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HUA SIONG COLLEGE OF ILOILO

SENIOR HIGH SCHOOL


Iloilo City

Factors Affecting Grade 12 STEM Students’ Choice of Pursuing Medical and

Healthcare Courses in College

Sergio Sanchez III

Stewart Chen

Isaiah James Chua

Christian Plana

Chapter 1

Introduction of the Study

Chapter One consists of seven parts: (1) Background of the Study, (2)

Theoretical Framework of the Study, (3) Statement of the Problem, (4) Hypotheses, (5)

Definition of Terms, (6) Scope and Delimitation of the Study, and (7) Significance of the

Study.

Part One, Background of the Study, presents an overview of the study.

Part Two, Theoretical Framework of the Study, illustrates the theories and

framework on which the study was founded.

Part Three, Statement of the Problem, enumerates the general and specific

problems of the study.


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Part Four, Hypotheses, presents the assumption of the researchers on the study.

Part Five, Definition of Terms, includes the conceptual and operational definitions

of the important terms used in the study.

Part Six, Scope and Delimitation of the Study, specifies the coverage and scope

of the study.

Part Seven, Significance of the Study, explains the benefits acquired from the

results of the study.

Background of the Study

With the recent implementation of the Republic Act No. 10533, more popularly

known as the Enhanced Basic Education Act of 2013, there had been major changes in

the Philippine educational system. The old curriculum which was only made up of ten

years of basic education was changed. Moreover, the enhanced basic education program

encompasses at least one (1) year of kindergarten education, six (6) years of

elementary education, and six (6) years of secondary education, in that sequence.

Secondary education includes four (4) years of junior high school and two (2) years of

senior high school education (Official Gazette of the Philippines, 2013).

Furthermore, according to CIIT College of Arts and Technology (2018), there

are several tracks in the senior high school curriculum namely Technical-Vocational-

Livelihood (TVL) Track, Sports Track, Arts and Design Track, and Academic Track. These

tracks cater to the different aptitude and interest of Filipino learners. Technical-
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Vocational-Livelihood (TVL) Track caters to students who are already eligible and

qualified work while sports track is developed to equip Filipino learners with sports-

relevant and physical fitness and safety knowledge. Consequently, this appeals to

students who wish to venture into athletics, fitness, and recreational industries. Arts and

Design Track, on the other hand, refers to the strand that caters learners with penchant

for the art and want to hone their skills in visual design and the performing arts. Lastly,

academic track is a track that appeals to those who will be pursuing college education.

This track aims to prepare students to more advanced university courses and is divided

into degree-specific courses.

Moreover, several strands compose the Academic Track. These strands are

namely Accountancy, Business, and Management (ABM), Humanities and Social Sciences

(HUMSS), General Academic Strand (GAS), and Science, Technology, Engineering, and

Mathematics.

Therefore, those who are interested to pursue medical and healthcare related

courses are to undergo the STEM Strand. As this strand will develop the students’ ability

to evaluate simple to complex societal problems and be responsive and active in the

formulation of its solution through the application and integration of scientific,

technological, engineering, and mathematical concepts as it prepares them to pursue

college degrees that focuses on the enigma of the natural world thereby leading them to

become future scientists, technological analysts and experts, engineers, mathematicians,

medical experts, and the like (University of San Recoletos, 2017).


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On the other hand, based from the list of in demand courses from 2014 to 2017,

health sciences ranked fourth with ten percent from the total number of response. This

only shows that there has been an increase in the number enrollees in the field of

medicine and healthcare these past few years (Commission on Higher Education, 2016).

Given the fact that the pioneer batch of the recently-implemented curriculum is

graduating this year, the researchers deemed it necessary to create a demographic

profile of students’ pursuing medical and healthcare course. This study probed the

reasons and motives of learners for pursuing medical courses

This research aimed to probe on the underlying reasons learners pursue health

sciences. This kind of information is necessary to meet the increasing demands placed

on 21st century medicine and healthcare. Another goal was to compare the responses

among the respondents used in this study.

Conceptual Framework of the Study

Independent Variable Dependent Variable

Grade 12 STEM Students

 Sex Choice of Taking Medical


 Campus and Healthcare Courses
 Age
 Family Income
 Reasons

Figure 1. The research paradigm


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Statement of the Problem

The study aimed to provide a systematic demographic profile of Grade 12 STEM

(Science, Technology, Engineering, and Mathematics) students pursuing healthcare and

medical courses in college and to probe on the underlying reasons learners want to

pursue medical and healthcare courses in college.

Specifically, this study sought to answer the following questions:

1. What is the percentage of Grade STEM students pursuing medical and

healthcare courses in college when taken as a whole and grouped according

sex, age, campus, and family income?

2. What are the preferred courses that Grade 12 STEM students plan to pursue

in college?

3. What are the reasons of Grade 12 STEM Student for planning to pursue

medical and healthcare courses in college?

4. Is there a significant difference in the choice of courses and reasons of Grade

12 STEM student for pursuing medical and healthcare related courses when

taken as a whole and grouped according to campus, sex, age, and family

income?

5. Is there a significant relationship among the variables used in the study?


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Hypotheses

Based on the following questions, here are the hypotheses that were tested in

the study:

1. There is no significant difference in the choice of courses and reasons of 12

STEM student for pursuing medical and healthcare related courses.

2. There is no significant relationship in the choice of courses and reasons of 12

STEM student for pursuing medical and healthcare related courses.

Definition of Terms

The conceptual and operational terms used in the study are presented below for

easier and fluid comprehension of the research.

Factors. This refers to something that helps produce or influence a result: one of

the things that cause something to happen (Merriam-Webster Dictionary, 2017).

In this study, this refers to the components possibly affecting the choice of the

respondents for pursuing healthcare or medical course.

Choice. According to Merriam-Webster Dictionary (2017), this refers to the option

selected after the act of choosing.

In this study, this refers to any medical or healthcare course chosen by the

respondents as a course in college.


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Grade 12. According to Department of Education (2018), this refers to the second

year of the senior high school curriculum, and the last year in the basic education

curriculum.

In this study, this refers to the grade level the respondents of this study were

taken from.

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

to Hom (2014), STEM is a curriculum based on the idea of educating students in four

specific disciplines — science, technology, engineering and mathematics.

In this study, this refers to the strand the respondents were enrolled in.

Student. According to Merriam-Webster Dictionary, a person that attends

school.

In this study, this refers to the respondents where the information was gathered

from.

Medical and Healthcare. According to (Reina, 2014), a portal through which a

physician and other medical staff can step into the history of a patient about prior care,

understand current diagnosis and status, and subsequently create a treatment plan.

In this study this referred the courses the respondents are interested to pursue

in college.

Courses. According to Merriam-Webster (2018), this refers to a series of classes

about a particular subject in a school.


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In this study, this refers to the healthcare and medical courses the respondents

intend to take in college.

Scope and Delimitation

This study is descriptive-correlational in nature and is focused on the choice of

pursuing medical and healthcare of Grade 12 STEM Students from both Main and

Ledesco Campuses of Hua Siong College of Iloilo, Inc. and its relationship to the

predictor variables – sex, age, family income, campus, and reason for pursuing a career

in medicine or healthcare. The sample is composed of students from both campuses of

the aforementioned school.

The study involved 37 graduating senior high school students pursuing Science,

Technology, Engineering, and Mathematics (STEM) as a strand during the SY 2017 –

2018. The respondents were identified through purposive sampling after the names of

those intending to pursue courses in medicine and healthcare were identified through a

survey prior to the conduct of this research.

The independent variables considered were sex, school campus, age, family

income, and reasons for pursuing medical or healthcare courses whereas the dependent

variable was their choice of pursuing a medical or healthcare course.

Frequency count was used for descriptive statistics while Mann-Whitney U test,

Kruskal-Wallis, and Chi-Square test were employed for inferential data. The level of

acceptance for relationship and difference was set at 0.05 alpha level.
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Significance of the Study

The results obtained from this research will benefit the following:

Parents. The researchers give highlight to parents as the study will provide

significant details to parents to prepare their children for college.

Students. The researchers will also benefit students who will be pursuing

medical and healthcare courses. The aim of this study is to determine the statistics of

students taking STEM (Science, Technology, Engineering, and Mathematics) and their

reasons and how they affect the respondents’ future.

School Administrators. By understanding the profile of grade 12 STEM

students, the administrators will be guided in planning, evaluating and possibly

modifying the school rules and policies to make the institution more attractive and

responsive to the needs of future students.

Future Researchers. The data revealed in this research can serve as database

for future research activities.


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Chapter 2

Review of Related Literature

Chapter Two is divided into five parts: (1) Science, Engineering, Technology, and

Mathematics (STEM) Education, (2) STEM Education in the Philippines, and (3) Medical

and Healthcare Degree, Courses, and Careers.

Part One, Science, Engineering, Technology, and Mathematics (STEM) Education,

explicates what the STEM Strand is all about from a global perspective.

Part Two, STEM Education in the Philippines, further discusses the STEM Strand and

its implementation in the Philippine context.

Part Three, Medical and Healthcare Courses and Careers, explains what medical and

healthcare courses are and enumerates the possibilities in pursuing a profession in the

medical and healthcare science.

Science, Engineering, Technology, and Mathematics (STEM) Education

STEM is a curriculum based on the idea of educating students in four specific

disciplines — science, technology, engineering and mathematics — in an interdisciplinary

and applied approach. Rather than teach the four disciplines as separate and discrete

subjects, STEM integrates them into a cohesive learning paradigm based on real-world

applications. According to the U.S. Department of Education (2017), only 16 percent of

high school students are interested in a STEM career and have proven a proficiency in
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mathematics. In 2017, about 28 percent of high school freshmen declare an interest in a

STEM-related field, a department website says, but 57 percent of these students will

lose interest by the time they graduate from high school.

The Department of Education now offers a number of STEM-based programs,

including research programs with a STEM emphasis, STEM grant selection programs and

general programs that support STEM education. According to a report by the website

STEMconnector.org, by 2018, projections estimate the need for 8.65 million workers in

STEM-related jobs.

In high school, STEM is the program of study focuses on the application of the

subjects in a challenging and rigorous manner. Courses and pathways are now available

in STEM fields and occupations, as well as preparation for post-secondary education and

employment. More emphasis is placed on bridging in-school and out-of-school STEM

opportunities.

Much of the STEM curriculum is aimed toward attracting underrepresented

populations. Female students, for example, are significantly less likely to pursue a

college major or career. Though this is nothing new, the gap is increasing at a

significant rate. Male students are also more likely to pursue engineering and technology

fields, while female students prefer science fields, like biology, chemistry, and marine

biology. Overall, male students are three times more likely to be interested in pursuing a

STEM career.
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Ethnically, Asian students have historically displayed the highest level of interest

in the STEM fields. Prior to 2001, students of an African-American background also

showed high levels of interest in STEM fields, second only to the Asian demographic.

However, since then, African-American interest in STEM has dropped dramatically to

lower than any other ethnicity. Other ethnicities with high STEM interest include

American Indian students.

STEM is the acronym for Science, Technology, Engineering, and Mathematics,

and encompasses a vast array of subjects that fall into each of those terms. While it is

almost impossible to list every discipline, some common STEM areas include: aerospace

engineering, astrophysics, astronomy, biochemistry, biomechanics, chemical

engineering, chemistry, civil engineering, computer science, mathematical biology,

nanotechnology, neurobiology, nuclear physics, physics, and robotics, among many,

many others. As evidenced by the multitude of disciplines, it’s clear that STEM fields

affect virtually every component of our everyday lives.

Students are extremely curious and impressionable, so instilling an interest at an

early age could spark a lasting desire to pursue a career in any of these fields. By the

time a student is ready to enter the work force, they must have enough knowledge to

make invaluable contributions to our nation’s STEM industries. It is also important that

schools have an ample amount of teachers who are experts in STEM, and these subjects

should always be considered as high demand subjects. Teachers who follow an

alternative route to teacher certification are at an advantage to teach in a STEM field if

they majored in one, or are transitioning from a STEM-related career.


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Effects of STEM Education

In the technological age where they live and survive, the STEM education is their

way to prosperity. It provides the responded to nurture their skills and obtain best

education opportunities to take part in innovative developments. STEM education is

project based learning through which children learn to apply the hand on skills to

develop innovative projects and solve complex problems in the real world scenario.

In the list of ten most wanted professions, the STEM careers hold a significantly

high place in the list. The Researched by the lasted research in the United States that

most wanted employees in the United States hold the STEM degrees and possess skills

to make the significant contribution in STEM careers like engineering, computer science,

and robotics. The Labor Department of United States revealed that ten fastest growing

occupations in the country are related to STEM: Network systems and data

communication managers, biomedical engineers, medical scientists, physician assistants,

biochemists, and financial examiners.

All of the professions are related to a STEM education and career. The

professionals have extraordinary skills to solve critical problems of the real world and

fight the odds to eliminate the plague of diseases from the world like cancer, aids and

world hunger.

Though STEM education, the students can better understand the social and

economic conditions of a country; the research it helps the students to choose the right

leaders in the elections who can lead their country towards a technological revolution.
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The students will lead the path of the future country and develop an infrastructure of

science

Because STEM education is important to produce future leaders and motivators,

the teachers and parents should always encourage students in the education system to

play a vital role in the development of STEM skills. The future generation of students will

learn from the current generation if the present generation is not capable of doing well

in STEM, the generations to come will also find it hard to embrace the technology which

will be dominant in every area of life in the 21st century.

Investing in the STEM education is equivalent to in future. The large

technological organizations like Apple, Microsoft, Oracle, Cisco, Sprint, and Gamin are all

STEM organizations to compete with the world in the areas that promote science and

technology. STEM careers are those who fuel the economy of the country. The STEM

education has a bright future in developed and developing countries. STEM education

will continuously engage students in learning the new technologies and apply their skills

to conduct new research. Parents will become more aware of the importance of STEM

education in the next few years, and they will proudly send their kids to technology

oriented schools.

STEM Education in the Philippines

Recent studies have shown that many students are getting more afraid of

Science and Mathematics subjects due to difficulty in understanding the abstract

concepts within. Some teachers found it difficult to motivate students to get engaged in
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Science, Technology, Engineering, Mathematics (STEM) focused subjects due to lack of

equipment and training. Despite studies showing that the next decade will bring an

increasing demand for science graduates, fewer students are opting for STEM-oriented

degrees. Addressing the lack of motivation and engagement of young people with STEM

subjects is critical to nurturing the next generation of scientists, doctors and engineers

who can contribute to the country’s productivity, growth and future role in globalization.

Endless research has proven that science is most successful with students when

automated data loggers and computerized devices are used in a hands-on learning

environment.

When science experiments are convenient to perform and used to solve every

day challenges then students can grasp the importance of the discipline as a whole and

the younger this starts the better. Hypothesizing and analyzing with early hands-on

science builds a key foundation for logical and reasoning skills and helps motivate high

school and university students to choose STEM subjects

Like most developing countries in the world, there is a huge gap in opportunities

to access quality science education between students from the high- and low-

socioeconomic strata of Philippine society. In establishing its own science, technology,

engineering, and mathematics (STEM) high school, despite limited public funding in

1964, the government embarked on a hopeful project for continuously building up its

scientific and technological work force to support modern economic development. The

initial focus on elite talent development, however, eventually had to give way to

legislative reforms that address issues of social equity. Greater accessibility for
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scholarships by underprivileged students in the provinces was accomplished, first,

through the regionalization of its admission system and then, later, through its

transformation into a network of science high schools across the nation. In my home

country, sustaining equitable access to STEM education also means enhancing school

participation through partnerships with community constituents and the private sector.

Medical and Healthcare Courses and Careers

Choosing a career is one of the more difficult choices any student can make. The

important thing is to have a firm idea of what it takes to enter the profession you desire.

For many students with the dream of becoming a physician, most only see that title at

its base value.

The medical profession is one of the most essential in modern society, so it

stands to reason that medical degrees are lengthy, demanding and altogether among

the most challenging and competitive paths to embark upon. Very few other subjects

rely so heavily on your confidence in yourself, absolute commitment to the field, and

desire to make a difference in real people’s lives. Those who choose to study medical

degrees will need a strong interest in the sciences, along with a passion for helping

others – and it’s a combination of these two factors that provides the motivation needed

to keep going through the many years of training required to become a fully qualified

doctor.
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Medical graduates can expect fairly secure career prospects (after all, society will

always need doctors), with significant financial rewards. Within medical careers,

however, you'll find a large amount of variation in salaries, depending on which medical

specializations you choose and the level of expertise you reach. A general practitioner,

for example, would not expect to earn as much as a neurologist or plastic surgeon.

The majority of medical degree graduates go on to become practicing physicians

– the traditional hands-on role of diagnosing and treating patients, working in a hospital

or surgery. As discussed in the previous section, there are many possible different

specializations here, ranging from general practice to highly specialized areas of

diagnosis and treatment. However, beyond roles based in hospitals and surgeries, there

are several other alternative settings for medical careers.

Meanwhile, According to heathcarestudies.com, a healthcare course is a program

of study that is appropriate for students seeking a medical or medical research degree.

It covers various subjects in depth, including anatomy and physiology, medicinal drugs

and interactions, and chemistry. Many times, medicine programs require courses in

psychology and statistics as well. Courses may include scientific writing and research as

well as practicums, internships, or even a thesis. The inclusion of these items depends

on various factors, such as the level of the program. A course in medicine will give a

student the knowledge he or she needs to pursue higher degrees in many medical

fields, such as anesthesiology, pharmacology, and general medicine or research. This

opens the doors to many employment opportunities and higher pay. Course cost is

usually dependent on several factors, such as the country the school is located in and
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how prestigious the institution is. Students should always contact the school of their

choice directly for more fee information. A course of study in medicine is a great way to

land quite a few jobs in a diverse and growing medical industry. Pharmacists, nurses,

anesthesiologists, and medical researchers all require the skills gleaned from a medical

course load. These jobs are typically found in a wide array of places, such as private and

public hospital settings and facilities, private medical offices, and academic research

facilities. No matter the degree level earned, a background in medicine is useful in many

employment areas.
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Chapter 3

Research Design and Methodology

This chapter consists of two parts (1) Research design and (2) Methodology.

Part One, Research Design, tackles the research perspective employed in this

research.

Part Two, Methodology, enumerates the procedure undertaken and the aspects

of data gathering and data analysis.

Research Design

This research is a quantitative research. Specifically, it made use of descriptive-

correlational research approach. According to Aliaga and Gunderson (2002), quantitative

research is a form of inquiry into a social-problems. It tries to explicate the existence of

phenomenon by gathering numerical data. As the study wanted to quantify variables

affecting students’ choice of course to pursue in college, descriptive research was

employed as this aimed to find out quantitative representatives for phenomenon. Also,

this study employed correlational research as it investigated the relationship and

interplay of the independent and dependent variables.


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Methodology

The Participants

The participants of this study were the 37 purposely selected students of Hua

Siong College of Iloilo, Inc. both from Main and Ledesco Campus who expressed their

interest to pursue medical and healthcare courses in college.

The Research Sampling Design

In obtaining the data, the researchers employed purposive sampling. Purposive

sampling is a type of sampling wherein the researchers do not simply study whoever is

available but rather use their judgment to select a sample that they believe, based on

prior information, will provide the data they need.

The Instrument

The research instrument used in this study is a questionnaire. A questionnaire is

a paper-based tool used for collecting information about a particular research interest

(Barrot, 2017). It contains list of questions or indicators that the participants need to

answer. The questionnaire required from the respondents information such as sex, age,

medical courses, choice, monthly salary, and purpose.


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Data Collection Procedure

Development of Instruments

Identifying and Sampling


Statistical Analysis
of Participants

Asking Permission from Administration of Questionnaires


Administrative Heads to Respondents

Figure 2. The data collection process


Data Analysis Procedure

This study made use of the following statistical tools below to analyze the data

collected.

Frequency Count. This refers to the statistical tool used to measure the

number of times an event occurs (Subong and Beldia, 2005). This statistical tool was

used to count the number of times a response was chosen specifically. This tool was

employed to profile the respondents and count their most preferred course and reasons.

Mann-Whitney U. The Mann-Whitney U test is a non-parametric alternative to

the t-test used when a researcher wishes to analyze ranked data. The researcher
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intermingles the scores of the two groups and then ranks them as if they were all from

just one group (Fraenkel and Wallen, 2008). This tool was used to analyze whether

there was a significant difference between the courses and reasons of the respondents

when grouped according to sex and school campus.

Kruskal-Wallis One Way Analysis of Variance. This instrument is used

every time is used every time a researcher has more than two independent groups

compare (Fraenkel and Wallen, 2008). This tool was used to analyze whether there was

a significant difference between the courses and reasons of the respondents when

grouped according to family income and age. .

The Chi-Square Test. The chi-square test is used to analyze data that are

reported in categories. This is used for comparisons of proportions and to find out

whether or not they have significant difference. This was used to determine whether

there was a relationship between their choice of course and reason for pursuing medical

and healthcare courses.


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Chapter 4

Results and discussions

This chapter consists of 8 parts: (1) Profile of Grade 12 STEM students

pursuing medical and healthcare courses in college, (2) Preferred medical and

healthcare courses of grade 12 STEM students, (3) reasons for pursuing medical and

healthcare related courses in college of grade 12 STEM students, (4) Mann-Whitney test

results for differences in course choices and reasons of grade 12 students when grouped

according to campus, (5) Mann-Whitney test results for differences in course choices

and reasons of grade 12 students when grouped according to sex, (6) Kruskal-Wallis

test results for differences in courses and reasons of grade 12 STEM students when

grouped according to family income, (7) Kruskal-Wallis test results for differences in

courses and reasons of grade 12 STEM students when grouped according to age, and

(8) Chi-Square Test Result for Significant Relationship among Campus, Sex, Age, Family

Income, Courses and Reasons of Grade 12 STEM Students.

Profile of grade 12 STEM students pursuing medical and health care related

courses in college.

The profile of Grade 12 STEM students pursuing medical and health care related

courses in college is shown in table 1.

According to the table, most of the grade 12 STEM students who want to pursue

medical-related courses in college are coming from the Main campus (N=27, 75.0 %) and
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only a few come from Ledesco campus (N=9, 25 %). When grouped according to Gender,

most of the respondents are female (N=28, 77.8 %). Also, when grouped according to

Age, the respondents coming from adolescent comes first with (N=31, 86.1 %), while

students who are young teens and young adult come with second and third respectively

with (N=3, 8.3 %), (N=2, 6.6 %). Lastly, when grouped according to family income, the

respondents that has average income comes first with (N=26, 72.2 %) followed by Low

and High Income placing second and third place respectively with (N=6 16.7%), (N=4,

11.1 %).

Table 1. Profile of Grade 12 STEM Students Pursuing Medical and Health Care Related
Courses in College

Category Frequency Percentage


Campus
Main 27 75.00%
Ledesco 9 25.00%
Gender
Male 8 22.2%
Female 28 77.8%
Age
Young Teens 3 8.3%
Adolescent 31 86.1%
Young Adult 2 5.6%
Family Income
Low 6 16.7%
Average 26 72.2%
High 4 11.1%

Scale for Age Scale for Family Income


Scale Description Scale Description
17 Young Teens Below 10K Low
18 Adolescents 30K Average
19 Young Adults Higher than 140K High
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Preferred Courses in College of Grade 12 STEM Students

The preferred courses in college of grade 12 STEM students are shown in table 2.

Based on the table the most preferred course of grade 12 STEM students is Medical

Technology (N=13, 36.1 % r=1) while Nursing and Pharmacy is second and third most

preferred course (N=9, 25 % r=2), and (N=6, 16.7 % r=3) respectively. Physical therapy

and Radiologic Technology is least preferred course of the grade 12 STEM students who

wanted to pursue medical and health care related course in college with (N=3, 8.3 % r=

5) and (N=1, 2.7 % r= 6) respectively.

Table 2. Preferred courses in college of grade 12 STEM students pursuing medical and
healthcare courses

Courses Frequency Percentage Rank


Medical Technology 13 36.1% 1
Nursing 9 25.0% 2
Pharmacy 6 16.7% 3
Dentistry 4 11.1% 4
Physical Therapy 3 8.3% 5
Radiologic Technology 1 2.7% 6

The reasons for pursuing medical and healthcare related courses in college of

grade 12 STEM students

The reasons for pursuing medical and healthcare related courses in college of

grade 12 STEM students are shown in table 3.

Most of Grade 12 STEM students’ reasons in pursuing medical related courses in

college is career opportunities (N=14, 8.0 %, r= 1) while aptitude and interest and
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stable job and safe career path are the third and second reasons why they choose to

pursue medical and health care related courses in college. (N=8, 22.2 % r= 3) and

(N=9, 25.0 % r= 2) respectively.

Table 3. Reasons for Pursuing Medical and Health Care Related Courses in College of
Grade 12 STEM Students

Reasons Frequency Percentage Rank


Career Opportunities 14 38.9% 1
Aptitude and Interest 8 22.2% 3
Stable Job and Safe Career Path 9 25.0% 2
Others 5 13.9% 4

Mann-Whitney U test results for differences in courses and reasons of grade 12

STEM students when grouped according to campus

The differences in course and reason of grade 12 STEM students when grouped

according to campus are shown in table 4.

The Mann-Whitney U test reveals no significant differences in courses of grade

12 STEM students when grouped according to campus (p= 0.192). The null hypothesis

of no significant difference in the courses of grade 12 STEM students when grouped

according to campus was accepted. This simply shows that both Main and Ledesco

grade 12 STEM students pursuing medical and health care related courses have the

same preferred course. However the Mann-Whitney test reveals a significant difference

in the reasons of choosing medical and health care related courses in college when

grouped according to campus (p=0.034). The null hypothesis of no significant difference


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in the reasons of grade 12 STEM students when grouped according to campus was

rejected. This means that students coming from both campuses have different reasons

for choosing medical and health care related courses in college.

Table 4. Mann-Whitney Test Results for Differences in Courses and Reasons of Grade 12
STEM Students When Grouped According to Campus

Z Asymp. Sig.
Courses 87.000 -1.306 .192
Reasons 66.000 -2.122 .034

Mann-Whitney Test Results for Differences in Courses and Reasons of Grade

12 STEM Students When Grouped According to Gender

Mann-Whitney test results for differences in courses and reasons of grade 12 STEM

students when grouped according to gender.

The differences in course and reason of grade 12 STEM students when grouped

according to gender are shown in table 5.

The Mann-Whitney test reveals no significant differences in courses of grade 12

STEM students when grouped according to gender (p= 0.270). The null hypothesis of no

significant difference in the courses of grade 12 STEM students when grouped according

to gender was accepted. This simply shows that both Male and Female grade 12 STEM

students pursuing medical and health care related courses have the same preferred

courses in college. Likewise the Mann-Whitney test reveals no significant difference in

the reasons of choosing medical and health care related courses in college when

grouped according to gender (p=0.858). The null hypothesis of no significant difference


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in the reasons of grade 12 STEM students when grouped according to gender was

accepted. This means that both male and female have the reasons for choosing medical

and health care related courses in college.

Table 5. Mann-Whitney Test Results for Differences in Courses and Reasons of Grade 12
STEM Students When Grouped According to Sex

Z Asymp. Sig.
Courses 84.000 -1.104 .270
Reasons 107.5000 -.179 .858

Kruskal-Wallis Test Results for Differences in Courses and Reasons of Grade

12 STEM Students When Grouped According to Family Income

The differences in course and reason of grade 12 STEM students when grouped

according to family income are shown in table 6.

Kruskal-Wallis test reveals no significant differences in courses of grade 12 STEM

students when grouped according to family income (p= 0.392). The null hypothesis of

no significant difference in the courses of grade 12 STEM students when grouped

according to family income was accepted. This simply shows that grade 12 STEM

students pursuing medical and health care related courses with low, average and high

family income have the same preferred courses in college. Likewise Kruskal-Wallis test

reveals no significant differences in the reasons of grade 12 STEM students when

grouped according to family income (p= 0.528). The null hypothesis of no significant

difference in the reasons of grade 12 STEM students when grouped according to family

income was accepted. This simply shows that grade 12 STEM students pursuing medical
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and health care related courses with low, average and high family income have the

same reasons for choosing medical and health care related courses in college.

Table 6. Kruskal-Wallis Test Results for Differences in Courses and Reasons of Grade 12
STEM Students When Grouped According to Family Income

Chi-square df Asymp. Sig.


Courses 1.875 2 .392
Reasons 1.275 2 .528

Kruskal-Wallis Test Results for Differences in Courses and Reasons of Grade

12 STEM Students When Grouped According to Age

The differences in course and reason of grade 12 STEM students when grouped

according to age are shown in table 7.

Kruskal-Wallis test reveals no significant differences in courses of grade 12 STEM

students when grouped according to age (p= 0.957). The null hypothesis of no

significant difference in the courses of grade 12 STEM students when grouped according

to age was accepted. This simply shows that grade 12 STEM students pursuing medical

and health care related courses who are young teens, adolescent, and young adult have

the same preferred courses in college. Likewise Kruskal-Wallis test reveals no significant

differences in the reasons of grade 12 STEM students when grouped according to age

(p= 0.113). The null hypothesis of no significant difference in the reasons of grade 12

STEM students when grouped according to age income was accepted. This simply shows

that grade 12 STEM students pursuing medical and health care related courses who are
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young teens, adolescent, and young adult have the same reasons for choosing medical

and health care related courses in college.

Table 7. Kruskal-Wallis Test Results for Differences in Courses and Reasons of Grade 12
STEM Students When Grouped According to Age

Chi-square df Asymp. Sig.


Courses .088 2 .957
Reasons 4.368 2 .113

Chi-Square Test Result for Significant Relationship among Campus, Gender,

Age, Family Income, Courses and Reasons of Grade 12 STEM Students

Chi-Square Test Result for Significant Relationship among Campus, Gender, Age,

Family Income, Courses and Reasons of Grade 12 STEM Students is shown in Table 8.

The relationships between Campus, Gender, Age, Family Income, Courses and

Reasons of Grade 12 STEM Students are shown in table 8. The choice of course of the

respondents are significantly related to campus, gender, age and family income. While

the reasons of choosing medical and health related courses in college are not

significantly related to any of the identified variables.


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Table 8. Chi-Square Test Result for Significant Relationship among Campus, Gender,
Age, Family Income, Courses and Reasons of Grade 12 STEM Students

Chi-Square df Asymp. Sig.


Campus 9.000 1 .003
Gender 11.111 1 .001
Age 45.167 2 .000
Family Income 24.667 2 .000
Courses 16.000 5 .007
Reasons 4.667 3 .198
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Chapter 5

Summary, Conclusion, and Recommendation

This chapter consists of three parts: (1) Summary, (2) Conclusion, and (3)

Recommendation.

Part One, Summary, presents the vital points of the study and the findings

Part Two, Conclusions, presents the inferences drawn from the results of the study.

Part Three, Recommendation, offers certain recommendation in terms of the

findings and the conclusions given.

Summary of the Problem, Method and Findings

The study, a descriptive-correlational research, aimed to provide a systematic

demographic profile of Grade 12 STEM (Science, Technology, Engineering, and

Mathematics) students pursuing healthcare and medical courses in college and to probe

on the underlying reasons learners want to pursue medical and healthcare courses in

college and their relationship with other variables such as campus, age, gender, and

family income.

After instruments were developed, the researchers identified the respondents

through purposive sampling. Data collection began as soon as request for the conduct of

the research was approved. Frequency count, percentage, Mann-Whitney U, and

Kruskal-Wallis were employed to analyze the data to answer the following questions:
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1. What is the percentage of Grade STEM students pursuing medical and

healthcare courses in college when taken as a whole and grouped according

sex, age, campus, and family income?

2. What are the preferred courses that Grade 12 STEM students plan to pursue

in college?

3. What are the reasons of Grade 12 STEM Student for planning to pursue

medical and healthcare courses in college?

4. Is there a significant difference in the choice of courses and reasons of Grade

12 STEM student for pursuing medical and healthcare related courses when

taken as a whole and grouped according to campus, gender, age, and family

income?

5. Is there a significant relationship among the variables used in the study?

Conclusions

The following are the conclusions yield from the findings of this research:

1. Three-quarters of grade 12 STEM students pursuing medical and healthcare

courses come from the Main Campus, the remaining quarter, coming from

Ledesco Campus. The total respondents were composed of 77.8% female

respondents and 22.2% male respondents. When grouped according to age,

respondents were mostly made up of adolescents with 86.1% with young

teens and young adults coming in second and third with 8.3% and 6.6%,

respectively. Lastly, when grouped according to family income, respondents

with average family income come first with 72.2% while those with low
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income made up 16.7% of the total respondents, followed by those with

high family income, with 11.1%.

2. As for courses, the most preferred courses among Grade 12 Students is

medical technology with 36.1% of the respondents picking this as course

choice. Twenty-five percent of the respondents picked Nursing and BS in

Pharmacy came in third with 16.7% of the total respondents. After these

followed BS in Physical Therapy and BS in Radio Technology with 8.3% and

2.7%, respectively.

3. The most preferred course of grade 12 stem students is medical technology

with 36.1% while nursing and pharmacy is second and third most preferred

course with 25% and 16.7% respectively. Physical therapy and radiologic

therapy is least preferred course of the grade 12 stem students who wanted

to pursue medical and healthcare related course in college with 8.3% and

2.7%

4. As for the reasons, research results revealed that Stable Job and Safe

Career Path topped the rank with 38.9%. Aptitude and Interest ranked third

with 22.2% and Aptitude and Career Path came in next with 25.0%.

5. There is a significant difference in the choice of courses and reasons of

students who are pursuing medical reasons and courses of students who are

pursuing medical and healthcare courses in college when grouped according

to campus. However, when grouped according to gender, age, and family

income, test results revealed that there is no significant difference.


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6. There is a significant relationship among campus, gender, age and family

income. However the reasons choosing medical and healthcare courses in

college are not significantly related to any of the identified variables.

Recommendations

Based on the findings of the research, here are the recommendations made by

the researchers:

Parents. Since our research results find that there is a significant relationship

among the variables campus, age, and family income, parents should be the source of

financial, emotional, and moral support for these upcoming students who want to be a

practitioners of medicine and health sciences.

Students. Since no significant relationship were yield by the study among the

variables affecting their choice, the researchers recommend that whatever their reasons

were for pursuing medical and healthcare related courses, the students should go on

and take their course of choice.

School Administrators. The school administrators should help prepare the

students pursuing medical and healthcare related courses for college through services

such as career orientation, career guidance, aptitude tests, and work immersion for the

students as these types of activities and program will expose them to the professions

parallel to their interest.


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SENIOR HIGH SCHOOL
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Future researchers. This results of this research can also serve as a database

of information for future and further research activities.


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References
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Bianc, J. (2014). CHED: List of In-Demand College Courses for 2014-2018. Retrieved

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webster.com/dictionary/factors

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utm.edu/departments/msanr/_pdfs/Fizer_Research_Project_Final.pdf&p=DevEx,

Fraenkel, J. R., Wallen, N. E., & Hyun, H. (2012). How to design and evaluate research

in education. New York: McGraw-Hill Humanities/Social Sciences/Languages.

Hom, E. J. (2014). What is STEM Education? Retrieved April 03, 2018, from

https://www.livescience.com/43296-what-is-stem-education.html
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SENIOR HIGH SCHOOL
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Reina, V. (2016). The Importance of Medical Records: A Critical Professional... Retrieved

April 03, 2018, from https://www.gapmedics.com/blog/2014/03/25/the-

importance-of-medical-records-a-critical- professional- responsibility/

Saglam, O., & Milanova, V. (2013). How do qualitative and quantitative research

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http://colinmayfield.com/waterhealth/course2/Resources/qualitative vs

quantitative data/10_summary.pdf

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e.usc.edu/assets/sites/1/docs/jep/STEMEducationArticle.pdf&p=DevEx,5066.1

STEM (Science, Technology, Engineering & Mathematics). (n.d.). Retrieved April 03,

2018, from http://usjr.edu.ph/seniorhighschool/track/academic/stem/

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webster.com/dictionary/student

Subong, P. E. (2005). Statistics for research: Applications in research, thesis and

dissertation writing, and statistical data management using SPSS software.

Manila: Rex Book Store.

The K to 12 Basic Education Program | GOVPH. (n.d.). Retrieved April 03, 2018, from

http://www.officialgazette.gov.ph/k-12/
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SENIOR HIGH SCHOOL
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University of Arizona. (2017). Why Choose Medicine as a Career. Retrieved April 03,

2018, from http://phoenixmed.arizona.edu/why-choose-medicine-career

What is STEM? (n.d.). Retrieved April 03, 2018, from http://stem3academy.org/what-is-

stem/
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SENIOR HIGH SCHOOL
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Appendix A

SPSS Tables
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Table
Campus

Cumulative
Frequency Percent Valid Percent Percent
Valid Main 27 73.0 75.0 75.0
Ledesco 9 24.3 25.0 100.0
Total 36 97.3 100.0
Missing System 1 2.7
Total 37 100.0

Sex

Cumulative
Frequency Percent Valid Percent Percent
Valid Male 8 21.6 22.2 22.2
Female 28 75.7 77.8 100.0
Total 36 97.3 100.0
Missing System 1 2.7
Total 37 100.0

Age

Cumulative
Frequency Percent Valid Percent Percent
Valid Young Teens 3 8.1 8.3 8.3
Adolescent 31 83.8 86.1 94.4
Young Adult 2 5.4 5.6 100.0
Total 36 97.3 100.0
Missing System 1 2.7
Total 37 100.0

FamilyIncome

Cumulative
Frequency Percent Valid Percent Percent
Valid Low 6 16.2 16.7 16.7
Average 26 70.3 72.2 88.9
high 4 10.8 11.1 100.0
Total 36 97.3 100.0
Missing System 1 2.7
Total 37 100.0
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Courses

Cumulative
Frequency Percent Valid Percent Percent
Valid 1.00 13 35.1 36.1 36.1
2.00 9 24.3 25.0 61.1
3.00 6 16.2 16.7 77.8
4.00 4 10.8 11.1 88.9
5.00 3 8.1 8.3 97.2
6.00 1 2.7 2.8 100.0
Total 36 97.3 100.0
Missing System 1 2.7
Total 37 100.0

Reasons

Cumulative
Frequency Percent Valid Percent Percent
Valid 1.00 14 37.8 38.9 38.9
2.00 8 21.6 22.2 61.1
3.00 9 24.3 25.0 86.1
4.00 5 13.5 13.9 100.0
Total 36 97.3 100.0
Missing System 1 2.7
Total 37 100.0

Mann-Whitney Test
Ranks

Campus N Mean Rank Sum of Ranks


Courses Main 27 17.22 465.00
Ledesco 9 22.33 201.00
Total 36
Reasons Main 27 16.44 444.00
Ledesco 9 24.67 222.00
Total 36
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Test Statistics(b)

Courses Reasons
Mann-Whitney U 87.000 66.000
Wilcoxon W 465.000 444.000
Z -1.306 -2.122
Asymp. Sig. (2-tailed) .192 .034
Exact Sig. [2*(1-tailed
Sig.)] .218(a) .043(a)

a Not corrected for ties.


b Grouping Variable: Campus

Mann-Whitney Test
Ranks

Sex N Mean Rank Sum of Ranks


Courses Male 8 15.00 120.00
Female 28 19.50 546.00
Total 36
Reasons Male 8 17.94 143.50
Female 28 18.66 522.50
Total 36

Test Statistics(b)

Courses Reasons
Mann-Whitney U 84.000 107.500
Wilcoxon W 120.000 143.500
Z -1.104 -.179
Asymp. Sig. (2-tailed) .270 .858
Exact Sig. [2*(1-tailed
Sig.)] .302(a) .867(a)

a Not corrected for ties.


b Grouping Variable: Sex
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Kruskal-Wallis Test
Ranks

FamilyIncome N Mean Rank


Courses Low 6 23.00
Average 26 18.10
high 4 14.38
Total 36
Reasons Low 6 14.42
Average 26 19.10
high 4 20.75
Total 36

Test Statistics(a,b)

Courses Reasons
Chi-Square 1.875 1.279
df 2 2
Asymp. Sig. .392 .528
a Kruskal Wallis Test
b Grouping Variable: FamilyIncome

Kruskal-Wallis Test
Ranks

Age N Mean Rank


Courses Young Teens 3 16.83
Adolescent 31 18.65
Young Adult 2 18.75
Total 36
Reasons Young Teens 3 29.33
Adolescent 31 17.18
Young Adult 2 22.75
Total 36

Test Statistics(a,b)

Courses Reasons
Chi-Square .088 4.368
df 2 2
Asymp. Sig. .957 .113
a Kruskal Wallis Test
b Grouping Variable: Age
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Chi-Square Test
Test Statistics

Campus Sex Age FamilyIncome Courses Reasons


Chi-
9.000 11.111 45.167 24.667 16.000 4.667
Square(a,b,c,d)
df 1 1 2 2 5 3
Asymp. Sig. .003 .001 .000 .000 .007 .198
a 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is 18.0.
b 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is 12.0.
c 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is 6.0.
d 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is 9.0.
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SENIOR HIGH SCHOOL
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Appendix A

Permission Letters
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March 01, 2018

MRS. EVELYN SEVILLA DOMINGUEZ


Over-all Head, Senior High School Department
Hua Siong College of Iloilo, Inc.

Dear Mrs. Dominguez:

We, the undersigned, are conducting a research entitled “Factors Affecting Grade 12
STEM Students’ Choice of Pursuing Medical and Healthcare Courses in College
”in partial fulfilment of the requirements of the course RES 3: Writing the Research
Report.

Consequently, we are humbly requesting from your good office a list of names of senior
high school students from HSCI Main and Ledesco Campus currently taking Science,
Technology, Engineering, and Mathematics (STEM) Strand who expressed during the
Work Immersion their interest to take medical and healthcare courses in college.

The information shall serve as our primary database for the conduct of our research.

Your positive and immediate response on this request will be highly appreciated.

Thank you and more power!

Respectfully yours,

Sergio Sanchez Stewart Chen

Christian Ray Plana Isaiah James Chua


Researchers

Noted by:

MR. AL JEFFREY L. GONZALES


Course Facilitator
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March 09, 2018

DR. WARREN K. UY
Principal
Hua Siong College of Iloilo, Inc.

Dear Dr. Uy:

We, the undersigned, are conducting a research entitled “Factors Affecting Grade 12
STEM Students’ Choice of Pursuing Medical and Healthcare Courses in College
”in partial fulfilment of the requirements of the course RES 3: Writing the Research
Report.

Consequently, we are humbly requesting from your good office if you could grant us the
permission to conduct our research at HSCI – Main and Ledesco Campuses given that
our prospect respondents are senior high school students, taking Science, Technology,
Engineering, and Mathematics (STEM) as strand, pursuing medical or healthcare courses
in college.

The information shall serve as our primary database for the conduct of our research.

Your positive and immediate response on this request will be highly appreciated.

Thank you and more power!

Respectfully yours,

Isaiah James Chua Stewart Chen


Researchers

Noted by:

MR. AL JEFFREY L. GONZALES


Course Facilitator
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Appendix C

Instrument
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Factors Affecting Grade 12 STEM Students’ Choice of Pursuing Medical and


Healthcare Courses in College

GENERAL DIRECTIONS. This instrument aims to collect data to create a profile of Grade
12 STEM Students who intend to pursue Medical Courses as a course in college. Please
answer as honestly and accurately as possible.
I. Personal Data. Please fill in the blanks below with the necessary information.
Name: ___________________________ Age: _____ Sex: Male Female

II. Please answer the questions below by checking the box corresponding your answer. If your
answer is not found in any of the choices, please write your answer on the space provided.

1. Will you be pursuing a medical-related course in college?

YES, I will be pursuing a medical-related course in college.


NO, I will not be pursuing a medical-related course in college.

Note. If your answer to question number 1 is YES, please proceed to the next items. If your
answer to question number 1 is NO, please submit this survey sheet to the proctor/researcher.

2. Which among the following courses is your choice in college?


BS in Biological Sciences BS in Public Health
BS in Pharmacy BS in Respiratory Therapy
BS in Nursing BS in Laboratory Science
BS in Veterinary Medicine BS in Nutrition and Dietetics
BS in Dentistry BS in Radio Technology
BS in Medical Technology Others, please specify: ___________
BS in Physical Therapy _________________________________

3. In estimate, how much does your family earn in a month?


Below Php. 10,000 Php. 70,001 - Php. 140,000
Php. 10,001 - Php. 30,000 Higher than Php. 140,000
Php. 30,001 - Php. 70,000

4. Which among the following is/are your reason(s) for intending to pursue a medical related
course in college?
Pursuing a medical course will offer me a wide range of career opportunities.
Pursuing a medical course brings honor and respect to one’s self and family.
Pursuing a medical course has become a family tradition.
Pursuing a medical course promises a stable job and a safe career path.
Pursuing a medical course is in line with my aptitude and interest.
Others, please specify:_______________________________________________

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