The Perception of STEM

Among Filipino
Grades 7 to 10 Students
Appreciating Science:
A Project on Perception of Filipino Grades 3 to 12 Students
in the Philippines (Year 2)

University of the Philippines

Department of Science and Technology
College of Mass Communication
Foundation Inc. SCIENCE EDUCATION INSTITUTE
The Perception of STEM Among Filipino Grades 7 to 10 Students
Appreciating Science: A Project on Percepton of FIlipino Grades 3 to 12
Students in the Philippines (Year 2)

All rights reserved.

©2022 by the Department of Science and Technology - Science Education Institute (DOST-SEI)
Manila, Philippines

Suggested Citation:
Department of Science and Technology - Science Education Institute (DOST-SEI) (2022).
The Perception of STEM Among Filipino Grades 7 to 10 Students
Appreciating Science: A Project on Perception of Filipino Grades 3 to 12 Students in the
Philippines (Year 2). DOST-SEI, Taguig City

ISBN: 978-621-8283-11-4

Published by:
Department of Science and Technology - Science Education Institute (DOST-SEI)
1st and 2nd Levels, Science Heritage Building
DOST Compound, General Santos Avenue
Bicutan, Taguig City, Metro Manila, Philippines
Tel. Nos. (02) 8710-7462 loc. 7027
[Link]

Request for permission to use any material from this publication or for further information should be ad-
dessed to the copyright holders.

Printed in Metro Manila, Philippines

Contents

Contents iii
Executive Summary iv

Introduction 1-2
Background 1
The Project: Year 1 1

The Project: Year 2 3-8

Research Problems and Objectives 3
Methods and Procedures 3

Research Results and Findings 9-37
Interest and inclination of the students to take up science courses 9
Factors that make the students engage in STEM subjects 14
Push and pull factors that encourage students to pursue
or not pursue STEM track 22
Role of science teachers in facilitating or hindering the
effective teaching of Science 26
Situation of students amidst the COVID-19 pandemic and
how they cope with the remote learning set-up 34

Summary, Conclusions and Recommendations 38-44

References 45-46
Appendices 47-74

Appendix A: Year 1 Executive Summary 47

Appendix B: Bar Graphs 50
Appendix C:Research Instruments 54
B-1: Survey Questionnaire
B-2: Focus Group Discussion Guide
B-3: Key Informant Interview Guide
Appendix D: Documentation Procedure 72
Appendix E: Research Team 74

The Perception of STEM Among Filipino Grades 7 to 10 Students iii

Executive Summary

This study is the second part (Year survey questionnaire, through a Google
2) of the three-year Department Of Science form, was administered via Zoom, Facebook
and Technology–Science Education Institute Messenger, and mobile phone. Guide questions
(DOST-SEI) and University of the Philippines were constructed for the key informant
College of Mass Communication Foundation, interviews (KIIs) and Focus Group Discussions
Inc. (UPCMCFI) collaborative research project, (FGDs). All the tools were pretested prior to
that explores the appreciation of and relevance actual data collection.
of Science among K3 to 12 students. Year
Frequency counts, cross-tabulations,
1 focused on K3 to 6 students which major
t-test and logistic regression served as
highlights are in Appendix A. The Year 2 phase
bases for analyses and interpretations of the
covered K7 to 10 students and generally sought
quantitative data. Cross-tabulations and t-test
to answer the question: “How and in what
were used to examine differences between the
contexts would K7 to 10 students pursue a
variables’ gender, region, and type of school i.e.,
Science Technology Engineering Mathematics
private or public, with respect to their interest
(STEM) or any science-related track in their
or inclination to take science courses, and
studies?” Specifically, the research aimed:
their favorite or top four strands or domain.
1. To determine the interest and inclination Moreover, the Chi-square was also used to
of the students to take up science measure the correlation between the interest
courses; and inclination to take science courses and their
2. To identify the factors that will make the favorite or top four strands or domain. Finally,
students engage in STEM subjects; the logistic regression was used to determine
3. To explore the push and pull factors that the contribution of the nominated variables and
will encourage students to pursue or not demographic variables to a student’s inclination
pursue STEM tracks; to take science courses.
4. To find out the role of science teachers
The KIIs and FGDs were transcribed and
in facilitating or hindering the effective
were analyzed thematically.
teaching of science; and
5. To determine the situation of students Results of the study show that, of the
amidst the COVID-19 pandemic and how 1, 067 respondents, 20% are from NCR; while
they cope with the remote learning setup. the remaining 80% are fairly distributed across
the regions. Even distribution of respondents
The survey areas included selected cities
according to sex i.e., male and female, was also
in the National Capital Region i.e., Quezon City,
observed. The average age of the respondents
Marikina City, and Makati City; selected regions
is 14.1 years old.
in Luzon i.e., Region I, III, and V; in Visayas i.e.,
Region VI and VII; and in Mindanao i.e., Region Fifty five percent (55%) of the student-
VIII, IX, XI, and XII. Two schools from each respondents come from public schools, while
region-one public high school and one private 45% are from private schools.
high school-were taken from each region.
Liking Science is consistent across
Both quantitative and qualitative data gender, type of school, and region. Overall,
were obtained and triangulated. A structured 22.2% of the students claimed Science is their

iv The Perception of STEM Among Filipino Grades 7 to 10 Students

favorite subject — followed by English (21.4%), What appears to be the factors that could
and Mathematics (17.6%). Science is the entice students to choose STEM consist of:
favorite subject of 28% of students in Region IX, a)Engaging in science activities, b) complete
but an almost equal number can be seen in NCR science laboratory for experiments, c) financial
with 27.7% and in Region XII with 27.6%. Science and moral support of parents and guardians in
as the students’ favorite subject is lowest in terms of help with assignments or projects and
Regions V with 16.7%, in Region VII (17%), in choice of STEM as an academic track, and d)
Region XI (17%), and in Region III (18%). support and encouragement from friends and
classmates.
The FGDs revealed that there is a high
interest in science since most informants It cannot be denied that teachers play an
said that Science is predominantly a favorite important role in encouraging students to like
subject. Science topics are explained properly and take STEM. As students revealed in the
to them and their teachers’ approach arouses survey and FGDs, they like teachers who are
their curiosity for the subject. When it comes to knowledgeable about the subject and explain
the most interesting domains of science, there the lessons well. They also like teachers who
is a general agreement that “Earth and Space” are creative and who use visual aids and social
and “Living Things and their Environment” are media to enhance their teaching. Being able to
understood easier than the other domains. approach their teachers for further explanation
about the topic is a plus factor in learning about
Based on the KIIs, Biology, Chemistry,
Science.
and Physics are the high school subjects the
students are particularly interested in. Students Out of 1,067 students, 66.1% said that
from the NCR, however, selected Math and they want to pursue the academic track in senior
MAPEH as their favorite subjects more than high school. Of these, close to two-thirds or
science and other domains. 63% will choose STEM. The identified reasons
of students who do not want to pursue STEM
When it comes to the hardest subject,
are that a) the STEM subjects are difficult or
there were students who noted that they do
complicated, b) these are not related to the
not like the Filipino subject since they cannot
career they want to take, and c) they are not
understand why the national language needs
good in Math and computations. However, there
to be learned. They are also having a hard time
are still students who are open to changing their
understanding deep Filipino words, especially
decision and take up STEM, provided a) there
by those coming from the provinces. Math
will be a change in the course they want to
is considered the hardest subject because it
take in college, b) if it is STEM-related, there is
requires memorizing concepts and solving
a scholarship, incentive, or financial assistance
problems. The least liked subject by rank are
offering, and c) their family/parents/guardians
Mathematics (41.1%), Araling Panlipunan
would advise them to take STEM.
(11.7%), and Filipino (9.7%).
It is interesting to note that the top three
Most of the schools only have one
courses the students want to take in college are
laboratory for the entire school, typically with
medicine, engineering and education/teaching.
the size of a regular classroom. Before the
According to the most number of students,
pandemic, the laboratories were converted
the current COVID-19 situation has affected
into classrooms to resolve issues of limited
their studies and interest in Science, owing to
classrooms in public schools. Interestingly,
the remote and online learning set-up; their
majority of the students claimed that they are
modules are engaging enough to encourage
not affected by their class size; however, there
them to study under the remote/online learning
are teachers especially from public schools
set-up.
who were burdened with handling classes as
big as 60 to 70 students per section.

The Perception of STEM Among Filipino Grades 7 to 10 Students v

 The statistical tests indicate that there is a
significant association between STEM intention
and favorite science subject in NCR, where more
students who like Force, Motion, and Energy
intend to take up STEM. A conducive learning
environment and parents’ support significantly
raises the odds of a student intending to take
up STEM.
Living in Regions VI and XII have
significantly higher odds of STEM intention
compared to living in NCR. Living in Regions
III, V, and VIII have significantly lower odds of
STEM intention compared to living in NCR.

vi The Perception of STEM Among Filipino Grades 7 to 10 Students

Introduction

Background

In 2019, the DOST-SEI through the (OECD) that conducts the triennial survey, known
UPCMCFI, embarked on a three-year research as the Programme for International Student
project titled, “A Three-Year Project on the Assessment (PISA), which covered member
Perception of STEM Among Filipino Grades and non-member states, showed that out of 79
3-12 Students in the Philippines (2020-2022)”. countries, the Philippines scored the lowest in
Of prime concern was the low number of reading comprehension and the second-lowest
science-inclined students and the scarcity of in Mathematics and Science. This necessitated
Filipino science practitioners. comprehensive research on Filipino K3 to 12
students to understand why Filipino students’
Based on the 2014 National Achievement performance in Science and Math is below par,
Test (NAT), the passing rate of Grade 6 students so that decision-makers, specifically DOST-SEI,
was only 69.21%. As a response, Republic Act together with concerned government agencies,
10533 or the Enhanced Basic Education Act of could solve the situation at hand (UPCMCFI
2013 was passed. The law was implemented Year 1 Report, 2020).
to improve the educational system by
strengthening its curriculum and increasing the
number of years for basic education. This R.A. The Project: Year 1
aims to adapt to the implementation of the K-12
curriculum, which attempts to produce K-12 The implementation of the Year 1 phase of
graduates who are globally competitive and this study was greatly affected by the pandemic
gainfully employed. The so-called hope of the that has put to a brief standstill the interview
country is expected to acquire knowledge and with the main participants of the project – the
skills in problem-solving, analysis of data, and students and the schools. It covered the period
application of evidence to make decisions. January 2020 to February 2021. K3 to 6 students
were specifically selected for the study because
STEM is one of the academic tracks of the need to examine their formative years
in the senior high school level i.e., K11 to 12. of Science education, which commonly starts
The STEM track generally serves to catalyze on their third year of elementary education in
society’s growth and development. Having been the Philippines. It investigated a) the students’
taught using an interdisciplinary approach, perception, attitude, awareness, and knowledge
“STEM is designed to produce graduates of in Science; b) the student’s experiences in
secondary level who will take science, research, learning Science, and c) the student’s inclination
mathematics and engineering-related courses to pursue Science (UPCMCFI Year 1 Report,
at the tertiary level and thereby add to the 2020).
scientific and scholarly workforce of the A reassessment of strategies had to be
country” (Estonanto 2017). made because the project team had to shift
to using online platforms in administering the
Despite the passing of RA 10533 in 2013,
interviewer-administered survey; conducting the
the 2018 worldwide study of the Organisation
FGDs with participating students and conduct
for Economic Co-operation and Development

The Perception of STEM Among Filipino Grades 7 to 10 Students 1

of the Key Informant Interviews through online
platforms using Google Meet, Zoom, and in
some cases through phone calls, instead of
the proposed face-to-face survey. However,
these were challenges that were surmounted
by the research team despite some delays and
problems in getting all participants for the study
(UPCMCFI YEAR 1 Final Report, 2020).

2 The Perception of STEM Among Filipino Grades 7 to 10 Students

The Project: Year 2

The situation in the country brought about Quantitative Method: Survey

by Covid-19 again entailed the use of alternative
To be able to employ a data gathering
platforms for data gathering from public and
method where quantitative results can be
private schools in the sample regions. Research
generated, the project team designed a survey
instruments for the survey, KIIs , and FGDs
instrument. The said instrument mostly contains
were developed with these platforms taken into
close-ended questions to generate responses
account.
that can be quantitatively interpreted; however,
open-ended questions were also included
Research Problem and Objectives to record responses that require narrative
structures.
The study sought to answer the question:
The sample students were interviewed by
How and in what contexts will K7 to K10
the project’s trained interviewers for the survey,
students pursue a STEM or science-related
which took about an average of 15 minutes per
track in their studies?
interview-survey. Interviews were conducted
Specifically, it aimed: through mobile phone calls and Facebook
1. To determine the interest and messenger calls. However, for one private
inclination of students to take up school in Makati (NCR), phone interviews were
sciences courses; not allowed due to the strict confidentiality
2. To identify the factors that will make policy of the school, so a separate online
the students engage in STEM; questionnaire was given for them to fill in. There
3. To explore the push and pull factors were 28 students from the said school who
that will encourage students to agreed and participated in the study.
pursue or not to pursue STEM tracks;
4. To find out the role of science Qualitative Method
teachers in facilitating or hindering
Sixteen key informant interviews were
the effective teaching of science, and
conducted from Region I, VIII, XII, and NCR.
5. To determine the situation of
Selected principals and science teachers or
students amidst the COVID-19
coordinators, identified as key informants, were
pandemic and how they cope with
interviewed online in accordance with the KII
the remote learning set-up.
guide formulated by the team. The said guide
was divided into four themes : a) Profile of the
Methods and Procedures School; b) Perception; c) Facilities and Teaching
Materials, and d) Suggestions. Each interview
The study employed triangulation using lasted around 45 minutes, at the average.
both quantitative and qualitative methods of data
Meanwhile, to determine the
gathering. The following research instruments
students’perception and inclination to pursue
i.e., survey questionnaires, FGD guides, and
science tracks, a total of eight focus group
KII guides were developed and pretested
discussions among K7 to K10 students were
prior to data collection (see Appendix C).
also facilitated in the four selected regions.

The Perception of STEM Among Filipino Grades 7 to 10 Students 3

Each group, consisted of five to eight students, Science Coordinators and Teachers
shared their insights on topics about their
Science teachers and coordinators of the
favorite subjects and science topics, perception
identified private and public schools in Regions
and interests, their future career plan, health
I, VIII, XII, and NCR, served as key informants
condition, STEM track, their science teachers,
in the designed interviews to gather data on
and the remote learning setup during the
perception and experience in teaching STEM in
COVID pandemic. The FGDs were organized
junior high school.
online via Zoom or Facebook Messenger. Prior
to the conduct of FGDs, parental consent was K7 to K10 Students
also secured from the participants’ parents
or guardians. The FGDs were recorded with There were 1,067 respondents from Junior
permission, and were then transcribed verbatim. High School i.e., K7 to K10, who participated in
The analysis of the transcriptions served as the survey. The selection of respondents came
bases for the triangulation with survey data. from two school batches: a) 2020-2021 and
b) 2021-2022, as the data collection started
towards the end of the SY 2020-2021. For
Data Sources
Regions I, VIII, and XI, selected respondents
Public and Private High Schools were mostly from students who completed K7
to 10. For the rest of the regions, respondents
To establish the study areas of the
are currently K7 to 10 students.
project for its second year of implementation,
the project team identified public and private Shown in Table 2 is the breakdown of the
high schools in the following areas: The National total number of identified respondents.
Capital Region (Quezon City, Marikina City and
For the conducted survey, NCR
Makati City), Luzon (Region I, III, and V), Visayas
comprises 20% of the respondents, with the
(Region VI and VII), and Mindanao (Region VIII,
rest fairly distributed across other regions.
IX, XI, and XII). Field coordinators selected two
Gender distribution is also more or less evenly
schools from each region: one (1) public high
distributed between boys, with 48.1% and girls,
school and one (1) private high school. However,
with 51.9%. As for their age, majority of the
due to the lack of students who agreed to
students belong to the age bracket 12 to 16
participate, Region VIII had to take two (2) private
years old, with an average age of 14.1 years old.
schools to get the target number of students.
Majority of the students who participated
From these schools, the team further
in the survey are in K10, with 284 students or at
identified research participants i.e., survey
26.62%,. This figure is followed by K7 students
respondents, key informants, and FGD
with 275 or 25.77%; K8, with 257 or 24.09%; and
participants, who served as data sources of
K9 students, with 251 or 23.52%. From these
the study. This will further be discussed in the
students, 55% come from public schools, while
succeeding sections.
45% come from private schools.
Public and Private Schools’ Principals For the conducted FGDs, participants
The team identified the principals of the were selected from the list of student-survey-
selected schools in Regions I, VIII, XII, and NCR, respondents. Only students from NCR
as its key informants in the interview. In order to and Regions I, VIII, and XII, were asked to
gather general characteristics and information participate in the discussions. Shown in Table
of the principals, Personal Information Sheets 3 is the aggregated data of FGD participants
(PIS) were distributed to them. Shown in according to region, type of school, and sex.
Table 1 are the consolidated data on the
general characteristics of the principals who
participated in the study.

4 The Perception of STEM Among Filipino Grades 7 to 10 Students

Table 1. General Characteristics of Principals.
Experienced in
Average Teaching Science No. of Years No. Years No. of
Region Age Gender Monthly Major of Teaching of being Trainings
Income Yes Experience Principal Attended
No
(no. of yrs)
Public School
NCR 44 Male 40,000-49,000 AB English X NR 2 7
BSE Rel.
I 57 Female NR 3 4 14 3
Educ

VIII 48 Female 50,000-above BSEd Math X 4 2 2

XII*
Private School
BSEd Values
NCR 52 Female NR X 25 NR 50+
Educ
BSEd
I NR Female NR X 20 1 none
English
BSEd Sci.&
VIII 66 Female NR 25 25 3 2
Math
XII*
*principals from Region XII did not return the PIS.

Table 2. Distribution of Survey Respondents

TOTAL RESPONDENTS = 1067

Region GRADE PUBLIC PRIVATE

(Province) LEVEL MALE FEMALE MALE FEMALE
NCR Grade 7 7 7 2 1
Quezon City Grade 8 5 5 2 5
Grade 9 6 6 4 6
Grade 10 6 6 6 6
NCR Makati City Grade 7 7 7 0 1
Grade 8 6 6 2 3
Grade 9 6 6 7 4
Grade 10 6 6 6 5
NCR Grade 7 6 7 0 0
Marikina City Grade 8 6 5 3 2
Grade 9 5 6 0 0
G rad e 1 0 5 5 3 2

The Perception of STEM Among Filipino Grades 7 to 10 Students 5

Table 2. Distribution of Survey Respondents (Cont.)
TOTAL RESPONDENTS = 1067

Region GRADE PUBLIC PRIVATE

(Province) LEVEL MALE FEMALE MALE FEMALE
Region I Grade 7 7 7 7 7
Pangasinan Grade 8 6 6 6 6
Grade 9 6 6 6 6
Grade 10 6 6 6 6
Region III Grade 7 7 7 7 7
Pampanga Grade 8 6 6 6 6
Grade 9 6 6 6 6
Grade 10 6 6 6 6
Region V Grade 7 7 7 7 6
Albay Grade 8 6 7 6 6
Grade 9 5 6 5 5
Grade 10 5 6 6 6
Region VI Grade 7 6 8 6 7
Iloilo Grade 8 6 6 6 6
Grade 9 6 6 6 6
Grade 10 6 6 6 6
Region VII Grade 7 7 7 2 7
Cebu Grade 8 6 6 6 6
Grade 9 6 6 5 6
Grade 10 6 6 6 6
Region VIII Grade 7 7 7 1 3
Eastern Samar Grade 8 6 6 3 5
Grade 9 6 6 4 6
Grade 10 6 6 1 3
0 1
1 2
2 0
2 5
Region IX Grade 7 7 7 7 7
Zamboanga Grade 8 6 6 6 6
Grade 9 6 6 6 6
G rad e 1 0 6 6 6 6

6 The Perception of STEM Among Filipino Grades 7 to 10 Students

Table 2. Distribution of Survey Respondents (Cont.)
TOTAL RESPONDENTS = 1067

Region GRADE PUBLIC PRIVATE

(Province) LEVEL MALE FEMALE MALE FEMALE
Region XI Grade 7 7 7 7 7
Davao City Grade 8 6 6 6 6
Grade 9 6 6 5 7
Grade 10 6 6 6 6
Region XII Grade 7 7 7 1 5
Sultan Kudarat / Grade 8 6 5 1 3
South Cotabato Grade 9 5 6 2 5
Grade 10 6 6 5 6

Table 3. Distribution of FGD Participants by Region and Sex

Focus Groups Male Female
NCR Public 4 4
NCR Private 4 4
Region 1 Public 3 3
Region 1 Private 4 4
Region 8 Public 4 4
Region 8 Private 4 4
Region 12 Public 4 4
Region 12 Private 4 4
Total 31 31

Challenges in Data Collection Eastern Samar, Region VIII, were conducted

face-to-face due to the same reasons.
Due to the COVID-19 pandemic, most
of the data collection and team meetings Securing permission from the private
were conducted online. Since the survey was schools to conduct the study was also difficult,
conducted through phone and messenger calls, especially in the National Capital Region and
reaching the areas with poor internet and mobile in Regions VI and VII. As much as the team
network connectivity was difficult. In Region VIII, wanted to coordinate face-to-face interviews,
interviewers had problems contacting some most of the private schools had a very limited
students; and the team needed to look for areas workforce since most of the staff were working
with better signal and network connection. from home. In addition, due to the busy schedule
Another challenge is that some students have of the teachers and the confidentiality protocols
no mobile phones and the coordinator had to ask of the school on students’ information, the team
a neighbor to lend his phone to the respondent. experienced rejections from the prospective-
Focus group discussions in Brgy. San Julian, sample schools.

The Perception of STEM Among Filipino Grades 7 to 10 Students 7

 It was also noted that some private c. Any recording of personal information
schools have a small number of enrollment uploaded to a machine e.g., laptop or
because of the pandemic. As a result, field desktop or to an online storage facility
coordinators had to identify another school will be encrypted and password protected.
to at least get 80% of the target number of Only key research personnel i.e., Project
students in the region, specifically in the case Leader, and Pre-Test, Monitoring, and
of Region VIII. In the same region, there were Evaluation Specialists were given access
more females who participated than males to encryption keys and passwords.
because there was no other choice; it only had a
smaller number of males enrolled than females.
In the identified private school in
Marikina City, there were only 10 students
who participated in the survey. The principal
and science coordinator received a number of
refusals from the students’ parents or guardians.

Ethical Considerations
The identities and personal information
of all respondents and informants who were
surveyed and interviewed for this study
were protected in strict compliance with the
implementing rules and regulations of the
Data Privacy Act of 2012 or Republic Act No.
10173, Series of 2012. Respondents and /
Informants’ names were not and will not
be used in any report that will be published.
The interviews and discussions were kept
strictly confidential. An informed consent
was obtained from both the students and the
parents. Other ethical measures observed were:
a. Participants’ identities were kept
confidential and anonymous throughout
the study. No individually-identifying
pieces of information i.e., exact names or
addresses were included in the
processing of data for analysis.
b. Any recording of personal information
on the material form i.e., printed surveys
or transcriptions of interviews/
discussions shall be destroyed
within thirty (30) days after the project
implementation period has lapsed.

8 The Perception of STEM Among Filipino Grades 7 to 10 Students

Research Results and
Findings

Interest and inclination of the students to take difference in terms of favorite subjects between
up science courses public and private high schools.

To be able to explore the students’ interest Table 5 shows that among male students,
and inclination to take up science courses, Science (23.2%) and Mathematics (21.2%)
specific questions on students preference garnered the highest percentage as favorite
and behavior were raised in the different data subjects, while among females, English is the
gathering methods used. These questions favorite subject (27.1%), followed by Science
focused on the students’ treatment of the (21.3%).
subjects they take and how such becomes The cross-tabulated data for the subjects
a contributing factor into pursuing science and the regions show that overall, Science
courses. (22.2%) and English (21/4%) are the favorite
Students’ Most Liked Subjects. When subjects of students. Surprisingly, though there
students were asked to rank the subjects were students who said Math was difficult, it
according to their most favorite, the following garnered 17.6%, with Filipino at 13.7%. In NCR,
were the generated general results as under Rank Science is the favorite subject of 27.7%, followed
1 category: Science (22.2%), English (21.4%), by English (23.9%). An equal number of students
Mathematics (17.6%), and Filipino (13.7%); Rank (21%) in Region 1 said that their favorite subjects
2 favorite subjects are: Science (24.3%), English are Filipino and Science. Remarkably, of all the
(17.2%), Filipino (13.1%), and Araling Panlipunan regions, it is in Region XII that Science posted
(9.2%); Rank 3 favorite subjects are: Science the highest frequency (27.6%), just slightly lower
(15.2%), English (13.4%), Filipino (11.9%), than NCR’s 27.7%. Details are shown in Table 6.
Technology and Livelihood Education (11.6%), Looking at the FGD results, participants
and Araling Panlipunan (11.5%). Notably, Science disclosed that there is also high interest in
subject is on top in Ranks 1 to 3 categories. science since most of them said that it is
There is no indication of any skewed predominantly a favorite subject. The way and
demographics in terms of having Science as approach that their teachers use to explain
the students’ favorite subject. Liking Science is science to them sustains their love for the
consistent across gender and type of school. subject. It is also worth noting that according
The cross-tabulated data in Table 4 shows to the students, Science is an exciting subject
that, Science is the favorite subject, followed by because of how it is taught to them. Students
English and Mathematics. The favorite subject from the NCR, however, selected Math and
among the biggest number of students in both MAPEH as their favorite subjects more than
public and private schools is Science (22.0% and science and other domains.
22.5%, respectively). It is noticeable that English
is also the favorite of 22.0% of public school
students. At 0.05 level, there is no significant

The Perception of STEM Among Filipino Grades 7 to 10 Students 9

Table 4. Cross-Tabulation of Favorite Subject vis-à-vis Type of School
Type of School
Total
Subjects Public
(n=1067) Private (n=476)
(n=591)
Mother Tongue 0.005 0.005 0.004
Filipino 0.137 0.154 0.116
English 0.214 0.22 0.206
Mathematics 0.176 0.181 0.17
Science 0.222 0.22 0.225
Araling Panlipunan 0.048 0.046 0.05
Edukasyon sa Pagpapakatao 0.052 0.059 0.044
Music 0.013 0.005 0.023
Arts 0.035 0.022 0.05
Physical Education 0.021 0.012 0.032
Health 0.007 0.007 0.006
Edukasyong Pantahanan at Pangkabuhayan 0.007 0.012 0
Technology and Livelihood Education 0.065 0.058 0.074

Table 5. Cross-Tabulation of Subjects and Gender

Gender
Subjects
Male (n=553) Female (n=514)
Mother Tongue 0.80% 0.20%
Filipino 15% 12.50%
English 15.20% 27.10%
Mathematics 21.10% 14.40%
Science 23.20% 21.30%
Araling Panlipunan 6.60% 3.10%
Edukasyon sa Pagpapakatao 4.30% 6.10%
Music 1.60% 1.10%
Arts 2.50% 4.30%
Physical Education 2.70% 1.40%
Health 0.80% 0.50%
Edukasyong Pantahanan at Pangkabuhayan 0.60% 0.70%
Technology and Livelihood Education 5.70% 7.20%

10 The Perception of STEM Among Filipino Grades 7 to 10 Students

 Students with observed potential in Students’ Favorite Domain of Science. It
pursuing science are active, especially during can be seen in Table 7 that Earth and Space is
discussions. They are also highly inquisitive the most liked domain of science when data are
-- often asking numerous questions to their aggregated according to the types of school,
teachers. According to one teacher: followed by Living Things and Their Environment
and Matter. The result of the survey divulged that
“Yung mindset nila, yung curiosity
students prefer Force, Motion, and Energy the
nila, matanong po. “Bakit po Ma’am
least. More students in public schools (21.5%)
ganito?”, “Bakit ganyan?” so alam
prefer Matter as a subject compared to the
mo na parang okay interesado siya…
total (17.7%), while significantly less students in
Parang lagi po silang nagtatanong
private schools (13%) like it.
“Paano po yung ganito Ma’am?” halos
tinatanong po nila yung experiences In terms of favorite science domain
mo tapos lalo na sa Grade 9 po yung according to gender, female respondents are
mga topics na about pang science more inclined towards Living Things and Their
talaga parang gusto nilang malaman Environment (38.3%), while male respondents
yung kasulok-sulukan, ang dami nilang are more interested in Earth and Space (40.9%).
tanong about sa topic na yun parang This is reflected in Table 8.
mauubusan ka nalang din ng isasagot
Table 9 shows that of the 1,067
sa mga tanong nila.
respondents, Earth and Space ranked first as a
[They have this mindset; they are favorite domain across all regions, with 37.8%.
curious and ask a lot of questions. For This is followed by Living Things and their
me, it’s indicative of their interest. They Environment with 32.4%. Matter ranked third
ask about my experiences. My Grade with 17.7%, while Force, Motion, and Energy
9 students are very curious about ranked fifth with 12.1%. Across all regions and
different science topics, it’s as if they in respect to all science domains, Regions VII,
want to get to the bottom of things. VIII, and IX show the highest inclination towards
Sometimes, I feel like I’ll run out of a) Matter, b) Force, Motion and Energy, and
answers to their questions.] (Science c) Earth and Space, respectively. In Regions
Teacher, Region 1)” VI (36.4%), VII (37.2%), XII (35.5%) and NCR
(36.2%), the percentages are higher than the
These students also possess the
overall figure (32.4%) for Living Things and their
eagerness to learn, often taking initiative to
Environment.
learn more about a topic:
From the FGD, when it comes to the
“Sila iyung ma ma-tyaga, sila iyung
most interesting domains of science, there
mga pursigido at sila iyung makikita
is a general agreement that Earth and Space
mong eager na matuto, sila iyung
and Living Things and their Environment are
makikita mo na iyung initiative nila
more easily understood than the other strands.
na matuto…hindi mo na sasabihin
The students mentioned that they chose
sa kanila kundi sila mismo iyung
these domains because they were curious
nagpapakita na interesado sila.
about our planet and our way of life. Students
[They are patient, hardworking, from Region 1, however, also liked Force and
determined, and eager to learn. You Motion, especially those who favor the Math
can really see their initiative to learn. subject. Most students who dislike Math do
You do not have to tell them anything, not appreciate Matter and Force, Motion, and
they will show you that they want to Energy because they are asked to memorize
learn.] (Science Teacher/Coordinator, formulas and solve science problems.
NCR)”

The Perception of STEM Among Filipino Grades 7 to 10 Students 11

Table 6. Cross-Tabulation of Subjects and Region
Region

Total
Subject I III V VI VII VIII IX XI XII NCR
(n=1067)
(n=100) (n=100) (n=96) (n=99) (n=94) (n=89) (n=100) (n=100) (n=76) (n=213)

Mother Tongue 0.50% 1.00% 1.00% - 1.00% 1.10% - 1.00% - - -

Filipino 13.70% 21.00% 12.00% 20.80% 15.20% 7.40% 30.30% 8.00% 9.00% 14.50% 7.50%
English 21.40% 15.00% 18.00% 19.80% 22.20% 24.50% 13.50% 29.00% 24.00% 19.70% 23.90%
Mathematics 17.60% 16.00% 17.00% 14.60% 23.20% 12.80% 7.90% 16.00% 19.00% 28.90% 19.70%
Science 22.20% 21.00% 18.00% 16.70% 21.20% 17.00% 22.50% 28.00% 17.00% 27.60% 27.70%
Araling
4.80% 5.00% 4.00% 11.50% 5.10% 5.30% 2.20% 3.00% 7.00% 1.30% 3.80%
Panlipunan
Edukasyon sa
5.20% 3.00% 8.00% 7.30% 2.00% 10.60% 7.90% 4.00% 6.00% 1.30% 3.80%
Pagpapakatao
Music 1.30% 2.00% 3.00% - - 2.10% 1.10% 2.00% - - 1.90%
Arts 3.50% 5.00% 4.00% 3.10% 1.00% 7.40% 1.10% 1.00% 10.00% 1.30% 1.90%
Physical
2.10% 2.00% 2.00% - 2.00% 5.30% 3.40% - 2.00% 2.60% 1.90%
Education
Health 0.70% - 1.00% - 1.00% 3.20% - - 1.00% - 0.50%
Edukasyong
Pantahanan at 0.70% 2.00% - - - - - - 1.00% - 1.00%
Pangkabuhayan
Technology and
Livelihood 6.50% 7.00% 12.00% 6.30% 6.10% 3.20% 10.10% 8.00% 4.00% 2.60% 5.60%
Education

Table 7. Cross-tabulation of Favorite Science Domain and Type of School

Type of School
Total
(n=1067) Public Private
(n=591) (n=476)

Science Domain 1067 591 476

Living Things and Their Environment 32.40% 31.30% 33.80%
Matter 17.70% 21.50% 13.00%
Force, Motion, and Energy 12.10% 11.50% 12.80%
Earth and Space 37.80% 35.70% 40.30%

12 The Perception of STEM Among Filipino Grades 7 to 10 Students

 In addition, it was revealed in the key Students’ Interest and Behavior on
informant interviews that among the various Studying Science. In an attempt to describe how
science subjects taught in junior high school, interested students are to science, respondents
students are particularly interested in Biology, were asked whether they have studied about
Chemistry, and Physics. For Biology, students in notable scientists and their contribution to their
Region VIII enjoy learning about organ systems, field. From the results, majority of the students,
while students in Region XII enjoy learning with 65.3% (18.6% - strongly agreed; 46.7%
about DNA and why it is important in crime - agreed) said that they have studied about
investigations, according to their teachers. famous scientists and their achievements.
On one hand, students enjoy Chemistry and Some 21.6% said that they are unsure whether
Physics because of the hands-on activities or not they have conducted a study about them;
i.e., experiments on chemical reactions for the remaining percentage posed disagreement
Chemistry, and experiments on projectile and unfamiliarity to the question.
motion and electricity for Physics. On the other
Students were also asked if scientists
hand, students from National Capital Region
play a role in strengthening their interest
(NCR) and Region VIII, enjoy discussions on
towards science. It is worthwhile to note that
Earth and Space e.g., heavenly bodies and
39.7% of the students disagreed with the
natural phenomena, as shared by their teachers.
statement - that scientists do not inspire them
Students’ Least Liked Subjects. Students to study science; 28% strongly disagreed with
were also asked about their least liked subject. the statement indicating that regardless of their
From the generated survey results, the following future plans, they are inspired by scientists.
subjects were identified by the students as their
With these, students were asked if they
least liked. In the Rank 1 group: Mathematics
imagine themselves to become scientists in the
(41.1%), Araling Panlipunan (11.7%), and Filipino
future. Less than a quarter of the students said
(9.7%); belonging to the Rank 2 group are: Araling
that they want to be a scientist in the future. It
Panlipunan (18.4%), Filipino (10.8%), and English
is interesting to note that about a third or 34.3%
(10.3%); and in Rank 3 are Araling Panlipunan
are undecided if they want to be a scientist in
(15.2%), Music (11.9%), and Technology and
the future, and an almost equal number (35.2%)
Livelihood Education (10.5%).
do not want to be a scientist in the future.
Among all group ranks and subjects,
Respondents were also asked about
Mathematics is the least liked subject - belonging
their study behavior. A big majority, with 89.7%
in the rank 1 category. It is also worth noting that
(38.8% - strongly agreed; 50.9% - agreed) said
across all group ranks, Araling Panlipunan is
that they try their best to study on their own to
included in the Rank 1 group as second, and the
enrich what they have learned in their Science
least liked subject in the Ranks 2 and 3 groups.
subjects. The remaining percentage also
FGD results also revealed that when it comes
recorded disagreement to the statement about
to the hardest subject, the participants find that
enriching their learning on Science.
Math is the hardest of them all, as it requires
memorizing concepts and solving problems.
There are students who also do not like the
Filipino subject since they cannot understand
why the national language needs to be learned.
They also have a hard time understanding deep
or difficult Filipino words, especially by those
coming from the provinces. Some students do
not like MAPEH because of the requirements
that are asked from this subject.

The Perception of STEM Among Filipino Grades 7 to 10 Students 13

Table 8. Cross-tabulation of Favorite Science Domain and Gender
Gender
Science Domain
Male (n=553) Female (n=514)
Living Things and Their Environment 26.10% 38.30%
Matter 17.20% 18.20%
Force, Motion, and Energy 15.80% 8.70%
Earth and Space 40.90% 34.80%

Table 9. Cross-Tabulation of Favorite Science Domain and Region

Region

Total
Science Domain I III V VI VII VIII IX XI XII NCR
(n=1067)
(n=100) (n=100) (n=96) (n=99) (n=94) (n=89) (n=100) (n=100) (n=76) (n=213)

Living Things and

Their 32.40% 29.00% 31.00% 26.00% 36.40% 37.20% 30.30% 31.00% 28.00% 35.50% 36.20%
Environment
Matter 17.70% 19.00% 11.00% 21.90% 21.20% 27.70% 20.20% 9.00% 17.00% 19.70% 15.00%
Force, Motion,
12.10% 7.00% 12.00% 17.70% 13.10% 9.60% 19.10% 11.00% 8.00% 13.20% 11.70%
and Energy
Earth and Space 37.80% 45.00% 46.00% 34.40% 29.30% 25.50% 30.30% 49.00% 47.00% 31.60% 37.10%

Factors that make the students engage in science, the FGDs and KIIs focused on
in STEM subjects establishing and exploring this element through
a series of questioning. Students and teachers
Availability of Science (Physical) openly shared their personal experiences in
Resources. The student-respondents were learning and teaching science.
asked whether or not their schools have
A teacher in Region XII said that students
sufficient resources i.e., laboratories, facilities,
actively participate in various student activities.
and other resource materials, to cater to the
Accordingly, when they are given tasks on
needs of the students in learning science. From
these activities, they could still perform despite
the result, a little more than a third (34.2%)
the lack of materials and apparatuses. Even
agreed and (17.9%) strongly agreed that their
after class hours, students try to finish these
schools have sufficient laboratories, facilities,
tasks. But despite being interested in hands-on
and other resource materials needed for their
science activities, schools have limited facilities
science classes, while 10.2% said otherwise.
and equipment needed to conduct experiments.
About a fourth or 25.8% are unsure if their
Most of the schools only have one laboratory
schools have sufficient laboratories, facilities,
being used by the entire school, which is typically
and other resource materials needed for their
the size of a regular classroom. In some schools,
Science classes. The remaining 11.9% said that
the laboratories were converted into classrooms
they know nothing about the topic.
to resolve issues of limited classrooms. This
To delve more into how these physical is the case for the schools in Region VIII. If
resources affect the learning process of students their classes needed to use the laboratory, the

14 The Perception of STEM Among Filipino Grades 7 to 10 Students

 teachers borrow the needed apparatus and enjoy their time in the laboratory. The
from the laboratory room and conduct the experiments are essential in helping the students
experiments in their own classrooms. connect their theoretical learnings to practical
activities. However, the insufficient equipment
For schools with only one laboratory,
and lack of opportunities to hold classes in
teachers must coordinate with one another
the laboratory affect the students’ interest in
to schedule a laboratory activity for their
the topics and overall learning experience. A
class. If there are conflicting schedules,
teacher lamented:
teachers end up conducting the experiments
in their own rooms. Due to limited apparatus, Yung ignorance. Syempre pagpunta
teachers often demonstrate the experiments nila ng bigger school di ba parang pag
in front of their class. In some cases, students lumalabas na sila talagang sinasabi ko
conduct the experiments by group. A teacher sa kanila na ‘hayaan niyo pagdating
from Region I recalled that there were times niyo sa college mararanasan niyo
when she had to flash or distribute printed kung paano gumawa ng ganyan’. Yung
pictures of a particular laboratory apparatus, mga ganun yung dinadrive mo sa
since she could not physically present it to kanila. Yung ignorance talaga nila na,
class because another teacher was using it. makikita mo kasi yung hunger nila na
sana maano din namin yan [experience
It was also noted in the discussions that
hands-on activities for themselves]. So,
equipment and apparatus, such as microscopes,
yun yung malaking impact, tapos icha-
cylinders, beakers, and test tubes exist in
chat ka rin talaga nila na ‘ma’am alam
school laboratories. However, most of these are
mo ba nag-experiment kanina alam mo
damaged and no longer working. Microscopes
yung kaba ko’. Ganun yung kinukwento
in a school in Region VIII and NCR are no longer
nila kasi syempre ang ignorante nila
functional and are only used to familiarize
sa mga ganun although alam nila na
students with their parts rather than how to
ito yung beaker, ito yung Erlenmeyer.
operate these. It is rare for the laboratories
to have wash areas, with some only having a Pinapakita ko naman sa kanila
simple sink. A teacher shared that, some time although hindi nila pwedeng gamitin
ago, an individual promised to sponsor a well- kasi iisa lang yun baka mabasag
equipped laboratory for the school; but the plan pa pano yung next school year
never came to fruition. anong gagamitin ko? Alam nila yung
hitsura pero once na ginamit na nila,
As of this writing, the laboratory in a school
halimbawa yung sa distillation, dun
in NCR does not have a water source. While
na lalabas yung pagiging ignorante
there are plans for a separate building, which
ng mga bata kasi hindi nila yun
would house more science laboratories e.g.,
naranasan kahit man lang sa basic
wet and dry laboratory, chemistry laboratory,
Science. Yun po yung negative impact
physics laboratory, for the schools in NCR and
dun sa mga bata namin dito sa Anda.
Region XII, it would take some time before
students can use the facilities. Meanwhile, a [They become ignorant. I always
school in Region I does not have a laboratory at tell them, “don’t worry, you’ll get to
all. The building that housed the old laboratory experience doing experiments in
was deemed unsafe for use, so experiments are college.” You can see their hunger
done in the classrooms. to do hands-on activities on their
own. That’s the biggest impact of
According to the teachers, laboratory
not having materials. My previous
classes are highly anticipated by students as
students would send me messages
they look forward to conducting experiments
about how nervous they were during

The Perception of STEM Among Filipino Grades 7 to 10 Students 15

 their experiment in class. Even though Ang hirap kasi ang hirap ng
they are familiar with basic apparatus, adjustment to the point na parang
they do not know how to use it since magiging magician ka…So, kaming
they were not allowed to use it during mga teachers sobrang hirap talaga
their stay in our school. It affects our ng adjustment pero wala kaming
students negatively.] (Science Teacher, choice kasi teacher kami parang hindi
Region 1). po pwedeng gawing excuse yung
scarcity, yung shortage na yun hindi
Students may also compare themselves
mo pwedeng gawing excuse. So, ikaw
to their peers studying in schools with better
na teacher minsan may mga masa-
facilities, which could affect their motivation in
sacrifice ka na imbes na para sa family
class. Another teacher recalled:
ko to, para sa mga anak ko, kailangan
Iyung motivation, iyung excitement ko isakripisyo muna kasi kailangan
nila… Kasi iyung mga bata mas kong bumili ng gamit… Kumbaga
gusto nila iyung hands-on talaga sila ito yung sahod ko kailangan kong
kasi kahit magulo, kahit maingay eh kaltasan kasi kailangan ko i-sustain
natututo naman sila doon. Nakikita mo kung ano yung needs sa school or else
iyun pero pag nakita nila bakit kulang wala talagang mangyayari sa learning.
iyung materials namin sila meron doon
[It’s difficult to adjust. Sometimes, it’s
[sa ibang school], kami ganito wala
like teachers must become magicians.
nababawasan iyung drive nila na mag-
Adjusting is difficult for us teachers,
participate, maging active doon sa
but we have no choice because it’s our
klase kasi nga kulang iyung materials.
job to teach. We cannot use scarcity or
[Their motivation and excitement shortage of supplies as an excuse. As
are affected. The students enjoy doing a teacher, you must sacrifice. Instead
hands-on activities. Even if they can get of spending your money on your
rowdy or noisy, it’s a chance for them to family’s needs, you must sacrifice and
learn. You can see that they’re learning buy supplies you need for your classes.
during these hands-on activities. But I’ve taken portions of my salary to
the lack of materials affects them, they sustain what I need in school, or else
would compare themselves to kids nothing will happen to my students’
in other schools that have complete learning.] (Science Teacher, Region 1)
materials. It lessens their drive to
A Region XII principal shared that the
participate, to be active in class.]
following factors would discourage students
Science Teacher/Coordinator, NCR).
from taking up STEM courses: first is that there
Aside from insufficient laboratory is only a very small laboratory, considering
equipment, teachers also struggle with the lack the large number of students; second is that
of teaching aids. Visual aids, such as charts there are no available laboratory equipment;
and diagrams are limited in supply and kept and lastly, that there are only limited funds --
in the science room. Teachers would borrow Php 300,000 pesos is really not sufficient for
these materials and bring these to their own thousands of students. However, she is still very
room as needed. There are also no life-size thankful for the support of parents. According
models, such as for the skeletal system. Often, to her, the confidence and trust of parents are
teachers buy or make their own visual aids to very encouraging.
help their students understand lessons better.
Ultimately, to make the students more
An interviewee expressed dismay:
engaged in STEM subjects, the Region VIII
private school principal emphasized that there

16 The Perception of STEM Among Filipino Grades 7 to 10 Students

should be sufficient equipment and facilities to topics. However, certain topics in Chemistry
encourage students to take up STEM subjects. and Physics were not so much liked by many
of her students because of their mathematical
In the key informant interview with the
component.
NCR principal, he commented that it would be
discouraging if students are unable to apply Likewise, the NCR public school teacher
their learnings. The lack of opportunity to apply also shared that she conducts exposure trips
learnings may be because of poor facilities or and celebrates Science Month in January where
insufficient supplies in the school. Financial students participate in Quiz Bee, research
issues also play a part in hindering/discouraging congress, and science investigatory projects.
students to take up STEM courses, since most Students actively participated, especially
STEM courses are pricey. Lastly, the image in robotics where they joined national and
of STEM students (i.e., highly intelligent) can international competitions. In her school,
discourage students, especially if they think parents are very supportive, and they usually
they are not as intelligent as those already in the allow their children to join school activities at
STEM Program. He added that teachers have to their own expense. There are also designed
be effective in encouraging students to become activities during Science Month where parents
interested in science by narrating how and why are involved as participants with their child.
they decided to become teachers. He believes
A Region I public school principal shared
this will affect how students appreciate science,
that prior to the pandemic, her school regularly
or any subject in general.
conducted Science Olympics. They had Quiz
Conduct of Science-Related Activities. Bees, oral and poster making contests, and
Students were asked in the survey whether the slogan making contests where students
conduct of science activities does not engage actively participated in their science activities,
and help them in improving their appreciation mostly in recycling activities. At present, given
of science. The sum of those who disagree the pandemic restrictions, she said that it is
(41.5%) and strongly disagree (34.9%) with challenging to conduct events even online,
the statement constitutes a little more than which is also the case with other regions.
three-fourths (76.9%) of the respondents. This
The public-school principal in Region VIII
suggests that these kinds of activities help
pointed out that, as mandated by the Department
students further develop their appreciation and
of Education Division Office, schools conduct
understanding of science.
Science Month in September. They conduct
The discussions with selected students science and math investigatory activities and
and teachers also validated the notion that quiz bees at the school, district, division, regional
students get more interested in the field of and national levels. He also emphasized that
science when they have on-hand experience of they have a 10-out-of-10 participation rate,
the learning process by participating in various albeit they do not usually win the contests. The
science-related activities. teachers also noticed that their students are
always excited for Science Month activities.
In Region XII, the public-school science
These activities give students the opportunity to
teacher mentioned that Chemistry and
showcase their skills and talents. The Region VIII
Biology, with hands-on experiments, are the
teacher said that some students placed third in
students’ favorite science topics because these
national science competitions. She proudly said:
experiments satisfy their curiosity.
Mas nae-enjoy nila kapag mga
The same could be construed in the case
ganyan mga contest for example tapos
of an NCR private school teacher who mentioned
nae-enhance po kasi ang kanilang
that students find Biology and Astronomy
mga skills for example in making
engaging because they can relate to these
mga scrap arts collection for example

The Perception of STEM Among Filipino Grades 7 to 10 Students 17

 adopt a tree. Plus, din napapakita nila where students participate in quiz bees,
ang kanilang mga talent or skills… research congress, and in science investigatory
[I]yung mga bata mas nabibigyang projects.
halaga nila iyung kanilang ginagawa
The Region XIII public school principal
kapag nare-recognize sila ng school
shared that before the pandemic, her school
as representative para mag contest or
conducted a school-based research congress.
mag compete sa division or even in a
Students presented their research papers and
regional level.
the school invited stakeholders to watch the
[The students enjoy participating in students’ presentation. They also had Science
contests. These activities give them Month, where regular programs on STEM were
the chance to enhance their skills, conducted, and where students presented
for example, in making scrap arts their studies, inventions, and their projects on
collection and adopting a tree. They solid waste management, recycling, among
get to showcase their talents or skills… others. Accordingly, the students were very
The students also realize the value active and even their parents participated in the
of their talents and participation as activities. However, when the pandemic came
representatives to competitions when last year, they were not able to conduct science
they are given recognition by the activities. She said that it is quite difficult, as
school.] (Science Teacher/Coordinator, everything shifted online. At present, it is the
Region 8) students themselves who show high interest
and motivation to participate in face-to-face
Students of Region I, according to the
activities. They are the ones who want to have
public-school principal, also used to have
face-to-face classes.
a Science Month celebration in September.
Students from her school also join contests in According to the Region XII public
recycling activities, and Quiz Bees at the Division school science teacher, her school also has
level. She noted all students are engaged in competitions consistent with the guidelines of
these activities before the pandemic. However, the Department of Education Division Office,
given the pandemic restrictions, she said that like poster making, recycling of materials, quiz
they were not able to conduct any of these bee, among others. The school also conducts
activities even online. seminar-workshops in statistical tools in
research. She added that their students actively
Meanwhile, the NCR private
participate in the said activities, such that when
schoolprincipal said that her school also
they are given tasks on these activities, they
regularly conducts science activities every
really perform well despite the lack of materials
November 10, which is declared by UNESCO as
and apparatuses. Even after class hours,
World Science Day. The school also celebrates
students try to finish these tasks. The private
Science Month every January. There is Science
school in Region XII also engages students
Congress, where students present their
in science activities during Exploration Day
research in science. Students get very excited
and Season of Creation. The former involves
especially during the Science Congress because
presentation of junior high school students’
they know they will learn something new. It is
science experiments to elementary students in
worthwhile to note that they also incorporate
the school, while the latter is an integration of
the 21st century skills in these activities where
science with other disciplines.
students get to develop their critical thinking,
communication, collaboration, and creativity. In the NCR public school, students also
The NCR public school teacher also shared participate in Science Camps, which include
that they conduct exposure trips and celebrate team building activities and games. According
Science Month during the month of January, to the teacher:

18 The Perception of STEM Among Filipino Grades 7 to 10 Students

 Kasi parang feeling ko that is only support and also have designed activities during
time [Science Camp] na parang naka Science Month where parents are involved as
wala sila sa bahay nila. Talagang iyung participants with their child.
whole night na iyun kasama nila iyung
The Region XII public school principal
classmate nila, iyun bang nakahinga
said that parents also participate in student
sila parang ganon iyung feeling ko
activities, e.g., during Science Month, where
doon. Kasi parang iyung happiness
regular programs on STEM are conducted,
na nakikita mo doon sa bata, iyung
and where students presented their studies,
enjoyment na nakikita mo sila during
inventions, their projects on solid waste
the team building nandoon kasi.
management, recycling, among others.
Monday the following week bukhang
bibig nila yan, kung ano ang nangyari Parents are welcome to attend the
[sa camp]. Science Month activities. According to the
teachers, the presence of parents boosts the
[I think the Science Camp is the
students’ happiness and motivation to perform
only time that they are away from their
better. One of them attested:
homes. They spend the night with their
classmates, like they are free. You can Malaki iyung factor kapagka
see their happiness and how much nakikita nila na very supportive sa
they enjoy the activities. Monday the kanila iyung parents. Kasi sa school
following week, all they would talk namin hindi lahat ng parents are
about is the camp.] (Science Teacher/ supportive to their child. There are
Coordinator, NCR) some parents na walang pakialam sa
kanilang mga anak. So, makikita mo
Influence of Students’ Social Circle.
talaga iyung pagkakaiba pagdating sa
Student-participants in the survey were also
attitude, behavior towards studies ng
asked how their social circle, i.e., family,
mga batang supportive iyung parent at
guardian, schoolmates and friends, influences
saka unsupportive iyung parent. Most
or affects their inclination towards science and
likely ang mga nage-excel sa amin
how it affects their decision-making process.
iyung mga supportive ang parent…
Survey results revealed that almost all students
Kaya lang minsan kasi nakatatak na
agree with the statement at 49.6% and 36.5%
sa isip na nila na parent ko nga wala
strongly agreed. The remaining percentage
sa aking pakialam parang mga ganon.
disagreed or were unsure of the statement.
[It means a lot when they see how
More than half (53.9%) of the respondents
supportive their parents are. In our
also agreed when asked if they can ask their
school, not all parents are supportive
parents or guardians to help them if they do not
of their child. There are some parents
understand their Science lessons or homework/
that do not care about their child. So,
assignments; adding also a third (33.2%), who
you can see the difference in attitude
strongly agreed with the statement.
and behavior towards studies between
With 77.4% of the total respondents, the kids with supportive parents and
students strongly agreed (23.1%) and agreed those whose parents are not that
(54.3%) that they are also being assisted by supportive. Students that are excelling
their parents or guardians in making their in studies have supportive parents.
Science activities and experiments enjoyable. But, sometimes, some students have
it ingrained in their mind that their
In the KIIs with the science teachers,
parents do not care about them.]
one NCR public school teacher said that in her
(Science Teacher/Coordinator, NCR)
school, parents provide financial and/or material

The Perception of STEM Among Filipino Grades 7 to 10 Students 19

 Similarly, the Region XII private school classmates and friends do not encourage them
teacher shared: to take STEM subjects. This also indicates that
a big majority (57.2%) also get encouragement
Mas nagiging maganda yung
from their classmates and friends to pursue the
performance ng mga bata kasi nandun
STEM track.
yung support ng parents nila. Even in
making the projects, yung mga parents Other Notable Factors. In the Region 12
pa minsan tinutulungan nila yung anak private school, the principal said that as of this
nila so yun siya, ne-eencourage yung research, the school has more students taking
estudyante at the same time yung STEM than HUMSS. The students selected
project nila na ginagawa is mas puno STEM primarily because they were encouraged
siya ng love kumbaga kasi nga dalawa that they find science more fun. However, some
sila ng parent niya, tulungan sila. the students shift to HUMSS because they find
mathematics, calculus, and trigonometry difficult.
[The student’s performance is
better because of the parents’ support. The Region I teacher shared that a
Even in making projects, their parents factor affecting students’ decision to pursue
would help them. It encourages the STEM tracks is the increasing difficulty of the
student, and, at the same time, the subjects. Similarly, the school principal from
project is filled with love since it was Region XII said that senior high school students
made by the parent and the child.] shifted from STEM track to HUMSS track
because they found it difficult to cope with
The teacher in Region VIII likewise said
higher level math subjects, such as calculus.
that when students see that their parents are
In the NCR principal’s opinion, students might
just as excited as them, they become motivated
be discouraged from pursuing STEM degree
to study better. She attested:
programs because of the stereotype that STEM
…mas pursigido po sila sa kanilang students possess high levels of intelligence,
pag-aaral kasi nakikita nila na nandyan leading to self-doubt among those who already
iyung mga parents nila, naka-suporta question their intellectual abilities.
sa kanila kung ano ang kanilang mga
Notably, the survey also showed that
ginagawa or sinasalihan na mga
more than a third of the students or 35.6%
activities sa school.
disagreed and 9.1% strongly disagreed with
[The students become more the statement that STEM are easy subjects
motivated to study since they can see despite the fact that a great number of students
and feel how supportive their parents claimed that Science was their favorite subject.
are when it comes to their activities.] Only 19% agree that STEM are easy subjects.
To be able to establish if parents and The NCR teacher shared the challenges
guardians like their children pursuing science that she has been encountering in teaching
tracks, students were asked if their parents or science. First is that the students find the
guardians do not like them to pursue the STEM subjects/topics that have lots of technical
track in senior high school. Majority of the terms quite challenging, and second is the lack
respondents, with 70.9%, disagreed with the of motivation of students.
statement; less than a fifth (17%) are unsure
about the statement, while 8.2% do not know.
Moreover, at the level of the students’
peers i.e., friends and classmates, more than
a third (37%) disagreed and a fifth (20.2%)
strongly disagreed with the statement that their

20 The Perception of STEM Among Filipino Grades 7 to 10 Students

 General Findings of Statistical Logistic regression is a statistical analysis
Interpretations of Survey Results. Using Chi- used to determine what independent variables
square correlation, we can determine if there is would contribute to a certain outcome. In this
a relationship between interest or inclination to case, the outcome is that a student would
take science course (Q6) versus their favorite choose STEM as their preferred track. Using this
strand or domain. Table 10 shows that among statistical analysis, the team is able to identify
all respondents, there is no significant evidence what variables would play a part in a student’s
to suggest that such a relationship exists. This preference of the STEM track and in turn try to
is also the same among public/ private schools, leverage these variables to increase students
gender, and most regions. However, in NCR, it who choose this track.
was found that there is a relationship between
The team pre-identified variables which
science course inclination and their favorite
would likely influence a student’s inclination
strand. Looking at Table 11, it is apparent that
to take up STEM, namely: number of students
68% of those who like Force, Motion, and Energy,
in science class, activities in science that help
end up intending to take STEM.
students like science, laboratory facilities, size
This suggests that more students who of classroom, encouragement of parents/
are physics inclined in NCR intend to take up guardians to study science and finish
STEM as their track, which can guide those assignments, material support of parents/
who curate the curriculum to adapt the best guardian, academic support of parents/
practices of this subject. Other classes can also guardian, and teacher competency. Aside from
try to integrate physics topics into their course these variables, demographic variables such
for increased student appreciation. as gender, region, and type of school were also

Table 10. Correlation Values Between Variables

Segment Pearson Chi Square df Sig. N
Total 2.152 3 0.542 1067
Type of School Public 7.438 3 0.059 591
Private 1.775 3 0.62 476
Sex Male 0.92 3 0.821 513
Female 1.407 3 0.704 554
I 5.056 3 0.168 100
III 1.06 3 0.787 100
V 2.457 3 0.483 96
Region VI 0.667 3 0.881 99
VII 0.611 3 0.106 94
VIII 2.507 3 0.474 89
IX 1.237 3 0.744 100
XI 0.762 3 0.858 100
XII 0.136 3 0.987 76
NCR 10.129 3 0.018 213
Notes:
Chi-Square 141.888 -- > Critical value
df 11.000 -- > Degrees of freedom
Sig. 0.000 -- > Model significance

The Perception of STEM Among Filipino Grades 7 to 10 Students 21

Table 11. STEM Intention and Non-Intention
STEM Intention
Science Domain Non-intention Intention in Total
STEM STEM
Count 51 26 77

Living Things And Their % within Rank 1 66.20% 33.80% 100.00%

Environment % within STEM Intention 43.20% 27.40% 36.20%
% of Total 23.90% 12.20% 36.20%
Count 19 13 32
% within Rank 1 59.40% 40.60% 100.00%
Matter
% within STEM Intention 16.10% 13.70% 15.00%
% of Total 8.90% 6.10% 15.00%
Count 8 17 25
% within Rank 1 32.00% 68.00% 100.00%
Force, Motion and Energy
% within STEM Intention 6.80% 17.90% 11.70%
% of Total 3.80% 8.00% 11.70%
Count 40 39 79
% within Rank 1 50.60% 49.40% 100.00%
Earth and Space
% within STEM Intention 33.90% 41.10% 37.10%
% of Total 18.80% 18.30% 37.10%
Count 118 95 213
% within Rank 1 55.40% 44.60% 100.00%
Total
% within STEM Intention 100.00% 100.00% 100.00%
% of Total 55.40% 44.60% 100.00%

included which may also affect the students’ Push and pull factors that encourage students
decision. to pursue or not pursue STEM track
As such, all above mentioned variables General Findings. The survey established
were included in the first logistic regression that out of the 1,067 students, 66.1% or the
model to determine if they all contribute to a majority said that they want to pursue the
student’s inclination to take up STEM. Table 12 academic track in senior high school. The rest
shows that not all variables were significant– of the responses are distributed, as follows:
not all suggests enough evidence to conclude Technical-Vocational Livelihood (TVL) , Sports,
that they contribute to students’STEM Mathematics (STEM), Accounting, Business
preference. A conducive learning environment, and Management (ABM), and the Humanities
and parents’ support significantly contribute and Arts and Design. Students who are still
to a student choosing STEM. Specifically, a undecided on what track to pursue comprise
conducive learning environment and parents’ 11.2%.
support would increase the chances of a
student choosing STEM. In terms of region, It was also revealed in the FGDs that since
those who live in Regions 6, 9, and 12 would most students like their academic subjects,
have higher odds of choosing STEM compared they chose the Academic Track and the sub-
to NCR, whereas those who live in Regions 3, 5,
and 8 have lower odds.

22 The Perception of STEM Among Filipino Grades 7 to 10 Students

tracks: Science, Technology, Engineering, and Engineering, and Mathematics (STEM), followed
Mathematics (STEM), Accounting, Business by Accounting, Business, and Management
and Management (ABM), and the Humanities (ABM), and Humanities and Social Sciences
and Social Sciences (HUMSS). The choice also (HUMSS), as their specialization in senior high
depends on their perceived future careers. school. On the other hand, of those who chose
Students who want to be doctors, engineers, the TVL track (90 students), 37.8% said they
and architects chose STEM; those who want to will take up Information Communication and
be entrepreneurs, chefs, flight attendants, and Technology (ICT), followed by Home Economics
accountants chose ABM; there are a few who (33.3%), and Industrial Arts (13.3%).
mentioned that they want to take the HUMSS
Students who intend to pursue STEM
track. Meanwhile, a few of the participants
in senior high school revealed that the top
chose the TVL track.; those who selected TVL
reasons in coming up with the decision are: a) It
want to become cooks.
is related to the course I want to take in college
Out of those who chose the academic – 141 responses (32% ); b) It is related to my
track (705 students), close to two-thirds (444 or dream career – with 96 recorded responses
63%) would select Science, Technology, (22%); and c) To learn more about Science/

Table 12. Variables in the Equation

95% [Link] EXP(B)
Variable B S.E. Wald df Sig. Exp(B)
Lower Upper
Step 1a Q19_Recoded 0.169 0.095 3.15 1 0.076 1.184 0.983 1.426
Q20 -0.159 0.138 1.331 1 0.249 0.853 0.65 1.118
Q31 0.04 0.092 0.189 1 0.663 1.041 0.869 1.247
Q33_Recoded 0.261 0.093 7.962 1 0.005 1.299 1.083 1.557
Q34 0.414 0.112 13.638 1 0 1.514 1.215 1.886
Q37_Recoded 0.16 0.113 1.991 1 0.158 1.173 0.94 1.465
Q38 -0.125 0.11 1.308 1 0.253 0.882 0.712 1.094
Region 81.554 9 0
Region I 0.193 0.299 0.418 1 0.518 1.213 0.675 2.179
Region III -0.638 0.308 4.306 1 0.038 0.528 0.289 0.965
Region V -0.962 0.326 8.699 1 0.003 0.382 0.202 0.724
Region VI 0.774 0.306 6.384 1 0.012 2.168 1.19 3.952
Region VII 0.134 0.338 0.157 1 0.692 1.144 0.589 2.219
Region VIII -1.694 0.39 18.881 1 0 0.184 0.086 0.395
Region IX 1.123 0.317 12.526 1 0 3.073 1.65 5.723
Region XI -0.37 0.3 1.522 1 0.217 0.691 0.384 1.243
Region XII 0.752 0.322 5.475 1 0.019 2.122 1.13 3.984
TypeSchool(1) 0.072 0.162 0.195 1 0.659 1.074 0.782 1.476
Sex(1) 0.016 0.157 0.01 1 0.92 1.016 0.746 1.383
Constant -3.334 0.823 16.415 1 0 0.036

The Perception of STEM Among Filipino Grades 7 to 10 Students 23

Table 13. Logistic Regression - Sig only – Variables in the equation
Parameter coding
Frequency
(1) (2) (3) (4) (5) (6) (7) (8) (9)
Region I 81 1.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000
III 78 0.000 1.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000
V 77 0.000 0.000 1.000 0.000 0.000 0.000 0.000 0.000 0.000
VI 76 0.000 0.000 0.000 1.000 0.000 0.000 0.000 0.000 0.000
VII 68 0.000 0.000 0.000 0.000 1.000 0.000 0.000 0.000 0.000
VIII 74 0.000 0.000 0.000 0.000 0.000 1.000 0.000 0.000 0.000
IX 78 0.000 0.000 0.000 0.000 0.000 0.000 1.000 0.000 0.000
XI 79 0.000 0.000 0.000 0.000 0.000 0.000 0.000 1.000 0.000
XII 64 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 1.000
NCR 146 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000
Gender Male 378 0.000
Female 443 1.000
Type of Public 453 0.000
School
Private 368 1.000

Math/Engineering/STEM – with 40 recorded Moreover, looking at the results of the

responses (9%). Students who do not intend to FGD, it was noted that students who did not
pursue STEM identified the following reasons: choose STEM said that they may still rethink
a) STEM subjects are difficult/stressful/ their decisions if they are able to understand
complicated – with 152 recorded responses science concepts in the next couple of years.
(58.2%); b) It is not related to the career I want to Further, the students who were undecided will
take in the future – with 137 responses (52.4%); choose STEM if science becomes interesting
and c) I am not good in Math and computations – to them in the next couple of years, too.
with 41 responses (16%). The breakdown of the
Out of the 136 students who are still
record responses can be seen in Appendix B.1.
undecided on what track to pursue, 20 (14.7%)
Out of the 488 students who showed still do not know what to pursue when asked
disinterest or do not intend to pursue STEM, 167 about factors that will make them decide to take
students (34%) said that they will not change STEM, and 14 (10.3%) said “None for now, I am
their decision not to pursue STEM. For those still weighing my options”. Nineteen students
who are still open to changing their decision, the (14%) identified that a major factor that can help
following are the top three factors: a) If there will them decide to take STEM is that their families/
be a change in the course I want to take and it parents/guardians would advise them to take it.
is STEM-related – with 41 recorded responses; The breakdown of the record responses can be
b) If there is a scholarship, incentive or financial seen in Appendix B.3.
assistance offering for STEM – with 37 recorded
Students’ Career Plans. From the series
responses; and c) If my family/parents/
of discussions with the teachers and the
guardians would advise me to take STEM – with
students, it was highlighted that one of the
35 recorded responses. The breakdown of the
factors that pull students to choose science is
record responses can be seen in Appendix B.2.
their dream careers of being doctors, engineers,

24 The Perception of STEM Among Filipino Grades 7 to 10 Students

and architects. They feel that choosing a science careers, such as becoming doctors, engineers,
track will make their dreams a reality. or nurses. Others want to become teachers,
with a specialization in science. Some NCR
The same pull factor also becomes a
public school students dream of becoming
push factor to some students since there were
chefs or joining the police force. Those aspiring
students who wanted careers outside science
to take up STEM degrees in college are generally
such as in the legal, accounting, teaching,
interested in science subjects, highly inquisitive,
and culinary professions. A career that pays
and actively engaged during class discussions
a lot is a big reason why students want to be
and other science activities. Often, their
accountants and entrepreneurs. They also
inclination to pursue STEM careers is rooted in
related their choices to the jobs/ careers that
having role models, such as relatives working
they see in their communities: police officers,
in the field, or they watch shows that feature
teachers. They also have the notion that they
people working in STEM.
can attain a “good life” by being able to travel
for free around the world if they become flight Table 14 shows the top ten desired
attendants (for some of the girls) and chefs (for profession of the students. The breakdown of
some boys). the record responses can be seen in Appendix
B.4.
The Region XII principal emphasized that
there is really a need to encourage students to The survey also revealed that while more
take up STEM courses. In her school, students than the greatest number (40.4%) agreed and
also think of being on top of their profession, 28.3% strongly agreed that they will pursue the
as taking up STEM courses will land them a STEM track because it will give them better
white collar job and they can be on top of their career/employment opportunities in the future,
profession. She said that: 23.7% are uncertain about this. Students were
also asked about the accessibility of tertiary
Syempre pag ang bata ay inclined
schools that offer STEM courses to their
to science and math, doon talaga ang
place of residence – should they continue
track nila, especially kapag ang mga
pursuing a STEM course in college. The biggest
parents ng mga bata namin ay doctors.
percentage of students (41.8%) agreed and
[When the student is inclined to (15.6%) strongly agreed that there are many
science and mathematics, we can colleges and universities in their respective
expect that they would pursue a city / municipality offering STEM courses, and
STEM track, especially when their so the physical distance of the school will not
parents are from the medical field.] hinder them from pursuing STEM courses for
their tertiary education.
The same observation is noted by the
NCR principal. According to her, the profession Financial Capacity. Almost seven out
of the students’ parents, especially from those of ten or 69% believe that having sufficient
with science careers (doctors, scientists, etc.) family income is an important consideration for
has a significant influence on increasing the them to pursue the STEM track because STEM
inclination of the students to pursue STEM courses in college are expensive. A little over a
courses. She also added the influence of their fifth or 21.2% are unsure about this statement.
friends and peers becomes a factor in decision
However, in the key informant interviews,
making. In her recollection, there were some
it was revealed that despite the interest in STEM,
students who pursue STEM courses because
students hesitate to pursue STEM degree
their friends will also pursue STEM courses.
programs because of financial constraints.
In most schools, some students have
Some students come from families
already expressed interest in pursuing STEM
whose parents have informal or seasonal jobs,

The Perception of STEM Among Filipino Grades 7 to 10 Students 25

Table 14. Top Ten Desired Jobs Of The Students
No. of Responses Recorded
Profession
(Students)
Doctor 183
Engineer 143
Teacher 93
Flight Attendant 71
Policeman 65
Lawyer 55
Chef 51
Nurse 48
Architect 44
Pilot 35

or families with a lot of children who should be Role of science teachers in facilitating or
sent to school. Since STEM degrees are costly, hindering the effective teaching of Science
it is challenging for the students to sustain their
school and miscellaneous fees. The Region Professional Development of Science
I private school principal stressed that the Teachers. Among the four science teachers
lack of resources and scholarship will surely in the sample NCR schools, only one has
discourage students from pursuing science completed her graduate studies. However, the
related courses. entire teacher sample in this study, disclosed
that many have already completed higher
According to the teacher in Region I,
education. A principal believes that the ability
there were times when her students found jobs
to pursue higher studies depends on how
immediately after graduating from high school
teachers manage their time, rather than the
to help sustain their families. With scholarship
number of classes they are teaching. The
opportunities and career guidance programs,
Region XII principal shared that teachers in her
students would be encouraged to take up STEM
school are encouraged to take higher studies,
courses.
but it depends on the individuals to take the
This resonates with the survey that opportunity. One factor in decision-making may
asked students if they would pursue STEM if be the return service contract…“…because you
scholarships are available. Seventy-five percent are going to pursue your studies of course there
(75%) or the sum of those who agree (36.9%) is a counterpart and probably that’s the reason
and strongly agree (38.1%) claimed that they why they don’t want to pursue because of the
will most likely pursue the STEM track if there counterpart that after finishing they have to give
are available scholarships, financial assistance service in the school,” as shared by one of the
or incentive. science teachers.
As for the professional development
of teachers, principals and teachers have
mentioned in the key informant interviews
that teachers from their schools are sent to
trainings to ensure professional and personal
development. Examples of these trainings are
the Pedagogical Retooling in Mathematics,

26 The Perception of STEM Among Filipino Grades 7 to 10 Students

Languages and Science for Grades (PRIMALS), A principal of a public school in Region
In Service Training for Teachers (INSET), and I regularly sends science teachers to trainings
teaching strategies and capacity building and seminars every time the Division Office
training. calls for participants. She then requires the
teacher who attended the seminar to conduct
Prior to the pandemic, teachers would
an echo session to transfer knowledge and
attend training and seminars annually. In the
share insights to the other teachers.
case of a principal from Region I, she said
that teachers in her school normally attend Aside from attending trainings, another
an annual seminar sponsored by the Private way for teachers to develop their skills is by
Educator Assistance Committee (PEAC). Since pursuing higher education. A Region I public
principals from NCR and Region XII are not school teacher is set to earn her master’s degree
science majors, they provide support to their in Education, with specialization in master’s
science teachers by ensuring that they get to degree in Educational Leadership in 2017,
attend these training sessions. but decided to pursue a specialized master’s
degree to improve her teaching and chances at
A private school principal in Region XII
being promoted. A specialized master’s degree
shared that she provides financial assistance
is a requirement for master teachers in public
to teachers who need to attend the training.
schools.
Principals from Region 1 and XII believe that
these trainings are effective, as seen in the Some teachers find it difficult to enroll
promotion of their students to higher grade in higher education, primarily because of lack
levels and results of the year-end teacher of time and resources. However, the principal
evaluations. Some of the school’s teachers are of Region VIII and Region XII are of different
recipients of outstanding awards, proving their opinions. One believes that the teaching load
excellence in teaching. of teachers, set to six classes as mandated
by the Department of Education, does not
For teachers, attending training and
necessarily affect a teacher’s ability to pursue
seminars is a must in their profession. They
higher education. Rather, it is a matter of time
need to build on their knowledge and skills set
management on the part of the teacher. The
to become effective teachers. A teacher from
other principal mentioned that their teachers
NCR who had a different job prior to becoming
normally have four to five classes on average
a teacher, stated that attending training and
and that handling six classes per week is already
seminars during the first few years of working
considered as overloaded. They do have equal
as a teacher helped her adjust and cope with
distribution of subjects. The principal in Eastern
the challenges she encountered.
Samar province said that graduate classes are
Principals from Region XII and Region I usually held during Saturdays and Sundays. He
have the same practice of attending nationwide is confident that given these conditions, the
conventions of STEM teachers on an annual teachers can always attend graduate school.
basis. They also sent teachers for science and
Still concerning teaching load and
mathematics training. Having a big school,
pursuing graduate studies, the Region XII
she said that the teachers always have slots
principal mentioned that four to five classes are
for these trainings, especially training on the
not a hindrance to pursuing higher education
application of technology to instructions
degrees. She pointed out that classes in
and other teaching methodologies. These
graduate studies are held during weekends and
training sessions are really effective, as after
that their school is also near the college. She
the training, they are required to apply their
also emphasized that most teachers now have
learnings. However, during the pandemic, one
master’s degrees, as this is the trend now in
commented that their teachers now can only
public schools.
attend webinars.

The Perception of STEM Among Filipino Grades 7 to 10 Students 27

 According to the NCR principal, most of The professional growth and development
the teachers in her school were able to finish of teachers are big factors for having better
their graduate degrees given that they normally teaching methodologies. A principal encourages
have four to five subjects. This is in accordance teachers to have professional enhancement
with the standards of the Department of and to pursue master’s and doctoral degrees.
Education. She also said that there is time for Likewise, the NCR private school principal
them to attend their graduate courses before the also noted that the influence of the teachers is
pandemic. However, with the implementation of very important in making the subject matter
the online modality, it is quite challenging for engaging. One can expect that the students will
the teachers to attend to their graduate courses also be engaged in studying science.
and requirements.
While pursuing higher education and
Another principal said that pursuing a attending training are important, continuous
higher education degree is part of the school’s monitoring and assessment should be
faculty development plan, hence they encourage conducted to ensure the effectiveness of
teachers to take up master’s degrees. However, teaching science. For the Region VIII principal,
some teachers hesitate to do so because of gauging the teaching effectiveness of the
additional responsibilities acquired after earning science teachers is through instructional
the degree. She confessed: supervision using a Classroom Observation
Tool (COT). He also looks at the quality of
“We are encouraging them
teaching based on the grades of the students.
especially for our regular teachers to
pursue further study, but it depends According to the Region XII public school
on the teacher if they would take principal, teachers play a big factor in the
the opportunity because some of development and learning of the students. She
them that I am inviting are declining, said that the teachers should show their love
so it depends on the teachers, but of the subject. She added that the adaptability
we are really offering particularly to of the students to diverse lessons would also
our regular teachers to pursue their depend on the motivation given by the teachers.
studies because it’s part of the faculty
Science Teachers’ Practices and
development plan. The teachers should
Approaches. The teachers’ approaches and
pursue studies...when I told them
practices in teaching science play a big factor
to pursue their studies, others really
in the interest of the students to the field of
wanted to pursue, however because of
science.
the contract, because if you are going
to pursue your studies of course there To gauge the teachers’ confidence
is a counterpart and probably that’s the and how they execute their knowledge on
reason why they don’t want to pursue science, students were asked if their teachers
because of the counterpart that after are knowledgeable of the field. The biggest
finishing they have to give service in number of students (49.7%) strongly agreed
the school.( Principal, Region 12)” and 43.5% agreed with the statement that their
science teachers have sufficient knowledge and
The same can be said in the case of Region
expertise in the subjects they are teaching.
VIII principal who supports and encourages
teachers to finish master’s degrees and requires Looking at the creativity of the teachers in
them to attend training every year. Accordingly, teaching their lessons, an almost equal number
teachers get to attend at least three to four agreed (46%) and strongly agreed (45.7%) that
trainings per year and they have an average of one their Science teachers are creative and use
training per quarter. All of their training-related various teaching techniques to enable them to
expenses are charged to the school’s MOOE. learn their Science lessons better.

28 The Perception of STEM Among Filipino Grades 7 to 10 Students

 Majority of the respondents (51.5%) to enable them to understand their Science
agreed and 32.5% strongly agreed with the lessons better. In addition, an equal number
statement that their Science teachers use of respondents disagreed (43%) and strongly
social media e.g., Facebook, Instagram, etc. as disagreed (43.1%) with the statement that their
teaching aids. It is an indication that the teachers science teachers do not guide them in doing
are keeping up with times and technological their Science experiments.
inventions in terms of teaching methodology.
Lastly, 87.8% or 46.6% who strongly
It can be deduced that because of the disagreed and 41.2% who disagreed with the
above, half of the respondents (50.4%) agree statement that their Science teachers do not
and 40.1% strongly agree that their Science care when they are not listening to the lessons
teachers make their class discussions on being taught indicate that the teachers instill
Science topics more fun and exciting. discipline among students, one indication of
which is listening to the teacher’s lecture.
The students’ understanding of the
science lessons must also be given utmost From the FGDs, two types of science
importance. When students were asked if teachers emerged from the participants’
their teachers ensure that they understand stories. There are teachers who are very good
their science lessons well, almost half (49.4%) at explaining concepts -- they are able to clearly
strongly agreed and 43.3% agreed that their explain scientific formulas and processes, and
science teachers do. Moreover, almost all (95%) they even take the time to look for additional
or the sum of the agreed and strongly agreed materials (such as videos) to better explain and
percentages of student responses affirm that illustrate concepts. But there are also teachers
their Science teachers always give examples who are not very engaging in their explanation of
to enable them to understand their Science scientific concepts. Often, these teachers would
lessons well. just send videos or do lectures, and not open
opportunities for discussions or interactive
The greatest number of students agreed
engagements. A student narrated:
and strongly agreed, with 42.5% and 52.6%,
respectively, that they can also approach their Ito po mas favorite ko po nung
science teachers to ask for mentoring assistance grade 10 ako kasi ngayon po wala pa
if there are difficult subject matters they do not po akong klase eh. Ineexplain niya po
understand. This affirms the important role of kasi eh. Yung ibang teacher ko po kasi
teachers in the learning process of students. discussion lang wala yung explanation,
wala yung mga description, hindi
Examining if there are negative behaviors
nila masyadong naeexplain yung
that teachers exude in their teaching of science
mga topics. Napakagaling nya pong
subjects, an almost equal number of students
magturo, tapos iyung maintindihan
disagreed (41.5%) and strongly disagreed
mo po talaga sa tuwing po… Kahit
(40.6%) with the statement that their Science
napakabilis po nyang magsalita
teachers do not encourage them to study
pero po may example naman po sya
Science. As to the statement that their science
tapos may pinapa short video tapos
teachers do not use innovative materials in
noon may pinapa test po sya para
teaching to facilitate better learning, the biggest
malaman nya po kung natuto naman
number (46.6%) disagreed and 22.3% strongly
po kami. Pero sir natututo po ako sa
disagreed, while 16.3% are uncertain about it. A
tuwing nagtuturo po sya. Kapag po
total of 82.8% of the respondents comprised of
nagpapaliwanag sya napaka linaw po.
strong disagreement (42.4%) and disagreement
(40.4%) with the statement that their science [She is my favorite in grade 10, but now
teachers do not give them sufficient time there are no classes yet. (She) explains.

The Perception of STEM Among Filipino Grades 7 to 10 Students 29

 My other teachers just have their teacher’s way of teaching (proper
discussions but there are no explanation, great demonstration, positive
explanations or descriptions of the feedback mechanism) and their teacher’s use of
topics. She teaches very well, you can interesting instructional materials (letting them
understand every…Even if she speaks watch videos from YouTube, uploading the
fast, she gives example and shows teacher’s created video lectures and discussions
short video and test to check if we and allowing them more engagements with
learned something. Her explanations their fellow students). A student shared:
are clear].
For me ngayong pandemic, so
For classes with interactive sessions, tama naman po yung sinabi ng mga
teachers are able to ask questions to the nauna natin na yung approachable na
students. Although the teachers are more teacher and willing nilang tulungan
likely to talk during the whole period, there are ang mga estudyante nila lalo na kapag
venues where students can ask questions. hindi talaga maintindihan. Dapat hindi
sila mamahiya na kapag sa group
In one private school, students get to ask
chat sila nagtanong. Kasi po halos
questions to their teachers beyond class hours
lahat ngayon lang parang nakikita ko
through direct messaging applications. For
nagpapahiya na sila ng estudyante eh
others, though, especially for those with teachers
lalo na kapag hindi po naintindihan.
that only send videos or modules, students do
Dapat approachable sila and willing
not really get to ask anything. As one shared:
to answer the question po ng mga
Ah hindi po, mostly kasi mga estudyante hindi yung namamahiya
classmates ko po is shy po so hindi po sila ng ano. Kasi po bababa yung self-
sila nag o-on-mic and even po ako so esteem nila dun eh, dun na sila magstart
sa chat box lang po. Pero nagtatanong na mahihiya at mahirap na po ibalik
po sya if any questions po ganon, ang tiwala ng mga estudyante. And
sasabihin nalang po namin if none pwede rin naman po lalo na ngayong
kapag wala. And kapag meron po, pandemic kahit yung mga Science
iyan po ilalagay po namin sa chat box. teachers magsend lang po sila ng mga
maiikling videos para sa explanation
[No, because most of my classmates hindi yung module lang na puro sagot-
are shy so they just use the chat box sagot lang. Parang ganun po, para
instead of the microphone. But if she mas maintindihan ng mga estudyante.
{the teacher} asks questions, we just
say ‘non’ or write in the chat box]. [For me now that there is a pandemic,
what they {other students} said is true,
The students observed that teachers use that teachers have to be approachable
a mix of both Filipino and English languages in and willing to help students especially
teaching the subject. In some cases, particularly if they do not understand {the lesson}.
for schools located outside Metro Manila, They {the students} should not be
teachers include the local language in their shy especially if they ask questions
teaching. Participants said that they prefer the through group chat. Now I see that
mix of Filipino and English, since they are able they {teachers} embarrass students
to understand the concepts better, especially who do not understand. They should
among students who do not possess a mastery be approachable and willing to answer
of either language. students’ questions, not embarrass
The students also agreed that they will them. They {students} will start to
become more interested in science through have low self-esteem and it is difficult

30 The Perception of STEM Among Filipino Grades 7 to 10 Students

 to regain students’ trust. During the Most students recalled their science class
pandemic the Science teachers can activities before the pandemic, which included:
send short videos as illustrations, not physical activities (games and experiments),
only modules or answers for students writing activities (writing observations and
the understand the lesson more]. results of experiments), and classroom reports.
They find the reporting/ presentation boring
Participants mostly rated their science
activities. During the pandemic, they were
teachers positively, stating that they explain
required to conduct home-based experiments,
clearly and integrate jokes and stories during
to answer questions in their modules, and to
discussions. Some commended the way their
take examinations. A student observed:
teachers accommodate questions from their
students, especially in the remote learning set- Noong dati po ano po nakakagawa
up. However, there were students who resented pa po kami ng mga projects sa school
the lack of more interactive engagements, tapos yung tungkol po sa halaman.
such as discussions. A few students also Magpa-plant po kami sa plastic cups
said that they have never physically met their tapos po naka gawa din po kami
science teachers. Some also could not help but ng robot, tapos po iyung ngayon po
compare the teaching styles of their teachers ano nalang po naka focus po sya sa
prior to the pandemic. One of them attested: earthquakes, sa motion tapos po yung
iba pa. Tapos po modular nalang po sya.
I would say she teaches
well because she’s very open to [Before {the pandemic} we could do
communicating with every student school projects about plants. We used
po. If someone has a problem po plastic cups in planting and we made
she would teach you individually po. robots. Now,{our lessons} are focused
Yong isang teacher ko sa Science ang on earthquakes, on motion and others,
naging rason kung bakit nagustuhan and they {lessons} are modular].
ko ang Science kasi magaling siyang
Science teachers mostly use PowerPoint
mag discuss. Naiintindihan ko talaga
presentations and videos in teaching during the
kasi iniisa-isa niya, tinatanong niya
pandemic. Some have opened direct messaging
kami kung naiintindihan ba namin
applications such as Facebook Messenger or
o hindi. Pero noong grade 9 na, nag
Google Hangout to accommodate students who
iba na ng teacher, di na ako gaanong
have questions about their lessons. Students
nakakaintindi sa discussion niya.
find supplementary materials and videos
Parang yong mga solutions hindi niya
helpful, and the direct messaging applications
masyadong nae-explain.
as a good way to seek help from their teachers
[I would say she teaches when necessary. A student related:
well because she’s very open to
Hindi ko po sya china-chat in
communicating with every student po.
Messenger Facebook but I chat her po
If someone has a problem she would
sa Google chat or e-mail po but mostly
teach you individually po. My other
sa Google chat and gumagamit din po
Science teacher is the reason why I
sya ng Powerpoint presentations and
liked Science because she discusses
videos po. And sine-send din po nya
{the lesson}well and asked us one by
sa amin iyung presentation para ma-
one if we understood or not. But in
download namin and doon po kami
grade 9, we had a different teacher and
mag review.
I did not understand her discussions
well. It seemed she did not explain give [I don’t chat with her {teacher} in
full explanations of the solutions]. Facebook Messenger, but mostly in

The Perception of STEM Among Filipino Grades 7 to 10 Students 31

 Google Chat or email. She also uses so medyo mahirap na po kasi
Powerpoint presentations and videos gagraduate so talagang nag-aaral na
and sends the presentations to us so ako. Self-study po talaga ako hindi
we can download them for our review]. po ako humihingi ng tulong sa iba
pero pag malapit na po yung start
The students also stated that their
ng pasahan halimbawa po Sunday
teachers give them the opportunity to prepare
ng gabi may call po kami ng mga
for their homeworks and study for their exams.
kaibigan ko, nagtuturuan pag may
The preparations include searching the web
hindi alam ganun po. Nagtuturuan
for the concepts and examples, reading their
po kami kung paano. Mahirap po pag
modules and books, and asking help from their
senior high na parang sinasanay ko
parents and siblings. The students also revealed
yung sarili ko na wag umasa sa iba.
that they feel nervous before they submit their
Lalo na po nung regular ako wala pong
outputs and take their quizzes as these are
sinesend kahit na explanation so self-
gauges of their performance inside the class. In
study po talaga so medyo mahirap po.
order for them to prepare, they get support from
their parents, siblings, and relatives for them to [When the pandemic started, I
excel in their exams and homeworks. A student studied by myself. I was in grade 10
disclosed: and graduating so I studied hard. I did
not ask the help of anyone but when
Everytime I study po sir lalo na po
the test is near, for example on Sunday
kapag may quiz ang ginagawa ko kasi
evening, My friends and I call and teach
I create my own reviewer. Iyung dati po
each other. Senior high is difficult so I
kasi sir, iyung face to face ngayon pong
try not to depend on others, especially
libro na ang provided sa amin, so iyung
when I was a regular{student},
libro po doon ko po kinukuha iyung
explanations are not sent to me. I have
mga naka naka bold po na words.
to study by myself, which is difficult].
Gina-list ko po iyun sa bond paper then
ilagay ko po iyung meaning nya parang In the key informant interview, the
dictionary type po. NCR public school principal revealed that the
teachers ensure that they continue to provide
[I create my own reviewer if there is a
motivation to students aspiring to study STEM.
quiz. Before it was face-to- face, but
She attested:
now I get the words in boldface from
the book provided up. I list the words Actually, our science teachers are
on bond paper and write the meaning really encouraging our students to
like a dictionary.] take up STEM, however it depends
also on the students with regard to
There were students who study on
their inclination and at the same time
their own. These students feel that they could
regarding their environment. If they
perform well in their tasks independently. .
can see, for example, in their family
There were students, however, who asked for
there is a nurse, a doctor, so they’re
support from their parents, siblings, relatives,
really inclined to take up STEM. When
and other classmates, especially if the topics
they can see that in their family, in their
in their science subjects are complicated for
background or sometimes if their peers
them. They also ask help from the same set of
tell them that let’s take up STEM, but
people before taking their exams. One of them
it depends on as long as the teachers
recalled:
and science teachers are really
Self-study po ako nung nagstart encouraging them to take up STEM
ang pandemic nung grade 10 po ako and the school also encourages them

32 The Perception of STEM Among Filipino Grades 7 to 10 Students

 to take up STEM, so probably that’s century skills: critical thinking, communication,
the reason why there are a lot of STEM collaboration, creativity. She shared:
students in our senior high school.
Kasi ang Science ano eh, hindi sya
The effectiveness and the influence of the iyung tipo ng subject na yes or no
teacher is always a great factor in encouraging lang you really have to think critically
students to take up the STEM subjects. This before you project the answer before
can be illustrated in the case of the Region XII you were able to justify you have to
teacher who is really enjoying teaching science generalized, hindi sya iyung yes or no
especially when she sees students learning lang. So dito mage-gauge mo talaga
science concepts. As a science teacher, iyung intellectual capacity noong
she gauges if students have the potential of bata, iyung kakayahan nyang mag isip
pursuing studies in the sciences based on their ng malalim, to generalize and to do
participation in science activities and science scientific process.
classes. Some of them show great interest in
[Science is not a yes or no subject. you
conducting experiments while some students
really have to think critically before you
enjoy conducting research, especially in
project the answer before you are able
robotics. She also noted that they use projectors,
to justify you have to generalize. It is
LED TV, and teachers and students use laptops
here that you can gauge the intellectual
and PowerPoint presentations.
capacity of the student to think deeply
For the Region XII public school teacher, about the subject matter, to generalize
teaching aids alongside having a laboratory of and to do scientific process.]
their own help students’ performance in class.
The Region VIII private school principal
Students can do actual experiments when
emphasized that teachers should always
there are sufficient materials and apparatus.
encourage and guide their students to take
Accordingly, topics on these activities have
up STEM courses. For the Region I private
greater retention among students. The same
school principal, the primary role of the science
has been observed by the NCR teacher who also
teachers is to guide students for possible career
claimed that having their own laboratory helps
opportunities in science and disseminate
students’ performance in class as laboratories
the possible compensation and benefits the
help students learn faster.
students can get should they take STEM
When the NCR public school teacher courses.
asked her students what career they would like
to pursue, around 40% of the students said they
would pursue science related tracks, while the
remaining 60% would pursue other courses. She
claimed that 90% of those who would pursue
the STEM track actually pursued science-
related tracks. As a science teacher, she gauges
if a student has the potential for pursuing
studies in the sciences and careers in science
through indicators such as: performance
ratings, number of backlogs, standardized
test results, and entrance exams results. She
added that to improve students’ interest and
inclination to pursue STEM tracks, science
teachers should teach students the 4Cs of 21st

The Perception of STEM Among Filipino Grades 7 to 10 Students 33

Situation of students amidst the COVID-19 their studies. Half of the respondents (50%)
pandemic and how they cope with the remote agreed and 31.8% strongly agreed that they do
learning set-up not also hesitate to seek the assistance of their
teachers in answering their science modules as
The most number of students agreed they are approachable and helpful.
(39.3%) and strongly agreed (24.3%) that the
Looking at the results of the FGDs,
current COVID-19 situation has affected their
most participants have a shared sentiment
studies and interest in Science, owing to the
of experiencing difficulty in their learning
remote and online learning set-up. An equal
experience during the pandemic. They felt that
number disagreed with the statement (15.1%)
their learning had become highly limited to the
and are unsure about it (15.1%).
Internet, and they were not able to do a lot of
Looking at the over-all experience of the things in the subject, which they would have
students in learning science, given the said set- experienced in a face-to-face learning set-up.
up, 39.2% of the respondents agreed and 14.8% The lack of social interactions in online learning
strongly agreed to the statement that overall, was also notable for some participants. The
the remote / online learning set-up has affected unstable Internet connections at home also
their learnings on their science subjects. Only made it difficult for some students to fully grasp
17.6% disagreed with this statement, while the concepts taught in class. Some missed
20.7% are unsure about it. live lectures because of the lack of Internet.
However, students were still thankful that they
Moreover, there are 46.5% who agreed could continue learning despite the pandemic.
and 19.9% who strongly agreed to the statement Nonetheless, they still preferred learning in
that they are bothered about their studies due to a face-to-face set-up. As one student said:
the current pandemic. Only 14% disagreed and
about 13.3% are uncertain about it. Mahirap din kasi di ko naiintindihan
ang lessons ko, mas gusto ko
To cope with the remote and online talaga ang face to face, mas gusto
learning set-up, majority (52%) agreed and ko yong ini explain lang. At minsan
40.6% strongly agreed that the use of social dinidemonstrate din ng teacher yong
media (e.g., Facebook, Instagram, etc.) as lesson gusto ko yon.
online resources to aid them in their studies is
as important. [It is difficult to understand the
lesson online. I like face to face
Students were also asked if their learning because the teacher explains the
materials have been helpful in their learning lesson well and is able to demonstrate
process amidst the pandemic. The greatest what she is teaching]
number of respondents (41.6%) disagreed
with the statement that their science modules Despite their difficulty, the students
are not engaging enough to encourage them agreed that they need a healthy and nourished
to study under the present remote and online body which would help them in performing well
learning set-up. Conversely, 13.9% agreed with in school. Further, the students also mentioned
this statement, while 19.7% are uncertain about that the COVID-19 situation in the Philippines
it. has caused stress to them. They said that the
uncertainty that they are facing has effects on
A big majority (53.2%) strongly agreed and their performance but they also mentioned that
(21.1%) agreed that they have family members, they have the support system to survive the
relatives, and friends who can help them answer pandemic. They get support from their family
their science modules at present, affirming that members, school, teachers, and classmates to
they have a support system when it comes to ease up their stress.

34 The Perception of STEM Among Filipino Grades 7 to 10 Students

 Some students find the modules easy to When it comes to learning resources, some
answer. But there are students who complain suggested improving the quality of learning
that some are difficult to understand. In the modules, and providing additional learning
absence of a teacher to explain what the resources such as videos, so students can
concepts mean, they fail to fully learn and understand lessons better. For some students,
understand the lessons. Learning was also however, they feel that the current system in
reduced to simply answering the modules. their school is already working, so they were not
After accomplishing module-based tasks, able to identify any areas left for improvement.
some participants felt that the concepts were During the FGD with the students, there is also
not really retained. Most of the participants an agreement that science subjects are easier
said that they study by themselves and try not to learn during face-to-face classes more than
to seek the help of others in answering their the online or modular learning modes during the
science modules. When studying alone, some pandemic.
use online search engines such as Google to
The principals acknowledge that given
help them accomplish tasks. Others refer to
the pandemic restrictions, it is challenging to
their notes and books. In some cases, they work
conduct events or science activities online.
on the outputs together with their classmates
The students themselves show high interest
and friends. Some seek the help of their older
and motivation to participate in face-to-face
brothers or sisters, or relatives, while there are
activities. They are the ones who want to have
only a few who ask the help of their parents,
face-to-face classes.
but only if they’re not busy. Students are able
to ask for help from their teachers, particularly If ever there are science activities, these
those who have opened channels for direct are met with dismal support from parents
messaging. according to the teacher in Region I. When the
school organized Dukduk para sa Kalikasan
One student who has parents that are not
[Dance for the Environment], where students
as supportive, shared that:
must create a short environmental awareness
…Kasi usually pinagagalitan ako dance video with their family members, only a
ng parents ko pag nagpapaturo ako. few students submitted a video. When asked,
Bawal iyon eh. Minsan gusto ko students who did not submit videos said that
mangopya sa classmates kaso, most their parents or siblings refused to join, which
of the time, doubt ako sa answers nila discouraged the student from participating at
so, ako na lang. all. Students avoid asking their family members
to join them in doing the activities because they
[…usually my parents scold me if I
already know that their family members will
ask to be coached. It is not allowed.
decline.
Sometimes, I want to copy from my
classmates, but I doubt their answers The private school principal from Region
most of the time, so {I do it myself}]. XII also noticed that student participation
remains a challenge in conducting science
Suggestions to improve science
activities during the pandemic. During face-to-
learning generally fall under three themes:
face classes, there were no issues or challenges
generating good study habits, improving
in conducting these activities. It was smooth
teacher engagement, and enhancing learning
sailing because teachers and students were in
resources. Participants suggest that students
the same place, so communication was not a
should develop good study habits and set
problem. Face-to-face activities also allowed
goals to survive learning during the online set-
students to facilitate knowledge exchange
up. Some suggested teachers should be more
amongst themselves. They can immediately
accommodating and engaging with students.
share ideas with their classmates. Likewise,

The Perception of STEM Among Filipino Grades 7 to 10 Students 35

teachers can immediately answer students’ modules and online classes. However, only a
questions during physical discussions. However, few students get to attend online classes. In
the online learning set-up posed challenges in Region XII, the school gave students the option
terms of having the students do the activities on to receive modules instead of attending online
their own. Since they are at home, parents would classes. In the case of Region VIII private school,
accomplish the activities instead of having their the teachers deliver the modules every Monday.
child do it. In turn, it is difficult for teachers to They conduct supervision (bahay-bahay
gauge whether a student has fully grasped or house to house) every Wednesday, then
the lesson. Students are unable to properly finally, they collect the modules every Friday.
interact with their teachers and classmates The practice of visiting their students in their
since the mode of communication is via text homes is also done by the Region XII principal,
or online messaging. Sometimes, it would take and teachers in Region VIII and NCR. Teachers
a while before they get a response from their check up on their students to ensure that they
classmate or teacher. Their motivation is also are doing well in their homes; especially when
affected. They would forgo completing their some students do not attend online classes or
assignments because some of their classmates have not returned modules after some time.
are not turning in their assignments. The NCR
Online classes are conducted via Google
principal had the same observations regarding
Classroom, Google Meet, or Zoom. In some
online science activities. Despite organizing
of the schools, V-Smart, a platform developed
science webinars for their students, only a few
by a local publishing company, is used . Aside
participate in such activities. Students prefer
from these, teachers communicate with their
to save their mobile data for attending online
students through online messaging platforms
classes, rather than join the webinars.
like Facebook Messenger. Often, students
The Region XII teacher said that the would send messages to their teachers to raise
pandemic presented another set of challenges. questions about the modules. Sometimes,
She mentioned that reaching out to students students would send messages late in the
is a real problem as some of them cannot be evening. They usually do not have their own
contacted. Unfortunately, when teachers inform electronic gadgets and can only use the
parents about the performance of their children, gadgets of their siblings or family members
parents usually scold the teachers saying that at night. The Region I teacher also created a
they should not force their children to study Facebook group for her classes, so she can
hard. The mental health of children is a concern post instructional videos to complement the
for the teachers, as students are having a hard modules. Alternatively, those with connectivity
time adjusting to a new mode of learning. issues, receive the instructional videos through
the mobile application ShareIt.
During the pandemic, many of the teachers
and principals who were interviewed have been In the NCR public school, students were
implementing either modular distance learning provided with a cellphone load allowance
and online learning. Generally, Internet and courtesy of the LGU so that they can attend
cellular connectivity is an issue in most areas, online classes. However, the allowance is not
except in NCR. Accordingly, their mornings are enough for them to attend online classes four
alloted for online classes, while the afternoons times a week. Additionally, students would
are devoted to asynchronous classes. rather use the allowance to buy food than
mobile load. The student’s home environment is
However, in most cases, due to the lack of
also not conducive for online learning. Parents
reliable internet connection and unavailability of
would ask their child to run errands like buy
gadgets on the part of the students, they do not
something from the store, even if they are in the
conduct online classes. Schools have opted to
middle of class. Other times, the noise from the
adopt a blended modality where students have
neighbors distract the student from class.

36 The Perception of STEM Among Filipino Grades 7 to 10 Students

 The Local Government Units (LGUs)
also play a great role in augmenting the needs
of the schools and improving the situation
of the children in the area. Public schools
receive a Special Education Fund (SEF) from
the Local Government Unit (LGU). Science
instruments and equipment were provided
to schools using the SEF, as approved by the
Local School Board. According to Region XII
public school principal, aside from SEF, the
Local School Board is giving scholarships to
students. She added that STEM activities have
regular allocation from MOOE, which is around
three hundred thousand pesos (300,000). It is a
separate fund and this is computed based on
the number of learners. SEF is not necessarily
for science activities, since SEF is designed to
augment or provide urgent needs of the school.

The Perception of STEM Among Filipino Grades 7 to 10 Students 37

Summary, Conclusions, and
Recommendations

Summary

One of the country’s sectors mostly STEM track in senior high school, indicating
affected by the pandemic is education, that either the parents encourage them to take
especially the students in elementary and the STEM track or leave the decision to their
high school (K1-12). In this study of K7 to K10 children, which is a form of parental support.
students, the disadvantages brought by online,
modular or blended instruction on science The role of the teachers in making
point to teachers’ inability to supervise the the students interested in and appreciate
activities required of students due to remote Science was highlighted in the study. Cases of
instructions. This is worsened by most parents students who select the STEM track but would
inability to help their children with their modules shift to other domains due to the difficulty of
or online assignments, although they give Mathematics and Calculus, would have been
encouragement and material support. prevented if the teachers had exerted extra
effort in making the subject matter interesting
The students generally view their Science or simplified.
teachers as competent and effective because
they use resource materials including visual It is interesting to note that the top choices
aids and social media. Thus, teachers play of students in terms of career are medicine
an important role in arousing the interest and engineering, understandably because the
or inclination of students towards Science. top reasons for taking the STEM track are: 1)
Classroom size is also a factor to consider. It is related to the course they want to take in
Majority of the respondents did not find their college ; 2) It is related to their dream career,
physical classrooms conducive to studying and 3) they want to learn more about Science/
(e.g., no sufficient space, ventilation, well Math/Engineering/STEM. Meanwhile, the top
lighted, comfortable tables and chairs, noisy, reasons provided by students who do not like to
etc.) although there were those who said that take STEM are: 1) STEM subjects are difficult/
their schools have sufficient laboratories. stressful / complicated ; 2) It is not related to
the career they want to take in the future, and
It is worthwhile to note that students 3) they are not good in Math and computations.
ranked science as first, second, and third choice
as their most favorite subject. Liking Science is The study further disclosed the diverse
consistent across gender, type of school, and points of view of the students. There were
region on the total level. Among male students, students who expressed that they want to be a
Science and Mathematics garnered the highest scientist in the future, but there are also those
percentages as favorite subjects, while English who were undecided. Also, there are those who
and Science gained the highest percentage do not want to be a scientist in the future.
among females. The study revealed that parents
Majority of the students are inspired
or guardians like their children to pursue the
by scientists and say that they will most likely

38 The Perception of STEM Among Filipino Grades 7 to 10 Students

pursue the STEM track if there were available The students attest they would become more
scholarships, financial assistance or incentive. interested in science if teachers explain well,
Taking Science/STEM as a career is rather give demonstrations, provide feedback, use
expensive, albeit majority of the respondents interesting instructional materials, and allow
would like to take STEM because they are more engagements among students.
aware of the job opportunities that will
Diverse emotions regarding science
be made available to them in the future.
were expressed: excited to learn new things,
Statistical results indicate that a challenged by the science lessons, worried that
conducive learning environment and parents’ they might not pass the exams/tests, bored by
support significantly raise the odds of a student the topics when teachers do not interact with
intending to take up STEM. It is notable that students.
students in Regions 6 have significantly higher
Students prefer a blend of Filipino and
odds of STEM intention compared to those in
English language in teaching science, with
NCR. On the other hand, those in Regions 3, 5,
a few cases using local language if outside
and 8 have significantly lower odds of STEM
Metro Manila. They are able to understand the
intention compared to those living in NCR.
concepts better, especially among students
Meanwhile, the FGDs disclosed a who do not possess a mastery of either Filipino
similar high interest of students in science with or English language.
“Earth and Space” and “Living Things and their
A few students have never physically
Environment” as easier to understand strands.
met their science teachers and they tend to
Those students who did not choose STEM are
compare the teaching styles of their teachers
still unsure and would rethink their decisions
prior to the pandemic, which was better. This
if they would understand science concepts in
is because they had physical activities, writing
the next couple of years. This resonates with
activities, and classroom reports. Pandemic
the abovementioned statement that if teachers
time, teachers mostly use PowerPoint
exerted extra effort to simplify science and
presentations and videos in teaching, with
make it interesting, students need not shift to
some opening direct messaging applications
another domain.
such as Facebook messenger or Google
The push and pull factors that make hangout to accommodate students who have
STEM engaging pertain to the students’ dream questions about their lessons. Students found
careers, which a science track could fulfill into a supplementary materials and videos helpful,
reality. A career that pays a lot and one that is and the direct messaging applications as a
visible in their communities are big reasons for good way to seek help from their teachers when
choosing a STEM or non-STEM track. necessary.
Science was described as hard, yet, There are students who ask help and
an interesting subject. The students noted support from parents, siblings, other classmates
the need to be focused in science since the and relatives for them to excel in their exams
topics become harder in higher grade levels. and homework and when the topics in their
Good teachers are necessary since they science subjects are complicated. But most of
facilitate effective STEM education. While there them study by themselves using online search
are science teachers who are very good at engines or referring to their notes and books.
explaining concepts, clearly explain scientific
Students find it difficult to learn during
formulas and processes, and take time to look
the pandemic. Learning has become highly
for additional materials, there are also teachers
limited, and they are not able to do a lot of things
who are not very engaging in their explanation
like social interactions. The unstable internet
of scientific concepts and just send videos or
connections at home also make it tough for
do lectures, and are not open for discussions.

The Perception of STEM Among Filipino Grades 7 to 10 Students 39

some students to fully grasp the concepts schools have limited facilities and equipment
taught in class. Some missed live lectures needed to conduct experiments, have only
because of the lack of Internet. Students prefer one (1) laboratory for the entire school; thus,
face-to-face classes, more than the online or needing scheduling; laboratories converted
modular learning modes. into classrooms due to lack thereof; teachers
borrow the needed apparatus from the lab
Some students find the modules easy to
room and conduct the experiments in their own
answer. But there are also those who complain
classrooms or distribute printed pictures of a
that some modules are difficult to understand.
particular laboratory apparatus.
Therefore, a teacher is needed to explain
the concepts. Learning was also reduced to Equipment and apparatus, while
simply answering the modules resulting in existing, are damaged and no longer working;
non-retention of concepts. According to the laboratories do not have wash areas or water
students, improving science learning depends sources. Buildings that house the laboratories
on having good study habits, improving teacher are unsafe. Laboratory classes are highly
engagement, and enhancing learning resources. anticipated by students, but the interest wanes
due to insufficient equipment and lack of
Regarding the KII results, it was
opportunities to hold classes in the laboratory,
revealed that several factors affect the pursuit
and teachers also struggle with the lack of
of Science tracks. Just like the FGDs, the
teaching aids. Often, teachers buy or make
interest of the students in the sciences was
their own visual aids to help their students
expressed emphatically and this was hinged
understand lessons better.
on their participation in hands-on activities,
experiments, exposure trips, quiz bees, research Another pull factor that prevents the
congress, slogan making contest, and science pursuit of the STEM track is financial constraint.
investigatory projects. Students from poor families whose parents
have informal or seasonal jobs, or families
Parents’ support, influence, and
with a lot of children cannot provide for school
involvement in school activities are regarded
and miscellaneous fees. Lack of resources
as push factors to pursue STEM courses. Their
and scholarship discourages students from
presence boosts the students’ happiness and
pursuing science related courses.
motivation to perform better. In fact, children
tend to follow the profession of their parents, Still, another factor affecting students’
such that those with science careers (doctors, decision to pursue STEM tracks is the increasing
scientists, etc.) increase the inclination of the difficulty of the subjects, such as calculus,
students to pursue STEM courses. Inclination making them shift to the HUMSS track. The
to STEM careers is rooted in having role models. technical terms used in science are challenging.
They have relatives working in the field, or they The stereotype STEM students project is that
watch shows that feature people working in high levels of intelligence leads to self-doubt
STEM. Friends and peers also influence some and questioning of intellectual abilities.
students to pursue STEM courses because
Teachers play a big factor in the
their friends will also pursue STEM courses.
development and learning of the students. The
Teachers identify potential students who will
effectiveness and the influence of the teacher
pursue the science courses through indicators
is always a factor in encouraging students to
like active participation in discussions,
take up the STEM subjects. Teachers should
inquisitive attitude, and eagerness to learn by
enjoy teaching science, show their love of
asking a lot of questions.
the subject, and innovate on the delivery of
Despite the interest of the students learning, make the subject matter engaging,
in Science, there are factors that limit their and be creative in their learning strategies
full engagement in science subjects. Most such as science activities, like experiments

40 The Perception of STEM Among Filipino Grades 7 to 10 Students

conducting research, using projectors, LED c. SFP Funds are limited to Php 300,000
TV, laptops and PowerPoint presentations. and not enough for thousands of
Teaching aids and having a laboratory class, students.
sufficient materials and apparatuses engage
d. There are limited scholarship
students in actual experiments. Accordingly,
opportunities and career guidance
topics on these activities have greater retention
programs.
among students. Science teachers should
teach students the 4Cs of 21st century skills:
Situation of Students during COVID-19
critical thinking, communication, collaboration,
Pandemic
creativity.
Student participation remains a challenge
The professional growth and
in conducting science activities during the
development of teachers matter since those
pandemic because the online learning set-
with higher academic degrees have better
up posed challenges to students to do the
teaching methodologies. They should therefore
activities on their own. However, parents intrude
pursue master’s and doctoral degrees. As
and accomplish the activities, giving difficulties
science teachers, they should be able to gauge if
to teachers to gauge student’s learning. Online
a student has the potential for pursuing studies
classes also inhibit proper interaction with
in the sciences and careers in science through
teachers and among classmates. Responses
the following indicators: performance ratings,
are delayed and their motivation is adversely
number of backlogs, standardized test results,
affected, forgoing completion of assignments
and entrance exams results.
because some of their classmates are not
To ensure professional and personal turning in their assignments.
development teachers should be sent to
Despite organizing science webinars for
training, attend nationwide conventions of
their students, only a few participate in such
STEM teachers, seminars and be provided with
activities. Students prefer to save their mobile
financial assistance to attend the training.
data for attending online classes, rather than
join the webinars.
Encouraging Students to Pursue STEM
Reaching out to students is a real
There is a need to encourage students to
problem as some of them are unreachable and
take up STEM courses. Students think taking
some cannot be contacted. When their poor
up STEM courses will land them a white collar
performance is reported to parents, they get
job and they can be on top of their profession.
scolded for forcing their children to study hard.
In most schools, some students have already
The mental health of children is a concern for
expressed interest in pursuing STEM careers,
the teachers, as students are having a hard time
such as becoming doctors, engineers, or
adjusting to a new mode of learning.
nurses. Others want to become teachers, with
a specialization in science. These are the highly Due to the lack of reliable Internet
inquisitive students, actively engaged during connection and unavailability of gadgets on the
class discussions and other science activities. part of the students, they have opted to adopt a
The following factors that discourage students blended modality where students have modules
from taking up STEM courses: and online classes. Teachers check up on their
students to ensure that they are doing well in
a. There is only a very small laboratory,
their homes; especially when some students do
but the number of students is large.
not attend online classes or have not returned
b. There is no laboratory equipment and modules after some time.
insufficient facilities including the
Internet.

The Perception of STEM Among Filipino Grades 7 to 10 Students 41

 The home environment is also not in facilitating or hindering the effective teaching
conducive for online learning. Noise from the of science.
neighbors distract the students and parents ask
their children to run errands while in the middle Since scientists serve as inspiration,
of class. lessons about them should be enhanced and
tackled lengthily. Reading materials about them
The Local Government Units (LGUs) should be made available to further fire their
augment the needs of the schools through the interests and follow their life and works.
Special Education Fund (SEF) used in purchasing
instruments and equipment. The Local School On the objective of exploring the push and
Board gives scholarships to students. pull factors that will encourage students to pursue
or not pursue STEM tracks, the researchers
observed that pull factors can become push
Conclusion factors and vice versa. For instance they dream
of being doctors, engineers, and architects, but
This study unveiled an assortment of also want careers outside science such as law,
factors and contexts on why K7 to K10 students accounting, teaching, and culinary professions
would pursue a STEM or science-related track in and those that pay well. Moreover, while they
their studies. Generally, these can be categorized find science a difficult subject, the majority finds
as a) teachers and their teaching styles and it interesting. The presence of a good teacher
attitude, b) educational environment , such is necessary, but a poor one would make them
classroom conditions, facilities and activities, c) lose interest in Science.
the students’ own interests and dreams, and d)
involvement of other stakeholders, such as the A factor that was explored by the study
parents, family members, LGUs and funders. included the situation of students amidst the
COVID- 19 pandemic and how they cope with
On the study’s objective of determining the remote learning setup.
the interest and inclination of the students to
take up science courses, it was found out that During the pandemic, there are
they tend to look into their future and would expectations for teachers to be more
take STEM to ensure or achieve their dreams. understanding and accommodating given
Students who have good learning environment that not all students have neither gadgets nor
and have access to financial support are more internet connections. While there are modules
inclined to take STEM courses. that students with no Internet could work on,
the quantity and quality of learning modules
Moreover, several factors that will are wanting. The parents who are expected to
make the students engage in STEM subjects assist them in their modules, were either not
have to do with inspiration from teachers, qualified or do not have the time to support their
scientists, and parental support. In the study, children in understanding the modular lessons.
the crucial role of the teacher to encourage
the students to take up STEM courses as well Those students who are able to connect
as to make scientific concepts interesting and to the Internet, still want additional learning
fun repeatedly surface in the interviews and resources such as videos, so students can
focus group discussions. It was highlighted understand lessons better.
that a good teacher can convince disinterested The informants find science subjects
students to take STEM if s/he is creative and easier to learn and teach during face-to-face
imaginative in preparing his or her lessons. classes compared to online or modular learning
Participants in the research almost modes. The students manifest high interest
always highlighted the role of science teachers and motivation to participate in face-to-face
activities during face-to-face classes, while

42 The Perception of STEM Among Filipino Grades 7 to 10 Students

teachers lament that the pandemic restrictions Adequate facilities, equipment, and
have limited if not prevented them from teaching aids to conduct experiments and
conducting events or science activities online. transform scientific ideas into practice
Favoring face-to-face activities, teachers attest need to be assured by allocating funds to
to easier communication with the students and equip laboratories and science classrooms.
sharing of ideas with classmates improve their Laboratories should be spacious enough to
learning. Likewise, teachers can immediately hold classes and should be increased so that
answer students’ questions during physical there would be no need to schedule taking turns
discussions. of teachers. Teachers who are burdened by low
salaries should not be made to pay for their visual
The online learning set-up allows the
aids. Needless to say the structure or buildings
possibility that parents accomplish the activities
that house the science lab should be safe.
instead of their children, making it difficult for
teachers to assess the student’s performance. Scholarships and career guidance should
There is no interaction and response is delayed. be provided to poor but deserving students
who are interested in science and who show
Some students cannot be contacted.
potential to pursue the STEM tracks. The SFP
Teachers resort to bahay-bahay or house to
should be increased to help more students.
house supervision. But there are cases when
LGUs may consider enhancing the support to
parents resent teachers making follow up
poor students.
because of the stress they cause on children.
The mental health of children is a concern for Face-to-face classes should be evaluated
the parents as well as teachers, as students are and resumed when safe because students
having a hard time adjusting to a new mode of learn more compared to online classes. Lack of
learning. reliable Internet connection and unavailability
of gadgets inhibit interaction with teachers
and classmates. Reaching out to students is
Recommendations problematic.
Interest in science should be sustained On the part of the students developing
through hands-on activities, experiments, good study habits and improving interaction
exposure trips, quiz bees, research congress, with teachers should be encouraged. The
slogan making contests, and science system in their school is already working, so
investigatory projects. Difficult subjects should they were not able to identify any areas left for
be made interesting through the teacher’s improvement.
creativity to prevent shifting to other non-
science courses. Teachers should improve In a nutshell, many of the principals and
the quality of learning modules, and provide teachers gave the following suggestions to
additional learning resources such as videos, improve teaching of STEM subjects to increase
so students can understand lessons better. students’ interest and inclination to pursue
Science teachers should also teach students STEM tracks or take up science courses:
the 4Cs of 21st century skills: critical thinking,
1. Ensure sufficient laboratory facilities
communication, collaboration, creativity.
and laboratory rooms to enhance
Involvement of parents should be learning during experiments; resources
deliberately done to motivate the students. But and reading materials, like books and
they should be oriented on how to support their electronic books, gadgets, like laptops
children by not doing the assignments on their should be available to conduct research;
behalf.

The Perception of STEM Among Filipino Grades 7 to 10 Students 43

 2. Ensure the availability of a reliable
Internet connection to be able to
conduct synchronous online classes;
3. Sustain the scholarship programs of
the DOST-SEI;
4. Add more slots for scholarships and
search for students deserving of
scholarships or sponsorships;
5. The private sector should provide
more opportunities and training to
prepare OJT students and to offer
competitive compensation to
encourage more students to perform
better in school;
6. Conduct massive information
dissemination on these scholarship
opportunities; and
7. Provide scholarships or continuous
learning programs to science teachers
as teachers who have higher degrees
usually have better teaching
methodologies.

44 The Perception of STEM Among Filipino Grades 7 to 10 Students

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46 The Perception of STEM Among Filipino Grades 7 to 10 Students

 Appendices
APPENDIX A: YEAR 1 EXECUTIVE SUMMARY
EXECUTIVE SUMMARY

This research project examined the 3. The students’ inclination to pursue

growing concern on the Filipino students’ poor Science.
academic performance in the field of Science. It
Three methods of data collection were
investigated the observation of a low inclination
implemented for this project; the use of
of Filipino students in the basic education level
multiple methods or data sources were used
to pursue higher studies in Science, as well as to
for purposes of triangulation that helps in
take up a career in Science and Science-related
developing a comprehensive understanding
endeavors. In order to address these concerns,
of the phenomena. Essentially, approaching
it was important to understand how students
the research through triangulation augurs
in the basic education level perceive, learn,
well for the credibility and validity of research
and appreciate Science during their childhood
findings. The study employed the Survey,
education. This research assumes that a
Focus Group Discussions, and Key Informant
student’s perspective of Science may have direct
Interviews. These were the chosen methods
influences to their learning and study behavior
to be able to get access to the different facets
and may influence the quality of science learning.
of the phenomenon being studied. Additionally,
The project spans three years and has the sampling schemes utilized in the study
an overarching program title of, “A Three- Year were different for each method – for the
Project on the Perception of STEM Among Survey, simple random sampling was used in
Filipino Grades 3-12 Students in the Philippines determining the schools to be included in the
(2020-2022)” It is divided into three (3) phases study alongside the selection of the survey
with the first phase (Year 1) focusing on participants from grade levels K3 to K6; for
students in the K3 to K6 levels. The second the Focus Group Discussions (FGD) and Key
phase (Year 2) will explore how science is Informant Interviews (KII), purposive sampling
perceived by students in the K7 to K10 year through maximum variation, criterion, and
levels and finally the third phase (Year 3) will convenience sampling were used.
focus on students in the K11 to K12 levels
For the Survey, the sample was 1,081
taking the academic track of STEM (Science,
K3 to K6 students; a survey questionnaire was
Technology, Engineering and Mathematics).
prepared based on the variables for the study
This report covers Year 1, from January and the research objectives. For the FGD, six to
2020 to February 2021. It focused on students ten qualified participants were selected upon the
in the K3 to K6 levels; they were specifically recommendation of the school authorities; an
selected for the study because of the need FGD guide was formulated for data collection.
to examine their formative years in Science For the participation of the students, two (2)
education, which commonly starts on their third students from each grade level were included
year of elementary education in the Philippines. in the FGD and the research team strived to
Additionally, it investigated the following aspects: have an equal distribution of participants based
on gender. The following criteria was used in
1. The students’ perception, attitude,
selecting the FGD discussants:
awareness, and knowledge in Science;
2. The students’ experiences in learning
Science; and

The Perception of STEM Among Filipino Grades 7 to 10 Students 47

 A. Public school students to a standstill the main participants of the
1) K3-K6 students; project – the schoolchildren and the schools.
2) Have Science subjects; A reassessment of strategies had to be made
3) Willing to actively participate, because the project team had to shift to
and are able to communicate their using online platforms in administering the
ideas to a group. interviewer-administered survey; conducting
the FGDs with participating schoolchildren and
B. Private school students the conduct of the Key Informant Interviews
through online platforms using Google Meet,
1) K3-K6 students;
Zoom, and in some cases through phone calls,
2) Have Science subjects;
instead of the proposed face-to-face survey.
3) Willing to actively participate, and are
However, these were challenges surmounted
able to communicate their ideas to a
by the research team despite some delays and
group.
problems in getting all participants for the study.
For the Key Informant Interviews (KII),
The survey revealed that, generally, the
16 key informants were selected through
students have neutral to positive perceptions
purposive sampling through maximum
about and attitudes towards Science. They
variation, criterion, and convenience sampling.
also exhibited neutral to positive scores on
These approaches were deemed useful for
their awareness and knowledge in Science.
the research as it can provide information-rich
This illustrates that Filipino K3-K6 students
data for the study. Intensive interviews based
expressed neutral to positive sentiments to
on the variables and the objectives of the
the statements measuring their (1) Perception
study were conducted among selected school
about Science, (2) Attitude on Science, (3)
principals and elementary Science teachers or
Awareness of Opportunities in Science, (4)
science coordinators from the areas chosen for
Knowledge about Science, (5) Perceived
this study. The following criteria were used in
Competency of Science Teachers, (6) Parental
identifying the participants for the KII:
Support in Learning Science, and (7) Inclination
1) They have played or are playing a Towards Scientific Opportunities. There were no
significant role in the administration statements in the Likert Scale that the students
of the Science education in their found negative.
respective schools; and
Meanwhile, the FGD revealed
2) They are willing to share opinions and that, generally, students have a shallow
ideas and experiences regarding understanding of science. Most of them recalled
Science education. terms that were taught inside the classroom
For the research instruments, Survey but did not know how to characterize, explain,
questionnaires, FGD, and KII guides, as data and even relate these with one another. Results
collection tools were formulated and pretested indicate students’ difficulty in absorbing science
to capture the variables, measures, concepts, concepts and thinking about them in creative
and indicators under the study. and innovative ways. The negative notions
about science as a difficult subject are not new
This report also reflects the challenges issues anymore, but it is important to note how
faced by the research team. When the research such negativities can be dispelled by effective
was conceived as early as late 2019, it was teaching. In other words, the skill of the teacher
envisioned that all methodological procedures can make all the difference. While science
of the research would be implemented on an in- is perceived to be a difficult subject, a good
person face-to-face manner. This research was teacher can make it enjoyable for students, and
greatly affected by the pandemic that has put amplify student interest.

48 The Perception of STEM Among Filipino Grades 7 to 10 Students

 The KII results show informants’ high
appreciation of the new K-12 science curriculum
which, aims to develop students’ science
literacy, and to understand and relate concepts
to everyday life. The new science curriculum is
more explicit than the old curriculum where the
discovery method is used, and that teaching
science in the new curriculum is easier because
lessons start with the familiar and experiences
of students lead towards concepts or the
abstract. This method arouses the interest of
students in the lessons because they can relate
these to their environment.
Generally, the study reveals a neutral-to-
positive attitude, awareness and knowledge
relative to the K3 to K6 students’ perception
and appreciation of Science. In fact, there is
no negative response, at all, to questions or
statements about science. The study also
divulges important factors, such as, gender,
school category, and, in some cases, regional
location, that significantly influence the
students’ appreciation of science. Students
recalled that most of their science information
had come from teachers. While such an
approach may be appropriate in transmitting
concepts and technical information, the science
learning process may potentially stop at recall.
Furthermore, the results show that parental
support and the students’ exposure to specific
career fields and occupations play a role in the
students’ inclination to pursue Science-related
careers. Students recalled that most of their
science information had come from teachers.
While such an approach may be appropriate
in transmitting concepts and technical
information, the science learning process may
potentially stop at recall. The study indicated
that the students’ intention to pursue science
is motivated by both internal and external
factors. By engaging realities that they directly
experience and connecting these to the lessons
covered in science class, students are able to
redefine the role of science and see the various
possibilities it can offer, which may cultivate an
interest in the field.

The Perception of STEM Among Filipino Grades 7 to 10 Students 49

 APPENDIX B: BAR GRAPHS

1. Desired Job of Students

Legend:
DJ 1 Accountant DJ 32 Soldier
DJ 2 Animator DJ 33 Teacher
DJ 3 Architect DJ 34 Tourism-related job
DJ 4 Army / Military DJ 35 Veterinarian
DJ 5 Artist / Painter DJ 36 Writer
DJ 6 Astronaut / Astronomy-related DJ 37 Others
DJ 7 Business owner DJ 38 Not yet decided
DJ 8 Caregiver DJ 39 Broadcaster
DJ 9 Chef DJ 40 HR-related / recruitment
DJ 10 Computer Engineer DJ 41 Call center agent
DJ 11 Computer Programmer DJ 42 Physical Therapist
DJ 12 Dentist DJ 43 HRM-related
DJ 13 Doctor DJ 44 Model / Actress
DJ 14 Electrician DJ 45 Mechanic / Automotive career
DJ 15 Engineer DJ 46 Archaeologist
DJ 16 Film Writer DJ 47 Singer
DJ 17 Firefighter DJ 48 Detective / Investigator
DJ 18 Flight Attendant DJ 49 Live Streamer / e-sports player / Gamer
DJ 19 Graphic Designer DJ 50 Agriculturist
DJ 20 ICT worker DJ 51 President of the Philippines
DJ 21 Lawyer DJ 52 Film Director
DJ 22 Medical Technologist DJ 53 Stockbroker
DJ 23 Musician / Music Producer DJ 54 Photographer
DJ 24 Navy / Airforce DJ 55 Youtuber / Vlogger
DJ 25 Nurse DJ 56 Event coordinator
DJ 26 Pharmacist DJ 57 Priest
DJ 27 Pilot DJ 58 Government Employee
DJ 28 Policeman DJ 59 Fashion Designer
DJ 29 Scientist DJ 60 Dental technician
DJ 30 Seaman / Seafarer DJ 61 Multimedia Artist
DJ 31 Software Developer DJ 61 Paleontologist

50 The Perception of STEM Among Filipino Grades 7 to 10 Students

2. Reasons for Choosing Stem

Legend:

R1 Because I am currently taking STEM subjects in R25 My classmates/friends like STEM too.
high school / I already have a background in R26 Subjects/Topics in STEM are useful.
STEM R27 STEM is one of the tracks that can help improve
R2 STEM-related jobs have high salary grade. your life economically (from poverty).
R3 I am happy learning Science. R28 My older sibling/relative also took STEM.
R4 I find STEM subject/s easy. R29 Science is a part of our everyday life so we
R6 I like computer-related stuff and technology. should be able to understand it more.
R5 I find STEM subject/s interesting / exciting. R30 I am curious about STEM.
R7 I like computing and Math-related topics. R31 My parents/guardian/relative’s job is related to
R8 I like Science. STEM.
R9 I like Engineering. R32 Many students in our community take STEM.
R10 I like the subjects in STEM.
R11 It is related to my dream career.
R12 It is related to the course I want to take in
college.
R13 It sounds pleasing / sounds “smart” / makes me
feel smart.
R14 My favorite subject/s is/are Math, Science, and/
or Engineering.
R15 My parents/guardian like me to take STEM.
R16 Others said STEM is more advanced/better track
over others.
R17 The demand for job opportunities is high.
R18 There are schools that offer STEM near my
residence.
R19 Through STEM, my skills in communication,
problem solving, critical thinking and creativity,
and data analysis will develop.
R20 To challenge myself / The subjects in STEM are
challenging.
R21 To learn more about Science/Math/Engineering/
STEM.
R22 To prepare me for many career opportunities in
the future.
R23 I don’t know / I just like it.
R24 STEM track will help me decide what career I
want in the future.

The Perception of STEM Among Filipino Grades 7 to 10 Students 51

3. Reasons for not choosing STEM

*Multiple Response

Legend:

R1 STEM subjects are difficult /stressful/ R21 None / I don’t know / No response
complicated. R22 STEM requires advanced use of technology/
R2 I am not good in Math and computations. resources and I don’t have that (gadgets,
R3 I am not good in Science. computers, etc.)
R4 I don’t like STEM subjects. R23 Media / Social media influence showing that
R5 I don’t like Science. STEM is difficult
R6 I don’t like Mathematics. R24 Other tracks are more exciting / interesting than
R7 Studying STEM is expensive. STEM.
R8 The focus is more on medical and engineering R25 STEM subjects are difficult to understand now
topics. that it’s not a face-to-face learning.
R9 I am not sure if my skills are fit with STEM. R26 I am not familiar with STEM. / I don’t know
R10 Not yet decided on what I like in the future. STEM.
R11 I like STEM but it is not what I am considering
now.
R12 There is no school that offer STEM near my
residence.
R13 My current school doesn’t offer STEM and I don’t
want to transfer to other school.
R14 It is not related to the career I want to take in the
future.
R15 Seniors/others said that STEM is more difficult
as compared to other tracks.
R16 To enhance my imagination.
R17 STEM-related job opportunities are not in
demand.
R18 Didn’t have an opportunity to take entrance
exam for STEM due to some reasons (e.g. late
enrolment)
R19 Parents/guardian advised not to take STEM/to
take other tracks instead.
R20 No choice - no STEM offering in the school I
chose/I will choose

52 The Perception of STEM Among Filipino Grades 7 to 10 Students

4. Replies of Undecided Students

Legend:

F2 None for now, I am still weighing my options F22 If the teachers will make Science / Math / STEM
F3 None, I am not aware of STEM. learning fun, useful and interesting
F4 I don’t know F23 If it is a requirement to my chosen career
F5 If there is a scholarship, incentive or financial F24 If there will be a face-to-face learning modality
assistance offering for STEM on STEM.
F6 If my family/parents/guardians would advise me F25 If God’s will
to take STEM. F26 If there is no other track offering available
F7 If the STEM subjects / curriculum will be made F27 If there will be a medicine discovered for COVID,
easier. I will choose / shift to STEM.
F8 If there will be a change in the course I want to F28 If studying STEM is cheap / If my family can
take and it is STEM related afford it
F9 I am not yet decided on what track and can F29 if I will attain good grades in Math and Science
probably change my mind. F30 If there will be a good school that will offer
F10 If I will improve my skills and knowledge in STEM (e.g. with science facilities)
Science and Math. / If I will study harder. F31 If someone will inspire/motivate me (e.g.
F11 If there will be a free tutorial that will always be inspirational story that took STEM and become
available to STEM students successful)
F12 If there is a school that offer STEM near my
residence.
F13 If I will feel the passion for STEM
F14 If I will appreciate Science/STEM subjects more
F15 If my classmates or friends will take STEM too
F16 If my current school is offering STEM
F17 If the salary in STEM-related jobs is high
F18 If there will be more job opportunities related to
STEM
F19 If I will be given more time to decide
F20 If there will be a chance for me to be informed
on what topics I will be learning in STEM
F21 I am interested in STEM but it is still not enough
to decide since I am in just K7; more learning in
Science

The Perception of STEM Among Filipino Grades 7 to 10 Students 53

 APPENDIX C: RESEARCH INSTRUMENTS

1. Survey Instrument (Filipino)

INTERVIEW DETAILS Control #

Interviewer’s
Region:
name:

Province: City/Municipality:

Name of
respondent School Year 2020-2021
2021-2022
(optional):

Date of interview:
Name of School
Time started:

Type of School Public Private Time ended:

INTRODUCTION

[INTRODUCTION FOR THE TARGET RESPONDENT]

Magandang araw, ako si [interviewer] , at kami ay nagsasagawa ng isang survey para sa isangpag-aaral
tungkol sa “Pagpapahalaga sa Agham: Pag-aaral sa Pang-unawa at Pagkahilig sa Agham ng mga K7 hanggang
K10 Mag- aaral sa Pilipinas para Kumuha ng Pang- akademikong Track sa Agham”. Ikaw ay napili bila ng
maging bahagi ng pag-aaral na ito.

Salamat saiyong oras! Kami ay nagpapasalamat sa iyong paglahok sa pag-aaral na ito. Ang interview
na ito ay maaaring tumagal ng 15 hanggang 20 minuto. Ang iyong mga sagot ay magiging kumpidensyal at
gagamitin lamang para sa layunin ng pag-aaral na ito.

1. Gusto mo bang lumahok sa pag-aaral na ito? Oo

Hindi
Instructions to interviewer:

If YES, please double-check if his/

her parent/guardian has signed the
informed consent form.
If NO, please terminate the interview.

54 The Perception of STEM Among Filipino Grades 7 to 10 Students

 I. Demographics

2. Ano ang iyong kasarian? Lalaki Babae

3. Ilang taon ka na? __ taong gulang

4. Anong grade level ang iyong huling nakumpleto? K7 K8 K9 K10

5. Anong grade level mo na sa kasalukuyan (if enrolled)? K7 K8 K9 K10

Not enrolled

Dahilan ng hindi pag-eenrol:

_____________________________
6. Anong mga subjects ang pinakagusto mo? (Magbigay
ng tatlo mula sa listahan.)

Mother Tongue Arts 1.__________________________

Filipin Mathematics
English Science
Health 2.__________________________
Music
Araling Panlipunan
Edukasyon sa Pagpapakatao (EsP)
Physical Education 3.__________________________
Edukasyong Pantahanan at Pangkabuhayan
(EPP)
Technology and Livelihood Education (TLE)

7. Anong mga subjects ng hindi mo gusto? (Magbigay ng

tatlo mula sa listahan.)
1.__________________________

2.__________________________

3.__________________________

8. Para sa mga science subjects, i-rank ang mga domain/

strand mula sa iyong pinakapaborito (1):
Living Things and their Environment 1.__________________________
Matter
Force, Motion and Energy
2.__________________________
Earth and Space

3.__________________________

4.__________________________

The Perception of STEM Among Filipino Grades 7 to 10 Students 55

 9. Ang bilang ng mga mag-aaral sa aming science class ay.... ____ (20 mag-aaral at pababa)
____ (21 to 30 mag-aaral)
____ (31 to 40 mag-aaral)
____ (41 to 50 mag-aaral)
____ (51 mag-aaral at pataas)

10. Anong gusto mong ‘maging’ sa hinaharap?

II. Prospective Track

11. Ang mga sumusunod ay ang apat (4) na major tarcks para sa
senior high school (Academic, Technical-Vocational/TVL, Sports, ACADEMIC
and Arts and Design). Kung ikaw ay papipiliin ngayong kung TECHNICAL-VOCATIONAL-
anong track ang iyong kukunin para sa senior high school, ano LIVELIHOOD (TVL)
ito?
SPORTS
ARTS and DESIGN

11a. Kung ACADEMIC, pumili ng

specific track: __________
A. ABM- Accounting, Business and
Management

B. HUMSS- Humanities and Social

Sciences

C. STEM- Science, Technology,

Engineering, and Mathematics

D. General Academic

E. Pre-Baccalaureate Maritime

11b. Kung TVL, pumili ng

specific track: __________
A. Agri-Fishery

B. Home Economics

C. ICT-Information Communication
and Technology

D. Industrial Arts

E. TVL Maritime

56 The Perception of STEM Among Filipino Grades 7 to 10 Students

12. Kung STEM, ano ang iyong pangunahing dahilan sa pagpili ng
STEM?

13. Kung hindi STEM, ano ang iyong pangunahing dahilan ng hindi
pagpili dito?

14. Kung hindi STEM, anog makakapagpabago ng iyong desisyon

para STEM ang piliin?

15. Kung hindi pa desidido, ano ang maaaring magtulak sayo na

piliin ang STEM track?

II. Survey Questions

Sa bahaging ito, nais naming malaman ang mga dahilan na maaaring magtulak sa inyong mag-aaral na
magustuhan angSTEM subjects at kumuha (o hindi kumuha ) ng STEM track. Sa bawat pahayag, pakisabi
sa akin kung gaano ka sumasang-ayon o hindi sumasang-ayon sa mga sumusunod. Maaari kang pumili
sa mga pagpipilian: 5 - Lubos na Sumasang-ayon; 4 - Sumasang-ayon; 3 - Hindi Sigurado ; 2 - Hindi
Sumasang-ayon; 1 - Lubos na Hindi Sumasang-Ayon ; 0 - Hindi Alam . Tandaan na walang tama o maling
sagot.

Factors that will make students to engage in STEM subjects and to SA A N D SD DK

pursue (or not to pursue) the STEM track
16. Napag-aralan ko ang tungkol sa mga sikat na scientists at kung ano 5 4 3 2 1 0
ang kanilang nakamit.
[Link] nakakapagbigay ng inspirasyon sa akin ang mga scientists para 5 4 3 2 1 0
lalo akong mag-aral ng Science.
18. Gusto kong maging isang scientist sa hinaharap. 5 4 3 2 1 0
19. Ang mga gawaing may kinalaman sa Science sa aming paaralan ay 5 4 3 2 1 0
hindi nakakaengganyo at hindi nakakatulong para magustuhan ko ang
pag-aaral ng Science.
20. Ang aming mga guro sa Science ay may kaalaman at bihasa sa mga 5 4 3 2 1 0
kurso sa Science na kanilang itinuturo.
21. Hindi nakakapagbigay ng inspirasyon ang aming mga guro sa 5 4 3 2 1 0
Science para kami ay mahikayat na mag-aral ng Science.
22. Ang aming mga guro sa Science ay malikhain at gumagamit ng iba't 5 4 3 2 1 0
ibang mga techniques sa pagtuturo upang lubos naming maintindihan
ang Science.
23. Ang aming mga guro sa Science ay hindi gumagamit ng mga 5 4 3 2 1 0
makabagong materyales sa pagtuturo upang mapadali ang aming pag-
aaral.
24. P alaging tinitiyak ng a ming m ga g uro sa S cience n a naiintindihan 5 4 3 2 1 0
namin nang maayos ang mgaaralin sa Science.
[Link] kaming humingi ng tulong sa aming Science teachers k ung 5 4 3 2 1 0
may mga bagay kaming hindi naiintindihan.

The Perception of STEM Among Filipino Grades 7 to 10 Students 57

 26. Hi ndi nagbibigay ng oras ang aming mga Science teachers upang 5 4 3 2 1 0
turuan o alalayan kami kapag hindi namin nauunawaan ang aming mga
aralin sa agham.
27. Sinusubukan ng aming mga guro sa Science na gawing masaya at 5 4 3 2 1 0
kapanapanabik ang aming mga talakayan.
28. Ang aming mga guro sa Science ay laging nagbibigay ng 5 4 3 2 1 0
magagandang halimbawa o examples upang matulungan kaming higit na
maunawaan ang aming mga aralin sa agham.
29. Hindi kami ginagabayan ng aming mga guro sa Science kapag kami 5 4 3 2 1 0
ay may ginagawang science experiments.
30. Walang pakialam ang aming mga guro sa Science kung hindi kami 5 4 3 2 1 0
nakikinig sa mga aralin.
31. Mayroon kaming sapat na mga laboratoryo para sa aming klase sa 5 4 3 2 1 0
Science, mga pasilidad, at kagamitan sa aming paaralan para sa lahat ng
mga mag-aaral ng agham.
32. Napakalaki ng aming klase o masyado kaming marami sa aming 5 4 3 2 1 0
klase at nakakaapekto ito sa aming pagkatuto.
33. Ang aming silid -aralan ay hindi kaaya -aya para sa pag-aaral (hal., 5 4 3 2 1 0
Hindi sapat ang espasyo, mahinang bentilasyon at ilaw, hindi
komportable na mga mesa at upuan, maingay, atbp.).
34. Hinihikayat ako ng aking mga magulang o tagapag -alaga na mag- 5 4 3 2 1 0
aral ng mga Science subjects at tapusin ang aking mga takdang-aralin sa
bahay.
35. Hindi gusto ng aking mga magulang o tagapag-alaga na aking ituloy 5 4 3 2 1 0
ang track ng STEM sa senior high school.
36. Tinutulungan ako ng aking mga magulang o tagapag-alaga na 5 4 3 2 1 0
gumawa ng mga kasiya-siyang aktibidad o Science experiments.
37. Hindi ako binibigyan ng aking mga magulang ng pera at iba pang 5 4 3 2 1 0
mga materyales para sa aking mgaScience subjects.
38. Maaari kong tanungin ang aking magulang o tagapag -alaga kapag 5 4 3 2 1 0
hindi ko maintindihan ang aking mga aralin sa agham o mga
homeworks/assignments.
39. Sinusubukan kong mag-aral nang mag-isa upang pagyamanin ang 5 4 3 2 1 0
aking mga natutunan sa agham.
40. Hindi ako hinihi kayat ng aking mga kamag-aral at kaibigan na 5 4 3 2 1 0
kumuha ng STEM subject.
41. Ang kasalukuyang pand emya ng COVID -19 ay nakaapekto sa aking 5 4 3 2 1 0
mga natutunan at interes sa agham dahil saremote / online set-up.
42. Nababalisa ako sa aking pag-aaral dahil sa kasalukuyang pandemya. 5 4 3 2 1 0

43. Gumagamit ang aming science teachers ng social media (e.g., 5 4 3 2 1 0

Facebook, Instagram, etc.) bilang teaching aids.
44. Gumagamit ako ng social media (e.g., Facebook, Instagram, etc.) 5 4 3 2 1 0
bilang online resources para makatulong sa aking pag-aaral ngayong
online / remote set-up.
45. Hindi sapat na nakaka-enganyo ang mga Science modulesna ibinigay 5 4 3 2 1 0
sa amin sa kasalukuyan.

58 The Perception of STEM Among Filipino Grades 7 to 10 Students

46. Mayroon akong mga miyembro ng pamilya, kamag -anak, at kaibigan 5 4 3 2 1 0
na makakatulong sa akin na sagutan ang aking mga modules sa agham
sa kasalukuyan.
47. Kung nahihirapan ako sa pagsagot sa aking Science modules, hindi 5 4 3 2 1 0
ako nag-aalangan na makipag-ugnayan sa aking guro sa agham dahil sila
ay matulungin.
48. Sa pangkalahatan, ang remote / online setup ay nakaapekto sa aking 5 4 3 2 1 0
mga natutunan sa mgapaksa sascience.
49. Kung mayroong scholarship, financial assistance o incentive para sa 5 4 3 2 1 0
track ng STEM, malamang na ituloy ko ito.
50. Ang Science, Technology, Engineering, and Mathematics (STEM) ay 5 4 3 2 1 0
madadaling mga subjects.
51. Kukuha ako ng STEM track dahil magbibigay ito sa akin ng mas 5 4 3 2 1 0
mabuti at mas maraming mga pagkakataon sa karera (career
opportunities) sa hinaharap.
52. Para sa akin, ang pagkakaroon ng sapat na kita ng pamilya ay isang 5 4 3 2 1 0
mahalagang konsiderasyon sa pagkuha ng STEM track dahil ang mga
kurso sa STEM sa kolehiyo ay mahal o magastos.
53. Maraming mga kolehiyo / unibersidad sa aming siyudad o bayan na 5 4 3 2 1 0
nag-aalok ng mga kurso sa Agham, Teknolohiya, Engineering, at
Matematika, kaya ang pisikal na distansya o layo ng paaralan ay hindi
magiging hadlang upang ituloy ko ang track ng STEM.
54. Mataas ang pagpapahalaga ko sa aking sarili. 5 4 3 2 1 0

55. Pinapanatili kong malusog ang aking katawan at walang sakit. 5 4 3 2 1 0

CLOSING

Dito na nagtatapos ang aming survey. Maraming salamat sa iyong oras at pagsagot.

The Perception of STEM Among Filipino Grades 7 to 10 Students 59

2. Survey Instrument (English)

INTERVIEW DETAILS Control #

Interviewer’s name: Region:

Province: City/Municipality:

Name of respondent 2020-2021

School Year
(optional): 2021-2022

Date of interview:
Name of School
Time started:
Type of School Public Private Time ended:
INTRODUCTION

[INTRODUCTION FOR THE TARGET RESPONDENT]

Good day, I am [ interviewer] , and I am conducting a survey for a study on “Perception and Inclination
of Filipino K7 to 10 Students in the Philippines to Pursue Science Tracks”. You have been chosen as
a sample to take part in the study.
Thank you for your time! We are grateful for your participation in the study. This interview will take
only a bout 15-20 minutes. Your a nswers w ill b e kept confidential and will b e used s olely f or t he
purposes of this study.

1. Do you want to be a part of our study? Yes

No
Instructions to the interviewer:
If YES, please double-check if his/her
parent/guardian has signed the informed
consent form.
If NO, please terminate the interview.

2. What is your gender? Male Female

3. How old are you? ______ years old
4. What grade level have you recently completed? K7 K8 K9 K10
5. What grade level are you in? (If enrolled) K7 K8 K9 K 10 N ot
enrolled

60 The Perception of STEM Among Filipino Grades 7 to 10 Students

6. What are your most liked subjects? (Identify the top 3
from the list below.) 1.__________________________
Mother Tongue Arts
2.__________________________
Filipin Mathematics 3.__________________________
English Science
Health
Music
Araling Panlipunan
Edukasyon sa Pagpapakatao (EsP)
Physical Education
Edukasyong Pantahanan at Pangkabuhayan (EPP)
Technology and Livelihood Education (TLE)

7. What are your least liked subjects? (Identify 3 from

the list in item 6.) 1.__________________________
2.__________________________
3.__________________________

8. For science subjects, rank your most favorite domain/

strand from highest to lowest: 1.__________________________
Living Things and their Environment 2.__________________________
Matter 3.__________________________
Force, Motion, and Energy 4.__________________________
Earth and Space
9. The average class size for our science classes is... ____ (20 students and below)
____ (21 to 30 students)
____ (31 to 40 students)
____ (41 to 50 students)
____ (51 students and above)

10. What do you want to be in the future?

II. Prospective Track

11. The following are the 4 major tracks for senior high ACADEMIC
school (Academic, Technical-Vocational-Livelihood
TECHNICAL-VOCATIONAL-
(TVL), Sports, and Arts and Design). if you were to
LIVELIHOOD (TVL)
decide now as to what track to pursue in senior high
SPORTS
school, what would it be?
ARTS and DESIGN

11a. Kung ACADEMIC, pumili ng

specific track: __________
A. ABM- Accounting, Business and
Management
B. HUMSS- Humanities and Social
Sciences
C. STEM- Science, Technology,
Engineering, and Mathematics
D. General Academic
E. Pre-Baccalaureate Maritime

The Perception of STEM Among Filipino Grades 7 to 10 Students 61

 12. If STEM, what is your main reason for choosing it?

13. If not STEM, what is your main reason for not choosing
it?

14. If not STEM, what will make you rethink choosing it?

15. If not yet decided, what will make you choose the STEM
track?

II. Survey Questions

For this part, we want to know more about factors that will make students like you to engage in STEM
subjects and to pursue (or not to pursue) the STEM track. For every statement, please tell me how
much you agree or disagree. You may choose your answer fr om the following choices: 5 - Strongly
agree; 4 - Agree; 3 - Neither agree nor disagree; 2 - Disagree; 1 - Strongly disagree; 0 - I don’t know.
Remember, there are no right or wrong answers.

TO THE INTERVIEWER: Encircle the option chosen by the respondent .

Factors that will make students to engage in STEM subjects SA A N D SD DK
and to pursue (or not to pursue) the STEM track
16. I have studied about famous scientists and what they have 5 4 3 2 1 0
achieved.
17. Scientists do not inspire me to study science more. 5 4 3 2 1 0
18. I want to be a scientist in the future. 5 4 3 2 1 0
19. Science-related activities and events in our school are not 5 4 3 2 1 0
engaging and do not make me want to study science subjects more
20. Our science teachers are knowledgeable and proficient in the 5 4 3 2 1 0
science courses they are teaching.
21. Our science teachers do not inspire us to study science subjects. 5 4 3 2 1 0
22. Our science teachers are creative and make use of various 5 4 3 2 1 0
teaching techniques to make us fully appreciate science.
23. Our science teachers do not use innovative teaching materials 5 4 3 2 1 0
to facilitate our learning.
24. Our science teachers always make sure we understand our 5 4 3 2 1 0
science lessons well.
25. It’s okay to ask our science teachers for help if there are things 5 4 3 2 1 0
we don’t understand.
26. Our science teachers do not give/make time to mentor us when 5 4 3 2 1 0
we do not understand our science lessons.
27. Our science teachers try to make our discussions fun and 5 4 3 2 1 0
exciting.
28. O ur s cience t eachers a lways give good e xamples to h elp us 5 4 3 2 1 0
understand our science lessons better.
29. Our science teachers do not guide us during science 5 4 3 2 1 0
experiments.
30. Our science teachers d o not care i f we d on’t l isten to t he 5 4 3 2 1 0
lessons.
31. W e have sufficient s cience c lass l aboratories, f acilities, and 5 4 3 2 1 0
equipment in our school to cater to all science students.

62 The Perception of STEM Among Filipino Grades 7 to 10 Students

32. Our class is very big (too many students) and it affects our 5 4 3 2 1 0
learning.
33. Our classroom is not conducive for learning (e.g., insufficient 5 4 3 2 1 0
space, poor ventilation and lighting, uncomfortable tables and
chairs, noisy, etc.).
34. My parent/s or guardian/s encourage me to study science 5 4 3 2 1 0
subjects and finish my assignments at home.
35. My parent/s or guardian/s do not want me to pursue the STEM 5 4 3 2 1 0
track in senior high school.
36. My parent/s or guardian's help me do fun science 5 4 3 2 1 0
activities/experiments.
37. My parents do not give me money and other materials for my 5 4 3 2 1 0
science subjects.
38. I can always ask my parent/s or guardian/s when I don’t 5 4 3 2 1 0
understand my science lessons or home works.
39. I try to study on my own to enrich my learning in science. 5 4 3 2 1 0
40. My classmates and friends do not encourage me to take up the 5 4 3 2 1 0
STEM subject.
41. The present COVID -19 pandemic has affected my learnings 5 4 3 2 1 0
and interest in science due to the remote/online set- up.
42. I am anxious about my studies because of the current pandemic. 5 4 3 2 1 0

43. Our science teachers use social media (e.g., Facebook, 5 4 3 2 1 0

Instagram, etc.) as teaching aids.
44. I use social media (e.g., Facebook, Instagram, etc.) as online 5 4 3 2 1 0
resources to help me with my learning now online / remote set-up.
45. The science modules provided to us at present are not engaging 5 4 3 2 1 0
enough.
46. I have family members, relatives, and friends who can help me 5 4 3 2 1 0
answer my science modules at present.
47. If I have difficulties in answering my science module/s, I do 5 4 3 2 1 0
not hesitate to contact my science teacher/s as they are
accommodating.
48. In general, the remote/online set-up has affected my learnings 5 4 3 2 1 0
on science topics.
49. If there is a scholarship, financial assistance or incentive 5 4 3 2 1 0
available for the STEM track, I will likely pursue it.
50. Science, Technology, Engineering, and Mathematics (STEM) 5 4 3 2 1 0
are easy subjects.
51. I will pursue the STEM track as it will provide me with better 5 4 3 2 1 0
and more career opportunities in the future.
52. Having sufficient household income is an important 5 4 3 2 1 0
consideration for me to pursue the STEM track since STEM
courses in college are expensive.
53. There are several colleges/universities in our city/municipality 5 4 3 2 1 0
that offer courses in Science, Technology, Engineering, and
Mathematics, and so physical distance will not be a hindrance to
pursue the STEM track.

The Perception of STEM Among Filipino Grades 7 to 10 Students 63

 54. I have high self-esteem. 5 4 3 2 1 0
55. I keep myself healthy and free from sickness. 5 4 3 2 1 0

CLOSING

Our survey ends here. Do you have anything you want to ask? If none, thank you so much for your
time and help.

64 The Perception of STEM Among Filipino Grades 7 to 10 Students

3. Focus Group Discussion Guide

I. FOR THE MODERATOR: BEFORE THE II. INTRODUCTION (OVERVIEW OF THE

START OF THE FGD STUDY AND THE FGD GROUND RULES)

IF FGD is online/remote: Once all the participants are settled, open

the session with a short introduction of
• Test the technology to be used ahead of time yourself and the research assistant. Brief the
to avoid encountering any technical issues participants on the scope and purpose of the
during the actual FGD. FGD and the objectives of the study. Inform
them about the ground rules to keep the
• Ensure that you have received the filled- discussion running smoothly.
out PIS prior to the conduct of the FGD to
familiarize yourself with the profile of the Good morning/afternoon. I am __________, from
discussants. (state current affiliation) and we are assisting
• Ask which mode is most convenient the UPCMCFI collect data for this project.
(Messenger, zoom, mobile phone). Thank you for joining our FGD.

• Ensure that arrangements for the recording • The discussion will run for 30-60 minutes.
are in place. It will be recorded, and my companion,_____,
• Before the actual interview, ask permission will be taking down notes and pictures (ask for
to record the session and to take screenshots. permission).
Indicate in the file name the school of the FGD, • Please speak clearly and one at a time, to
the FGD facilitator and the names of students. ensure that our discussion will be recorded
• Be sure that your recorder has enough power properly.
and space, and is turned on. • We want this discussion to be like a group
• Ensure that there are NO TEACHER/S / conversation. We are on a first-name basis
SCHOOL ADMINISTRATORS / PARENTS or here and let us treat each other as peers and
FRIENDS at the venue as their presence might equals with respect. We would like all of you to
affect students’ responses. participate in the discussion, and to give others
a chance to also share their views about the
IF FGD is face to face: things that we will discuss.
• My role as moderator is to guide the
• The documentor or support staff shall take discussion. However, this is not a question-
care of the registration forms, name tags, PIS and-answer type of discussion; as such, feel
form and take photos of the FGD session using free to speak up any time you would like to do
a mobile device. so.
• Seating arrangement should be circular (if • There are no right and wrong answers, and
FGD is face to face, i.e., Region VIII). all opinions are welcome and respected.
• Ensure that there are NO TEACHER/S AND/ • It will be greatly appreciated if we refrain
OR SCHOOL ADMINISTRATORS or PARENTS from using our mobile phones during the
at the venue as their presence might affect discussion. Put them in silent mode.
students’ responses.
• We assure you that whatever transpires
during the discussion will be kept confidential
and will not be shared with other people.

The Perception of STEM Among Filipino Grades 7 to 10 Students 65

III. INTRODUCTION OF PARTICIPANTS 4. What about your least liked domain? Why
so?
To begin the discussion and to establish
rapport with and among the participants, ask ON FUTURE CAREER PLAN:
the participants to introduce themselves. 5. What do you want to be in the future? Why?
(Probe)
Before we start the FGD, let’s introduce
ourselves one by one. Please state your name, 5.1. If the answer is a science track
age, grade level last school year (2020-2021)
a. If you pursue a science track, what
and your parent’s occupation. Let’s start with
types of work would you somebody
(point to anyone).
have?
IV. DISCUSSION PROPER b. If you yourself pursue a science track,
what type of work would you do?
1. May I ask each one of you here to identify
5.2. If the answer is a non-science track
your favorite subject/s and tell us your
reason/s for your choice/s? a. Why do you want to take a non-science
track?
b. What attracts you to take that non-
science track? (Probe on the reason and
context of why they are attracted to take
the non-science track.)

ON STUDENTS’ PERCEPTION, INTEREST,

INCLINATION, and RESOURCEFULNESS:

6. How do you perceive science subjects in

general? What do you think of science
subjects in general?
7. How do you feel during the science classes?
Why? (Probe if they listen attentively or they
get bored.)
8. What will make you and your fellow
students be more interested and
enthusiastic to learn about science
2. What about your least liked subjects? Why subjects?
don’t you like these subjects? 9. What activities do you conduct in science
3. Among the following major domains/ classes? How do you feel about these
strands of science, what do you like the activities? (Probe what makes them excited
most? Why? or bored.)
• Living Things and their Environment Is it about the teacher?
Equipment?
• Matter
Method?
• Force, Motion, and Energy Visual aids?
• Earth and Space Learning materials or instruction?
Length of the activity?

66 The Perception of STEM Among Filipino Grades 7 to 10 Students

10. When you have science homework/ b. If TVL, please identify what specific track.
assignments or upcoming exams/quizzes, (Probe.)
what do you feel? (Probe if they ask help • Agri-Fishery
from others. If they do, who are they? How
helpful are they?) • Home Economics
11. How do you study on your own? (Ask • ICT – Information Communication and
them to describe and probe on whether they Technology
are looking for resource materials online • Industrial Arts
or in their homes and from others to • TVL Maritime
augment their learnings.)
c. If STEM, what is your main reason for
choosing it?
ON STEM TRACK:
d. If not STEM, what is your main reason for
12. The following are the 4 major tracks for not choosing it?
senior high school (Academic, Technical-
Vocational-Livelihood (TVL), Sports, and e. If not STEM, what will make you rethink
Arts and Design). If you were to decide choosing it? (Ask them what will make them
now as to what track to pursue in senior change their mind.)
high school, what would it be? (Probe on the
f. If not yet decided, what will make you
reason/s why such a choice.)
choose the STEM track?

ON SCIENCE TEACHERS:
13. What can you say about your science
teachers? (Probe on whether they are good
in discussing and teaching. Why do they say
so?)
14. How good are they at explaining scientific
concepts? (Probe on whether they use
visual aids, stories, actual examples, case
studies, learning objects.)
15. Do they ask questions and let you and your
classmates answer? Or are they likely to talk
the whole period? (Probe on the methods, if
pure lecture.)
a. If ACADEMIC, please identify what specific
track. (Probe.) 16. What language do your science teachers
• ABM – Accounting, Business and use when teaching science? Which
Management language do you prefer? Why?
• HUMSS – Humanities and Social 17. What materials/handouts do your
Sciences science teachers use when teaching? Probe
• STEM – Science, Technology, if PowerPoint presentations or
Engineering, and Mathematics presentations in cartolina / manila paper.
• General Academic If YES: Do you think these are helpful?
• Pre-Baccalaureate Maritime If NO: Do you think it is helpful for you if
they use materials? (Probe on other

The Perception of STEM Among Filipino Grades 7 to 10 Students 67

 methods such as use of microscopes, 4. Key Informants Interview Guide
periscopes, experiments, etc.)
a. KII Guide for Principals
ON COVID-19 and REMOTE LEARNING SET-
UP: KEY INFORMANT INTERVIEW GUIDE
For School Principals
18. Can you describe to us your general
learning experience during COVID time? INSTRUCTIONS:
(Probe if blended or modular.)
You have been given an orientation. Your
19. How do you find your science modules? assigned coordinator/research assistant will
Are they effective to facilitate your provide you with the name of the interviewee
learnings? Why or why not? and the schedule of the interview. If you have
questions about the data collection, please ask
20. Who helps you study and complete your
the research assistant.
science module/s? (Probe on the
background or capability i.e. educational • Before the interview, familiarize yourself
attainment to help the student.) with your interviewee through the PIS
which will be given to you before the
a. Parents / guardians / relatives / siblings?
actual interview. Call your assigned
b. Classmate / friends / neighbors / house
interviewee to introduce yourself and
help?
recap the explanation of the field
c. Teachers? If so, how? Are they
coordinator regarding the project.
accommodating and help you learn your
science modules? • Ask which mode is most convenient
(Messenger, zoom, mobile phone) and
21. What are your suggestions to improve your
set the date and time of the interview.
science learnings during the present
remote/online learning set-up? (Probe on • Before the actual interview, ask
whether teacher base / instruction base: permission to record the session and to
take screenshots.
Is it about the teacher?
Equipment? • Be sure that your recorder has enough
Method? power and space, and is turned on.
Visual aids?
Learning materials or instruction,
• Note that all questions here refer to both
pre-covid and covid period and therefore,
Length of the activity?
you should try to collect information for
both.
V. CLOSURE
GUIDE QUESTIONS
Our discussion ends here. Do you have
anything you want to add? Or do you have These are guides only, the interviewer should
anything you want to ask? make follow up questions based on the
answer.
If none, our FGD ends here. Thank you so much
for your participation and for the information A. PROFILE OF THE SCHOOL
you shared with us. Before you go, we would
like to show our appreciation. We will be 1. Approximately, how many high school
sending you a load or Gcash (whichever you students are there in your school?
prefer). 2. Does your school have morning and
afternoon sessions?

68 The Perception of STEM Among Filipino Grades 7 to 10 Students

 3. How many science laboratories are there 16. How do you gauge the teaching
in your school? effectiveness of your science teachers?
4. Approximately how many students share Do you find your science teachers
the same laboratory? effective? Why or why not?
5. Does the school have an internet 17. As principal, what support do you
connection? If yes, how strong is it? provide to your science teachers?
If YES, is the internet used for class 18. Do you send all your science teachers
purposes? (Probe on other uses.) to trainings/seminars? (Probe on the
6. What is the mode of instruction in your regularity of trainings/seminars.)
school during the pandemic? Describe. 19. Are your teachers taking up higher
studies? Do you think there is time for
B. RESOURCES further studies or research?

FOR PUBLIC SCHOOL PRINCIPALS ONLY 20. What is the standard teaching load of
your teachers? (Please describe the
7. Does your school have a Special process of teaching load. Probe on who
Education Fund? gives the load and about the basis for
8. Are you aware of the Joint Circular No. 2, teacher loading.)
series of 2020 regarding the SEF?
9. What has the school spent on using the D. PERCEPTION
SEF so far? (Probe which funds or
21. Does your school have science
percentage of funding go to science?)
activities? What are these? (Probe on
10. Can you share with us the process both online and offline activities.)
for the release of SEF? (Kindly read the
22. Do the students actively participate in
joint circular on SEF.)
the science activities?
11. Does the LGU give support other than
23. What do you think would encourage
the SEF? IF YES, what are these?
or discourage students to take up the
STEM subjects?
FOR PRIVATE SCHOOLS ONLY
24. What do you think is the role of
12. Does your school have external funding
the science teachers in encouraging
for your facilities? (Probe on this
or discouraging your students in taking
external funding given to science
up science or science related tracks?
activities.)
What are the problems, concerns, or
issues that you encountered?
C. ON SCIENCE TEACHERS (FOR PUBLIC AND
PRIVATE SCHOOLS)
E. SUGGESTIONS
13. How many science teachers are there
25. What areas for improvement do you
at each year level?
think should be addressed to improve
14. Are they all science majors? IF NOT teaching of STEM subjects in your
ALL, why are there non-science majors school in order to increase students’
teaching science? interest and inclination to pursue
15. What percent of your teachers are STEM tracks / take up science
non-science majors? Did they attend courses? Please cite the top 3 and
science training? (Probe on the elaborate.
reassignment of teachers to teach
subjects which are not their major.)

The Perception of STEM Among Filipino Grades 7 to 10 Students 69

 26. What do you think should be done by GUIDE QUESTIONS
the following to improve students’
interest and inclination to pursue STEM A. PROFILE OF THE SCHOOL
tracks and to take up science courses? 1. How many sections do the high school
a. Government levels have? How many sections are
b. Media and civil society there from K7 to K10 levels? How many
c. Private sector / industry students are there per class? (Probe on
d. Schools the teacher and student ratio)
e. Science Teachers 2. Are there morning and afternoon
f. Parents / PTA classes?
g. Community
3. How many sections do you handle and
b. KII Guide for Science Coordinators/ how many students do you handle per
Science Teachers section?
4. Do you have morning and afternoon
KEY INFORMANT INTERVIEW GUIDE sessions?
For Science Coordinators/Science Teachers 5. What is the mode of teaching? Is it
blended or online? (Probe on how this is
INSTRUCTIONS: done.)
You have been given an orientation. Your
6. Does the school have science laboratory
assigned coordinator/research assistant will
facilities per year level - K7 to K10?
provide you with the name of the interviewee
(Probe on how the laboratories are used -
and the schedule of the interview. If you have
Is it shared or dedicated to a particular
questions about the data collection, please ask
class or section?)
the research assistant.
IF NO, how many classes share these
• Make sure that you have the science facilities per week?
accomplished PIS before the interview.
7. Is there an internet connection in the
• Before the interview, familiarize school?
yourself with your interviewee through
8. Are there science class activities that
the PIS which will be given to you
need internet connection?IF YES, what
before the actual interview. Call your
are these? (Describe and probe on
assigned interviewee to introduce
whether there are experiments or
yourself and recap the explanation of
science activities being done at home.
the field coordinator regarding the
Describe the process and probe the
project.
challenges and issues that arise due to
• Ask which mode is most convenient this mode.
(Messenger, zoom, mobile phone) and
set the date and time of the interview. B. PERCEPTION
• Before the actual interview, ask 9. Have you asked your students what
permission to record the session and career they intend to pursue?
to take screenshots. IF YES, approximately what percent of
• Be sure that your recorder has enough the class said they want to take up
power and space, and is turned on. science or allied science courses? What
• Note that all questions here refer to are these courses? (Probe on the reason
both pre-covid and covid period and why they want to take up science or
therefore, you should try to collect allied science courses.)
information for both.

70 The Perception of STEM Among Filipino Grades 7 to 10 Students

 IF NO, have you had students who 17. Do the parents support or cooperate
showed inclination towards a career in in the said activities of their children?
science? What are these types of IF YES, in what ways do they support
students? (Probe on the students the science activities of their children?
profile and their performance in class, IF NO, why do you think parents do
e.g. characteristics, rank in class, top not participate or cooperate in the
performer students, etc.) science activities of their children?
10. What are the chances that these
students who have an inclination D. SUGGESTIONS
towards science would pursue studies 18. What areas for improvement do you
and careers in science? Why or why think should be addressed to improve
not? (Probe on the characteristics / teaching of STEM subjects in your
factors that will make the students school in order to increase students’
pursue a career in science.) interest and inclination to pursue STEM
11. As a science teacher, how can you tracks / take up science courses?
gauge if a student has the potential of Please cite the top 5 and elaborate.
pursuing studies in the sciences? 19. What are the problems or issues or
(Probe on the factors that will make the challenges that you have been
students pursue a career in science.) encountering in teaching science? If
12. What are your students’ favorite there’s any, please elaborate. If there’s
science topics? Why do you think so? none, why do you think so?
(Probe: What makes you think of the 20. Do you enjoy teaching science? Why or
reasons why these are their favorite why not?
topics?)
21. What do you think should be done by
the following to improve students’
C. FACILITIES AND TEACHING MATERIALS interest and inclination to pursue STEM
13. Do you have teaching aids in tracks and to take up science courses?
classrooms? IF YES, what are these a. Government
materials? Please [Link] NO, why b. Media and civil society
are there no teaching aids in c. Private sector / industry
classrooms? d. Schools
e. Science Teachers
14. [REFER TO Q6] If the answer is NO: Do
f. Parents
you think it will help students become
g. Community
more interested in science? [REFER
TO Q6] If the answer is YES: Do you
think having their own laboratory helps
students’ performance in class? Why/
Why not?
15. Are there science or science-related
activities in your school? What are
these? Describe.
16. IF YES to Q15: Are/were your students
interested in participating in the said
activities? How do they show their
interest? If they are not interested,
what do you think are the reasons they
are not interested?

The Perception of STEM Among Filipino Grades 7 to 10 Students 71

 APPENDIX D: PHOTO DOCUMENTATION

1. Team Meetings

2. Project Orientation

Saturday, June 26, 2021 (2:00 p.m. to 4:00 p.m.) Saturday, June 26, 2021 (2:00 p.m. to 4:00 p.m.)

3. Key Informant Interviews

August 3, 2021 (10:00 a.m.) August 5, 2021 (5:00 p.m.)

Interviewer: Ms. Andy Adre Interviewer: Ms. Andy Adre
Position: Teacher Position: Teacher
School: Nena National High School, Region 8 (Public) School: East Visayan Institute, Region 8 (Private)

72 The Perception of STEM Among Filipino Grades 7 to 10 Students

4. Focus Group Discussion

November 5, 2021 (10:00 a.m.)

Interviewer: Ma. Cristita Alvarina
Participants: 8 students
School: Nena National High School (Region 8, Public)

5. Consent and Personal Information Sheet Taking

The Perception of STEM Among Filipino Grades 7 to 10 Students 73

 APPENDIX E: THE RESEARCH TEAM

Project Leader Region XI – Davao Region

Prof. Arminda V. Santiago, Ph.D Ms. Mary Ann V. Fuentes
Chief Research Specialist Region XII – SOCCSSARGEN
Prof. Lourdes M. Portus, Ph.D Fraulein A. Oclarit, D. Comm.

Research Consultant NCR

Prof. Aleli A. Quirante, Ph.D
Ms. April Joy Evangelista-Paloma
Research Associate Ms. Barbara Anne May
Mr. Allan V. Villanueva Ms. Jacquelyn Bedro
Research Assistant Enumerators
Ms. Benella Madarang
Ms. Angelle Rose C. Braganza
Ms. Mariva Viveca ‘Bek: May
Administrative Support Ms. Benella Madarang
Ms. Criselda Bautista
Administrative Associate Ms. April Joy Evangelista – Paloma
Ms. Ma. Isabel P. Silvestre Ms. Priscilla Abear Florita
Administrative Assistant
Key Informant Interviewers
Ms. Katrina Mae Ramos
Ms. Andrea Patricia C. Adre
Budget Officer Mr. Wilson C. Villones
Ms. Gina Villegas
FGD Facilitators
Assistant Prof. Jon Benedik A. Bunquin
Field Coordinators
Associate Prof. Jonalou S. labor, Ph.D
Region I – Ilocos, La Union, Pangasinan
Ms. Rowena C. Bauzon Transcribers
Region III – Central Luzon Ms. Janette A. Pamaylaon
Ms. Shane Claudine David
Mr. Clarklouis C. Sanchez
Mr. Doodie C. Bergado
Region V – Bicol Region
Prof. Adrian B. Aguilar Layout and Graphic Artist
Mr. Israel Bufete
Region VI – Western Visayas
Ms. Clarisse Faith G. Buday
Region VII – Central Visayas
Ms. Priscilla Abean Florita
Region VIII – Eastern Visayas
Ms. Maria Cristita C. Alvarina
Region IX – Zamboanga Pensinsula
Dr. Sheryl Pangilinan Ramirez

74 The Perception of STEM Among Filipino Grades 7 to 10 Students

The Perception of STEM Among Filipino Grades 7 to 10 Students 75