ACKNOWLEDGEMENT

First and foremost, the researcher would like to express their full and sincere gratitude

to the Almighty Father, His love and guidance helped them face the obstacles

throughout the essay to complete the research. Without the Almighty Father, this

research would not be possible.

Also, the researchers would like to express their sincere gratitude to their loved ones or

their parents for being their inspiration. Their moral, financial support, and love inspired

them to do the essay. To their friends, who helped them by answering confusing

questions about the research and helping them understand some parts of it better. To

their group mates, who help them when they are struggling with things. The researchers

would also like to thank their classmates for their support which also helped in their

successful completion of the research. Moreover, this research would not be successful

without the help of the teacher and the school. They offer their sincere thanks to the

advisers of this practical research, Ms. Cheza Gwyn Sinina and Mr. Jay Adrian D.

Santos, who corrected the grammatical errors of the research and answered all the

following questions that confused some of the researchers.

 DEDICATION

This work is the result of many, challenging sacrifices. This work is sincere and proud of

the individuals who serve as an inspiration thanks to the efforts of the researchers. In

order to support and meet their needs in this study, the researchers designated their

family members, Ms. Cheza Gwyn Sinina, classmates, and friends who come to them

for help when they are in trouble. Above all, we thank our Lord God, who abundantly

blesses us every day, especially in strength.

 TABLE OF CONTENTS

PAGES

Title Page i

Aproval sheet ii

Acknowledgement iii

Dedication iv

Table of contents v

CHAPTER I – THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale 1

Theoretical Background 2

Review on Related Literature 3

THE PROBLEM

Statement of the Problem 15

Hypothesis 16

Significance of the Study 17

RESEARCH METHODOLOGY

Research Design 18

Research Environment 19

Research Procedure 19

Definition of terms 20
 CHAPTER I

THE PROBLEM AND ITS SCOPE

Rationale

Pre-Med also referred to as pre-medicine, is a college course taken during the

undergraduate years that prepares students for entry into medical school after they

graduate. Being a pre-med student is important if you want to become a doctor. This is

a course that prepares students for medical school, which is the next step on the path to

becoming a licensed physician.

In today's society, where the number of sick people is increasing, the

accessibility of medical care is significantly decreasing everywhere. According to the

U.S. Bureau of Labor Statistics, the total number of physicians and surgeons is

expected to increase by 3% between 2021 and 2031, which is below the average for all

occupations. As it declines, the number of aspiring physicians grows. The application of

STEM HEALTH in pre-med courses will be determined through this study. As such,

Anatomy and Physiology, Biochemistry, and Introduction to Health Professions are all

covered in the senior high school STEM HEALTH strand. These topics serve as

foundations for success in all medical and paramedical courses (PHINMA, 2021).

Considering the many career phenomena related to alienation, it is critical to develop

this understanding of the STEM HEALTH identities of pre-med students in order to

support their success with identity-based interventions and address the persistence and

sustainability problems in STEM HEALTH fields more generally (Dou et.al, 2021). In

order to promote their success and address the problems of the health professions in

general, including issues of underrepresentation, it is important to understand the

experiences of pre-med/health majors and their identity in STEM HEALTH (National

Academies of Sciences, Engineering, and Medicine [NASEM], 2020).

This research aims to understand the relationship of STEM HEALTH with

enrollment in Pre Medicine, it has several advantages in the state of affairs. The results

of this study help researchers understand how STEM HEALTH is related to taking a Pre

Medicine course. Students have to deal with different problems and variables, so the

researchers decided to study how it relates to students and to inform the public.

Theoretical Background

Curriculum theory is the theory of curriculum development and enactment. Already in

Senior high school (SHS), the relationship between skills and the chosen strand or

program will later predict a possible career path (Gonzales, 2014). As described by

Smith, Belcher and Juhrs (2015), the matching process involves identifying an

individual's strengths that make success in a job, weaknesses that may jeopardize

success, and methods for overcoming the weakness.

John Dewey felt that the curriculum should ultimately produce students who would be

able to deal effectively with the modern world. Therefore, the curriculum should not be

presented as finished abstractions, but should include the child's preconceptions and

should include how the child views his own world

Review of related literature

The researchers conducted a thorough and in-depth search before presenting the

relevant literature and studies in this chapter. In order to fully understand the research

to be done, it will also present the methodology, theoretical framework, and conceptual

framework. Finally, it defines the words for better understanding of the study.

Related Literature

In this review of study, it explores the different perspective of STEM students in their

intent to pursue relevant career. The alignment of this strand is the reason that these

students take up this curriculum in their upcoming program course. The primary reason

they pursue this strand is to align with their preferred course in college. Furthermore,

personal aspiration is the primary motivator for participants to pursue STEM-related

careers. According to the research, senior high schools offer a variety of activities

during career week. These activities may include exploring potential career paths in

STEM-related courses, as well as students' career and motivation, as well as their

career aptitude. STEM teachers should undergo retooling or pursue advanced studies

to increase students' interest in science. Senior high schools may hold career guidance
seminars for students to help them decide which strands to pursue. As a result, this will

understand the students' decision to enroll in a pre-med course. A large number of

cases have been gathered in which college students who graduated in the STEM strand

choose to enroll in a non- STEM field as their major when enrolling in college (Chen

&Weko,2009). Furthermore, the majority of students who entered college with the

intention of pursuing a STEM field career chose a non-STEM program. These

comments are very concerning, given the high demand for STEM graduates. Without a

doubt, STEM has played a critical role in increasing the nation's productivity. The

prevalent view in Australia is that the workforce and economy require additional STEM

skills and knowledge to support the nation's productivity and prosperity and thus remain

competitive on a global scale (Siekmann & Korbel, 2016). Australia, the prevailing view

is that the workforce and economy require additional STEM skills and knowledge to

support the nation’s productivity and prosperity and thus remain competitive on the

international platform (Siekmann & Korbel, 2016). Relatively, a strong focus was also

given by the STEM-related industries in the United States just to alleviate the number of

students engaging in postsecondary participation in STEM education (Baber, 2015).

STEM graduates are in short supply in the Philippines, and as a result, the country lacks

scientists (Anito, Morales & Palisoc, 2019). The Philippines has only 189 scientists per

million people, which is far below the UNESCO recommendation of 380. (Anito et al.,

2019). The low number of scientists in the country is largely due to the low number of

STEM-related graduates. According to the Commission on Higher Education (CHED)

report, the completion rate across STEM areas is only 21.10% based on average 5-year

data until 2016-2017. Science, in particular, had a completion rate of 25.52%, followed
by mathematics (21.20%), information technology (19.56%), and engineering and

technology (19.56%) (18.97%), followed by medical and allied fields (14.38%).

EduTECH (2016) validates this scenario by stating that the Philippines is experiencing

STEM workforce shortages. The Department of Education (DepEd) in the Philippines

began implementing the senior high school under the K to 12 program in the 2016-2017

school year. The extra two years were intended to provide students with enough time,

knowledge, and skills for future employment. Four tracks were offered: Accountancy

Business Management (ABM), Humanities and Social Sciences (HUMMS), General

Academic Strand (GAS), and of course the academic track where the STEM (Science

Technology Engineering Mathematics) strand is included. According to Franco and

Patel (2017), there are five related categories regarding students' understanding and

experiences: students' engagement thinking, challenges influencing engagement,

teachers' facilitation of engagement, course assignments and engagement, and content

utility facilitation. According to Trusty (2002), encouraging students to take the most

academically intensive math courses such as trigonometry, pre-calculus, and calculus

increases the likelihood of women choosing STEM majors. Villena (2017) stated that the

K to 12 program implement helped the students to be prepared in their future career, as

they finish the SHS, the career guidance program assisted them in deciding the best

career to be taken in the future. The described the perspectives and experiences of

Grade 12 STEM senior high school students in their career interest, motivation, and

aspiration concerning STEM. The role of the researchers is to attempt to access the

thoughts and feelings of study participants (Sutton & Austin, 2015).

Pursuing STEM related Careers

According to Rask (2010), the STEM program is very costly in terms of motivation and

future career potential. STEM education is one of DepEd's most popular senior high

school strands. With the K–12 curriculum, more students became more competitive,

particularly in science and technology, engineering, and mathematics, which used

advanced concepts and topics. As a result, the Philippine education system is

constantly improving, and students are becoming more globally competitive. However,

many STEM students fail to complete their chosen careers due to a lack of scholarship

opportunities, parental support, and other factors.

Students’ Interest in STEM

According to Song and Glick (2004), igniting students' interests in STEM careers may

be influenced by their perception of their potential careers and earnings. Southeast

Asian women, particularly Chinese and Filipino women, were more likely than White

women to pursue STEM degrees, owing to the influence of potential earnings. Better

STEM career activity occurs when subject teachers see job preparation as an integral

part of their professional role and have the necessary professional skills.

and the courage to act on it (Finegold, Stagg, & Hutchinson, 2011).

According to Harackiewicz, Rozek, Hulleman, and Hyde (2012), without proper

knowledge about STEM-based careers, students who prefer to pursue a STEM field

career may be discouraged by the decreasing number of STEM-related jobs available.

The findings of this study revealed the reasons for students' interest in STEM fields:

Theme 1. Interested in biology

One participant stated, "There are only specific aspects of science that I like, specifically

biology." Another student stated, "Hindi po talaga ako mahilig sa chemistry, mga biology

lang po (I don't like chemistry, I prefer biology more)." This implies that nearly half of the

participants are more interested in Biology. They are more interested in human body

parts and biological experiments.

Theme 2. Interested in Chemistry

Three Grade 12 SHS indicated that they are interested in chemistry. One student said I

think I just want a specific field of science, for example, when we talk about the

experiment, it can catch my attention. This implies that only a subset of participants is

interested in chemistry. Some of them want to conduct chemistry experiments.

Theme 3. Interested in General Science

Three of the participants expressed an interest in general science. Two of them stated

that they have had an interest in general science since elementary school. One student

stated, "kasi po sa science malawak yung kaalaman (Science has a broader

knowledge)." Others stated that they became interested in general science while still in

elementary school.

Theme 4. Interested in Physics

Physics, as indicated by the participants, is more interesting than chemistry. Two of

them chose physics over chemistry. According to one of the participants, "medyo

dehado po sa chemistry" (I lack conceptual understanding in chemistry). Few people

are interested in physics. They both stated that physics is their preferred subject over

chemistry.

Theme 5. Interested in Earth and Space Science

Some students appear to be more interested in earth and space science. "Kasi sa solar

system mga ganun at saka mga parts ng body, interesting siyang pag aralan," one

participant said (I am interested when the topic is all about the solar system and other

celestial bodies). This implies that students are capable of paying attention during

discussions about celestial bodies.

Theme 6. Interest in STEM discipline

STEM, according to five participants, covers a broader range of topics than other
strands. According to one of the participants, "sa STEM po kasi mas wide yung

knowledge kesa dun sa iba" (One can have a broader knowledge in STEM). This

means that some students enrolled in STEM in order to advance and broaden their

knowledge of various STEM disciplines.

Theme 7. Medical and Allied

Two participants, on the other hand, have decided to pursue a career in medical allied

in the future. Doctor of medicine, nurse, medical technologist, and radiologist are all

options for this career path.

The main reason students enrolled in the STEM strand was because it aligned with their

preferred college course. One of the participants stated that she chose the STEM strand

because she aspired to be a Radiology Technician in college. This means that your

preferred strand in senior high school must correspond to your desired course in

college.

The study determined senior high school students' perspectives on STEM disciplines as

their career path after graduation. In response to the first research question about their

STEM interests, the majority of them are interested in science-related disciplines.

Biology, chemistry, physics, and earth and space sciences are some examples.

According to Laut, Bartolini, and Porfiri (2015), students who participated in the program

are more interested in pursuing STEM careers and have a better understanding of the
relationship. Lack of interest can result if the content taught is unrelated to daily life

(Akram, Ijaz, & Ikram, 2017). The second research question asked participants about

their reasons for enrolling in the STEM strand. The responses of the participants

revealed five themes. These themes include course alignment, interest in STEM

disciplines, peer influence, course quota issues, and personal choice. The majority of

them stated that they enrolled because STEM is related to their preferred college

course. Individuals' intentions to pursue a STEM career in college can be influenced by

their knowledge of STEM careers (Compeau, 2016; Nugent et al., 2015; Zhang &

Barnett, 2015). One significant reason mentioned in the study was peer influence.

Because schools limit the number of students who can enroll in various programs or

have a quota course policy, not all students can enroll in their preferred course. Quota

students in STEM disciplines frequently reported failing their core math and science

courses during their first year and having difficulty with others as they matriculated.

Students also faced financial difficulties, as well as a lack of family support and cultural

capital. While the university has implemented various financial supports to meet the

needs of quota students, they lack structured academic supports such as bridge

programs, supplemental instruction, and tutoring (Childs, 2015). Nowadays, we must

consider how students can be actively engaged in creating their own education,

because increasing students' interest in science alone may not result in more students

choosing science. In this way, we can assist them in making personal sense

(Holmegaard, 2015). Some students intend to pursue courses unrelated to STEM, such

as psychology and accounting. About half of adults (52%) believe that the main reason
young people do not pursue STEM degrees is that they believe these subjects are too

difficult (Kennedy, Hefferon & Funk, 2018).

Only a select few would pursue careers in medicine and allied fields, mathematics,

information technology, and science education. Human resources are the only way to

improve health care as a whole. Nursing and allied health services are nurtured and

enhanced in a systematic and planned manner through education (Jadhav,

Yeravadekar, Shrivastava & Kulkarni, 2013). Employers value skills and capabilities

developed as a result of preparation to be a mathematics major, according to Duke

University (2019).

According to Biliran (2018), one should not compare one strand to another because no

strand is superior to the others, and one should not dismiss a particular strand simply

because it appears easy. Learners in each strand face different challenges, and they all

have different approaches to dealing with them. According to MohrSchroeder et al.

(2014), informal learning environments increase students' awareness and interest in

STEM, as well as their chances of success that the students will pursue careers in

STEM (Kitchen, Sonnert, & Sadler, 2018). Teachers and peers can also influence why

students pursue STEM careers. The following are some examples of people who act as

catalysts in the talent development process of learners.

teachers (Margot & Kettler, 2019). (Margot & Kettler, 2019). Adolescents are much

more influenced by their peers when it comes to making decisions than adults

(Steinberg & Monahan, 2007). According to the findings of this study, the vast majority
of those who enrolled in STEM courses intend to pursue a STEM-related career in the

future. They enroll in the program because they see it as a preparation for the course

they will take at the university tertiary education. Personal goals and family influences

students' decision to pursue a STEM career. As a result, the school administration may

also conduct orientation about STEM and its demands to various industries, as well as

how STEM professionals can contribute to the growing economy of the country. The

Department of Education may offer STEM teachers orientation seminars on student

career preparation. Teachers will be trained in career coaching in this manner to assist

students in preparing a career that is appropriate to their interests and skills. Because

personal aspiration and family are the most powerful influences on students' decision to

pursue a STEM career, it is suggested that personal development programs and family

mentoring sessions be held to better guide students in their career selection.

A collaborative, authentic, and goal-oriented learning environment for the Industrial

Revolution 4.0 demand must also be strengthened.

 THE PROBLEM

Statement of the Problem

In this study, the goal of the researchers is to answer questions about the importance of

the STEM HEALTH strand in the future of students who intend to study in various fields

of medicine.

Specifically, this study aims to answer the following questions according to:

1. How important is taking the STEM HEALTH strand before Pre-med in terms

of:

1.1. Pre-Medicine course selection

1.2. Studying it in Pre-Medicine

2. Will it affect students' learning in terms of:

2.1. Concentration on learning

2.2. Academic performance

Hypothesis

Ha: There is a significant relevance of the STEM HEALTH stran in enrolling to a Pre –
Medicine course in college.

Ho: There is no significant relevance of the STEM HEALTH stran in enrolling to a Pre –
Medicine course in College.

Significance of the Study

This research study aims to examine “Importance of STEM HEALTH Strand in Pre
Medicine course enrollment in College.” Conducting the study will benefit the following:

Students – This study will provide a clear insight of understanding to the students so

that they have knowledge of the pre-medicine courses they want to take in college. With

this, they will have no difficulty in choosing the course they want to take.

Teacher- This study will be used by the teacher as a teaching tool for their students.

Future Researchers – They can use this as their basis for conducting future research.
It can also serve as reference material for another study.
 RESEARCH METHODOLOGY

This study is pa This study is part of a larger investigation into young people's STEM

identity development across formal and informal learning environments. The procedures

that the researchers employed to carry out the study are included in this part of the

research. The study's techniques and processes are summarized here, along with

information on how the researchers arrived at these conclusions. This covers the

design, environment, respondents, tools, and methods used for gathering and analysis.

Research Design
This study uses a a qualitative research design, more specifically a case study

method. This research will allow researchers to conduct a study to determine the

importance of the STEM Health Strand in college Pre-Medicine course enrollment. The

researchers gather different information from the respondents and thoroughly conduct

the study.

The respondents to this research are students from Southwestern University PHINMA

Senior High School. Questions will be placed on survey forms for them to answer. The

respondents from each section are less than twenty so that we can fully determine

which Pre-Medicine course students usually choose, taking responses from the

samples will happen within a week. Data aggregation will take place once all data have

been collected and all respondents have filled out the provided forms. After conducting

this and gathering all the data from the respondents, the researchers can determine

which Pre-Medicine course is most often chosen by Grade 11 STEM HEALTH from

Southwestern University PHINMA.

Research Environment

The research will take place at Southwestern University PHINMA in Villa Aznar, Urgello

Street, Cebu City. Two pharmacists founded and opened the institution in the summer

of 1946. Formerly known as Southwestern Colleges, SWU attained university status on

December 11, 1959. PHINMA Education, a division of PHINMA Corporation, purchased

the institution and its base hospital in 2015.

Through the establishment of an empowered community of individuals who, through

character development and academic success, contribute to the advancement of

society, Southwestern University PHINMA upholds and accomplishes its mission. The

study will focus on the grade 11 STEM HEALTH students enrolled in the school, as well

as researchers who are enrolled in Southwestern University, Philippines, which is why

the researcher chose it as their research environment.

Research Instrument

According to the study, the equipment used for this study consisted of laptop

records including data about the respondents' personal situation. The first part of the

questionnaire asked for the respondent's demographic data, which included age,

gender, grade level, and strand. The second part of the study explores how the STEM

HEALTH strand relates to the college courses students are taking.

The researchers adapted various questions and modified them applicable according to

the purpose of the study. The responses are gathered and carefully evaluated.

Research Subject

In this study, at least two respondents were chosen from each of the five clusters in the

grade 11 STEM HEALTH strand. The respondents are selected based on appropriate

sampling techniques.

Research Procedure
Data were acquired by the researcher using survey questionnaires. This section will be

based on the researchers' data, which will demonstrate the value of the STEM HEALTH

strand in choosing to enroll in a college pre-med course. A content expert will validate

the questionnaire after it has been pilot-tested with at least 10 students.

Data Gathering Procedure

A transmittal letter was issued to collect the qualitative data, and it was signed by the

research adviser and approved by the principal, dean, coordinators, and instructors.

Planned availability and a quiet place help interviewees concentrate during the actual

conversation. Many questions were posed to grade 11 seniors from Southwestern

University PHINMA. The researchers used interviews and online surveys to achieve the

needed consistency due to the vast range of respondents. The questions are developed

by the researcher. Interviews and online surveys are used to provide the answers to

these. The respondents were given survey questionnaires to complete in a blended

manner in compliance with the health and safety procedures. The researchers

conducted an in-person survey with 50% of the desired respondents and an online

survey with the remaining 50%. Keeping social distance is also crucial when performing

the face-to-face survey. The researcher will present respondents with a Google form to

complete in order for them to participate in the online survey that will be done by the

researcher.

After the letter was verified, the researchers distributed the questionnaire to the

predetermined respondents along with an informed permission form that explained the

terms and circumstances of taking the survey. After the respondents had finished

answering the questions, the researchers then redeemed the questionnaire. The

information was compiled, assessed, and scrutinized by the researchers, who also

provided further explanations.

DEFINITION OF TERMS

The following terminologies are defined to have a better understanding of the study:

1. STEM – This is one of the academic strands in the Senior High School hikom

word.

2. Stakeholder – a business term meaning 'stakeholder' or 'interested party'.

3. Pre-Medicine – is the term people use to indicate that they want to go to Med

School and are taking the classes they need to get there.

2. Respondent – this is the study of the researchers in gathering the data they

need in their research.

3. Researcher – The researcher or in the English word "researcher". This is a

person assigned or tasked with gathering information and details.

4. Regression analysis – is a set of statistical methods used for estimating

relationships between the dependent variable and one or more independent

variables. This can be used to assess the strength of the relationship between

them.

5. Transdisciplinary – implies a research approach that crosses multiple

disciplinary boundaries to create a holistic approach.

6. Mathematical – an interesting subject that can get really challenging at times.

This is a topic that is useful and many.

7. Intervention – is the action and effect of the intervention.

8. Multidisciplinary – is combining or involving more than one discipline or field of

study: interdisciplinary.