POBLACION, SAN PABLO, ZAMBOANGA DEL SUR

SAN BABLO NATIONAL HIGH SCHOOL

CHALLENGES IN STEM LEARNING FOR FILIPINO SENIOR HIGH SCHOOL

STUDENT

A Qualitative Research
presented to the Family of San Pablo National High School

in partial fulfillment of the requirements in

PRACTICAL RESEARCH 1

Aduabe, Genree P.
Brobo, Rhean Charity C.
Merontos, Nove-Jean M.
Plaida, Regine Gay G.
Tagalogon, Mariel S.

Grade 11 - STEM

Mrs. Fredelita Pamplona

Practical Research 1 Adviser

(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

STEM education outcomes for Grade 11 and 12 students.

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.

Background of the Study

In the Philippines, Senior High School students face various challenges in Science,

Technology, Engineering, and Mathematics (STEM) education. Understanding these challenges is

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:

Lack of Resources and Facilities

1. Limited Access to Technology: Many schools lack updated technology and equipment necessary

for effective STEM education, hindering hands-on learning experiences.

2. Inadequate Laboratory Facilities: Insufficient laboratory facilities and materials restrict students

from conducting experiments and practical applications, limiting their understanding of STEM

concepts.

Teacher Competency and Training

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.

2. Lack of Professional Development: Inadequate training opportunities for teachers in STEM

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

theoretical knowledge to real-world applications, diminishing interest in STEM fields.

Socioeconomic Factors

1. Financial Constraints: Economic challenges prevent students from accessing supplementary

resources, attending STEM-related events, or pursuing extracurricular STEM activities.

2. Gender Disparities: Gender stereotypes and societal norms may discourage female students from

pursuing STEM subjects, limiting diversity and talent in these fields.

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.

Recommendations for Addressing Challenges

1. Enhanced Resource Allocation: Increase funding for STEM education to improve infrastructure,

provide updated technology, and enhance laboratory facilities.

2. Teacher Training Programs: Implement continuous professional development programs to

enhance STEM educators' skills and knowledge.

3. Curriculum Review and Revision: Streamline the STEM curriculum to focus on essential

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.

By addressing these challenges and implementing targeted interventions, Filipino Senior

High School students can overcome barriers to STEM learning, fostering a more inclusive, engaging,

and effective educational environment.

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

STEM content, problem-centered learning, inquiry-based learning, design-based learning, and

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).

Statement of the Problem

In the current advancements of science, technology, engineering, and mathematics, ensuring

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

for students in this educational level?”

The following questions are created to guide the study:

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,

particularly those who are underrepresented in STEM fields?

3. How does STEM students

Importance/Significance of the Study

The result of this study will be beneficial to the following:

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

mentors, and engaging in extracurricular activities related to STEM.

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

potential benefits it can have for their children's future careers.

Teachers: The study will help teachers understand the challenges their students face in STEM

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

development of STEM curricula and educational policies.

Scope and Limitations of the Study

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,

lack of presence of teachers, and learning loss.

2. Understanding the impact of these challenges on students' learning outcomes and their potential to

hinder their progress in STEM education.

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

complexity of the challenges faced by students in STEM learning.

Definition of Terms

It is essential to define key terms to ensure clarity and understanding of the research topic. Here are

some suggested definitions of terms that may relevant to our study:

STEM (Science, Technology, Engineering, and Mathematics): STEM education focuses on teaching

and learning in the areas of science, technology, engineering, and mathematics. It aims to integrate

these disciplines to promote problem-solving, critical thinking, and innovation.

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

engagement in STEM education.

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

scientific concepts, applying mathematical principles, and problem-solving in technology and

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

Research Study: A research study is a systematic investigation designed to gather information,

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,

S., & Prayogi, S. 2023).

 Chapter 2

REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK

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

integration of STEM subjects (Suhirman, S., & Prayogi, S. 2023).

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

understanding of engineering education, the interdisciplinary nature of STEM-based curricula, and

the lack of time for collaborative planning and integrating content from different disciplines

(Dong,Y., Wang, J., Yang, Y et al).

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

to approach real-world problems (Margot, KC 2019).

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

the future and addressing real-world problems.

Chapter 3

RESEARCH METHODOLOGY

Research Design