PR 1
PR 1
A Qualitative Research
presented to the Family of San Pablo National High School
Aduabe, Genree P.
Brobo, Rhean Charity C.
Merontos, Nove-Jean M.
Plaida, Regine Gay G.
Tagalogon, Mariel S.
Grade 11 - STEM
(Date of Completion)
TITLE PAGE
APPROVAL SHEET
ABSTRACT
AKNOWLEDGEMENT
DEDICATION
TABLE OF CONTENTS
Chapter 1
INTRODUCTION
Background of the Study
Theoretical/Conceptual Framework
Statement of the Problem
Importance/Significance of the Study
Scope and Limitation of the Study
Definition of Terms
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature
Chapter 3
RESEARCH METHODOLOGY
Research Design
Research Setting
Research Participant
Sampling Design
Research Instrument
Ethical Consideration
Data Gathering
Procedure
Data Analysis
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Chapter I
INTRODUCTION
In the realm of education, the fields of Science, Technology, Engineering, and Mathematics
(STEM) play a pivotal role in shaping the future of our society. The development of STEM skills is
crucial for fostering innovation, driving economic growth, and addressing complex global
challenges. However, despite the growing emphasis on STEM education, there exist significant
challenges that hinder effective learning and engagement among students, particularly in Grade 11
and 12, a critical juncture in their academic journey (Henry, et.al. 2019).
This research paper delves into the multifaceted challenges faced by Grade 11 and 12
students in STEM learning. By focusing on this specific cohort, we aim to gain a deeper
understanding of the unique obstacles that impact their ability to excel in STEM subjects. Through
an exploration of these challenges, we seek to identify potential solutions and strategies to enhance
The significance of this research lies in its potential to inform educators, policymakers, and
stakeholders about the specific hurdles that impede STEM learning at this crucial stage of academic
development. By shedding light on these challenges, we can work towards implementing targeted
interventions that support Grade 11 students in overcoming obstacles and thriving in STEM
disciplines.
This chapter sets the stage for the subsequent sections of the research paper, which will delve
into the specific challenges faced by Grade 11 students in STEM learning, analyze the underlying
factors contributing to these challenges, and propose actionable recommendations to address them.
Through this comprehensive examination, we aim to contribute valuable insights to the ongoing
discourse on enhancing STEM education and empowering students to succeed in these critical fields.
In the Philippines, Senior High School students face various challenges in Science,
crucial for improving the quality of STEM learning and enhancing student outcomes. Here is a
comprehensive background study on the challenges faced by Filipino Senior High School students in
STEM education:
1. Limited Access to Technology: Many schools lack updated technology and equipment necessary
2. Inadequate Laboratory Facilities: Insufficient laboratory facilities and materials restrict students
from conducting experiments and practical applications, limiting their understanding of STEM
concepts.
1. Shortage of Qualified STEM Teachers: The scarcity of competent STEM educators leads to
subpar teaching quality and impacts students' comprehension of complex STEM subjects.
pedagogy and content knowledge hinder their ability to deliver engaging and effective lessons.
Curriculum Challenges
1. Overloaded Curriculum: The extensive STEM curriculum leaves little room for in-depth
exploration of topics, forcing students to rush through concepts without fully grasping them.
2. Relevance of Content: Outdated or irrelevant STEM content fails to engage students and connect
Socioeconomic Factors
2. Gender Disparities: Gender stereotypes and societal norms may discourage female students from
Language Barriers
1. English Proficiency: Difficulty in understanding English, the language of instruction for many
STEM subjects, poses a significant barrier for students, affecting their comprehension and
performance.
1. Enhanced Resource Allocation: Increase funding for STEM education to improve infrastructure,
concepts, update content to reflect current trends, and incorporate more hands-on learning
opportunities.
4. Community Engagement: Encourage partnerships with industry experts, universities, and STEM
professionals to provide mentor ship, internships, and exposure to real-world STEM applications.
5. Promote Exclusivity: Implement initiatives to address gender disparities, provide scholarships for
underprivileged students, and offer support for English language proficiency development.
High School students can overcome barriers to STEM learning, fostering a more inclusive, engaging,
Theoretical Framework
The theoretical framework of challenges in STEM learning encompasses various factors that
influence students' approaches to academic challenges and responses to failure in STEM learning
environments. Key elements include mindset, which refers to individuals' implicit theories of
intelligence and their beliefs about the nature of abilities and success. Additionally, the framework
emphasizes the importance of active learning techniques over traditional lecturing, the integration of
cooperative learning as principles for instructional practices in integrated STEM education. Teachers'
struggles to make connections across STEM disciplines, students' disinterest in isolated and
disjointed learning, and the need for cohesive understanding of STEM education are highlighted
challenges within this framework. Moreover, the framework underscores the significance of
authentic contexts, complex, realistic problems, and multiple access points to concepts to engage
students effectively in STEM content. These elements collectively contribute to shaping students'
engagement, motivation, and learning outcomes in STEM education (M A Henry et, al 2019).
effective engagement and learning within these disciplines is critical for students at the senior high
school level. However, numerous obstacles hinder the successful implementation and experience of
STEM education. Through this study, we aim to identify and scrutinize the specific challenges that
senior high students face in STEM learning. These challenges may include limited access to
adequate laboratory facilities, resource constraints, and barriers in the course structure that impede
student engagement, leading to issues with time management, as well as heightened stress and
anxiety (James et al., 2020). Furthermore, the struggle to effectively implement the redesigned senior
high school curriculum, which introduces additional academic levels, reveals systemic issues related
to the provision of necessary infrastructure, such as buildings, classrooms, and educational materials,
both in public and private education sectors (Cogal, 2019). Additionally, there may be barriers due to
inflexible student schedules that limit STEM integration (Margot & Kettler, 2019). This study seeks
to explore these multidimensional barriers and propose feasible solutions to enhance the STEM
learning experience for senior high students, facilitate better curriculum implementation, and
ultimately prepare students for future success in their respective fields and careers. The study will be
conducted during the school year 2023-2024. It focuses on STEM Students of San Pablo National
High School as the main research participants. The study aims to answer the central questions “How
do challenges in STEM learning impact senior high school students, and what interventions or
approaches can be implemented to address these challenges and enhance STEM education outcomes
1. What are the challenges that senior high students face in STEM learning, particularly in
disadvantaged areas?
2. How can STEM learning be made more engaging and relevant for senior high school students,
Students: The study will help students understand the challenges they face in their STEM education
and provide insights into how they can overcome these challenges. By identifying the obstacles,
students can develop strategies to address them, such as seeking help from teachers, peers, or
Parents: The study will provide parents with valuable information about the challenges their children
face in STEM learning. This knowledge can help parents support their children by providing
guidance, encouragement, and resources to help them succeed in their STEM education.
Additionally, the study can help parents understand the importance of STEM education and the
learning and provide insights into how they can address these challenges in their teaching. By
identifying the obstacles, teachers can develop strategies to support their students, such as providing
additional resources, clarifying difficult concepts, and creating a more engaging learning
environment.
Educators: The study will enhance pedagogical skills, encourage collaboration and communication
among educators, administrators, and policymakers, and provide insights into student concerns and
assessment concerns. This can help educators improve their qualifications, develop more effective
assessment strategies, and create more engaging and effective STEM programs.
Curriculum planners: The study will provide curriculum planners with valuable information about
the challenges faced by students in their STEM education. This knowledge can help curriculum
planners develop more effective and engaging STEM curricula that address the specific needs of
Filipino students. Additionally, the study can help curriculum planners identify areas where
improvements can be made in the current curriculum to better support students in their STEM
learning.
Future researchers: The study will contribute to the existing body of research on STEM education in
the Philippines and provide valuable insights for future researchers in the field. By identifying the
challenges faced by Filipino Senior High School Students in their STEM education, future
researchers can build upon this study to develop more comprehensive and effective strategies for
supporting students in their STEM learning. Additionally, the study can help inform policy decisions
related to STEM education in the Philippines, ensuring that the needs of students are addressed in the
This study aims to investigate the challenges faced by San Pablo National High School senior high
school students in STEM learning. The study will focus on the following areas:
1. Identifying the challenges faced by Filipino senior high school students in STEM learning,
including adjusting to a new setup, poor internet connection, power interruption, lack of motivation,
2. Understanding the impact of these challenges on students' learning outcomes and their potential to
3. Exploring strategies to address these challenges and support students in their STEM learning.
This study is delimited to senior high school students in San Pablo National High Schools. The
study will focus on the challenges faced by students in STEM subjects, including mathematics,
science, and technology. The study will not include students in private schools or students in other
countries. The study will focus on the challenges faced by students during this year, and the
strategies to address these challenges may not be applicable to other contexts. The study will not
include an in-depth analysis of the impact of these challenges on students' mental health and well-
being. The study will rely on self-reported data from students and may not fully capture the
Definition of Terms
It is essential to define key terms to ensure clarity and understanding of the research topic. Here are
and learning in the areas of science, technology, engineering, and mathematics. It aims to integrate
Senior High School Students: Senior high school students refer to learners who are in the last two
years of high school education before entering college of the workforce. In the Philippine education
system, senior high school students typically range from Grade 11 to Grade 12.
Challenges: Challenges in this context refer to obstacles, difficulties, or barriers that hinder the
effective teaching and learning subjects among senior high school students. These challenges may
include academic, social, economic, or institutional factors that impact students’ performance and
Learning: Learning encompasses the acquisition of knowledge, skills, and competencies through
educational experiences. In the context of STEM learning, it involves the process of understanding
engineering.
Filipino: Filipino in this study refers to individuals who are citizens or residents of the Philippines. It
encompasses the diverse cultural, linguistic, and socio-economic backgrounds of the Filipino
population
analyze data, and draw conclusions about a specific topic or problem. In this case, the research study
focuses on examining the challenges faced by Filipino Senior High School students in STEM
learning.
By defining these terms and any additional relevant terms specific to our research study, we can
ensure that our research is well-defined, focused, and easily understood by our audience (Suhirman,
Related Literature
The literature review on the challenges in STEM education for Filipino senior high school students
highlights several key areas of concern. The first study, "A Literature Review That Leads to
Effective Pedagogy in STEM Learning," discusses the pedagogical challenges faced by STEM
teachers, including the lack of resources, limited teacher support, and the need for effective
The second study, "Challenges in STEM Learning A Case of Filipino High School Students,"
explores the challenges faced by Filipino high school students in their STEM education, including
access to STEM-related resources outside of school, willingness to collaborate with peers on STEM
projects, and challenges in specific STEM subjects (Rogayan Jr. et al., 2021).
The third study, "Understanding intrinsic challenges to STEM instructional practices for pre-service
teachers," focuses on the intrinsic challenges faced by STEM teachers, including the lack of
the lack of time for collaborative planning and integrating content from different disciplines
The fourth study, "Teachers' perception of STEM integration and education," highlights the
importance of STEM education and the positive impact it has on student learning and outcomes.
However, the study also notes the lack of evidence of engineering decisions being explicitly made by
teachers and students, and the need for cross-curricular connections to give students necessary skills
The fifth study, "Challenges to the implementation of STEM education in the Bono East Region of
Ghana," discusses the challenges faced in implementing STEM education in Ghana, including
inadequate STEM teaching-learning materials, limited certified STEM teachers, lack of STEM-
dedicated infrastructure, and inadequate professional development for teachers (Heliyon 2023).
Overall, these studies highlight the need for effective pedagogy, access to resources, cross-curricular
connections, and professional development for teachers to overcome the challenges faced in STEM
education. The studies also emphasize the importance of STEM education in preparing students for
Chapter 3
RESEARCH METHODOLOGY
Research Design