STEM OUTCOME EXPECTATIONS OF JUNIOR HIGH SCHOOL STUDENTS

OF SAGUDAY NATIONAL HIGH SCHOOL

A Research Proposal Presented

to the Faculty of

Saguday National High School

Senior High

Magsaysay, Saguday, Qurino

In Partial Fulfillment of

the Requirements for the Subject

Practical Research 1

(Qualitative Research)

By:

JHON TAIPE C. FONTANOS

MARGARET T. DONATO

BERNADETH NISPEROS

DANIELA MIKA DOMINGO

CHANTAL P. FERNANDEZ

G11 STEM 2 Researchers

Noli R. Medina Jr.

 Research adviser

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Background of the study

STEM (Science, Technology, Engineering, Mathematics) strand has

been identifies as a critical component in preparing students for the 21 st cen-

tury workplace. According to Kricorian, Sev, Lopes, P. et al (2020), there has

been a growing concern about the shortage of students pursuing stem ca-

reers. Particularly among under-represented groups such as women and mi-

norities. One of the things that affects students’ decisions to pursue STEM

subjects is what they expect to get out of it, or what they think will get out of

doing STEM related activities

Based on the study of Wan, and Li (2022) nurturing students’ interest in

Science, Technology, Engineering, Mathematics (STEM) career is a major

goal of STEM education. Stem education has the potential to provide experi-

ences and career-related information for individuals to consider when they

need to make career decisions.

In addition, Shoffner et al (2014) outcome expectations – what youth

believe will happen if they pursue certain interests, tasks, or goals are impor-

tant predictors of eventual career choice. With national, state, and local initia-

tives advocating science, technology, Engineering, and Mathematics (STEM)

knowledge and career goals, there is a need to understand youth’s outcome

expectations regarding these fields.

 In other hand, career choice and subject interests have a key role in

motivating students to pursue their academic and personal goals. Though lit-

erature studies revealed gender disparities in selecting educational tracks

among students especially in the field of STEM. One of the main objectives of

stem education is to foster students’ interests in STEM-related career.

Creativity, critical thinking, interest, and identity are the significant out-

comes of STEM education. This study shows how stem learning can be de-

signed using relatedness support to foster the outcomes in a formal curricu-

lum.

In general, this study focuses on the STEM outcome expectations of

Junior High School Students at Saguday National High School for School

Year 2022-2023.

Research Questions

This study focuses on the stem outcome expectations of Junior High-

School Students of Saguday National High School.

Specifically, it seeks to answer the following questions:

 1. What are the STEM outcome expectations of junior high school

students?

2. How do Junior High School students perceive the importance of STEM

outcomes in Science Education?

3. What strategies can be suggested to improve junior high school stu-

dents’ STEM outcome expectations?

Scope and Delimitation

The Scope of the study is to investigate the STEM outcome expectations

of junior high school students. The study will focus on identifying the expecta-

tions of students regarding their future career in the fields of STEM.

This study is limited to Junior High School Students of Saguday National

High School. The study will only consider the stem outcome expectations of

junior high school students of Saguday, National High School. The study will

also not consider the expectations of students who are not interested in pur-

suing a career in the stem strand fields. Additionally, the study will only exam-

ine the expectations of students in relation to their future career.

Significance of the Study
This study may be beneficial to the following:

Junior High School Students: Learning about STEM outcome expectations

can help Junior High School Students to set goals, make informed decisions,

and develop critical thinking and problem-solving skills, all of which can bene-

fit them both academically and professionally in the long run.

School: Studying STEM outcome expectations for Junior High School in sev-

eral Ways, from curriculum development to career preparation. By undestand-

ing these expectations, school can provide students with the tools they need

to succeed in STEM subjects and beyond.

Teacher: Earning about STEM outcome expectations can alco help teachers

to communicate with parents, administrations, and other stakeholders about

the importance of STEM education and the progress of their students. This

study can also help teachers to improve their teaching strategies, assess stu-

dent progress, and communicate with other beneficiaries in this study.

Future Researchers: Learning about STEM outcome expectations can help

future researchers to develop targeted inventions, improve STEM education,

inform policy decisions, and guide future researchers.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the relevant literature and studies that the researchers

considered in strengthening the claim and importance of the present study.

 According to Sahin, Ekmekci, and Waxman (2017), this study provide Some

prime music in that this school system in doing better than the state and national av-

erages in terms of having students choose STEM majors in college. This is study

also provide caution to educators across the world because most of the STEM school

activities such as STEM clubs, STEM projects, science fairs, summer camps, and the

STEM internships were not found to be predictive of students choosing a stem major

in college.

According to, Fernandez-Garcia, Garcia-Lopez and Inda-Loro (2019), girls

scored than boys in perceived parental academic expectations in technology and sci-

ence subjects, so boy perceived their parents had more faith than the girls once in

their chances of success in these fields. This result contrasts with several investiga-

tions which have shown that girls perceived more career related support and positive

feedbacks from their parents.

In addition, Sellami, Kimmel, Wittrock, Hunscher, Cotter, Al-Emadi (2017), that

individual attributes and attitudes including gender and individual attributes and atti-

tudes including gender and individual educational aspirations and motivation are the

main drives students career expectations.

As stated by, Starr, Ramos, Carranza, Simpkins (2022), students with non-col-

lege educated parents were significantly more likely to change from STEM to non-

STEM career expectations by 11th grade or to have stable non-STEM career expec-
tations (compared to having stable STEM expectation or changing from non-STEM to

STEM expectations). These findings highlight how parents and teacher STEM sup-

port may bolster STEM career expectations, particularly among students with non-

college educated parents.

In addition, Han, Kelley, Knowles (2021) reveals significant direct effect of

teachers’ self-efficacy on students STEM knowledge achievement. STEM students’

attitudes also significantly influenced students’ STEM knowledge achievement.

According to, Blotnicky, K.A. Franz-Odendaal, T. et al. (2018) the importance of

finding and expanding on ways to increase authentic learning opportunities in sec-

ondary school in Atlantic Canada such that students are better to able to participate

in collaboration, problem solving, and the application of scientific knowledge in their

classes.

According to Tropp Shealy et al. (2015) stated that those interested in civil en-

gineering are more likely to address such sustainability topics as environmental

degradation, water supply, and climate change. However, civil engineering students

are less likely to have outcome expectations related to disease and saving lives. Par-

ticularly, female students interested in civil engineering have similar expectations to

males but also hope to address poverty and opportunities for women and minorities.

The gaps in outcome expectations related to disease and saving lives are troubling

for a profession that is so instrumental in providing, for example, clean water and

safe shelter.
 Additionally, Sverdlik (2013) stated the optimism and expectations measure

this result indicate the following intervention, STEM students became less calibrated

and more over confidents with the gap between their expectations and objective per-

formance outcome becoming larger ( higher expectations combined with lower

grades).

According to, Punzalan (2022), potential interventions targeting interest in

STEM education to facilitate individuals’ ability and career development and strate-

gies to reform work environments to retain girls’ interests in STEM subjects and ca-

reers in the Philippines as a developing country in the world.

In addition, Rafaman,, De guzman, and Roguyan Jr (2020), stated that the per-

ception of the STEM students in the chosen research site may not indicate generaliz-

ability. This means that the perceptions of the STEM students may not be accurate to

offer STEM students in other senior high schools in the Philippines.

Moreover, Abe, Chikoko, And Lubinga (2020), offer adequate information re-

garding STEM students’ perceptions about these variables. Generally, this study con-

firmed that STEM students possess strong degrees of CDSE and COE.

According to Shoffner, Newsome, Minton, And Morries (2015), the pre-and

early adolescents’ year encompasses a critical time in the development of realistic

beliefs about self, academic pursuits, and work.

 In addition, Quintana, and Saatcioglu (2022) suggested the way in which indi-

viduals perceive themselves with respect to science and math in school affects their

future college and career outcomes in STEM, independently of how they perceive

themselves in the future. These results are consistent with idea that the attitudes de-

veloped early in life, in particular in adolescence, can have long-lasting effects on in-

dividuals’ career trajectories.

According to Cooc, N., Kin, G.M. (2021) reveal high occupational expectations

in arts and sports in Grade 9 that decrease and occupational expectations in busi-

ness and management that begin low but increase after high school. These longitudi-

nal trends are similar for other students but reveal career trajectories of Asian Ameri-

cans that receive less attention among researchers. Results show little evidence of

misalignment between Asian American occupational expectations and academic sub-

ject interests in high school. Gaps in occupational expectations between students

categorized as English Learner (EL) and those who are not (non-EL) are also mostly

attenuated when accounting for individual and parent backgrounds.

Arvee (2017), emphasized that the provision of understanding of the extents to

which non-cognitive factors contribute to undergraduate students, persistence and

college degree completion in Science, Technology, Engineering, and Mathematics

(STEM) with particular attention to students enrolled in 4-year colleges and universi-

ties in the united state.

According to Totonchi (2021), contribute to the existing literature in three ways

(1) The finding advance expectancy-value theory by providing empirical evidence for
two socio cultural factors that impact students’ self-efficacy and task values and indi-

rectly affect their STEM achievement and choice behaviors. (2) Expand stereotype

threat and exploring their distinct psychological mechanisms and consequences on

academic outcome. (3) The longitudinal stronger inferences about the direction of the

relations among stereotype threat, motivation, and STEM outcomes.

Moreover, Thisgaard, And Makransky (2017), indicate that virtual learning simi-

larities are superior in promoting learning, and are comparable in promoting non cog-

nitive ( self-efficacy and intrusive motivation) and career related outcomes (interest

and outcome expectations) when compared to traditional lesson. In addition, the find-

ing indicates that learning simulations academic and career development, through

their effect on self-efficacy.

In addition, Rahman (2021), stated the expected learning outcomes were not

only related to the improvements in the behavioral, social, scientific, cognitive and in-

tellectual attitudes, and aptitudes of the students, the result showed cleared differ-

ences in the expected learning outcomes between the traditional, and robotics-en-

abled experimental methods of teaching.

According to Suciana, Awati, And Sausan (2023), emphasized that the PBL in-

tegrated with STEM has an effect on improving learning outcomes. This can be seen

from the average effect size value of 1.28 with a high category. In addition from this

acquisition of this effect size value, it is known that PBL with STEM also has an effect

on improving learning outcomes in terms of education levels ( elementary, school, ju-

nior high school, senior high school or college levels) and subjects (mathematics,

chemistry, physics, biology, science for elementary and junior high school).

In conclusion Gina Faye Jimenez Amrad et al (2021) stated that choosing a

STEM strand gives off a high expectation that was set towards the STEM students

since the strand was said to be a hard one. The students’ performance had effec-

tively helped the teachers through their independence and competitiveness in terms

of their academic attitudes which plays a great role in the teacher’s teaching factors.

The teaching techniques of the teachers can therefore improve or help the students

enhance their capabilities academically and enables to meet the expectations

through the different approaches in delivering effectively their teaching.

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