Strategic impact assessment of revitalized science, technology and engineering program

Jerry M. Ortega & Elisa N. Chua

Volume 4 Issue 1, March 2024

Abstract

The study was conducted to evaluate the revitalized implementation of the Science, Technology and Engineering (STE) program through strategic impact evaluation. Using a descriptive-evaluative design, purposive sampling technique was also employed to identify the 119 former STE students and 17 STE science teachers from selected public Junior High School in the Philippines. A set of adapted tests were used in the gathering of data and questionnaires for the implementation of the STE Program. The results revealed no significant relationship between the learners’ profile and the implementation of the STE program as well as no significant relationship between science skills and program implementation except for observing skills. However, there is a positive relationship between students’ attitudes towards science subjects to STE program implementation. This study holds true that the STE program in the Philippines has a long way through its development. However, it given high hopes through the positive perception of the students and teachers in the program. While there are other factors to be considered in the evaluation of the program, this study has given fundamental inputs to program development through triangulation with teachers, students and experts.

Keywords

Author information & Contribution

Disclosure statement

Funding

Institutional Review Board Statement

AI Declaration

Notes

Acknowledgement

References

Abidoye, F.O., Adebisi,A.M., Rihanat,A.A. & Aliyu,M.Z. (2022). Availability of laboratory facilities on students’ performance in upper basic schools in Kwara State, Nigeria. International Journal of Educational Research Review, 7(2), 262-267.

Adeyemi, K. J. (2016). Effect of teachers’ academic qualification on students’ performance at the secondary level. Academia.

Ahmed, H. (2016). Strategic future directions for developing STEM education in higher education in Egypt as a driver of innovation economy. Journal of Education and Practice, 7(8)

Akcan AT, Yıldırım B, Karataş AR & Yılmaz M (2023) Teachers’ views on the effect of STEM education on the labor market. Front. Psychol. 14:1184730. https://doi.org/10.3389/fpsyg.2023.1184730

Akiri, E., Tor, H. M., & Dori, Y. J. (2021). Teaching and assessment methods: STEM teachers’ perceptions and implementation. Eurasia Journal of Mathematics, Science and Technology Education, 17(6), em1969. https://doi.org/10.29333/ejmste/10882

Al Murshidi, G. (2019). STEM education in the United Arab Emirates: Challenges and possibilities. International Journal of Learning, Teaching and Educational Research. 18 (12), 316-332. https://doi.org/10.26803/ijlter.18.12.18

Almeyda, J. M. (2010). Conceptual knowledge and process skills in science for grade six pupils of Diliman preparatory school Novaliches. Dissertation. Philippine Normal University p. 35-40

Andrada, M.D. & Marasigan, A.C. (2020). An inquiry into the k to 12 science, technology, engineering and mathematics students’ persistence. IOER International Multidisciplinary Research Journal, 2(1)

Aslam, S., Saleem, A., Kennedy, T. J., Kumar, T., Parveen, K., Akram, H., & Zhang, B. (2022). Identifying the research and trends in STEM education in Pakistan: A systematic literature review. SAGE Open, 12(3). https://doi.org/10.1177/21582440221118545

Assem, H. D., Nartey, L., Appiah, E. & Aidoo, J.K. (2023). A review of students’ academic performance in physics: attitude, instructional methods, misconceptions and teachers’ qualification. European Journal of Education and Pedagogy, 4(1), 84–92. https://doi.org/10.24018/ejedu.2023.4.1.551

Banerjee, P.A. (2016). A systematic review of factors linked to poor academic performance of disadvantaged students in science and maths in schools. Cogent Education, 3:1, https://doi.org/10.1080/2331186X.2016.1178441

Bardoe, D., Hayford, D., Bio, R. B., & Gyabeng, J. (2023). Challenges to the implementation of STEM education in the Bono East Region of Ghana. Heliyon, 9(10), e20416. https://doi.org/10.1016/j.heliyon.2023.e20416

Ben-Chaim, D. & Zoller, U. (2001). Self-perception versus students’ perception of teachers’ personal style in college science and mathematics courses. Research in Science Education 31, 437–454. https://doi.org/10.1023/A:1013172329170

Bertrand, M.G. & Namukasa, I.K. (2020). STEAM education: student learning and transferable skills. Journal of Research in Innovative Teaching & Learning, 13 (1), 43-56. https://doi.org/10.1108/JRIT-01-2020-0003

Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to student motivation: A meta-analysis of antecedents of autonomous and controlled motivations. Review of Educational Research, 92(1), 46-72. https://doi.org/10.3102/00346543211042426

Carter, K.C. (2020). STEM education in the elementary school classroom. Master of Science in Education Master’s Theses. 21. https://doi.org/10.33015/dominican.edu/2020.EDU.11

Chand, S., Chaudhary, K., Prasad, A. and Chand, V. (2021). Perceived causes of students’ poor performance in mathematics: A case study at Ba and Tavua secondary schools. Front. Appl. Math. Stat. 7:614408. https://doi.org/10.3389/fams.2021.614408

Chaya, H. (2023). Investigating teachers’ perceptions of STEM education in private elementary schools in Abu Dhabi. Journal of Education and Learning, 12(2), 60-78

Chima, T., Mkwinda, E., Kumwenda, S., & Machaya, T. (2023). A tracer study of psychosocial counselling graduates working in different healthcare facilities across Malawi. Journal of multidisciplinary healthcare, 16, 2977–2992. https://doi.org/10.2147/JMDH.S427513

Choi, S., Yoo, I., Kim, D., An, S., Sung, Y., & Kim, C. (2023). The moderating effect of resilience on the relationship between academic stress and school adjustment in Korean students. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.941129

Darling-Hammond, L., Flook, L., Cook-Harvey, C. Barron, B. & Osher. D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24:2, 97-140, https://doi.org/10.1080/10888691.2018.1537791

Dela Rama, J., Sabasales, M., Antonio, A., Ricohermosa, C., Torres, J., Devanadera, A., & Alieto, E. (2020). Virtual teaching as the ‘new norm’: Analyzing science teachers’ attitude toward online teaching, technological competence and access. International Journal of Advanced Science and Technology, 29(7), 12705-12715

DepEd Order no. 21, s. 2019. (2019). Department of Education. Retrieved November 18, 2022, from https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged-sci-equipment_revised.pdf

DepEd. (2022). Department of Education Order no. 29, s. 2022. https://www.deped.gov.ph/wp-content/uploads/2022/06/DO_s2022_029-corrected-copy.pdf.

Diate, K. & Mordeno, I.V. (2021). Filipino physics teachers’ teaching challenges and perception of essential skills for a supportive learning environment. Asia Research Network Journal of Education, 1(2), 61-76

Domanais Jr, R. U., & Quiapon, N. M. (2022). A tracer study of science, technology, engineering, and mathematics. International Journal of Research and Innovation in Social Science (IJRISS), 6 (9)

Dotong, C.I., Chavez, N.H., Camello, N.C., De Castro, E.L., Prenda, M.B. & Laguador, J.M. (2016). Tracer study of engineering graduates of one higher education institution in the Philippines for academic year 2009-2012. European Journal of Engineering and Technology, 4(4)

Ejiwale, J. (2013). Barriers to successful implementation of STEM education. Journal of Education and Learning. 7 (2), 63-74.

Fairhurst, N., Koul, R. & Sheffield, R. (2023). Students’ perceptions of their STEM learning environment. Learning Environ Res 26, 977–998 (2023). https://doi.org/10.1007/s10984-023-09463-z

Fitzgerald, M. T., Danaia, L., McKinnon, D. H., & Bartlett, S. (2020). Differences in perception between students and teachers of high school science: Implications for evaluations of teaching and classroom evaluation. Australian Journal of Teacher Education, 45(11). https://doi.org/10.14221/ajte.202v45n11.5

Formalejo, W. I. & Ramirez, E. (2017). Research instruction among secondary schools implementing Science, Technology and Engineering (STE) Program in MIMAROPA Region. The Palawan Scientist, 9(1)

Francis, J. (2017). The effects of technology on student motivation and engagement in classroom-based learning. All Theses and Dissertations. 121. https://dune.une.edu/theses/121

Gamboa, J.N., Danganan, C.G., Gamboa, A.G., Koh, A.L. & Villanueva, LS (2020). Implementation of the senior high school program in public schools in Pampanga, Philippines. RELIGACIÓN. Revista de Ciencias Sociales y Humanidades, 5(25), 274-283

Haddock, A., Ward, N., Yu, R., & O’Dea, N. (2022). Positive Effects of Digital Technology Use by Adolescents: A Scoping Review of the Literature. International journal of environmental research and public health, 19(21), 14009. https://doi.org/10.3390/ijerph192114009

Hadji, H.T., Abas, H.T. & Marasigan, A.C. (2020). Readiness of science laboratory facilities of the public junior high school in Lanao Del Sur, Philippine. IOER International Multidisciplinary Research Journal, 2 (2)

Han, J., Kelley, T. & Knowles, J.G. (2021). Factors influencing student STEM learning: Self-efficacy and outcome expectancy, 21^st century skills, and career awareness. Journal for STEM Educ Res 4, 117–137. https://doi.org/10.1007/s41979-021-00053-3

Hanushek, A. E. A. (2014). Boosting teacher effectiveness. Boosting Teacher Effectiveness. http://hanushek.stanford.edu/publications/boosting-teacher-effectiveness

Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest Matters: The Importance of Promoting Interest in Education. Policy insights from the behavioral and brain sciences, 3(2), 220–227. https://doi.org/10.1177/2372732216655542

Harris, R. S., & Hodges, C. B. (2018). STEM education in rural schools: Implications of untapped potential. National Youth-At-Risk Journal, 3(1). https://doi.org/10.20429/nyarj.2018.030102

He, J., Simon, S. & Chiang, F. (2022). A comparative study of pre-service teachers’ perceptions on STEAM education in UK and China. STEM Education, 2022, 2(4): 318-344. https://doi.org/10.3934/steme.2022020

Hornstra, L., Mansfield, C. & van der Veen (2015). Motivational teacher strategies: The role of beliefs and contextual factors. Learning Environ Res 18, 363–392. https://doi.org/10.1007/s10984-015-9189-y

Hsu, Y. S., & Fang, S. C. (2019). Opportunities and challenges of STEM education. In Asia-Pacific STEM Teaching Practices: From Theoretical Frameworks to Practices, 1-16. Springer Singapore. https://doi.org/10.1007/978-981-15-0768-7_1

Joaquin VII, A.R. & Andal, E.Z. (2023). Flipped Classroom Approach and Motivation in the Acquisition of Practical Skills. International Journal of Educational Management and Development Studies, 4 (3), 16 – 38. https://doi.org/10.53378/352997

Kamba, A.H., Libata, I.A. & Usman, A. (2019). Lack of availability of science teaching facilities on students teaching and learning science in some selected secondary schools in Kebbi State. Journal of Advances in Education and Philosophy, 3(7): 253-257. https://doi.org/10.21276/jaep.2019.3.7.1

Kamizi, W. & Iksan, Z. (2021). Teachers’ perceptions and attitudes towards the science, technology and society approach in science teaching. Creative Education, 12, 2216-2227. https://doi.org/10.4236/ce.2021.129169.

Kart, A. & Kart, M. (2021). Academic and social effects of inclusion on students without disabilities: A review of the literature. Education Sciences. 11(1):16. https://doi.org/10.3390/educsci11010016

Kayan-Fadlelmula, F., Sellami, A. & Abdelkader, N. (2022). A systematic review of STEM education research in the GCC countries: trends, gaps and barriers. IJ STEM Ed 9, 2. https://doi.org/10.1186/s40594-021-00319-7

Kelley, T.R. & Knowles, J.G. (2016). A conceptual framework for integrated STEM education. IJ STEM Ed 3, 11 (2016). https://doi.org/10.1186/s40594-016-0046-z

Kennedy, T.J. & Odell, M.R.L. (2014). Engaging students in STEM education. Science Education International. 25 (3), 246-258

Kinkopf, D. & Dack, H. (2023). Teachers’ perceptions of increasing STEM self-efficacy among female middle grades students. RMLE Online, 46:5, 1-21, https://doi.org/10.1080/19404476.2023.2195794

Kula-semos, M., Aime, F. & Nasale, P. (2020). Graduate Tracer Study 2020. Divine Word University.

Lee, MH., Chai, C.S. & Hong, HY. (2019). STEM education in Asia Pacific: Challenges and development. Asia-Pacific Edu Res 28, 1–4 (2019). https://doi.org/10.1007/s40299-018-0424-z

Leo, J., & Puzio, K. (2016). Flipped Instruction in a High School Science Classroom. Journal of Science Education and Technology, 25(5), 775-781

Leung, W.M.V. (2023). STEM education in early years: Challenges and opportunities in changing teachers’ pedagogical strategies. Education Sciences, 13(5), 490. https://doi.org/10.3390/educsci13050490

Li, Y., Wang, K., Xiao, Y. et al. (2020). Research and trends in STEM education: a systematic review of journal publications. IJ STEM Ed 7, 11 (2020). https://doi.org/10.1186/s40594-020-00207-6

Llego, M. A., Ria, & Lanie, T. (2022, August 24). Inclusive education in the Philippines. TeacherPH. https://www.teacherph.com/inclusive-education-philippines

Macaranas, C., & Robles, A. C. M. O. (2023). Evaluation on the responsiveness of science technology engineering (STE) program in Region XII, Philippines. East Asian Journal of Multidisciplinary Research, 2(5), 1995–2008. https://doi.org/10.55927/eajmr.v2i5.3787

Maffea, J. (2020). Lack of resources in classrooms. Research Commons at Kutztown University. https://research.library.kutztown.edu/wickedproblems/38/

Makgato, M. (2007). Factors associated with poor performance of learners in mathematics and physical science in secondary schools in Soshanguve, South Africa. Africa Education Review, 4:1, 89-103, https://doi.org/10.1080/18146620701412183

Mamba, M., Tamayao, A., Vecaldo, R., Marl Paat, F., Pagulayan, E., & Emmanuel Asuncion, J. (2021). Study orientation and college readiness among alternative learning system graduates in Northeastern Philippines. International Journal of Education and Practice, 9(2), 285–296. https://doi.org/10.18488/journal.61.2021.92.285.296

Manalo, F. K. B. & Chua, E. N. (2020). Collaborative inquiry approaches and level of thinking and reasoning skills: Basis for sustainable science education. International Multidisciplinary Research Journal, 2(2), 91–98. https://doi.org/10.54476/iimrj370

Maranan, V.M. (2017). Basic process skills and attitude toward science: Inputs to an enhanced students’ cognitive performance. Master’s Thesis. Laguna State Polytechnic University- San Pablo City Campus

Margot, K.C. & Kettler, T. (2019). Teachers’ perception of STEM integration and education: A systematic literature review. IJ STEM Ed 6, 2. https://doi.org/10.1186/s40594-018-0151-2

Meng, C.C., Idris, N. & Kwan, L. (2014). Secondary students’ perceptions of assessments in science, technology, engineering, and mathematics (STEM). Eurasia Journal of Mathematics, Science & Technology Education, 2014, 10(3), 219-227

Morados, P.T. (2020). Evaluation of Ste-Graduates’ senior high school science and mathematics performance. IOER International Multidisciplinary Research Journal, 2 (3), 118 – 123

Morales, M.E., Anito, J.C., Avilla, R.A., Abulon, E.R. & Palisoc, C.P. (2018). Proficiency indicators for Philippine STEAM (science, technology, engineering, agri/fisheries, mathematics) educators. Philippine Journal of Science, 148 (2): 263-275

Nawzad, L., Rahim, D., & Said, K. (2018). The effectiveness of technology for improving the teaching of natural science subjects. Indonesian Journal of Information Technology Education Research, 14, 161-178

Pacala F. & Cabrales, P.S. (2023). Science education in the Philippine countryside: A phenomenological study. Indonesian Journal of Education Teaching and Learning, 3(1). https://doi.org/10.33222/ijetl.v3i1.2677

Padwick, A., Dele-Ajayi, O. & Davenport, C. (2023). Evaluating a complex and sustained STEM engagement programme through the lens of science capital: Insights from Northeast England. IJ STEM Ed 10, 33. https://doi.org/10.1186/s40594-023-00421-y

Palines, K. M. E., & Ortega-Dela Cruz, R. A. (2021). Facilitating factors of scientific literacy skills development among junior high school students. LUMAT: International Journal on Math, Science and Technology Education, 9(1), 546–569. https://doi.org/10.31129/LUMAT.9.1.1520

Pathoni, H., Ashyar, R., Maison, & Huda, N. (2022). Measuring lecturer’s perception in STEM approach based contextual learning implementation. Journal of Technology and Science Education, 12(1), 132-146. https://doi.org/10.3926/jotse.1297

Permanasari, A., Rubini, B., & Nugroho, O. (2021). STEM education in Indonesia: Science teachers’ and students’ perspectives. Journal of Innovation in Educational and Cultural Research, 2(1), 7-16. https://doi.org/10.46843/jiecr.v2i1.24

Pierszalowski, S., Bouwma-Gearhart, J., & Marlow, L. (2021). A systematic review of barriers to accessing undergraduate research for STEM students: Problematizing under-researched factors for students of color. Social Sciences, 10(9), 328. http://dx.doi.org/10.3390/socsci10090328

Rafanan, R.L., De Guzman, C.Y. & Rogayan, D.V. (2020). Pursuing STEM careers: Perspectives of senior high school students Renzo Jay L. Rafanan College of Teacher Education, President Ramon Magsaysay State University, Philippines. Participatory Educational Research (PER), 7(3), 38-58. http://dx.doi.org/10.17275/per.20.34.7.3

Ramírez S, Gana S, Garcés S, Zúñiga T, Araya R & Gaete J (2021) Use of technology and its association with academic performance and life satisfaction among children and adolescents. Front. Psychiatry 12:764054. https://doi.org/10.3389/fpsyt.2021.764054

Ramirez, T.L. & Cruz, L.T. (2014). Tracer study of RTU graduates: An analysis. International Refereed Research Journal, 5(1).

Reusia, D. H. R., Rogayan, D. V. Jr., & Andres, K. P. (2020). Science education graduates of a state university from 2008-2018: A tracer study. The Normal Lights, 14(1), 56-79.

Roberts, T., Jackson, C. & Mohr-Schroeder, M.J. (2018). Students’ perceptions of STEM learning after participating in a summer informal learning experience. IJ STEM Ed 5, 35 (2018). https://doi.org/10.1186/s40594-018-0133-4

Rogayan Jr., D., Rafanan, R., & De Guzman, C. (2021). Challenges in STEM learning: A case of filipino high school students. Jurnal Penelitian Dan Pembelajaran IPA, 7(2), 232-244. http://dx.doi.org/10.30870/jppi.v7i2.11293

Rogers, P. (2014). Overview of Impact Evaluation: Methodological Briefs – Impact Evaluation No. 1, Methodological Briefs, no. 1

Sadera, J.N., Torres, R.S. & Rogayan, D.V. (2020). Challenges encountered by junior high school students in learning science: Basis for action plan. Universal Journal of Educational Research, 8(12), 7405 – 7414. https://doi.org/10.13189/ujer.2020.082524.

Sáinz M, Fàbregues S, Romano MJ & López B-S (2022) Interventions to increase young people’s interest in STEM. A scoping review. Front. Psychol. 13:954996. https://doi.org/10.3389/fpsyg.2022.954996

Saptarani, D., Widodo, A. & Purwianingsih, W. (2019). Biology teachers and high school students’ perceptions about STEM learning. J. Phys.: Conf. Ser. 1157 042007. https://doi.org/10.1088/1742-6596/1157/4/042007

Sarmiento, C.P., Morales, M.E., Elipane, L.E. & Palomar, B.C. (2020). Assessment practices in Philippine higher STEAM education. Journal of University Teaching & Learning Practice, 17(5). https://ro.uow.edu.au/jutlp/vol17/iss5/18

Schindler, L.A., Burkholder, G.J. & Morad, O.A. (2017). Computer-based technology and student engagement: a critical review of the literature. Int J Educ Technol High Educ 14, 25. https://doi.org/10.1186/s41239-017-0063-0

Sellami, A., Ammar, M. & Ahmad, Z. (2022). exploring teachers’ perceptions of the barriers to teaching STEM in high schools in Qatar. Sustainability, 14, 15192. https://doi.org/10.3390/su142215192

Sison, M. (2022). Philippine struggle to make the grade in STEM education. SciDev.Net’s Asia. https://www.scidev.net/asia-pacific/scidev-net-investigates/philippine-struggle-to-make-the-grade-in-stem-education/

Sithole, A., Chiyaka, E.T., McCarthy, P., Mupinga, D.M., Bucklein, B.K. & Kibirige, J. (2017). Student attraction, persistence and retention in STEM programs: Successes and continuing challenges. Higher Education Studies. 7(1)

Sobri, N.M., Hulaina, W.K., Ramli, W., Fatihah, N., Razak, A., Ismail, I. & Rosdi, M. (2021). Modelling teachers’ perceptions towards science technology engineering mathematics (STEM) among secondary school in Kota Bharu. J. Phys.: Conf. Ser. 2084 012001.

Stehle, S.M. & Peters-Burton, E.E. (2019). Developing student 21^st Century skills in selected exemplary inclusive STEM high schools. IJ STEM Ed 6, 39 (2019). https://doi.org/10.1186/s40594-019-0192-1

Su Y-S, Chang C-Y, Wang C-H & Lai C-F (2022). A study of students’ learning perceptions and behaviors in remote STEM programming education. Front. Psychol. 13:962984. https://doi.org/10.3389/fpsyg.2022.962984

Thi To Khuyen, N., Van Bien, N., Lin, P-L., Lin, J. & Chang, C-Y. (2020). Measuring teachers’ perceptions to sustain STEM education development. Sustainability. 2020; 12(4):1531. https://doi.org/10.3390/su12041531

Todd, B. (2020, April 29). Factors influencing student interest in science at school. Scholar Works. https://scholarworks.calstate.edu/downloads/gh93h3907

Torreǹa, M.M. (2020). Status of the implementation of the K to 12 science technology engineering mathematics (STEM) curriculum in the Division of Sultan Kudarat. International Journal of Science, Engineering and Management (IJSEM), 5 (7)

Tupas, F.P. & Matsuura, T. (2019). Moving forward in STEM education, challenges and innovations in senior high school in the Philippines: The case of Northern Iloilo Polytechnic State College. Indonesian Journal of Science Education, 8(3)

Vaccaro, D., & Sabella, L. (2018). Impact on student learning: Monitoring student progress. Journal of Practitioner Research, 3(1). https://doi.org/10.5038/2379-9951.3.1.1070

Wang, H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research, 1(2), https://doi.org/10.5703/1288284314636

Yusuf, H. O., & Dada, A. A. (2016). The performance of students in colleges of Education in Kaduna State, Nigeria. The Online Journal of Quality in Higher Education. 3 (2)

Zhan, Z. & Niu, S. (2023). Subject integration and theme evolution of STEM education in K-12 and higher education research. Humanit Soc Sci Commun 10, 781 (2023). https://doi.org/10.1057/s41599-023-02303-8

Cite this article:

Ortega, J.M. & Chua, E.N. (2023). Strategic impact assessment of revitalized science, technology and engineering program. International Journal of Science, Technology, Engineering and Mathematics, 4 (1), 1-21. https://doi.org/10.53378/353028