According to (Breiner et al.

2012) Much ambiguity still surrounds STEM education

and how it is most effectively implemented STEM education is often used to imply something

innovative and exciting yet it may, in reality, remain disconnected subjects (Abell and Lederman

2007; Sanders 2009; Wang et al. 2011). However, an integrated curricular approach could be

applied to solve global challenges of the modern world concerning energy, health, and the

environment (Bybee 2010; Presidents Council of Advisors on Science and Technology (PCAST)

2010). Kennedy and Odell (2014) noted that the current state of STEM education:

has evolved into a meta-discipline, an integrated effort that removes the traditional barriers

between these subjects, and instead focuses on innovation and the applied process of designing

solution to complex contextual problems using current tools and technologies. Engaging

students in high quality STEM education requires programs to include rigorous curriculum,

instruction, and assessment, integrate technology and engineering into the science and

mathematics curriculum, and also promotes scientific inquiry and the engineering design

process. (p. 246)

(Breiner et al. 2012; Sanders 2009; Wang et al. 2011) stated that over the last few decades,
STEM education was focused on improving science and mathematics as isolated disciplines with
little integration and attention given to technology or engineering (Bybee 2010; Hoachlander and
Yanofsky 2011). Furthermore, STEM subjects often are taught disconnected from the arts,
creativity, and design (Hoachlander and Yanofsky 2011).

The Senior High School is part of the said program designed by the Department of
Education where students study a certain related subject. Senior High School was also made in
cooperation with Commision with Higher Education (CHED). Which is the governing body for
tertiary level in the Philippines (Cuenco, 2016) . The additional two years in secondary education
aims to better prepare the Filipino youth to proceed to higher education, employment,
entrepreneurship, or mid-level skills development, and to be at par with International standards
(Lagoon, 2014). The academic track consists of four strands; General Academic Strand (GAS)
Strand, Science, Technology, Engineering, and Mathematics (STEM) Strand, Accountancy,
Business and Management (ABM) Strand, and Humanities and Social Sciences (HumSS) Strand,
and the other tracks were mainly application-based tracks; Technical-Vocational Livelihood
(TechVoc), Sports and Arts (Cruz, 2014). Students choose their strands based on different factors
(Academic Exchange, 2016) and chosen track will help the students decide his/her next step:
Higher education, employment, entrepreneurship, or middle-level skills development (Geronimo,
2014).

http://www.deped.gov.ph/tags/stem