject or if they had any plans of choosing a career

that revolves in any mathematical discipline. In a study with secondary school

students, it was shown that those with better academic performance have more positive

interest towards mathematics than those with worse academic performance. (Mato and

De La Torre, 2010). Furthermore, an early interest in STEM related subjects is a

predictor for later and eventual career interest and choices (Debacker and Nelson,

1999).

The following claims are well supported by the presented Eigenvalues in Table 8,

further emphasizing the relationship between the students’ academic performance and

their choice of career with their general interest in math as a whole. In addition to the

strong factors, two other constructs dubbed as a medium influence in determining

students’ interest is introduced. Constructs 3 & 4 barely pass the 0.5 Eigenvalues but

may still well provide a response to whether the students are finding it difficult

performing mathematical equations or if they wish to regard themselves well in math.

 20

Table 8: Factor Analysis of Mathematics

Factor Analysis of Science

There had been countless breakthroughs brought upon men which further

innovated mankind’s comforts and knowledge in both concepts in reality and beyond,

shaping our world as a result of scientific research and experiments.

These exceptional instances throughout mankind’s course of settlement on earth could

only be made possible through studying concepts of Science.

However, despite the clear benefits of Science, there are still students who have

shown a wavering interest in it. The Science section of the survey instrument thus aims

to measure the interest of students in the subject. The first two constructs, which was

highly regarded as a strong factor that managed to attain values beyond the 1.0

Eigenvalues; focuses on the achievement of outcomes through the presented level of

interest and academic success validated by the responding students. In which they are

confident in performing science or if they have any plans to involve themselves in

future works that revolve in any scientific concepts.

A study was then set to measure the correlation between students’ academic
 21

success with self-confidence and interest amounting to a moderate level of effect.

(Chun &Wei, 2008). Moreover, students who stated that they were interested in

pursuing a career in a science-related area were three times more likely to graduate

with a degree in science (Tai et al. 2006). The following arguments are well supported

by the Eigenvalues provided in Table 9, which further emphasize the relationship

between the confidence of students and their profession of choice with their general

interest in science as a whole. In addition to the strong influences, two other

constructions which had medium effect, are added to determine the interest of students.

Constructs 3 & 4 barely pass 0.5 Eigenvalues, but can still provide answers as to

whether students envision themselves still practicing scientific practices even after

school or if they see themselves using science to earn for a living.

Table 9: Factor Analysis of Science

Factor Analysis of Engineering and Technology

Engineering and Technology are closely related with each other, one with usage

of mixed concepts from Mathematics and Science and the other towards a trend of
 22

world reinvention through research, technological advancements and countless

inventions. It is one of the leading icons which is causing the world to slip further into

modernity.

However, even with Engineering and Technology being one of the famous fields

in current times, still it’s hard not to know that there are still some students that failed

to meet a mutual agreement towards it. The Engineering and Technology section of

the survey instrument is acquainted in measuring the interest of students regarding the

subject. With the first two constructs, being a strong contender as a factor which

achieved markings beyond the 1.0 Eigenvalues. It’s centered on validating outcomes

through the coded data of interest levels and academic success, provided by the

learners; whether they exude creativity with the will to produce innovative inventions

or the will to learn for the sake of improving mankind’s living.

A study confirmed the correlations of intention to pursue a career in technology

with identification with technology and with experience with technology curricula. (Yu

et al., 2011) In addition, the following statements are then supported by the

Eigenvalues provided in Table 10, which further emphasize the relationship between

creativity of students and their will to learn with their general interest in engineering

and technology as a whole. Furthermore, constructs 3 & 4 deliver mild effects with

values below the favorable 1.0 yet above the 0.5 Eigenvalues thus referred to as

medium factors that may somehow affect students’ interest. Nonetheless it may still

serve as added assets since it responds to whether the students are well in concepts of

creation and restoration or if they show interest in concepts such as how machines

function.
 23

Table 10: Factor Analysis of Engineering and Technology

DISCUSSION

The research was planned to examine the interest of students in STEM.

Specifically, this research discussed their interest in the core subjects of STEM:

Mathematics, Science and Engineering and Technology. In general, the results

revealed that the questionnaire we adapted, S-STEM, had a remarkable satisfactory

both in validity and reliability. The Kaiser-Meyer-Olkin (KMO) Test and the Bartlett

Test then specify that the S-STEM questionnaire is suitable to run a factor analysis.

Furthermore, the overall tested Cronbach’s alpha of coefficient .83 indicates a high

reliability scale. Therefore, the instrument can be of use as reference or fuel for later

studies, especially in a more, wide ranged version of this current study, not only being

limited to a city.

All validity and reliability aside, the focus of this study revolves around answering

the presented research questions brought upon by the researchers with eagerness to

suffice the main question whether how well interested students of this age are towards

STEM. This could only be answered by the instrument which focuses on determining
 24

the level of interest through thorough assessment regarding STEM-related subjects.

With this we were able to collate enough data and subject responses through analysis.

The first vital analysis was made to identify how strongly defined the constructs were.

It was shown that a number of the constructs appear to be strong factors that could then

affect a student’s interest towards a certain STEM subject. This claim could be

validated and observed further through tables presented in the factor analysis section of

the study. Furthermore, looking into the results, we can then conclude as much that

there is a significance with the constructs being able to determine levels of interest. In

a recent study, it was reported that the relationship between the interest and confidence

of students in Mathematics, one of STEM’s related subjects, and them pursuing the

STEM strand was moderately high and significant (Dumapias, A.& Tabuzo, V.T.,

2019). Thus, further imposing the reliability of the instrument. Moreover, the results of

the item analysis is what we truly believed to have delivered the closure and answer for

this study. It is indicated from the conducted analysis of items present in the instrument

or most commonly referred to as constructs, that a vast number of responses were

noticeably in-line with the range 3 which denotes a Neither Agree or Disagree

response. It is observed in each section (Mathematics, Science and Engineering and

Technology) Which leaves us with the answer, that most students are indifferent

towards STEM related subjects thus also neutral in taking an interest with STEM

strand as a whole. It seems like STEM’s future with succeeding learners is granted a

bit unpredictable. However, this could still be taken in as an approach towards a

positive side of things; with the results remaining unforeseeable, there’s still an open

space for rebounds since the results weren’t absolute.

 25

CONCLUSION
4.1 Summary of Findings

Knowing STEM’s vital role in the industry and community, measuring students’

interest in STEM is important. The situation we are currently facing, the COVID-19

pandemic, where a large number of professionals, like doctors, nurses, and researchers

are needed. With doctors and nurses being the highly demanded personnel, in order to

assess and cater to the influx of patients, while the researchers constantly look for an

effective vaccine, that could be the cure for the virus. By measuring the students’

interest towards STEM, we are able to see possible STEM learners and secure more

STEM practitioners in the future. The results impose a neutral interest with STEM.

Mathematics' strong factor, math is their worst subject, with this factor, they are likely

not to consider STEM as their stand in senior high school; with math being STEM’s

base subject. According to Nicolidou and Philippou (2003), as children got to school

for the first time, they are mostly optimistic in terms of mathematics. As they grow,

their places at high school become less optimistic and mostly pessimistic. For science,

the strong factors are, the students are sure of themselves when doing science, and they

would also consider a career in science. It showed that the students can be interested in

STEM, since the factors impose a significance in terms of having an impact for the

interest in the science subject. This could’ve been caused by students receiving

effective teaching and learning, that makes them interested in this subject (Becker and

Park, 2011). For engineering and technology, the only strong factor is that students

tend to imagine creating new products. This indicates that this is the only factor that
 26

could somehow lead them on choosing STEM as their strand. And are likely to take

courses among the engineering field, since they are known to creatively find ways on

everyone’s life.

4.2 Pedagogical Implications

This study will be significant as it will benefit and help the aforementioned

understand the situation that will help contribute to the growth and development of

STEM related courses. The Philippines is in dreadful lack in this field, resulting in a

country lagging behind researchers and limited budget allocation. This research aims to

shed light to the following:

4.3. Reflection

Students

This study is significant to the students because it will give them in-depth

knowledge concerning their interests towards STEM. It will let them understand the

reasons why their attitude correlates to interests.

People in media would benefit from the study because it will help them anticipate

what could happen in the coming years -the changes they need to undergo, the

innovations they need to adapt equipped with the same dilemma gives more light to

them. The study will give opportunity to possible doctors, nurses, and researchers that

are needed in the future.

Teachers

The study is beneficial to educators, most especially those in rural areas, because it
 27

will give the school learning, but also to reecho the information they garnered from

this research. The idea is to not just stick in imparting lessons based on books and

reading materials but also to make the lessons more interesting and interactive, so that

the students will be more interested in the subject.

Future Researchers

This research study can be of help to those who will conduct research in the future

about the students’ interest towards STEM because this could serve as a reference for

them of the plight and issues propagated during the COVID-19 pandemic.

4.4 Recommendation

The current study is expected to know how students’ interest towards STEM affects

the growth and development of related courses. We propose to future researchers to

shed light for the lack of possible doctors, nurses, and researchers that are needed in

the future. To the future researchers, who will continue with this research, we likewise

propose they ought to notice the potentials that can influence the changes and

innovations within the field.

 28

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6.1 Appendices
 35

6.2. Demographics

Demographics will allow the researcher to identify a specific student, or background

information for the respondent. This analysis will look for the demographic profile of the

project. Students with regard to their name, gender (male and female), age (15, 16, 17 and

above), grade (10) and section (1, 2, 3, 4 and 5).

6.3 Survey Questionnaire

Directions: There are lists of statements on the following pages. The details that will be

gathered from this survey will only be used for this analysis and there will be no leakage of

private information. Please read the following statements carefully. There will be no right or

wrong answers. Mark your answer sheets given below by shading the circles inside the box.

Grade 10 Students’ Interest Toward STEM

Name (optional): _____________________________________________________

Age: 15-16[ ] 17-18[ ] 19-20[ ] Others (please specify): ______________

Sex: Male [ ] Female [ ]

Section: 1-5[ ] 6-10[ ] 11-15[ ] 16-20[ ] Others (please specify): __________

School: _____________________________________________________________

Mathematics
 36

Neither
Strong Strong
Disagr Agree Agree
ly ee ly
nor
Disagr Agre
Disagre
ee e
e
1. Math has been my worst
subject. ○ ○ ○ ○ ○
2. I would consider choosing a
career that uses math. ○ ○ ○ ○ ○
3. Math is hard for me.
○ ○ ○ ○ ○
4. I am the type of student to do
well in math. ○ ○ ○ ○ ○
5. I can handle most subjects
well, but I cannot do a ○ ○ ○ ○ ○
good
job with math.
6. I am sure I could do advanced
work in math. ○ ○ ○ ○ ○
7. I can get good grades in math.
○ ○ ○ ○ ○
8. I am good at math.
○ ○ ○ ○ ○

Science

Neither
Strong Agree Strong
Disagr Agree
ly ly
ee nor
Disagr Disagr Agre
ee ee e
9. I am sure of myself when I do
science. ○ ○ ○ ○ ○
10. I would consider a career in
science. ○ ○ ○ ○ ○
11. I expect to use science when
I ○ ○ ○ ○ ○
get out of school.
 37

12. Knowing science will help

me earn a living. ○ ○ ○ ○ ○
13. I will need science for my
future work. ○ ○ ○ ○ ○
14. I know I can do well in
science. ○ ○ ○ ○ ○
15. Science will be important to
me in my life’s work. ○ ○ ○ ○ ○
16. I can handle most subjects
well, but I cannot do a ○ ○ ○ ○ ○
good job with science.
17. I am sure I could do advanced
work in science.
○ ○ ○ ○ ○
Engineering and Technology
Engineers use math, science, and creativity to research and solve problems
that improve
Please everyone’s
read this paragraph lifeyou
before andanswer
to invent new products. There are many
the questions.
different types of engineering, such as chemical, electrical, computer,
mechanical, civil, environmental, and biomedical. Engineers design and
improve things like bridges, cars, fabrics, foods, and virtual reality amusement
parks. Technologists implement the designs that engineers develop; they
build, test, and maintain products and processes.

.
 38

Source: Unfried, A., Faber, M., & Wiebe, E. (2014). Gender and student attitudes toward

science, technology, engineering, and mathematics

39
40