Perceptions of The Stem Student in Taking The Engineering Course

PERCEPTIONS OF THE STEM STUDENT IN TAKING
THE ENGINEERING COURSE
By:
Dulla M. Tarang
Ryan S. Aminulla
Rashid Najel Bin S. Mohd Najib Bin
Marvy Jude P. Francisco
Jhon Mark D. Calumba
Rana B. Abitan
Julito D. Tubac jr.
DR. DEBORAH E. BANDAHALA

Co-Author
March 2018
PERCEPTION OF THE STEM STUDENTS IN TAKING
THE ENGINEERING COURSE
A Research
Presented to the
Faculty of Baliwasan Senior High School
Zamboanga National High School West
Zamboanga City
In Partial Fulfillment of the Requirements In Practical Research –1

For Science, Technology, Engineering, and Mathematics Track
By:
DULLA M. TARANG
RYAN S. AMINULLA
JOHN MARK D. CALUMBA
MARVY JUDE P. FRANCISCO
JULITO D. TUBAC
RANA B. ABITAN
RASHID NAJEL BIN S. MOHD NAJIB BIN
Deborah Bandahala, Ph.D.

Co-Author
January 2018
Department of Education
Region IX, Zamboanga Peninsula
Division of City Schools
BALIWASAN SENIOR HIGH SCHOOL
Baban Road, Sanjose, Zamboanga City
Tel No. 957-3739
APPROVAL SHEET
This Research entitled “PERCEPTION OF THE STEM STUDENTS IN TAKING THE

ENGINEERING COURSE, prepared and submitted by Dulla M. Tarang, Ryan S. Aminulla,
John Mark D. Calumba, Marvy Jude P. Francisco, Julito D. Tubac, Rana B. Abitan, and Rashid
Najel Bin S. Mohd Najib Bin, In partial fulfillment of the requirements in Practical Research I has
been examined and is recommended for oral examination, acceptance and approval.
DEBORAH E. BANDAHALA, Ph. D.

Adviser
Approved: ___________
Approved with minor revision and amendments: _____________
Approved with major revision and amendments: _____________
Not Approved: ____________
JUDITH C. MUSTAHAM, Ph. D.

Chairman
WAFIA A. SAJILI DEBORAH E. BANDAHALA, Ph. D.

Member Member
Accepted in partial fulfillment of the requirements in Practical Research I, for Science,

Technology, Engineering, and Mathematics Strand. It also noted that the researchers have passed
the oral defense.
DEDICATION
We dedicate this research to our parents and teachers, who taught us to think, understand
and express. We earnestly feel that without their inspiration, able guidance and dedication, we
would not be able to pass through the tiring process of this research.
ACKNOWLEDGEMENT
The researchers wish to extend their whole-hearted gratitude and appreciation to the
following who have helped them in one way or another in the completion of this study:
Mr. Romeo E. Ballesteros, the principal of the BSHS for allowing the researchers to
conduct the research and to gather data outside the campus.
Dr. Deborah E. Bandahala, Research Teacher and Adviser, who stood beside the
researchers as their point of reference throughout their research.
Dr. Judith C. Mustaham, one of the chairman, and who helped as her rich insights and
brilliant- suggestion on the improvement of the study.
Ms. Maida M. Baiddin, for helping the researchers validate their instruments, for the
corrections, suggestion that led to improvement of the study.
Ms. Wafia A. Sajili, one of the panel members, for her rich insights and brilliant-
suggestion on the improvement of the study;
BSHS students, families and friends for their support, prayers and encouragement.
The researcher’s Parents, for their financial and moral support.
The Researchers
ABSTRACT
Dulla M. Tarang, Ryan S. Aminulla, Rashid Najel Bin S. Mohd Najib Bin, Marvy Jude P.
Ferncisco, Jhon Mark D. Calumba, Rana B. Abitan, Julito D. Tubac jr. (2018).
PERCEPTION OF THE STEM STUDENTS IN TAKING THE ENGINEERING
COURSE. Adviser: Deborah E. Bandahala, Ph. D.
The main focus of this study was to determine the perceptions of the STEM students who
take the engineering course. Specifically, it aimed to seek answers to the following research
objectives to determine the area of specialization in engineering course, to determine the
perceptions in taking the engineering course, and to present the different skills of the students in
taking engineering.
In this study, the kind of engineering course they want to take in college are determined. It
is qualitative type of research employing phenomenology. A non-probability quota sampling was
used in determining the 12 respondents.
The study concluded that: (1) All participants expressed their answer by checking the
course preference in college for engineer that is found in the questionnaires. Hence, majority of
the participants would like to become Chemical Engineers and Architectural Engineers someday.
(2) Majority of the participants stated that their perceptions in taking engineering course is because
of the high quality, and has a high wage or salary. The respondents emphasized that they wanted
to challenge themselves in taking the engineering course and also to aligned the interests and
perspectives to the engineering profession, and have the aptitude and skills to first become an
engineer and then succeed in the profession. Majority of the 12 respondents in the study stated that
their family impelled them to take the engineering course.

CONTENTS Pages
Title Page i
Approval ii
Dedication iii
Acknowledgement iv
Abstract v
Table of Contents vi
Lists of Tables vii
CHAPTER
I. INTRODUCTION
Background of the Study 1
Theoretical Framework 2
Research Objectives 3
Significance of the Study 4
Scope and Delimitation 5
Definition of Terms 6
II. REVIEW OF THE RELATED LITERATURE
Review Literature 7
Related Literature Study 8
III. RESEARCH METHODOLOGY

Research Design 9
Population and Sampling 10
Research Instrument 11
Validity and Reliability 12
Ethical Considerations 13
Data Gathering Procedures 14
IV. PARTICIPANTS AND THEIR STORIES 15
V. FINDINDS 16
VI. CONCLUSION AND RECOMMENDATION 17
Conclusions 18
Recommendations 19
APPENDICES
A. Bibliography 20
B. Permission Letters 21
C. Survey Questionnaire 22
D. Transcriptions 23
E. List of Participants 24
F. Documentation 25
G. Curriculum Vitae 26
CHAPTER 1
INTRODUCTION
Background of the Study
International Authors
Engineering is well ahead of many other disciplines in terms of establishing strong and
evidence-based research and practice relating to employability. Despite this, there are high rates
of student and graduate attrition in many countries. One possible reason for this is that students
enter engineering study without a sense of motivation and commitment, and without understanding
the realities of either their degree program or engineering work. (Dawn Bennett, 2014)
Despite calls to promote creativity as “an indispensable quality for engineering”, the U.S.
engineering educational system has been slow to develop pedagogies that successfully promote
innovative behaviors. Engineers need more creativity and interdisciplinary fluency, but
engineering instructors often struggle to provide such skills without sacrificing discipline-specific
problem-solving skills. At the same time, engineering programs continue to struggle with
attracting and retaining members of underrepresented populations population’s whose diversity
could greatly contribute to innovation. Interestingly, the lack of diversity in engineering is often
attributed to cultural traits of the field, which is often characterized as masculine, individualistic,
and function-oriented. To address these issues, we have undertaken a 3-year study to investigate
patterns of cultural traits in students across disciplines, and to build an actionable theory of
engineering culture that can support pedagogies of inclusive and collaborative innovation as well
as strategies for recruiting and retention efforts. In this paper, we present preliminary results from
our survey in order to define how Hofstede’s dimensions of national culture map to 14 majors in
a research university.
Specifically, we are applying Hofstede’s original four dimensions of national business cultures
(power distance, uncertainty avoidance, individualism, masculinity) to academic disciplines to
explain how students develop skills to operate within and across disciplinary boundaries. This
research purpose is to understand how students in different disciplines behave and perceive their
majors. The information presented builds up on a pilot study where we applied Hofstede’s
instrument with no major findings. However, we improved the survey based on the responses and
expanded it outside engineering majors. (Martin, Thomas, McNair, Lisa D. Paretti, Marie C, 2015)
Engineering is well ahead of many other disciplines in terms of establishing strong and
evidence-based research and practice relating to employability. Despite this, there are high rates
of student and graduate attrition in many countries. One possible reason for this is that students
enter engineering study without a sense of motivation and commitment, and without understanding
the realities of either their degree program or engineering work. Purpose: Educational institutions
provide the learning foundation upon which competence for a professional engineering career is
established; however, understanding how students position learning in relation to their future
careers is a neglected area of research. Working with engineering students in their first semester
of study, this research aimed to extend current understanding of students’ thinking about
competencies, identity, self-efficacy, motivation, career preview, and both career aspirations and
fears. Study Design: Twelve hundred first-year engineering students at an Australian university
participated in in-class workshops in which they considered their future lives and work. Responses
were coded using the Engineers Australia (EA) graduate competencies as a framework. In this
paper we report findings from the first cohort of students (n=260), of whom 49% were international
students with English as their second language. Results: Students most frequently characterized
engineers in line with the EA competency Professional and Personal Attributes. Striking
differences emerged between international and local (domestic) students’ perceptions of difference
between the characteristics of engineers and their own attributes. These extended to Engineering
Application Ability, Knowledge and Skill Base, and characteristics of engineers that are not EA
competencies. Conclusions: Implications for engineering education include changes to the
information that guides course and career choice; the role and impact of foundation-year, including
career-oriented learning; and the structure and delivery of pedagogical approaches that explore
engineering identity. In considering these implications, language and cultural diversity warrant
further attention. (Kaur, Rajinder, 2014).
In response to the need for a STEM literate workforce equipped with 21st century skills,
there is a push for K-12 educational reform to prepare students adequately to fill the need. 21st
century skills have been identified as critical thinking and problem solving, communication,
creativity, collaboration and (recently added) citizenship (P21, 2015). The purpose of this study
was to measure the extent to which students immersed in an I-STEM-ED (Integrative STEM
Education) program were successful in demonstrating their critical thinking and problem solving
skill by solving an authentic design-based problem presented to them outside the context of the
classroom where the content was learned. (Shanta, 2017).
National Author’s
The senior high school (SHS) students opting to take the Science, Technology, Engineering
and Mathematics (STEM) strand have a set of care subjects slighty different from those taking the
other strands (Accountancy, Business, and management; General Academic ; and Humanities and
Social Science).
While students in the other strands take Earth and Life science and physical science,
STEM students take Earth Science and Disaster Readiness and Risk Reduction. STEM students
are presumed to be more literate in science and, therefore, capable of tackling more advance
science subject. Earth Science, for example tackles such topics as hydroelectric energy, continental
drift and index fossil. Disaster Preparedness and Risk Reduction, on the other hand, helps students
identify areas exposed to hazards that may lead to disaster, recognize vulnerabilities of different
elements exposed to specific hazards, interpret different earthquke hazard map, and use available
tools for monitoring hydrometeorological hazards. (If you think basic education is basic,think
again !). After such easy stuff, STEM students then take the following specialized. (ISAGANI
CRUZ, 2014).
Engineering as a degree program requires the students’ inclination to mathematics to
survive on carrying out various challenges of solving problems more analytically and critically.
The study determined the level of interest in the Engineering Program and its correlation to average
final grade in College Algebra, Trigonometry and Solid Mensuration as factors of program
retention of the Filipino Freshmen engineering students enrolled in the Lyceum of the Philippines
University (LPU). It examined the underlying differences between gender, school year of freshmen
enrolment, final grades in three basic engineering mathematics and between those students who
were retained in LPU to continue their studies and those who left to look for another degree
program in other universities. Descriptive type of research method was utilized in the study.
Results showed that students who transferred to other universities and/ or degree programs have
significantly lower level of interest towards engineering and have higher perceived level of
difficulty in the program than those students who decided to stay in LPU, and female engineering
students have significantly higher view of becoming engineers in the future compared to their male
counterparts while the final grades of students who transferred in other universities obtained
significantly lower final grades in College Algebra and Trigonometry. (Jake Laguador, 2013).
Students’ interest is subjective in nature as it changes overtime based on educational and
personal experiences that drive them to behave accordingly. The main objective of the study is to
determine the difference on students’ interest towards engineering program from the first
enrolment compared to their interest before graduating; and its correlation to academic
performance. Descriptive type of research was utilized in the study. Results showed that
divergence on students’ interest is very evident in the increase on satisfaction in terms of
knowledge and skills acquired in engineering and decrease on the level of students’ enjoyment in
doing the skills and operations involved in engineering. In general, there is a positive change on
the level of students’ interest towards engineering program after five years of studying in the
university. Student interest during freshmen is related to the academic performance in general
education courses but not anymore true to professional courses and their interest in the engineering
program after 5 years. Academic performance in General education courses is significantly related
to professional courses. (Jake Laguador, Nestor Camello, Conrado Dotong, Nemy Chavez, Evelyn
De Castro, 2016).
Theoretical Framework
This study is anchored on the theory of effective STEM Learning Environments by John
Dewey, Zoltan Dienes, and Richard Lesh (1938), who stated that influenced research and practice
in science, mathematics, and engineering classrooms for quite some time. Experiential education,
concrete manipulative, and multiple representations are just some of the lasting ideas taken in part
from these theorists that remain important components of current educational practice. Educators
in mathematics, science, and engineering have each appropriated the ideas of these theorists, in
different ways and to different degrees, for use in their separate classrooms. As integrated
approaches to science, technology, engineering, and mathematics (STEM) become more common,
the need to develop effective strategies in these cross-disciplinary environments becomes more
urgent. As part of that development effort, it is worth revisiting the theories of Dewey, Dienes, and
Lesh to see how they apply in integrated spaces. Building on the ideas of these theorists and those
that have expanded on their work, this paper will describe the characteristics of effective STEM
learning environments with a focus on the middle school level. Specifically, we will argue that for
these instructional environments to be effective they should meaningfully integrate the STEM
subjects, encourage collaboration, and provide students with authentic and realistic situations in
which to engage with the STEM content. Furthermore, these experiences need to allow students
multiple access points to the concepts and encourage them to engage with and express the concepts
in multiple modes of representation. Dewey, Dienes, and Lesh provide the theoretical
underpinnings not only to set up effective learning environments within each discipline but also to
maximize the connections between the disciplines in integrated STEM classes or schools. Through
both application and interpretation of theory and specific examples, we hope to make our vision
of effective STEM learning environments clear.
Another theory is the theory of Considering the widespread by Bailey, (1997); Wicklein &
Schell, (1995) praise from parents and students, support from experts in the
field, and research evidence that integrated STEM curricula are successful, it seems curious that
there is so little application. This is true in many cases. Throughout the 1990's, curriculum
integration and its application has been a consistent and important theme in education reform
strategies, yet very few schools have adopted this reform in practice (Wisconsin Department of
Public Instruction, 1999). This is unfortunate. It has occurred despite praise from parents and
students who describe the interdisciplinary approach as valuable and challenging (Ried &
Feldhaus, 2007); despite recommendations from numerous experts in the field and standards
initiatives in science, math and technology described in this document that that call for
implementation of a multi-disciplinary approach; and despite research that shows integrating the
math, science, and technology education curriculum helps students across a wide range of
academic achievement.
Social Cognitive Career Theory by Lent et al. (1994) developed SCCT to facilitate
understanding of career choice, interest, and performance processes. This theory identifies the
factors that interplay when a student chooses a certain track and progresses on the chosen career
path. Moreover, it provides a framework on using social cognitive processes to explain success
and failure, academic outcomes, and career outcomes. SCCT is divided into two levels of
theoretical analysis: the presentation of cognitive-person variables and the analysis of the
additional sets of variables that may influence career-related interests and choice behavior.
Research Objectives:
This study aimed to determine the perceptions of the STEM students in taking the
engineering course.
Specifically, it aims to seek answers to the following research objectives:
1. To determine the area of specialization in engineering course.
2. To determine the perceptions in taking the engineering course.
3. To present the different skills of the students in taking the engineering.
Significance of the Study:

This study is beneficial to the following:
Principal and Administrators
The findings of the study will beneficial to the principal and administrators to help design
the activities and programs suited for engineering course.
Teachers
The findings of the study will be useful for the teachers who are teaching in the
STEM Strand to help implements the performance of the students in the class of the engineering
course.
Students
The finding of the study will be useful for the Senior High School students, especially
to those who are taking engineering course. This will be also beneficial for the students to know
the perceptions of taking engineering course.
Scope and Delimitation of the Study
This study was limited to the Baliwasan Senior High School students who are taking
up Science, Technology, Engineering and, Mathematics under Academic Strand for the school
year 2017-2018. The study focused on the perception of the student in taking the engineering
courses.
Definition of terms:
To ease out difficulty of communication, the following terms are defined operationally:
STEM Strand. In this study, it refers to the track where the respondents are
enrolled. It stands for Science, Technology, Engineering
and Mathematics.
Perception. In this study, it refers to the ability to see, hear, or become aware
of something through the sense.
Area of Specialization. In this study, it refers to the process of concentrating on and
becoming expert in a particular subject or skill.
Engineering. In this study, it refers to the branch of science and technology
concerned with the design, building, and use of engines, machines

CHAPTER II
Review of the Related Literature
Related Literature
While the material consequences of engineering projects figure prominently in modern
world literature, individual engineers are hard to find. Despite the centrality of engineering
knowledge and technologies in creating the very conditions of possibility for wide-ranging
personal and collective dramas explored by literary artists, the task of imagining and depicting
engineers' personal biographies, sociopolitical allegiances, emotional states, decision-making
processes, or specific material actions has appealed to very few. Surveying the work of some of
the most accomplished authors of the Caribbean, West Africa, South America, and South Asia,
this article outlines dominant patterns in postwar representations of engineering as a disembodied,
unreflective, almost inhuman force that has spurred or exacerbated social inequalities across the
global south. It then examines more sympathetic, alternative countercurrents in the literary
imagination that cast the engineer as a potential ally in more open, participatory forms of change
across the same world regions. Through this juxtaposition, the article seeks to foster new
reflections on optimal relationships between literary and engineering studies at a juncture marked
by increasing interdisciplinary investigations and interrogations of globalization, development,
and local and transnational inequalities. James D. Straker (03 Mar 2010)
It would be very difficult for a young person to identify an engineer at work based solely on the
definition from Dr. Davis. An engineer by society's perception is one who has met the following
criterion: having a degree from an accredited program or employment in a job requiring
engineering at a professional level. Young people would have a difficult time creating an
association if they have not seen an engineer at work or have drawn a correlation between activities
and engineering.
A child may have a difficult time creating a schema of engineering due to lack of engineering-
related experience in school or the real world. Some research was done by the Museum of Science
in Boston to measure what children consider is a profession of an engineer. Christine Cunningham,
vice president of research for the museum mentioned younger people's schema of an engineer is
that "Kids typically think they're construction workers, auto mechanics, or computer technicians.
Even younger children think that they drive trains" (cited in Brown, 2005, p. 16). When looking
at society, it is very difficult to determine which activities are considered engineering-like unless
the engineer would meet selected criteria. Constructivist theory defines learning as a continuous
process in which learners take information from their surroundings or environment and construct
personal meanings based on prior knowledge and experience (Kozulin, 1998). One should consider
looking to the past sources to consider how society constructed the meaning of engineering.
Studies exploring what it means to be an engineer professionally have been conducted for
decades, but have boomed in recent years. This systematic literature review aims to organize extant
studies on engineering identity by coding around four key variables: (a) definitions of engineering
identity, (b) factors affecting engineering identity development, (c) interventions affecting
engineering identity development, and (d) means of measuring identity. In doing so, this review
provides strategies for future research and educational interventions to advance work related to
engineering identity. Publications were selected for inclusion by screening and appraising results
obtained from databases and keywords refined through a scoping study. Derived from key
findings, suggestions for future research include bridging disparate strands of engineering identity
literature and incorporating more varied methodological approaches. Also from key findings,
suggestions for future practice involve better connecting existing definitions of engineering
identity and factors known to affect identity development with identity-related interventions. (John
R. Morelock, 2017).
Philosophy of engineering lays the philosophical foundation of recognition, understanding
and management of engineering. Engineering involves the relationship between human beings and
the nature as well as the relationship between human beings and the society, and it has been a basic
motive force and a basic way of promoting the social development, so that engineering gains the
ontological status and fundamental value in social existence and social development. The
engineering refers to all kinds of creation activities by the human beings to improve their own
conditions for survival, reproduction and growth according to the local understanding on the nature
at that time. It is a materialized labor process. The engineering reflects the relationship not only
between the human beings and the nature, but also between the human beings and the society.
Therefore, it should be surveyed and studied from the relationship among “the nature-human
beings-the society” (Yin & Li, 2014).
Engineering ethics is an important aspect of professional development. The development
of ethics knowledge and judgment is recognized as an essential part of engineering education.
ABET student outcomes include “an understanding of professional and ethical responsibility”.
In engineering work, ethical issues are commonplace and ethical conduct is habitual conduct.
Issues can arise regarding safety, access to information, intellectual property, handling data, career
credentials, work environment, etc. and the manner these issues are handled is central to one’s
reputation. A profession is defined as “An occupation that requires specialized knowledge and
skills and that affects the public safety and welfare. Since the public cannot judge the quality of
engineer work independently of practitioners, the profession cannot be governed solely by self-
interest and who is paying the tab. Legal rules and professional standards define additional
obligations” (Watkins, 2015).
The senior high school (SHS) students opting to take the Science, Technology, Engineering
and Mathematics (STEM) strand have a set of care subjects slighty different from those taking the
other strands (Accountancy, Business, and management; General Academic ; and Humanities and
Social Science).
While students in the other strands take Earth and Life science and physical science,
STEM students take Earth Science and Disaster Readiness and Risk Reduction. STEM students
are presumed to be more literate in science and, therefore, capable of tackling more advance
science subject. Earth Science, for example tackles such topics as hydroelectric energy, continental
drift and index fossil. Disaster Preparedness and Risk Reduction, on the other hand, helps students
identify areas exposed to hazards that may lead to disaster, recognize vulnerabilities of different
elements exposed to specific hazards, interpret different earthquke hazard map, and use available
tools for monitoring hydrometeorological hazards. (If you think basic education is basic,think
again !). After such easy stuff, STEM students then take the following specialized. (ISAGANI
CRUZ, 2014).
Related Studies
Prior efforts have built a knowledge base of effective undergraduate STEM yet rates of
implementation remain low. Theories from higher education, management, communication and
other fields can inform change efforts but remain largely inaccessible to STEM education leaders,
who are just beginning to view change as a scholarly endeavor informed by the research literature.
(Mayra Borrego, Charles Henderson, 2014).
In two studies with undergraduates, Robins and Beer (2001) found that students who were
particularly invested in a learning task (i.e.,high ego involvement) were more likely to inflate their
self-perceptions, report greater narcissism, and inaccurately evaluate their personal performance,
suggesting that self-enhancement in challenging achievement setting may be used as a defensive
strategy to maintain self-esteem. The importance of sound instruction and curricular content in
engineering is dependent on the enduring understandings of the profession. Since engineering is
an application that has not seen subject boundaries, learning in education relies on the many
disciplines for its application. Learning in engineering goes farther than calculations, there are
characteristics in design that are important, such as: critiquing, identification of trade-offs,
teamwork, and invention (Lewis, 200S). There can be many benefits in an engineering classroom
that students and teacher both can observe. Engineering education promises profound changes in
the way students learn science. Instead of passively absorbing knowledge from textbooks and
packaged laboratory experiments, students use scientific method -learn, hypothesize, test and
compare -to create something new (Brown, 200S). The benefit of becoming better at learning
science or other subjects may be a benefit of engineering education and engineering may help a
student see the whole picture. According to Gene Bottoms, head of the Schools That Work
program at the Southern Regional Education Board, "Engineering helps students to see a reason
for what they're learning. It deepens their understanding of the academic concepts and increases
retention. It shows them that mathematics and science matter" (cited in Brown, 200S, p 16). As
the trend in the 1800's was to teach engineering to students other than soldiers, today educators
and society look to the high schools to deliver engineering in the form of pre-engineering
education. (Dr. Theodore Lewis, 2013)
The primary goal of the program is to prepare secondary students to master the prerequisite
skills needed in professional courses for those who will prefer academic tracks and to equip with
employment and industrial skills needed for those who will prefer technical- vocational and other
tracks. The Science, Technology, Engineering and Mathematics (STEM) track of the Philippine K
to 12- Enhanced Basic Education Curriculum is designed to produce graduates of secondary level
who will take science, research, mathematics and engineering- related courses in tertiary level and
thereby add to the scientific and scholarly workforce of the country. In the school level,
administrators also struggle for the acceptance of the program among its stakeholders especially
to parents who still want the previous 4- year high school curriculum since the additional two more
years would be another burden to them. Studies showed the importance of the support of
stakeholders to the success of an educational reform. Thus, it is significant to consider the
acceptance of this new program. Frequency count and percentage were used in this study in
determining the acceptability level of each stakeholder as categorized as Student, Parent, Faculty
or Administrator. Finally, the significant relationship between the acceptability level of the STEM
program and the difficulty level of problems encountered was determined using Pearson’s Moment
Product Coefficient and Correlation. These results made up an overall acceptability score of 48.16
which means the acceptability level of the total respondents on the implementation of the
curriculum was low. An in-depth analysis of the factors that caused the low acceptability of STEM
Track be included in the methodology for a future study which is the limitation of this study. This
suggests that the difficulty of the problems was high since the acceptability of the program was
low. (Estonanto, 2017).

The logic underlying inclusive STEM high schools (ISHSs) posits that requiring all
students to take advanced college preparatory STEM courses while providing student-centered,
reform-oriented instruction, ample student supports, and real-world STEM experiences and role
models will prepare and inspire students admitted on the basis of STEM interest rather than prior
achievement for postsecondary STEM. This study tests that logic model by comparing the high
school experiences and achievement of students in ISHSs and comparison schools in North
Carolina. After identifying ISHS and non-STEM comparison high schools serving students who
were similar in terms of socioeconomic status and academic achievement prior to high school
entry, we employed propensity-score weighting and HLM modeling to estimate the impact of
attending an ISHS on a set of outcome measures obtained from student surveys and from the state's
longitudinal student data system. Analyses of student survey data found that attending an ISHS
raises the likelihood that a student will complete pre-calculus or calculus and chemistry in high
school, leads to increased involvement in STEM extracurricular and out-of-class activities, and
enhances interest in science careers and aspirations to earn a master's or higher degree. Analyses
of student outcome data from state administrative records revealed a positive impact of inclusive
STEM high school attendance on grade point average (GPA) but not on ACT scores. © 2016 The
Authors. Journal of Research in Science TeachingPublished by Wiley Periodicals, Inc. J Res Sci
Teach 53: 709–736, 2016 (Barbara Means, 2016)

CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the research design, research instrument, validity and
reliability, population and sampling design, ethical consideration, source of data and data
gathering procedure.
RESEARCH DESIGN
This paper is a phenomenological method of research, a qualitative type of research design.
Phenomenological research interprets an experience or fact, by listening to the different stories of
the participants. The method examines the phenomena through the subjectivity of the reality of the
participants. (Willis, 2005)
In this study, the perception of the STEM students in taking the Engineering course was
determined. Phenomenological studies attempt to search for the central or essential meaning of an
experience. Emphasis is placed on identifying the intentionality of consciousness. Which means
identifying the outward and inward appearance, based on the subject consciousness, image,
memory, and meaning of phenomenon being student (Creswell, 1998), from the individual
description, general or universal meanings are derived in other words the essence of structures of
the experiences refers to the notion that all experiences have an underlying structure.
Since phenomenological research is geared to giving voice to the experience being
described (Manen,1990), it is most appropriate method for the purpose of this study as the
essence of any phenomenological research study is to transform is the lived experiences of the
participants into textual experience, and also the meaning derived from the experience.
Population and Sampling
The participants in this study are 12 students, 6 from Don Pablo Lorenzo Memorial High
School, and 6 from Zamboanga City High School Main who are taking up Science Technology
Engineering and Mathematics (STEM) Strand.
A non-probability quota sampling design was used for the study. The researches chose
the participants because of their lived experience. The size of the sample was controlled by
saturation of the information, which means the point at which Emre petition or confirmation of
previously collected data occurs, thus there is no specific number of participants (Streubert
Speciate & Carpenter, 2003:25)
The design was also chosen because the researchers want to develop a rich or dense
description of choosing the engineering course of Don Pablo Lorenzo Memorial High School
and Zamboanga City High School Main students. Non-probability quota sampling design cases
rich in for in-depth study.
RESEARCH INSTRUMENT
The instrument used was a researcher-made questionnaire checklist to gather the
needed data for student profile. Question were we used to prove further information about the
participant, their attitudes, beliefs, opinions, and experiences regarding the perception of the stem
student in taking engineering course. In preparation of the instrument, the requirements in the
designing of good data collection instrument were considered. For instance, statement describing
the situations or issues pertaining was toned down to accommodate to free formatted views
related to the topics or issues. In this way, the instrument is authorized to obtain valid responses
of the students. Preference for the use of the structured questionnaire is premised on several
research assumptions such as a) cost of the being a least expensive means of gathering data, b)
avoidance of personal bias, c) less pressure of immediate response, and giving the respondents a
greater feeling of anonymity. In the end, it encouraged open responses to sensitive issues at hand.
In additional the instrument was validated by few consultant and former professor before it laid
on the study.
Validity and Reliability
Creswell (1998) listed eight specific verification procedures used in qualitative research
prolonged engagement/observation; triangulation; peer review/debriefing; negative case analysis;
clarifying research bias; member checks; rick/thick description; external audits. He recommended,
“Qualitative research engage in at least two of them in any given study” (P.203). The verification
and validation procedure that was used in this study is interview.
All interviews were scheduled and conducted at the convenience of the participants. All
interviews were recorded using manual and a digital voice recorders. In order to verify validate
the data once the various interviews are transcribed, analyzed and coded; the participants were
asked to verify the accuracy of transcripts and the emerging themes. Through email
communication, all participants were verified the accuracy of the transcripts and the list of
emerging themes. These “verified” transcripts served as the data source for analysis in this dy.
The researcher formulated the survey-questionnaire to gather the necessary date for this
study. However, this survey-questionnaire was validated to suit into the context of this study.
Thus, this was submitted to the panel of experts for critiquing and evaluation of its content in
order to obtain the validity, as it is appropriate to the context of the study, of the three members
of the panel of experts, one is of doctorate degree and two are of master’s degree holders.
Ethical Consideration
In compliance to research Ethical Protocol, the researcher obtained informed consent from
the survey respondents specifying their awareness to the purposes of the study, their agreement to
participate as survey respondents, their agreement to record the interview proceeding, their
freedom to disclose or not disclose information, their freedom to stop their participation anytime
if they do their right to confidentiality of information and anonymity of their identity in the course
of the interview, no pictures showing their face were taken not identifying their names unless
allowed by the respondents.
Data Gathering Consideration
Permission to conduct the study was sought from the office of the Principal of the Senior
High School. Upon approval, the researchers personally interviewed the respondent in their most
convenient time. When this was done, the collected data from the interviews were analyzed for
presentation.
Additional information essential to study was contained in the informed consent from. This
form was read and signed by both the interviewees and researchers prior to beginning of interview.
Interview guide was used by the researchers to ensure they will not miss important data. A
statement of thanks and a request for possible follow-up information were delivered at the end of
each interview. The common themes that emerged were identified, analyzed and discussed.
Ideas in the topic were identified recognized into information to form cluster of meaning, and
the convergence of these cluster made a general description of the phenomenon and extract themes
common to each number. Finally, an “overall description of the meaning and the essence of the
experience” were constructed.

CHAPTER IV
PARTICIPANTS AND THEIR STORIES
This study involved 12 participants who are currently studying at Don Pablo Lorenzo
Memorial High School, Sta. Maria and Zamboanga City High School Main, Tetuan, Zamboanga
City. All of these participants successfully shared their beliefs, opinions about the issues raised for
them individually. They were cooperative enough to have a face-to-face interview through the use
of an open ended interview protocol. Their participation is what made this study possible.
Consequently, it is important to introduce each participant, using pseudonyms.
The Participants
Respondent 1
She is 17 years old currently studying at Zamboanga City High School Main, Tetuan
Zamboanga City. She is taking Science, Technology, Engineering, and Mathematics (STEM),
her perception as a STEM students taking engineering course. She will take chemical
engineering. When asked who or what influence her to take the engineering course? She said.
“its my own will to take this engineering course”
Respondent 1 stated that why do you choose this area of specialization in engineering?
“Because I know that my chosen course is inclined with the specialization in engineering and
also to challenge myself”
Respondent 1 stated that in this specialization that attracts you most? Why?
“As for me the specialization that attracts me the most is the Chemistry simply there is connected
between the medical courses”
Respondent 1 enumerated that what are your skills that will qualify you to take this area of
specialization?
“Having good comprehension will qualify me to take this area of specialization”
Respondent 1 when asked if your skills can help you to be a successful engineer?
“Yes, I think it will help me to be a successful one.”
Respondent 2
He is 16 years old and currently studying at Zamboanga City High School Main, Tetuan,
Zamboanga City. He is taking Science, Technology, Engineering, and Mathematics (STEM). And
he wants to take civil engineering as his perceptions as a STEM student in taking engineering
course. When asked about who and what influence him to take the engineering course, he said:
“No one influenced me. Its just that I discover that I love this kind of job. Which is
civil engineering.”
Respondent 2 stated that he choose this area of specialization:
“Simply because it is the only area of specialization in engineering which I think
will suit to the skills I have.”
Indeed, respondent 2 pointed out what attracts him most in this specialization is,
“The beauty of constructing buildings.”

According to him, he wants to build or design buildings which will also be his legacy.
Respondent 2 concluded the skills that will qualify him to take this area of specialization
which is his
“Physical strength.”
Because he believe that in the future, he will have enough knowledge and techniques in
building a beautiful and strong house or buildings.
Lastly, respondent 2 when asked if his skills can help him to be successful engineer, he said:
“Yes. Because in addition I can say that I am motivated.”
Respondent 3
He is 18 years old and currently studying in Zamboanga City High School Main,
Tetuan, Zamboanga City. He is taking up Science, Technology, Engineering and Mathematics
(STEM). His perception as a STEM student in taking the Engineering course. He wants to take
Architectural Engineering. When asked about who and what influence you take the engineering
course? “He said,
“Actually my father who encourage me to take engineering course.”
Respondent 3 stated that he choose this area of specialization in engineering.
“Because in this area I can learn more advance and this is my choosen tracts.”
Respondent 3 enumerated the specialization that attracts him most.

“The subject mathematics, because I love solving and I immediately understand the
lesson.”
Respondent 3 concluded the skills that will qualify him to take this area of
specialization.
“Drawing, I love to draw especially on Drafting subject or Architectural course.”
Lastly, respondent 3 when asked if his skills can help him to be a successful
engineer. He said,
“Yes, many are wanted to have a good and nice design of houses. And for me I can
help the owner to have their house look good.”
Respondent 4
He is 16 years old and currently studying in Zamboanga City High School Main, Tetuan,
Zamboanga City. He is taking up Science, Technology, Engineering, and Mathematics (STEM).
His perceptions as a stem student in taking the engineering course, he want to take chemical
engineering. When asked about “who and what influence his to take engineering course”, he said,
“My relatives influence me to persue engineering course”
Respondent 4 pointed out that she choose area of specialization in engineering:
“Simply because this area offers me good quality of education when it comes on this
specialization that leads you in an advance level of pesiverance to persuade yourself to take this
type of works”
Respondent 4 stated the specialization that attracts he most and why:

“As for me , general chemistry is what i attracted most in this specialization to overcome
a new concept that nurture your or my knowledge in the form of application towards certain
dilemma”.
Respondent 4 enumerated the skills that will quality his to take this area of specialization:
“A good comprehension is one of my skills that can qualified in this area, i comprehend
and understand lessons that confort us in a way me analyze topics and information”.
Lastly, Respondent 4 when asked if her skills can help to be a successful engineer, he
said:
“I think yes, well all lessons starts in the stage of difficulties that interferes our mind but
due to my skills, it help me to be a successful engineer or what you want to take or to be in the
future”.
Respondent 5
She is 16 years old and currently studying at Zamboanga City High School Main, Tetuan
Zamboanga City. She is taking up Science Technology Engineering and Mathematics (STEM)
Strand. Her perception as a STEM student in taking the engineering course, she wants to take
Architectural Engineering. When asked who and what influence her to take the engineering
course, she said,
“It is my own choice”
Respondent 5 stated that she choose this area of specialization in engineering,
“Because in the area of engineering has the course that I want and dreamed of.”
Indeed, Respondent 5 enumerated what attracts her most in this specialization.
“As for me the specialization that I attracts the most is Basic calculus, simply because this
subject is a hard one, even though it is hard I can only manage it, and it can help me for the
strand or course that I have dreamed of.”
Respondent 5 pointed out her skills that will qualify her to take this area of specialization.
“As for me, sketch or drawing is my skills, and also I loved to challenge myself to know
about engineering.”
Lastly, Respondent 5 when asked if her skills can help her to be a successful engineer, she
said,
“Yes, indeed it can help me.”
RESPONDENT 6
She is 17 years old and currently studying at Zamboanga City High School Main, Tetuan
Zamboanga city. She is taking up Science,Technology,Engineering,and Mathematics strand
(STEM). Her perceptions as a stem student in taking the engineering course. She wants to take
Chemical Engineering. When asked about “Who and what influence her to take engineering
course?”He said,
”it is just base on my own will.”
Respondent 6 pointed out that she choose the area of specialization in engineering.
“because i want to challenge my self if it is difficult to take like what the others say.”
Respondent 6 stated the specialization that attracts her most.
“chemistry because even it is difficult,it motivates my self to study more.”
Respondent 6 enumerated the skills that will qualify you to take this area of specialization.
“my critical thinking skills.”
Lastly, the Respondent 6 concluded that her skills can help her to be a successful engineer.
“for me, i think yes because in this area of specialization, i can develop my skills and learn more.”
Respondent 7
She is 18 years old and currently studying in Don Pablo Lorenzo Memorial High School,
Sta. Maria, Zamboanga City. She is taking up Science, Technology, Engineering, and Mathematics
(STEM). Her perceptions as a stem student in taking engineering course, she want to take civil
engineering. When asked about “who and what influence her to take engineering course”, she said,
“No one have been influence me to take engineering course”
Respondent 7 pointed out that she choose area of specialization in engineering:
“i choose it practically because of the high salary and the demand of this profession on
our country is really high”
Respondent 7 stated the specialization that attracts her most and why:
“In this specialization attracts me most because of they works and job that may help the
economic state of our country and maybe it can lifted up to my civil status and also i like the
subjects of engineering have “

Respondent 7 enumerated the skills that will qualify her to take this area of specialization:
“I think the skills that will qualify to take this area of specialization is because im quietly
incline on the specific subject like science an mathematics and my hardworking”
Lastly, respondent 7 when asked if her skills can help her to be a succesful engineer, she
said:
“Yes, of course i really believe that may skill will help me well to take engineering and also
not only my skill but the my to graduate on this kind of field persiverance”.
Respondent 8
He is 17 years old and currently studying at Don Pablo Lorenzo High School, Sta. Maria,
Zamboanga City. He is taking Science, Technology, Engineering, and Mathematics (STEM). And
he wants to take Electrical Engineering as his perceptions as a STEM student in taking engineering
course. When asked about who and what influence him to take the engineering course, he said:
“My father.”
Respondent 8 stated that he choose this area of specialization:
“To follow the footstep of my father.”
Indeed, respondent 8 pointed out what attracts him most in this specialization is,
“practically about money.” According to him, in just one sign of signature, you will get paid.
Respondent 8 concluded the skills that will qualify him to take this area of specialization
which is in,
“Computing numbers.”
Because he observed in every plan making, his father is computing voltage and he thinks
that it is his ability and skills.
Lastly, respondent 8 when asked if his skills can help him to be successful engineer, he
said:
“Yes.”
Respondent 9
He is 17 years old currently studying at Don Pablo Lorenzo Memorial High school, Sta.
Maria Zamboanga City. He is taking Science, Technology, Engineering, and Mathematics
(STEM). His perception as STEM students, he will take Marine engineering in collage. When
asked who or what influence him to take the engineering course? He said.
“My cousin”
Respondent 9 stated that why do you choose this area of specialization in engineering?
“It’s because Marine engineering has a high wage”
Respondent 9 stated that in this specialization that attracts you most? Why?
“Marine Engineering, Its because this kind of course is the very rampant courses in our family”
Respondent 9 enumerated that what are your skills that will qualify you to take this area
of specialization?
“Hard working and fast learner”

Lastly, the respondent 9 when asked if your skills can help you to be a successful
engineer?
“Yes, because in every goals in life we need to work hard so that we can achieve our dreams.
And my dreams is to become a successful engineering”.
RESPONDENT 10
He is 16 years old currently studying at Don Pablo Lorenzo Memorial High School, Sta.
Maria Zamboanga city.He is taking up Science,Technology, Engineering, and Mathematics
strand(STEM). He's perceptions as a stem student in taking the engineering. When asked about Do
you think that your skills can help you to ba a successful engineer? He said:
"By having dedication, persistence and solid dedication you can be successful engineering
someday."
Respondent 10 pointed that influence him to take the engineering course.
"Me"
"It's my passion to know about computer engineering or it's my skill that pursoe me to take
computer engineering course."
"Computer, programing,and software."

Lastly, the respondent 10 concluded the skills that will qualify to his area of
specialization.
"My thinking skills and my skills in using a computer:doing research about my future profession."
Respondent 11
He is 17 years old and currently studying in Don Pablo Lorenzo Memorial High
School Sta. Maria Zamboanga City. He is taking up Science, Technology, Engineering and
Mathematics (STEM). His perceptions as STEM students in taking Engineering course, He
wants to take Architectural Engineering. When asked about who and what influence you to the
engineering course? He said,
“My parents and relatives”
“I Consider the factor of my competencie and the finance that my parents could
provide.”
“Aeronautics, because aside from it is in demand employee it has also a big salary.”
Respondent 11 concluded the skills that will qualify him to take this area of
specialization.
“I am good in comprehension, patterns, calculation, and science ability”

Lastly, respondent 11 when asked if his skills can help him to be a successful
engineer. He said:
“Yes, because as of now I’m still making myself improved and broaden those skills
that are needed to become successful engineer. And I’m assured that I will become better base
on my performance”.
Respondent 12
She is 17 years old and currently studying at Don Pablo Lorenzo Memorial High School,
Sta. Maria Zamboanga City. He is taking up Science Technology Engineering and Mathematics
(STEM) Strand. Her perception as a STEM student in taking the engineering course, he wants to
take Marine Engineering. When asked who and what influence him to take the engineering
course, she said,
“My family, because they want me to be a successful man and they want me to be a rich.”
Respondent 12 stated that he choose this area of specialization in engineering,
“I choose this because I want to be like them also.”
Indeed, Respondent 12 enumerated what attracts him most in this specialization.
“The salary because it’s big and also I want to travel.”
Respondent 12 pointed out his skills that will qualify him to take this area of
specialization.
“My skills are I know to swim, tie and many more.”

Lastly, Respondent 12 when asked if his skills can help him to be a successful engineer,
she said,
“Yes, because in Marine engineering you should know how to swim.”
Table 1
Summary of Participants
Pseudonym Track Gender Age
Respondent 1 STEM Female 17
Respondent 2 STEM Male 16

CHAPTER V
FINDINGS
The purpose of this study was to determine the student's perception of the stem student
who take the engineering course. A non-probability quota sampling, particularly purposive
sampling design was used in the determining the respondent who showed willingness to participate
in this study which eventually resulted in a research population of 12 participants.
Perceptions of the stem students in taking the engineering course
Participants interview were famed around the guiding research question, "Who and what
influence you to take the engineering course?", "Why do you choose this area of specialization in
engineering?", "What is in this specialization that attracts you most? Why?", "What are your skills
that will qualify you to take this area of specialization?", "Do you think that your skill can help
you to be successful engineer?
Theme were identified by following the establishment protocols of horizontally, clustering
and convergence. Horizontally was accomplished by identifying and highlighting insight about the
perception of the stem student in taking the engineering course. Similar comment and insights
we're clustering together for further review. From a conversation of these clusters of meaning, the
following themes emerged.
2. To determine the perception in taking the engineering course.
3. To present the different skills of the student in taking the engineering.
Theme 1: The Area of Specialization in Engineering Course

All participants expressed their answers by checking the course preference in college for
engineer that is found in the questionnaires.
Out of 12 participants 3 choose Chemical Engineering, 3 choose Architectural
Engineering, 2 choose Civil Engineering, 2 choose Marine Engineering, 1 chose Electrical
Engineering, and 1 chose Computer Engineering.
Hence, Majority would like to become, Chemical Engineers and Architectural Engineers
someday.
Theme 2: Perceptions of the students in taking engineering course.
All respondents have same and different perception in taking engineering course.
Respondent 9, 11, 12, and 7 has a perception of taking engineering course because it has a high
wage or salary.
Respondent 1, 4, and 6 pointed that taking engineering course will be difficult for them but
they have skills in chemistry that they can apply in the future.
Respondent 3 and 5 stated that his perception in taking engineering course. The
respondents have a mathematics skill and can solve problem. Respondent 8 stated that He has an
ability to compute numbers, “Computing numbers”
Respondent 10 stated that this course will be difficult for him. For him, It's my passion to
know about computer engineering or it's my skill that pursoe me to take computer engineering
course.
Respondent 2 taking this course will suit her skill. Hence, the perceptions of the
respondents in taking engineering course. vary in one or another. It is pointed out that varied ideas
of the respondents in taking the engineering.

This finding is supported by the research conducted by Wicklein & Schell, 1995
Mathematics, science, and technology education curricula share the common goal of
preparing students for life in a technological society. Research that shows integrating math,
science, and technology education curriculum helps students across a wide range of academic
achievement.
Theme 3: Different skills of the students in taking the engineering.
Majority of the 12 respondents in the study stated that skills that they have are
comprehension skills, recognizing pattern, calculation skills and science ability. Mostly, of the
others respondents have the computing skills, sketch or drawing and physical strenght.
For the question number five is what are you skills can help you to be a successful
engineer?, respondent 1,2,4,5,7 and 8 has a skill can help to be a successful engineer, respondent
said yes, because they believe themselves skill can help they to be a successful engineer.
Respondent 11 and 6 pointed that skills can help them to be a successful engineer and
respondet said yes, because in this area of specialization can help my skills and learn more.
Respondent 3 stated that his skills can help to be a successful engineer and respondent
said yes, because respondent have a skills to design the houses to be look good. Respondent 9
stated that he said yes, because we just need to work hard to achieve my dreams to be successful
engineer.
Respondent 10 stated that his skills can help to be a successful engineer. The respondent
said yes, because he have thinking skill and skills using a computer doing research about future
profession.
Lastly, repondent 12 stated that her skills to be a successful engineer. The respondent said
yes, because she have a skill how to swim correctly in marine engineering.
This result of this study is supported Hamidreza Kashefi (2012) she study about the
communication skills and teamwork of enginnering students, effective communication and
teamwork are two important generic skills requirements for successful engineers. In this study we
used blended learning environment based on mathematical thinking and creative problem solving
to support students , communication and teamwork skills in learning of multivariable calculus. The
main goal of this study is to identify the impact of the blended learning multivariable calculus
course on engineering students communication and team-working skills. Result indicated that the
blended learning multivariable calculus course has positive effects on students communication
skills.
CHAPTER VI
CONCLUSION AND RECOMMENDATION
This chapter presents the conclusions and recommendations based on the discussion and
participants’ stories.
Conclusions
Through a phenomenological approach this study has illustrated the perceptions of STEM
students in taking engineering course. The essential themes that emerged were: the perceptions
of STEM students in taking the engineering course; the result of the different perspectives and
skills of every STEM students in taking engineering course. Below are the conclusions based on
the findings of the study:
All participants expressed their answer by checking the course preference in college for engineer
that is found in the questionnaires. Hence, majority of the participants would like to become
Chemical Engineers and Architectural Engineers someday.
Majority of the participants stated that their perceptions in taking engineering course is
because of the high quality, and has a high wage or salary. The respondents emphasized that they
wanted to challenge themselves in taking the engineering course and also to aligned the interests
and perspectives to the engineering profession, and have the aptitude and skills to first become
an engineer and then succeed in the profession. Majority of the 12 respondents in the study stated
that their family impelled them to take the engineering course.
The result of the skills that could qualified them to be a successful engineer are depend
upon their own ability and also depending on the course that they will be taking. There are
engineers have a unique set of skills and perspectives which should be used to create a better
future. In order to do that, one should put forward the view that a successful engineer requires
not only technical know-how but also an awareness of the social and business concerns central
to any significant engineering challenge.
Recommendations
The nature of a phenomenology is to simply determine the perceptions of the STEM
students in taking the engineering course. Base on the findings of the study, the following
recommendations are presented.
The Department of Education should plan a program or activities to those students
who want to take an engineering course in collage so that students will be help to implements
their performance and grades in class. Likewise, the Department of Education should give
recommendation to the STEM Senior High School students for those who want to take the
engineering course.
APPENDIX A-BIBLIOGRAPHY
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http://www.philstar.com/education-and-home/2014/07/03/1341906/stem-strand
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Reactions: Defensive and True Self-Esteem. Accessed date: [February 01, 2018]. Retrieve from:
https://www.researchgate.net/publication/240174369_Effects_of_self-
esteem_and_need_for_approval_on_affective_and_cognitive_reactions_Defensive_and_true_sel
f-esteem.
Aran W. Et Al, (2013). Theoretical Foundations for Effective STEM Learning Environments.
Accessed date: [January 27, 2018]. Retrieved from:
https://www.google.com.ph/search?q=Theoretical+foundations+for+effective+stem+learning+en
vironments.&rlz=1C1AWUA_enPH762PH764&oq=Theoretical+foundations+for+effective+ste
m+learning+environments.&aqs=chrome..69i57.1180j0j4&sourceid=chrome&ie=UTF-8
John A. Bayer, (2009). Perceptions of Science, Mathematics, and Technology Education

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Sangamitra, Mohamed Sahul Hameed, (2016). Study of Literature by Student of Engineering
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APPENDIX B: PERMISSION LETTERS
Baban St. San Jose Road, Zamboanga City
Tel No. 957-3739
January 6, 2018
ROMEO E. BALLESTEROS
Principal II, Baliwasan Senior High School
Dear Sir:
Greetings of peace!
We, the students of Science Technology Engineering & Mathematics (STEM) – A, are working
on our research entitled: “PERCEPTIONS OF THE STEM STUDENTS IN TAKING THE
ENGINEERING COURSE”.
In this connection, we would like to seek permission from your good office to allow us to conduct
interviews to the Grade 11 STEM Students of Don Pablo Lorenzo Memorial Senior High School
and Zamboanga City High School Main as part of the respondents of our study.
We are looking forward for your kind approval. Thank you very much and more power.
Sincerely yours,
DULLA M. TARANG RYAN S. AMINULLA

JOHN MARK D. CALUMBA MARVY JUDE D. FRANCISCO
JULITO D. TUBAC RANA B. ABITAN
Researchers
Noted by:
DEBORAH E. BANDAHALA, Ph. D.

Practical Research Adviser
Approved by:
ROMEO E. BALLESTEROS
Principal II, Baliwasan Senior High School
Tel No. 957-3739
January 6, 2018
WAFIA A. SAJILI
Faculty, Baliwasan Senior High School
Dear Madam:
Greetings of peace!
We, the students of Science Technology Engineering & Mathematics (STEM) – A, are working
on our research entitled: “PERCEPTIONS OF THE STEM STUDENTS IN TAKING THE
ENGINEERING COURSE”. The said thesis is to be worked out within the period of this
semester.
Knowing your expertise in the field of research, we would like to seek your assistance to validate
our research instrument. Attached is a copy of our research title and objectives.
Thank you very much and God bless!
Very sincerely yours,

Researchers
Noted by: Approved by:
DEBORAH E. BANDAHALA, Ph. D. WAFIA A. SAJILI

Practical Research Adviser Faculty, BSHS
Tel No. 957-3739
January 6, 2018
MRS. MAIDA A. BAIDDIN

Faculty, Baliwasan Senior High School
Dear Madam:
Greetings of peace!
We, the students of Science Technology Engineering & Mathematics (STEM) – A are working on
our research entitled: “PERCEPTIONS OF THE STEM STUDENTS IN TAKING THE
semester.

Researchers
DEBORAH E. BANDAHALA, Ph. D. MAIDA A. BAIDDIN, MAEd

Practical Research Adviser Faculty, BSHS
Tel No. 957-3739
January 6, 2018
Dr. JUDITH C. MUSTAHAM

HUMSS Coordinator, Baliwasan Senior High School
Dear Madam:
Greetings of peace!
We, the students of Science Technology Engineering & Mathematics (STEM) – A are working on
our research entitled: “PERCEPTIONS OF THE STEM STUDENTS IN TAKING THE
semester.

Researchers
DEBORAH E. BANDAHALA, Ph. D. JUDITH C MUSTAHAM, Dp. D.

Practical Research Adviser HUMMS Coordinator, BSHS
Baban St, San Jose Road, Zamboanga City
Tel No. 957-3739
mboanga Peninsula
January 10, 2017
Dear Respondent,
Baban Road, Sanjose, Zamboanga City
Tel No. 957-3739
Greetings!
We are students from BSHS and we are currently writing our Research study entitled:
“PERCEPTIONS OF THE STEM STUDENTS IN TAKING THE ENGINEERING
COURSE”. You are invited to take part in this research. The purpose of this study is to determine
the perceptions of the STEM students in taking the engineering course.
It is our hope that this study will benefit the students, principals, and Department of Education
officials, and the Deans of the different colleges and universities in Zamboanga City. There are no
identified risks from participating in this research. There are no costs and no monetary
compensation to you for your participation in this study.
Your participation in this research is completely voluntary and you may refuse to participate
without consequence. The interview will take approximately ten to twenty minutes to complete.
Responses to the survey will only be reported in aggregated form to protect your identity. The
collected data will be treated with utmost confidentiality.
Sincerely,

CONSENT:
By signing this consent form, I confirm that I have read and understood the information
and have had the opportunity to ask question/s, I understand that my participation is voluntary and
that I am free to withdraw at any time, without giving a reason and without cost. I voluntarily agree
to take part in this study.
____________________________________
Respondent’s Signature Over Printed Name
APPENDIX C. RESEARCH INSTRUMENT
SURVEY QUESTIONNAIRES
Title: “PERCEPTIONS OF THE STEM STUDENTS IN TAKING THE ENGINEERING

COURSE”
Research Objectives: This study to determine the perceptions of the STEM students in taking
the engineering course. Specifically, it aims to seek answers to the following research objectives:
2. To determine the perceptions in taking the engineering course.
3. To present the different skills of the students in taking the engineering.
RESEARCH INSTRUMENT
PART I Respondent’s Profile
Name: _________________________________________(optional)
Address: _______________________________________
Track: _________ Section: __________ Age: _________
Course Preference in College:
 Architectural Engineering
 Civil Engineering
 Chemical Engineering
 Computer Engineering
 Electrical Engineering
 Electronics and Communication Engineering
 Marine Engineering
`  Mechanical Engineering
 Nautical Engineering
PART II - Interview Guide
Course Preference in College.
1. Chemical engineering
2. Civil engineering
3. Architectural Engineering
4. Chemical engineering
6. Chemical Engineering
7. Civil engineering
8. Electrical Engineering
9. Marine engineering
10. Computer engineering
12. Marine Engineering
1. Who influence you to take the engineering course?
2. Why do you choose this area of specialization in engineering?
3. What is in this specialization that attracts you most? Why?
4. What are your skills that will qualify you to take this area of specialization?
5. Do you think that your skills can help you to be a successful engineer?
Q1.Who and what Influence you to take the engineering course?
1. It’s my own will to take this engineering course.
2. No one influenced me. It’s just that I discover that I love this kind of job. Which is
civil engineering?
3. Actually my father who encourage me to take engineering course.
4. My relatives influence me to persue engineering course
5. It is my own choice.
6. it is just base on my own will.
7. No one have been influence me to take engineering course
8. My father.
9. My cousin.
10. Me.
11. My parents and relatives.
12. My family, because they want me to be a successful man and they want me to be a
rich.
Q2. Why do you choose this area of specialization in engineering?
1. Because I know that my chosen course is inclined with the specialization in
engineering and also to challenge myself.
2. Simply because it is the only area of specialization in engineering which I think will
suit to the skills I have.
3. Because in this area I can learn more advance and this is my chosen tracts
4. Simply because this area offers me good quality of education when it comes on this
specialization that leads you in an advance level of pesiverance to persuade yourself
to take this type of works
5. Because in the area of engineering has the course that I want and dreamed of.
6. because i want to challenge my self if it is difficult to take like what the others say.
7. I choose it practically because of the high salary and the demand of this profession on
our country is really high.
8. To follow the footstep of my father.
9. It’s because Marine engineering has a high wage.
10. It's my passion to know about computer engineering or it's my skill that pursoe me to
take computer engineering course.
11. I consider the factor of my competency and the finance that my parents could
provide.
12. I choose this because I want to be like them also.
Q3. What is in this specialization that attracts you most? Why?
1. As for me the specialization that attracts me the most is the Chemistry simply there is
connected between the medical courses.
2. the beauty of constructing buildings
3. The subject mathematics, because I love solving and I immediately understand the
lesson.
4. As for me , general chemistry is what i attracted most in this specialization to
overcome a new concept that nurture your or my knowledge in the form of
application towards certain dilemma.
5. As for me the specialization that I attracts the most is Basic calculus, simply because
this subject is a hard one, even though it is hard I can only manage it, and it can help
me for the strand or course that I have dreamed of.
6. chemistry because even it is difficult,it motivates my self to study more.
7. In this specialization attracts me most because of they works and job that may help
the economic state of our country and maybe it can lifted up to my civil status and
also i like the subjects of engineering have.
8. Practically about money.
9. Marine Engineering, It’s because this kind of course is the very rampant courses in
our family.
10. Computer, programing,and software.
11. Aeronautics, because aside from it is in demand employee it has also a big salary.
12. The salary because it’s big and also I want to travel.
Q4. What are your skills that will qualify you to take this area of specialization?
1. Having good comprehension will qualify me to take this area of specialization.
2. physical strength
3. Drawing, I love to draw especially on drafting subject or Architectural course.
4. A good comprehension is one of my skills that can qualified in this area, i comprehend
and understand lessons that confort us in a way me analyze topics and information.
5. As for me, sketch or drawing is my skills, and also I loved to challenge myself to
know about engineering.
6. my critical thinking skills.
7. I think the skills that will qualify to take this area of specialization is because im
quietly incline on the specific subject like science an mathematics and my
hardworking.
8. Computing numbers.
9. Hard working and fast learner
10. My thinking skills and my skills in using a computer:doing research about my future
profession.
11. I am good in comprehension, patterns, calculation, and science ability.
12. My skills are I know to swim, tie and many more.
Q5. Do you think this that your skill can help you to be successful engineer?
1. Yes, I think it will help me to be a successful one.”
2. Yes. Because in addition I can say that I am motivated
3. Yes, many are wanted to have a good and nice design of houses. And for me I can
help the owner to have their house look good.
4. I think yes, well all lessons starts in the stage of difficulties that interferes our mind
but due to my skills, it help me to be a successful engineer or what you want to take
or to be in the future.
5. Yes, indeed it can help me.
6. for me, i think yes because in this area of specialization, i can develop my skills and
learn more.
7. Yes, of course i really believe that may skill will help me well to take engineering and
also not only my skill but the my to graduate on this kind of field persiverance.
8. Yes.
9. Yes, because in every goal’s in life we need to work hard so that we can achieve our
dreams. And my dream is to become a successful engineering.
10. By having dedication, persistence and solid dedication you can be successful
engineering someday.
11. Yes, because as of now I’m still making myself improved and broaden those skills
that are needed to become successful engineer. And I’m assured that I will become
better base on my performance.
12. Yes, because in Marine engineering you should know how to swim.
APPENDIX D.DOCUMENTATION
APPENDIX E - CURRICULUM VITAE
Personal Data
Name: Dulla M. Tarang

Nickname: Dulz
Birthday: December 7, 1999
Age: 17
Address: Upper Calarian, Flaminggo Gate 2 Purok 10, Zamboanga City
II
Educational Qualification
Elementary
School: Cawit Elementary School

Address: Cawit, Zone 2, Zamboanga City
Year: 2012-2013
Secondary
School: Zamboanga National High School West

Address: R.T. Lim Boulevard, Zamboanga City
Year: 2016-2017
Grade 11:
School: Baliwasan Senior High School

Track: Science, Technology, Engineering, and Mathematics STEM
Address: Atty. Baban Drive, San Jose Road Zamboanga City
Year: 2017-2018
CURRICULUM VITAE
Personal Data
Name: Ryan S. Aminulla

Nickname: Yan-yan
Birthday: March 16, 2001
Age: 17
Address: Sinunuc, Miramar Zamboanga City
II
Elementary
School: Zamboanga East Central School

Address: Baliwan Calixto St. Zamboanga City
Year: 2012-2013
Secondary

Address: R.T. Lim Boulevard Zamboanga City
Year: 2016-2017
Grade 11:

Year: 2017-2018
CURRICULUM VITAE
Personal Data
Name: John Mark D. Calumba

Nickname: JM
Birthday: April 05, 2001
Age: 16
Address: Wesmincom Upper Calarian, Zamboanga City
II
Elementary
School: Southcom Elementary School

Address: Southcom, Zamboanga City
Year: 2012-2013
Secondary
School: Zamboanga National High School West, Zamboanga City

Address: R.T. Lim Boulevard, Zamboanga City
Year: 2016-2017
Grade 11:

Year: 2017-2018
CURRICULUM VITAE
Personal Data
Name: Rana B. Abitan

Nickname: Neyy
Birthday: December 10, 1998
Age: 19
Address: Southcom Village, Street 9, Zamboanga City
II
Elementary
School: Jeddah Educational Foundation School

Address: Jeddah, Saudi Arabia
Year: 2012-2013
Secondary
School: Jeddah Educational Foundation School

Address: Jeddah, Saudi Arabia
Year: 2016-2017
Grade 11:

Year: 2017-2018
CURRICULUM VITAE
Personal Data
Name: Rashid Najel Bin S. Mohd Najib Bin

Nickname: Rhas
Birthday: July, 17 1999
Age: 18
Address: Lower Calarian Zamboanga City
II
Elementary
School: Sta. Barbara Central School

Address: Sta Barbara. Zamboanga City
Year: 2012-2013
Secondary

Address: R.T. Lim Boulevard Zamboanga City
Year: 2016-2017
Grade 11:

Year: 2017-2018
CURRICULUM VITAE
Personal Data
Name: Julito D. Tubac jr.

Nickname: Jul
Birthday: January 14, 2000
Age: 18
Address: Upper Calarian, Gate 1 Zamboanga City
II
Elementary
School: Isabel East Elementary School

Address: Isabela city, Basilan
Year: 2012-2013
Secondary
School: Basialn National High School

Address: Isabela city, Basilan
Year: 2016-2017
Grade 11:

Year: 2017-2018
CURRICULUM VITAE
Personal Data
Name: Marvy Jude P. Francisco

Nickname: Marv
Birthday: September 19, 2000
Age: 17
Address: Kalambuan, Maasin, Caragasan, Zamboanga City
II
Elementary
School: Maasin Learning Center

Address: Maasin, Zamboanga City
Year: 2012-2013
Secondary
School: Sinunuc, Zamboanga City

Address: Sinunuc, Zamboanga City
Year: 2016-2017
Grade 11:

Year: 2017-2018

Perceptions of The Stem Student in Taking The Engineering Course

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PERCEPTIONS OF THE STEM STUDENT IN TAKING

THE ENGINEERING COURSE

DR. DEBORAH E. BANDAHALA

In Partial Fulfillment of the Requirements In Practical Research –1

Deborah Bandahala, Ph.D.

This Research entitled “PERCEPTION OF THE STEM STUDENTS IN TAKING THE

DEBORAH E. BANDAHALA, Ph. D.

JUDITH C. MUSTAHAM, Ph. D.

WAFIA A. SAJILI DEBORAH E. BANDAHALA, Ph. D.

Accepted in partial fulfillment of the requirements in Practical Research I, for Science,

The researcher’s Parents, for their financial and moral support.

objectives to determine the area of specialization in engineering course, to determine the

is qualitative type of research employing phenomenology. A non-probability quota sampling was

used in determining the 12 respondents.

their family impelled them to take the engineering course.

Lists of Tables vii

Background of the Study 1

Significance of the Study 4

Scope and Delimitation 5

II. REVIEW OF THE RELATED LITERATURE

Related Literature Study 8

III. RESEARCH METHODOLOGY

Population and Sampling 10

Validity and Reliability 12

Data Gathering Procedures 14

IV. PARTICIPANTS AND THEIR STORIES 15

VI. CONCLUSION AND RECOMMENDATION 17

Background of the Study

attracting and retaining members of underrepresented populations population’s whose diversity

(power distance, uncertainty avoidance, individualism, masculinity) to academic disciplines to

competencies. Conclusions: Implications for engineering education include changes to the

further attention. (Kaur, Rajinder, 2014).

classroom where the content was learned. (Shanta, 2017).

Engineering as a degree program requires the students’ inclination to mathematics to

Students’ interest is subjective in nature as it changes overtime based on educational and

divergence on students’ interest is very evident in the increase on satisfaction in terms of

of effective STEM learning environments clear.

Specifically, it aims to seek answers to the following research objectives:

1. To determine the area of specialization in engineering course.

2. To determine the perceptions in taking the engineering course.

3. To present the different skills of the students in taking the engineering.

Significance of the Study:

Principal and Administrators

the activities and programs suited for engineering course.

the perceptions of taking engineering course.

Scope and Delimitation of the Study

of something through the sense.

Area of Specialization. In this study, it refers to the process of concentrating on and

becoming expert in a particular subject or skill.

Engineering. In this study, it refers to the branch of science and technology

concerned with the design, building, and use of engines, machines

Review of the Related Literature

While the material consequences of engineering projects figure prominently in modern

engineers' personal biographies, sociopolitical allegiances, emotional states, decision-making

this article outlines dominant patterns in postwar representations of engineering as a disembodied,

by increasing interdisciplinary investigations and interrogations of globalization, development,

criterion: having a degree from an accredited program or employment in a job requiring

in Boston to measure what children consider is a profession of an engineer. Christine Cunningham,

Philosophy of engineering lays the philosophical foundation of recognition, understanding

beings-the society” (Yin & Li, 2014).

Engineering ethics is an important aspect of professional development. The development

of ethics knowledge and judgment is recognized as an essential part of engineering education.

obligations” (Watkins, 2015).

(Mayra Borrego, Charles Henderson, 2014).

suggesting that self-enhancement in challenging achievement setting may be used as a defensive

engineering is dependent on the enduring understandings of the profession. Since engineering is