BNAVHS- SENIOR HIGH

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

I. Introduction

Senior high school refers to the last two years of the K to 12 program that has

been implemented by the Department of Education here in the Philippines since 2012 –

namely, grades 11 and 12. Students are now required to choose their preferred senior high

strands upon their entrance and to begin studying the subjects that are going to introduce

them to the career path that they want to take. In the old system, high school education

consisted of the first year up to the fourth year. Today, those four years correspond to

Grades 7 to 10, otherwise known as junior high school.

The senior high school program is further broken down into learning strands and

career tracks. The learning strands in senior high school refer to the different areas of

expertise under the program while the career tracks refer to the general categories that

each different field of study belongs to. There are currently four career tracks composed

of Academic, TVL/TVE, Arts and Design, and Sports. The eight learning strands,

meanwhile, are STEM, HUMMS, ABM, GAS, Home Economics, Agri-fishery Arts,

Industrial Arts, and ICT. Before you choose your senior high strand or career track, the

results of your pre-admission screening of the senior high school you intend to enroll at

as well as your NCAE should both be favorable. For instance, anybody can choose to

enroll in the HUMMS, ABM, and General Academic strands along with the various

strands under the TVL and TLE tracks regardless of the results of the NCAE. But in order

to qualify for the STEM strand, a student needs to have a final grade of 85 percent in both

Science and Mathematics as well as a percentile rank of 86 and above in the STEM
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subtest of the NCAE.

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. Through the STEM strand, students will get to

learn the basics of STEM-related disciplines such as Calculus, Biology, Physics and

Chemistry. Students will get an overview of the foundation of most STEM fields which

basically deal with several branches of physical, Earth and life sciences, and pure and

applied mathematics. (livescience.com, 2014)

Recent attention to K-12 education in Science, Technology, Engineering, and

Mathematics has revealed challenges in students’ performance and persistence,

particularly for groups that are underrepresented in the STEM fields. Although these

challenges are daunting, recent education policy developments are creating an

unprecedented opportunity to address them. This emphasizes conceptual understanding of

key ideas in each discipline, greater coherence across grade levels, and the practices of

science and mathematics. Together, these changes have the potential to engage students in

ways that better prepare them for postsecondary study and STEM careers, and thus

eventually, for addressing current and future societal challenges and participating in an

increasingly global and technologically driven society. The political will and momentum

gathering behind these efforts offer an opportunity to realize improvements to K-12

science and mathematics education that have so far remained elusive. The success of

these efforts depends on many factors, including students’ equitable access to challenging

learning opportunities and instructional materials, teachers’ capacity to use those

opportunities and materials well, and policies and structures that support effective
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educational practices. In turn, making informed decisions about improvements to

education in STEM requires research and data about the content and quality of the

curriculum, students reasons behind choosing this strand and the use of instructional

practices that have been shown to improve outcomes.

Poor leadership in education perpetuates these misunderstandings and the status

quo. “Educational institutions unfortunately have little incentive to produce more and

better STEM graduates, especially graduates with the kinds of skills needed by industry.

It’s not a failure of imagination or knowledge; it’s a failure of will on the part of

institutions.” (Atkinson, Mayo, 2012). Without direct ties to industry there is little

incentive in education to change these attitudes despite our President identifying the

STEM initiative as a critical National Security Issue – “if we do not improve the quality

and quantity of science, engineering and math students as well as the general

technological literacy of our workers, our country will lose significant quality of life and

world leadership standing” (Moravec, 2010).

The researchers will expend time and energy trying to unravel the possible causes

of students’ negative attitudes and academic problems towards Science, Technology,

Engineering and Mathematics Program in Bauan National Agricultural and Vocational

High School. They have high yet realistic expectations about enhancing students’

capacity to think, reason, communicate, reflect upon and critique their own practice, and

they provide students with opportunities to ask why the class is doing certain things and

with what effect. The relationships that develop in the classroom become a resource for

developing students’ attitudes and academic competencies and identities.

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In connection with this, attitude could have a positive or a negative effect on it.

Supposed attitudes as it include beliefs, emotions, behaviors and their interaction.

Furthermore, negative attitude towards sciences will affect the awareness among the

students in in Bauan National Agricultural and Vocational High School in comprehending

the relationship between knowledge and future career needs.

The purpose of this research is to know the academic problems and negative

attitude of the students towards Science, Technology, Engineering and Mathematics

Program specifically in Bauan National Agricultural and Vocational High School. This

will allow for more individual consideration in choosing the STEM strand in the newly

implemented K-12 curriculum in the Philippines.

Theoretical Framework

Presented in this section is the framework that will discuss about the laws,

theories and hypothesis associated in the current study. The researchers strengthened their

concepts and ideas on the said studies based on the following laws and theories stated

below

ACADEMIC PROBLEM AND NEGATIVE

ATTITUDE OF STUDENTS TOWARDS SCIENCE,
TECHNOLOGY, ENGINEERING, AND
MATHEMATICS PROGRAM

SOCIAL JUDGEMENT: NORLAND: THEORY OF

THEORY OF ATTITUDE LEARNING STYLES

Figure 1
The Theoretical Framework of study
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Social Judgment: Theory of Attitude

The social judgment theory was originally formulated by Sherif and Hoveland.

This theory attempts to explain how existing attitudes produce distortions of attitude

related objects and how these judgments mediate attitude change. Thus, a person’s initial

attitude towards an issue, serves as an anchor for the judgment of attitude related stimuli.

The person’s initial attitude on an issue provides a point of reference against which he

evaluates other opinions. These views can be considered in terms of attitudinal continuum

and can be considered as comprised of latitudes.

This theory relates to the present study because it talks about negative attitudes of

students toward Science, Technology, Engineering, and Mathematics. Therefore, this

theory explain how existing attitudes produce contortions of attitude, how these

judgments affect the attitudes of the students in facing the academic problems on STEM

Strand.

Norland: Theory of Learning Styles

Norland (2002), for instance, contended that teaching and learning styles are the

behaviors or actions that teachers and learners exhibit in the learning exchange. Teaching

behaviors reflect the beliefs and values that teachers hold about the learners’ role in the

exchange. As to Lage, et. Al. (2000), learners’ behaviors provide insight into the ways

learners perceive, interact with, and respond to the environment in which learning occurs.

There are varieties of ways that learning styles can be categorized: visual, auditory, or

kinesthetic. Visual learners learn best if they see or watch a major component of the

material or lesson. Among auditory learners, they learn best by focusing through oral

component to the material being learned, while kinesthetic learned.

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The theory explains that the student is made as the center of the educative

process, the nature of the student and the nature of the learning process, and the laws that

govern its operation determine the type of teaching to be done by the teacher. Moreover,

identifying teachers’ learning styles, as differentiated from students learning styles, may

be an effective means of matching instruction to students’ achievement and may help

them improve academically.

Conceptual Framework

This is the part of the study wherein the researchers identified the problems and

gives direction to the study by showing the relationship of the different constructs that

they want to investigate. The main purpose of this study is to explore the levels of

academic problems and negative attitude of the students towards Science, Technology,

Engineering and Mathematics Program.

This study utilized the IPO (Input-Process-Output) model. The input contains

academic problems and negative attitude of the students towards Science, Technology,

Engineering and Mathematics Program. The researchers will administer survey questions

that measure the levels of academic problems and negative attitude of the students

towards Science, Technology, Engineering and Mathematics Program.

Input Process Output

 Academic
Problems in
Science,
Technology, Assessment of
Engineering and Data through:
Mathematics  Questionnaires
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Figure 2
Research Paradigm

Statement of the Problem

This study will ascertain the correlation between the Academic Problems and

Negative Attitude of the Students towards Science, Technology, Engineering and

Mathematics Program. Specifically, this study will seek answers the following questions:

1. What is the profile of the respondents in terms of;

1.1. gender

1.2. grade level; and

1.3. preferred college course

2. What is the level of negative attitude of the students towards Science, Technology,

Engineering and Mathematics Program?

3. What is the level of academic problems of the students toward Science,

Technology, Engineering and Mathematics Program?

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4. How do the assessments of the students in negative attitude and academic

problems towards Science, Technology, Engineering and Mathematics Program

compare?

5. Is there any significant relationship between the academic problems and negative

attitude of the students towards Science, Technology, Engineering and

Mathematics Program?

6. Based on the results, what course of action may be proposed to improve the

attitude of the students towards Science, Technology, Engineering and

Mathematics Program?

Hypotheses

On the basis of the above-mentioned research questions, the null hypotheses

were formulated:

Ho: There is no significant difference on the negative attitudes and academic

problems of the students towards Science, Technology Engineering, and Mathematics

when grouped according to profile variables.

`Ho: There is no significant relationship between negative attitudes and academic

problems of the students towards Science, Technology Engineering, and Mathematics

Scope, Limitation and Delimitation

This paper still has its boundaries in terms of its scope, limitations and

delimitations.

This study aims to determine the correlation of negative attitudes and academic

problems of students in Bauan National Agricultural and Vocational High School towards
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STEM. Moreover, the assessments of the students will be compared based on the profile

variables . The participants will be randomly selected from Bauan National Agricultural

and Vocational High School. The sample size will be determined through the use of

Raosoft Calculator.

The study will be conducted within the academic year 2019- 2020. The

independent variable of the study is the academic problem while the dependent variable

is the negative attitude. Descriptive- Correlational research design will be employed in

the conduct of the study. The questionnaires will be adopted from the study of Laguador

(2013) entitled, “Academic Problems and Negative Attitude of Engineering Students

Towards Engineering Program”. The researchers choose to limit their study on the school

community only due to reasons such as time constrains, size of location, convenient

retrieval of the survey instruments and the like.

The researchers have no control over the respondents, it is not within their power

whether the said respondents would answer the presented questionnaires seriously they

cannot manipulate that given data of their respondents and they could only make their

analysis and conclusions based on the facts and information that they have collected,

nothing more and nothing less.

Significance of the Study

This study will be conducted to benefit the following:

School Administrators. This study will inform the school administrators about

the academic problems and negative attitude of the students towards Science,

Technology, Engineering and Mathematics Program. They can help those students to
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better prepare themselves for STEM careers, and thus eventually, for addressing current

and future societal challenges.

Teachers. This study will be able to generate new teaching methods that will

encourage students to study well and learn better. They will also become aware of the

academic problems that most students encounter in their studies particularly in

mathematics and sciences. Hence, they will be able to think of possible ways to address

the problems.

Parents. This study will help the parents of aspiring Science, Technology,

Engineering and Mathematics students to understand how to motivate and support their

children to pursue their career despite of all the challenges ahead of them. They can

improve the way they see the level of academic problems and negative attitude of their

children, and instead of being disappointed on the academic performance of their child,

they will find a way to help the students find motivation to improve their abilities.

Students. The study will help to improve the academic performance and promote

positive attitudes of the students towards Science, Technology, Engineering and

Mathematics Program.

Future Researchers. This study will help the future researchers by serving as a

guide and basis for the use of the next generations that will conduct the same or related

studies.

Definition of terms

These terms are conceptually and operationally defined for better understanding

of the readers.
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Academic Performance. According to Mercy College (2008), academic

performance describes how well you perform in school courses like social studies,

history, English /ELA, sciences, and maths, but can also include the “specials” or elective

courses in the Arts, music, health, business, and others. Academics are courses that are

graded and retained for school records.

In this study, it is the end result of the efforts exerted by the students. It represents

outcomes that indicate the extent to which a person has accomplished specific goals.

Academic Problems. According to Good therapy (2019), academic problems

may influence a student’s performance in the classroom negatively, but they are also

likely to have a significant effect on other areas of life, often placing undue stress on a

child and interfering with home, work, and play dimensions. A student who experiences

some type of academic concern may benefit from speaking to a mental health

professional.

Operationally speaking, it is the problem facing by the students in Bauan National

Agricultural and Vocational High School towards Science, Technology, Engineering, and

Mathematics Program.

Attitude. According to Business Dictionary (2019), attitude is a predisposition or

a tendency to respond positively or negatively towards a certain idea, object, person, or

situation. Attitude influences an individual's choice of action, and responses to

challenges, incentives, and rewards.

As used in the study it talks about negative attitudes of students toward Science,

Technology, Engineering, and Mathematics.

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

Hardwood Union High School (2019), STEM is an approach to education where students

utilize skills acquired in science and math disciplines to accomplish an engineering

problem while using technology.

In this study, STEM is an approach to learning and development that integrates

the areas of science, technology, engineering and mathematics.

Student. According to Collins English Dictionary, a student is a person who is

studying at a university or college, a person who studies, or investigates.

Operationally speaking, students are experiencing academic problems and

negative attitude towards Science,Technology, Engineering and Mathematics.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is collection of the conceptual and related literature relevant in the

conduct of the present study. It also includes the synthesis.

Conceptual Literature

Presented in this section are the review of related conceptual literature that would

help in supporting the data and results for the current study

K to 12 Program. As the K-12 reaches the Philippines last May 15, 2013; many

of the incoming senior high school students were uncertain about what strand to get that

will fit their desire. It turned out that in New Era University, many Senior High School

Students chose the STEM strand. According to Jane Jackson (2011), most college

students studying for degrees in science, technology, engineering or math make the

decision to do so in high school or before. However, only 20% say they feel that their

education before college prepared them “extremely well” for those fields.

Science, Technology, Engineering and Mathematics Curriculum. Efforts to

make connections among the STEM subjects are complicated by the history of the K–12

curriculum and the “place” of each of the disciplines within it. The roots of today’s

curriculum date back to the work of the Harvard Committee of Ten (NEA 1894), which

stressed learning in discrete subject areas. This focus on individual disciplines is

important, because there is great complexity and much to be understood about how

students acquire knowledge and skills in each area. Each discipline comprises a

knowledge base, specialized practices, and particular habits of mind. It seems appropriate

and necessary, then, that efforts to understand and improve discipline-focused STEM
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education continue. At the same time, the historical focus on the individual disciplines,

which has influenced decades of curriculum development and teacher education,

presents practical challenges to making cross-disciplinary connections in K–12 STEM

education. (STEM Integration in K-12 Education, 2014).

“STEM education is important to the future of this country and is critical to

maintain the social, economic, and national security that comes with pre-eminence in

STEM fields.” (Preston 2012). With this, it is clear that STEM students and graduates are

in demand and is needed in the society, and people who are critical thinkers, innovative

and creative and social and cultural competent are likely to excel in this strand. Ursuline

College (2012) stated that Colleges and universities who pursue and encourage students

with these abilities will likely to have intelligent and credible graduates ready to take over

positions and prove their skills in the future.

Attitudes of Students towards Science, Technology, Engineering and

Mathematics Curriculum. Attitude towards STEM is one of the important elements in

nurturing the students’ STEM career interest as stated by Social Cognitive Career Theory

(SCCT). A strong relationship between attitude towards STEM and career interest

becomes the key factor in the development in this theory towards the requirement of

STEM (Brown & Lent, 2016; Lent, Brown, & Hackett, 2000; Lent, D. Brown, & Hackett,

1994). Besides, past researches (Badri et. al., 2016; Rice Barth, Guadagno, Smith, &

McCallum, 2013; Valenti, Masnick, Cox, & Osman, 2016) highlighted that students’

positive attitude towards STEM is a vital element that is required among students to

fulfill the need to achieve students’ STEM career aspiration. Thus, accurate information

regarding STEM career must be delivered to students by the school community as early
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as during the secondary school level in forming the students’ interest towards STEM

career. Emphasis on a positive attitude towards STEM must be carried out during the

secondary school level because during that time, the students already decided the

rationality of learning science curriculum is for the students’ future need (Karahan &

Roehrig, 2016; Meng, Idris, Eu, & Daud,2013; Saxton et al., 2014).

Academic Problems towards Science, Technology, Engineering and

Mathematics Curriculum. The Filipino students disturbing performance in academics in

both local, nationally and international arena requires substantial efforts from the

government. Hence, the Philippine government initiative of implementing K-12 in our

educational system could be a possible solution to address the gap stated above (A.

Imam. 2016).

The STEM strand, as its name suggests, is science- and math-heavy. This means

that students who take this strand must be adept in computing numbers, memorizing

terms and formulas, and analyzing and solving problems. One of the challenges faced by

students under this strand is the heavy load of specialized subjects like Physics, Calculus,

and Earth Science. Students are also expected to conduct research and experiments to test

if they can apply the theories they learned in class discussions. One must be an analytical

and critical.

This study will educate and inform our respondents through pamphlets that may

consist of a single sheet of paper that is printed on both sides and folded in half, in thirds,

or in fourths, called a leaflet, or it may consist of a few pages that are folded in half

and saddle stapled at the crease to make a simple book that includes the Academic

Problems and Negative Attitude of the Students towards Science, Technology,

 BNAVHS- SENIOR HIGH
Engineering and Mathematics Program. This will help the students to enlighten their

mind about their chosen track.

Research Literature

This section presents different previous studies and experiments that are related to

the study being conducted by the researchers. This is of great help for the researchers in

proving their objective.

‘Challenging’ and ‘interesting’ could be presented to young people as mutually

exclusive concepts and incorporated into material produced to address the current issue

with the uptake of STEM. At the same time such engagement could develop their

confidence and competence. Possibly the approach to STEM should be marketed at

school and in society as being an enticing, stimulating and worthwhile challenge, thus

negating the uninteresting and esoteric field. Careers in STEM need to be re-imaged as

stimulating and dynamic as opposed to being a dull job at the end where a person’s

talents and abilities are not fully utilized. (Institution of Engineering and Technology,

2018)

One significant attribute of STEM-focused schools is the attention to instructional

practices that actively engage and support all students in learning rigorous science and

mathematics (Kloser 2014; LaForce et al. 2014; Lampert and Graziani 2009; Newmann

and Associates 1996). These instructional practices are beginning to be known as a core

or ambitious teaching (Kloser 2014; Whitcomb et al. 2009), and professional

development that helps teachers develop these practices along with disciplinary content

knowledge is often recommended for STEM-focused learning contexts. Other attributes

of STEM-focused schools are student learning experiences that incorporate multiple

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disciplines (an interdisciplinary, integrated, or trans-disciplinary approach) and often

include a project- or problem-based approach tied to authentic or real-world contexts

(LaForce et al. 2014; Peters-Burton et al. 2014). Inherent in problem- and project-based

learning are opportunities for student growth in twenty-first century skills such as

collaboration, critical thinking, creativity, accountability, persistence, and leadership

(Buck Institute 2018; Partnership for 21st Century Skills 2013). These projects often

encompass partnerships with STEM professionals and other community members who

can help students make connections between school learning, problem solving, and

careers. Another important attribute is students’ use of appropriate and innovative

technologies in their inquiries, research, and communication. In this study, we explore the

extent to which these characteristics or any others were part of educators’ conceptions of

STEM education.

Challenging out-of-school hands-on programmes could be developed that offer

high-value prizes for the individuals, rather than their educational institutions, could

encourage more young people to participate. The programme could be multidisciplinary

providing them with an opportunity to engage with different aspects of STEM. At the

same time the young people would be accepting a difficult challenge and have a reason to

commit to the task. Such a task could benefit the influencers and alter their beliefs about

the long-term value of not opting for the easier subjects. An added benefit of such

programmes that self-efficiency would be enhanced through genuine participation.

Student achievement level was one critical factor teachers’ used when deciding an

instructional method, which in turn has been shown to impact achievement for those

students in subsequent years (McKown & Weinstein, 2008). For example, a student-
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directed and self-regulated learning environment where the teacher acted as a guide to

assist the students’ learning process was shown to be more effective for students who had

higher achievement (Yoon, 2009). On the other hand, low achievers exhibited less of a

desire for learning, self-control, and selfmanagement indicative of insufficient readiness

for self-directed learning; therefore, teachers were advised to be more deeply involved in

the learning processes for low achievers (Abraham, et al. 2011).

Diverse levels of achievement among students exist in a classroom, and teachers

change their instructional approaches based on their beliefs, attitudes, and expectations of

students’ ability levels (Richardson & Fallona, 2010).

Student achievement is influenced by individual factors. A student’s gender,

ethnicity, SES, and language proficiency were indicated as critical factors affecting

academic achievement (Konstantopoulos, 2009).

STEM education offers students one of the best opportunities to make sense of the

world holistically, rather than in bits and pieces. STEM education removes the traditional

barriers erected between the four disciplines, by integrating them into one cohesive

teaching and learning paradigm. Morrison and others have referred to STEM as being an

interdisciplinary approach. “STEM education is an interdisciplinary approach to learning

where rigorous academic concepts are coupled with realworld lessons as students apply

science, technology, engineering, and mathematics in contexts that make connections

between school, community, work, and the global enterprise enabling the development of

STEM literacy and with it the ability to compete in the new economy (Tsupros, 2009).

STEM education is an interdisciplinary approach to learning where rigorous

academic concepts are coupled with real world lessons as students apply science,
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technology, engineering, and mathematics in contexts that make connections between

school, community, work, and the global enterprise enabling the development of STEM

literacy and with it the ability to compete in the new economy. (Southwest Regional

STEM Network 2009).

Providing instruction in which there is curricular connections facilitates

understanding of concepts. Integrative STEM education has the potential of bridging

students’ understanding across STEM disciplines and other subject matter and increasing

students’ interest in STEM and STEM careers. Integrative STEM education is described

as “approaches that explore teaching and learning between/among any two or more of the

STEM subject areas, and/or between a STEM subject and one or more other school

subjects” (Sanders, 2008). Furthermore, integrative STEM education is grounded in

constructivism and findings of decades of cognitive science (Sanders, 2008).

Science, technology, engineering and mathematics (STEM) education often has

been called a meta-discipline, the “creation of a discipline based on the integration of

other disciplinary knowledge into a new ‘whole’. This interdisciplinary bridging among

discrete disciplines is now treated as an entity, known as STEM (Morrison, 2006).

STEM might be part of a ‘marginalisation’ process; an aspect of adolescent

rebellion against school in general and not just STEM and that it could lend ‘street cred’

to a decision not to take STEM subject, rather than avoiding the on grounds of being too

difficult (Fensham, 2006).

One of the recommendations of the committee for Rising Above the Gathering

Storm is the creation of K–12 curriculum materials modeled on a world-class standard.

This would help to foster high-quality teaching with world-class curricula, standards, and
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assessments of student learning. To accomplish this, the report goes on to state, “convene

a national panel to collect, evaluate, and develop rigorous K–12 materials that would be

available free of charge as a voluntary national curriculum. The model for this action is

the Project Lead the Way pre-engineering courseware. The work of the committee is most

laudable; however, it still falls far short of providing an operational definition of world-

class standards and concomitant curriculum.

Part of the underlying problem is the lack of a clear definition of what the

implementation of STEM education should accomplish. Albeit, there have been attempts

to define the desired results (function) of STEM education, including the four

recommendations outlined by the National Academy of Sciences, the National Academy

of Engineering, and the Institute of Medicine; but still little to no consensus exists. These

four recommendations begin to define the function of STEM education; they do little to

describe what it should look like (form) in the classroom. Morrison (2006) outlined

several functions of a STEM education. She suggested that students should be a problem-

solvers – that can be able to define questions and problems, design investigations to

gather data, collect and organize data, draw conclusions, and then apply understandings

to new and novel situations; innovators – that creatively use science, mathematics, and

technology concepts and principles by applying them to the engineering design process;

inventors – that can recognize the needs of the world and creatively design, test, redesign,

and then implement solutions (engineering process); self-reliant – that can be able to use

initiative and self-motivation to set agendas, develop and gain self-confidence, and work

within time specified time frames; logical thinkers – which can be able to apply rational

and logical thought processes of science, mathematics, and engineering design to

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innovation and invention and technologically literate – that can understand and explain

the nature of technology, develop the skills needed, and apply technology appropriately.

The study of the problems faced by university students and their academic

performance is considered one of the main issues related to the internal efficiency of the

university and its quality and academic accreditation, and perhaps the examples of

attention to this matter and to link the level of quality and relying academic annual report

titled National Survey of Student Engagement (NSSE) who puts on students University

of questions about college experiences such as: how to spend their time? What are they

benefiting from their studies? What is their review the quality of the interactive

relationships that brought them together with faculty members and friends? and other

important indicators. The report addresses in the spring of each academic year, a random

sample of students from the first and last year of the four-year period colleges and

universities, public and private (Kywe et al., 2006).

DiGresia (2002) study aimed to analyze the factors affecting the academic

performance of students Argentine universities, and so the application on a sample of the

public universities. The most important finding is that the rules of procedure of the

universities, including the decisions of teaching and curricula, examinations and systems

and other internal factors for universities is one of the factors that affect the level of

academic performance of the student. The study also showed that the properties enjoyed

by the student and faculty member in terms of the interest of each of them the educational

process, and the investment of time and organization is also considered one of the factors

that affect the academic performance of the student.

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The 5E cycle (Engagement, Exploration, Explanation, Elaboration, and

Evaluation) has been advocated by many curriculum designers and educational

researchers as an effective planning and teaching paradigm that leads to improved student

performance (Colburn, A., and M.P. Clough. 1997). Since its introduction in the 1980’s,

the 5E cycle has been extensively researched, with the results showing enhanced mastery

of subject matter, increased ability in developing scientific reasoning, and positive

increases in cultivating interest and attitudes about science (Lawson, 1995).

Much evidence has been gathered about how performance-based teaching,

learning, and assessing provides the means for improving student achievement (Borko et

al. 1993, Falk and Darling-Hammond 1993, Gearhart et al. 1993, Kentucky Institute for

Education Research 1995, Koretz et al. 1993, and Smith et al. 1994). For example,

research indicates that teachers in Vermont, Maryland, and Kentucky are asking their

students to write more and to do more work together in groups. Such research is

providing the empirical information needed to examine the tenets underlying assessment

reform efforts.

STEM stimulated students becoming critical thinkers. Some studies have shown

that integrating mathematics and science has a positive impact on students’ attitudes and

interest in school (Bragow, Gragow & Smith, 1995), their motivation to learn (Gutherie,

Wigfield & VonSecker, 2000) and achievement (Hurley, 2001). Recently, another study

focused on an educational strategy based on professional practices can help students

make connections between mathematics, statistics, science and professional practices

(Dierdorp et al., 2014)

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A pamphlet is an unbound book. It may consist of a single sheet of paper that is

printed on both sides and folded in half, in thirds, or in fourths or it may consist of a few

pages that are folded in half and saddle stapled at the crease to make a simple book. The

purpose of the output is to inform and educate the Academic Problems and Negative

Attitude of the Students towards Science, Technology, Engineering and Mathematics

Program.

Synthesis

This part shows the discussions of each related study and how they bear similarity

to the present study. This also tackles between the studies.

STEM subject are perceived to be more difficult than other subjects in which to

achieve good grades; therefore they are widely assumed to be more difficult. This alleged

difficulty of the subjects is critically linked to self-efficiency and interest levels in the

subjects.

According to Institution of Engineering and Technology (2018) ‘Challenging’ and

‘interesting’ could be presented to young people as mutually exclusive concepts and

incorporated into material produced to address the current issue with the uptake of

STEM. This can be related to our present study because Science, Technology,

Engineering, and Mathematics Program is known as one of the most challenging strand

and interesting at the same time especially to those students having the course in college

inclined in STEM strand.

The study of (McKown & Weinstein, 2008) identified that the sudents

achievement level was one critical factor teachers’ used when deciding an instructional

method. Teachers were advised to be more deeply involved in the learning processes for
 BNAVHS- SENIOR HIGH
low achievers (Abraham, et al. 2011). They are related to our study because it talks about

the improvement of the students, involved attitudes and their academic performances.

5E cycle has been advocated by many researchers as an effective planning and

teaching paradigm that leads to improved student performance (Colburn, A., and M.P.

Clough. 1997). 5E cycle has been showing enhanced mastery of subject matter, increased

ability in developing scientific reasoning, and positive increases in cultivating interest

and attitudes about science (Lawson, 1995). They are related to our study because STEM

program wants to develop the ability of the students towards their academic problem and

negative attitude.

STEM education, creation of a discipline based on the integration of other

disciplinary knowledge into a new ‘whole’ (Morrison, 2006). Interdisciplinary approach

to learning where rigorous academic concepts are coupled with real world lessons

(Southwest Regional STEM Network 2009). They are related to our studies because

STEM program revealed challenges in students’ performance.

STEM education removes the traditional barriers erected between the four

disciplines, by integrating them into one cohesive teaching and learning paradigm

(Tsupros, 2009). STEM education is described as “approaches that explore teaching and

learning between/among any two or more of the STEM subject areas, and/or between a

STEM subject and one or more other school subjects” (Sanders, 2008). They are related

to our studies because the STEM program emphasizes conceptual understanding of key

ideas in each discipline.

 BNAVHS- SENIOR HIGH
Despite the relative importance of Science, Technology, Engineering and

Mathematics, it is very disappointing to note that the student’s performance in every

subject in most of the Senior High School institutions has remained consistently poor.

Generally, the cited literature and studies enriched information relevant to the

study. Also, similar in some aspects, this study is not a duplication of the reviewed

studies.
 BNAVHS- SENIOR HIGH
CHAPTER III

RESEARCH METHODOLOGY

This chapter will formally discuss the detailed methods and procedures that will

be used in the research study particularly the research designs, the focus or subject of the

study, the utilized data gathering instruments, validation of instruments and data

gathering procedure applied in the data analysis of the paper.

Research Design

The research design that will be adopted in this study is the correlational research

design. This study aims to correlate the negative attitudes and the academic problems

students towards Science, Technology, Engineering and Mathematics Program.

Furthermore, the assessment of the respondents will be compared based on the profile

variables to further deepen the study.

According to Creswell (n,d), correlational research designs are used by

investigators to describe and measure the degree of relationship between two or more

variables or sets of scores. A procedure in which subjects’ scores on two variables are

simply measured, without manipulation of any variables, to determine whether there is a

relationship. Correlational research examines the relationship between two or more non

manipulated variables.

Subject of the Study

This study entitled “Science, Technology, Engineering and Mathematics

Program” considered one hundred (194 + 18 + 28) students as respondents. The

researchers will ask permission through a letter addressed to the school principal for the
 BNAVHS- SENIOR HIGH
conduct of the study. In addition, the respondents will be informed of the purpose of the

study.

Data Gathering Instrument

The study will utilize an adopted questionnaire as a main data gathering

instrument. The instrument will correlate the academic problems and negative attitudes of

students towards Science, Technology, Engineering and Mathematics Program

Questionnaire. This will be used to solicit responses from the respondents. Each

item corresponds to the academic problems and negative attitudes of students towards

Science, Technology, Engineering and Mathematics Program. The instrument was

considered through the help of the researcher adviser for its suitability with the study.

Construction. The learning style questionnaire that will be used in this study was

adopted from the study of Laguador (2013) entitled “Academic Problems and Negative

Attitude of Engineering Students Towards Engineering Program”.

Administration. To facilitate the administration the questionnaire, the researchers

will personally administer it together with the letter informing the respondents of the

purpose of the study and giving the trust that all information gathered would be treated

with utmost confidentiality. The respondents will be guided and instructed as regard to

the purpose of the study.

Scoring of Responses. The items in the questionnaire will be scored using a four-

point Likert scale to determine the level of agreement concerning academic problems and

negative attitudes of the respondents towards the program. Highest score is 4 and lowest

is 1. Scores were provided with qualifying verbal interpretation.

Option Scale Verbal Interpretation

 BNAVHS- SENIOR HIGH
1 1.00 - 1.75 Strongly Agree

2 1.76 - 2.50 Agree

3 2.51 - 3.25 Disagree

4 3.26 - 4.00 Strongly Disagree

Data Gathering Procedure

The researchers will submit a letter to the school principal requesting for the

conduct of the study. A letter of consent will be shown and explained to the respondents

regarding the purpose of the study.

The researchers will personally distribute the questionnaires to the respondents.

The researchers will collect the questionnaires after the given time allotment. The data

will be collected, classified, tabulated and coded for analysis.

Statistical Treatment of Data

The following statistical tools will be applied in interpreting the data obtained

from the instrument used in the survey.

ANNOVA. This will be applied to determine if there is a significant difference

between the responses of the participants based on their preferred college course.

Pearson-r Moment of Correlation. This will be used to determine the significant

relationship between the academic problem and the negative attitudes of the respondents

towards Science, Technology, Engineering and Mathematics program.

Correlation Coefficient Scale. This will serve as a basis for the interpretation of

the relationship the mentioned variables.

Correlation Scale Interpretation

1.0 Perfect Correlation
 BNAVHS- SENIOR HIGH
0.81-0.99 Very high positive correlation
0.61-0.80 High positive correlation
0.41-0.60 Moderate positive correlation
0.21 - 0.40 Low positive correlation
0.00 - 0.20 Negligible correlation

Percentage. This will be applied to derive the relationship of the frequency for

each profile variable.

Ranking. This method will be employed in the study to determine which item had

been given the highest and lowest score on its rating. It was utilized to get the response of

the respondents. It was a relationship between a set of items such that, for any two items,

the first is either 'ranked higher than', 'ranked lower than' or 'ranked equal to' the second.

Scoring. This will be used in order to interpret the responses of the participants

on the knowledge, attitudes and practices of sanitation of market users in Bauan Public

Market.

t- test. This will be utilized to determine if there is a significant difference

between the responses of the participants based on gender.

Weighted Mean. This will be used to determine the number that would represent

the average of the responses taken from the participants to have a general description of

the level of agreement concerning academic problems and negative attitudes of the

respondents towards the Science, Technology.

 BNAVHS- SENIOR HIGH
Survey Questions
Academic Problems and Negative Attitude of Students towards Science, Technology,
Engineering and Mathematics Program

I. Personal Data
Gender: ___M Grade Level: ___ 11
___ F ___ 12

4- Strongly Agree
3- Agree
2- Disagree
1- Strongly Disagree

Negative Attitude Towards Science, Technology, 4 3 2 1

Engineering and Mathematics Program

1. I don’t have clear objective or plans as of now for my

career.
2. I’m still confused regarding what degree program to
take in college that will suit my interest.
3. I find my subjects too difficult for me to pass at the
end of the semester.
4. I’m losing my patience in my courses that I cannot
really understand.
5. I cannot perform very well in class due to lack of
interest to learn engineering skills.
6. I think my intellectual capability is not suited for this
program.
7. I’m planning to shift to another degree program when
the result of my grades comes worst.
8. I’m not happy anymore facing the challenges of this
program.
9. I have no freedom to do things I want because of too
many requirements of this program.
10. I cannot see yet the benefits and advantages of this
program for me in the future.
 BNAVHS- SENIOR HIGH

Academic Problems Towards Science, Technology, 4 3 2 1

Engineering and Mathematics Program

1. Solving math problems is not the nature of studies I

want to deal with in college.
2. There are too many math related subjects in
engineering which I hated the most.
3. I don’t have enough motivation to study my lessons.

4. I have difficulty of understanding lessons in

mathematics and other related subjects.
5. I can’t see the concern and support of teachers to
enhance my academic performance.
6. Examinations are very hard to answer.

7. I feel lack of energy to answer and do my projects

and home works.
8. I don’t have good study habits.

9. No matter how I tried to study my lessons it seems

not working during exams.
10. I don’t exert much effort in studying because
cheating could be done during exam without being
caught.
 BNAVHS- SENIOR HIGH

STEM was examined with respect to increasing students’ interest, self-

confidence, and self-efficacy (Baran & Maskan, 2010), which is highly related to the to

the attitudes of the students such as collaborations in group work and contextual

problems reflecting students’ real world experiences.

Jabri’s (2009) study aimed to identify the university student performance

determinants in Saudi Arabia and the study found that the economic situation is better

leads to the academic performance improved, as the study revealed that the aptitude test

is not linked to academic performance, while the correlation positive secondary result,

but not as strong and cumulative grade point average for students frequent absences
 BNAVHS- SENIOR HIGH
decreased, the study also revealed a decline in the cumulative rates of physics students

and students of Arabic language noticeable difference.

BIBLIOGRAPHY

Borko, H., M. Flory, and K. Cumbo, October 1993. “Teachers' ideas and practices about

assessment and instruction: a case study of the effects of alternative assessment in

instruction, student learning, and accountability practice.” Los Angeles: Center

for Research on Evaluation, Standards, and Student Testing (CRESST).

Colburn, A., and M.P. Clough, 1997. “Implementing the learning cycle. The Science

Teacher” 64(5): 30–33.

 BNAVHS- SENIOR HIGH
DiGresia, L. P., & Ripani, L. (2002). “Student Performance at Public Universities in

Argentina”. Center for Latin American Economics Research.

Fensham, P. (2006) “Student Interest in Science”, Australian Council for Educational

Research,Canberra, 70-73.

Jabri, N. (1430). “Determinants of academic performance of students of Taibah

University in Saudi Arabia. A message of the Arabian Gulf”. Arab Bureau of Education

for the Gulf States in Riyadh, 111.

Kywe, G. et al. (2006). “Student success at the university creates important conditions.”

The imam, M.: Translation. Riyadh, Obeikan.

Lawson, A. E., 1995. “Science teaching and the development of thinking.” Wadsworth

Publishing Company, Belmont, CA

Morrison, Janice, 2006. “TIES STEM education monograph series, attributes of STEM

education”

NEA (National Education Association). 1894. “Report of the Committee of Ten on

Secondary School Studies: With the Reports of the Conferences Arranged by the

Committee.” New York: American Book Company.

Tsupros, N., R. Kohler, and J. Hallinen, 2009. “STEM education: A project to identify the

missing components, Intermediate Unit 1 and Carnegie Mellon” Pennsylvania.

BNAVHS- SENIOR HIGH
 BNAVHS- SENIOR HIGH

A pamphlet is an unbound book. It may consist of a single sheet of paper that is

printed on both sides and folded in half, in thirds, or in fourths or it may consist of

a few pages that are folded in half and saddle stapled at the crease to make a

simple book. The purpose of the output is to inform and educate the Academic

Problems and Negative Attitude of the Students towards Science, Technology,

Engineering and Mathematics Program.