Chapter l

THE PROBLEM AND ITS BACKGROUND

Introduction

Various assessments of Philippine education, beginning with the

Survey of 1925, have brought to the fore recurring wicked problems in basic

education in the country. Regrettably, the implementation of one reform after

another, geared toward addressing the lingering problems identified in these

assessments, has not succeeded to improve the quality of education in terms

of sustainable outcomes on a national scale. Curriculum changes and

innovations in teaching practices have come and gone but “at the start of

every school year, print and broadcast media project without fail, a perpetual

education crisis that the mainstreaming of successful reform initiatives could

have addressed” (Bautista, Bernardo, Ocampo 2008, p. 5).

The critical and urgent need to improve the state of basic education

prompted the Philippine government to launch in 2012 what many refer to as

the most major and comprehensive education reform in the history of the

Philippine education system. The Enhanced Basic Education Act of 2013

(Republic Act No. 10533), also known as the K–12 Reform, was envisioned

by the government as a key solution to the long-standing crisis faced by basic

education in the country.

Prior to the K–12 Reform, the number of years of formal schooling in

basic education in the country was one of the shortest in the world. The K–12

Reform seeks to establish an inclusive and high-performing education system

by lengthening the compulsory basic education cycle to 13 years, covering

kindergarten until Grade 12, as well as decongesting and enhancing the basic

education curriculum to enable learners to master basic competencies. With

great determination to implement the reform as immediately as possible, the

government broadcast to the entire nation the intended benefits of the K–12

Reform to Filipino learners and their families, the anticipated contributions of

the reform to the progress of society and the country’s economic growth, as

well as the projected improvements in regional and international recognition

and competitiveness (SEAMEO INNOTECH 2012).

The K to 12 Program covers Kindergarten and 12 years of basic

education (six years of primary education, four years of Junior High School,

and two years of Senior High School [SHS]) including academic track such as

Sports, TVL, arts and design to provide sufficient time for mastery of concepts

and skills, develop lifelong learners, and prepare graduates for tertiary

education, middle-level skills development, employment, and

entrepreneurship.

Sto. Niño National High School offers academic strands such as

STEM, HUMSS, ABM and GAS. It is stated in DepEd Memo No. 169, s. 2018

that after gaining sufficient knowledge, skills, and attitude, learners are given

the chance to choose the curriculum exits they will be pursuing after

graduation namely, higher education, middle level skills development,

entrepreneurship, and employment. Whatever curriculum exits SHS

graduates pursue is their own decision; hence, it is therefore the duty of the

school and career guidance advocates to help them in making the right

decisions. In view hereof, career guidance becomes an integral part of

student development for it aims to help them make more informed and better

2
educational and career choices. Republic Act No. 9258 or the Guidance and

Counseling Act Of 2004 mandates that guidance and counseling services

must be relevant, efficient, and effective for the development and enrichment

of an individual’s life. The fact that career guidance in schools remains one of

the vehicles that connects learners with the right opportunities based on their

personal assets, it allows them to explore and put their potentials into

judicious use in today’s competitive environment.

Theoretical Framework

Implementation of the K to 12 Basic Education program in the

Philippines included the addition of senior high school (SHS), grades 11 and

12, which aims to equip students with skills that would help prepare them for

the workplace, higher education or entrepreneurship. The Department of

Education (DepEd) states that from the 1.2 million SHS graduates as of the

end of SY 2017-2018, around half are expected to proceed to college. This

study aims to look at the effectiveness of the SHS program, in terms of

preparing the students for higher education. Specifically, the study focused on

students enrolled in an information technology education (ITE) degree

program and how their SHS program contributed to readiness for college.

The survey method was used to the first-year college students from

both private and state universities. The results of the survey show that past

performance and computer self-efficacy positively influence academic goals,

which in turn positively influences the technology outcome expectations.

However, the results show that technology outcome expectations do not

significantly influence the achievement of academic goals.

3
Conceptual Framework

Independent Variable Dependent Variable

Curriculum Exits:
Graduates of Sto .Nino National College
High School STEM Vocational Program
School Year 2018- Business
2019 Employment
School Year 2019-
2020

Figure 1. Conceptual Framework

The model shows how theories make logical sense of the

relationship between the independent and dependent variables. Books on

method on research by Jose Calderon define variables as anything that can

take differing or varying values. Southard (2016) also stated the same

definition, anything that varies or changes in value this is because a variable

represents a quality that exhibits different in value, usually in strength. Sckran

(2003) suggested that a dependent variable is the variable of primary interest

to the researcher. Instead, an independent variable is one that influences the

dependent variable in either a positive or negative way.

Therefore, the independent variable of the study is the tracking of

STEM graduates for School Year 2018-2019 and School Year 2019-2020.

The dependent variable is the Curriculum Exits (college, business,

employment, and tech-Voc). Chosen by the respondents after graduation

which includes enrolled in college, employed or established their own

business.

4
Statement of the Problem

This study aimed to determine the curriculum exits pursued by STEM

Graduates for Batch 2018-2019 and 2019-2020 through a Graduates Tracking

Survey. Specifically, this study sought to answer the following:

1. What is the number of STEM graduates for School Years 2018-2019 and

2019-2020 who took the following SHS curriculum exits?

1.1 Enrolled in College

1.1.1 Notre Dame of Marbel University

1.1.2 Sultan Kudarat State University

1.1.3 Mindanao State University

1.1.4 South Cotabato State College

1.1.5 Others

1.2 Enrolled in a Vocational Program

1.2.1 Green Valley College Foundation, Inc.

1.2.2 Marvelous College

1.2.3 Southern Institute of Technical Education

1.2.4 General Santos Foundation, Inc.

1.2.5 Others

1.3 Employed / Applied for a Job

1.3.1 Sales man / lady

1.3.2 Baker

1.3.3 Store Cashier

1.3.4 Fast Food Crew

1.3.5 Others

5
1.4 Establish a Business

1.4.1 Sari- Sari Store

1.4.2 Online Selling

1.4.3 Freelance Photographer

1.4.4 Freelance Make-up Artist

1.4.5 Others

2. What is the percentage of STEM graduates of School Years 2018-2019

and 2019-2020 based on the different SHS curriculum exits?

3. Is there a significant difference between the number of STEM graduates for

School Year 2018-2019 and 2019-2020 who enrolled in college and

vocational programs?

4. Is there a significant difference between the number of STEM graduates for

School Year 2018-2019 and 2019-2020 who applied for a job and established

a business?

Hypotheses

Null Hypotheses

There is no significant difference between the number of STEM

graduates for School Year 2018-2019 and School Year 2019-2020 who

enrolled in college and vocational programs.

6
 There is no significant difference between the number of STEM

graduates for School Year 2018-2019 and School Year 2019-2020 who

established a business and applied for a job.

Alternative hypotheses

There is a significant difference between the number of STEM

graduates for School Year 2018-2019 and School Year 2019-2020 who

enrolled in college and vocational programs.

There is a significant difference between the number of STEM

graduates for School Year 2018-2019 and School Year 2019-2020 who

established a business and applied for a job.

Significance of Study

The result of this study will benefit the following:

To the students, this study can help provide them with an idea of what

curriculum exit takes after graduation. Considering their chosen Senior High

School Strands.

To the school, this study can provide the school a better idea of

possible preferences of learners in the Senior High School Program and

further offer strands that are likely preferred based on the result of the

graduates tracking survey. In addition, it can also improve the school

guidance career advance program and other services.

To the teachers, this study can help them encourage and to boost their

confidence. And assist them in their choice in terms of what to take in Senior

High School as pre-requisites to the real world of work.

7
 To the parents, this study can help them support financial, morally,

emotionally and spiritually their children so they are guided on the path that

will surely bring them to success

Scope and Delimitation of the Study

This study focused on determining the chosen curriculum exits among

STEM graduates for School Year 2018-2019 and School Year 2019-2020 of

Sto. Niño National High School. The study was conducted online using social

media platforms such as messenger. This survey did not cover other STEM

graduates from other batches.

Definition of Terms

In order to provide an adequate channel of communication between the

researcher and the readers, the following were defined operationally:

Graduates- To grant a diploma or degree upon completion of a course of

study, at a college. In this study it refers to the STEM students who graduated

during S.Y. 2018-2019 and S.Y. 2019-2020.

Tracking Survey- In this study, it refers to tracking of STEM graduates of Sto.

Nino National High School for School Year 2018-2019 and 2019-2020 based

on the different curriculum exits such as enrolled in college, employed in

company, engaged in business and enrolled in vocational program.

8
STEM- It stands for Science, Technology, Engineering and Mathematics as

one of the academic strands or curriculum offered in the Senior High School

Program 39 graduates for School Year 2018-2019 and 82 graduates for

School Year 2019-2020.

Chapter II

REVIEW OF RELATED LITERATURE

This chapter cites a considerable number of related literature and

studies. This related literature and research findings have been taken from

both local and foreign sources.

K to 12 Program

Basic Education Program is the flagship program of the Department of

Education in its desire to offer a curriculum which is attuned to the 21st

century. This is in the pursuance of the reform thrusts of the Basic Education

Sector Reform Agenda, a package of policy reforms that seeks to

systematically improve critical regulatory, institutional, structural, financial,

physical, cultural and information conditions affecting basic education

provision access and delivery on the ground.

This article explores the changing context of school leadership in our

nation, a context that requires education leaders who are skilled and

knowledgeable with a new set of dispositions to lead complex, diverse, and

innovative institutions. The article also discusses recent critiques of existing

leadership preparation programs, with emphasis on what has been said about

the Ed.D. and Ph.D. degrees in educational leadership. Data are provided

9
about trends in advanced degree offerings in higher education institutions,

and the mission statements of top-ranked graduate programs in education

leadership are assessed. Finally, the article discusses the consequences that

these trends, critiques, and the changing context of school leadership might

have upon the design and delivery of leadership preparation programs for

current and aspiring school leaders.

This study investigated an innovative approach of program evaluation

through analyses of student learning logs, demographic data, and end-of-

course evaluation surveys in an online K–12 supplemental program. The

results support the development of a program evaluation model for decision

making on teaching and learning at the K–12 level. A case study was

conducted with a total of 7,539 students (whose activities resulted in

23,854,527 learning logs in 883 courses). Clustering analysis was applied to

reveal students’ shared characteristics, and decision tree analysis was

applied to predict student performance and satisfaction levels toward course

and instructor. This study demonstrated how data mining can be incorporated

into program evaluation in order to generate in-depth information for decision

making. In addition, it explored potential EDM applications at the K-12 level

that have already been broadly adopted in higher education institutions.

Science, Technology, Engineering, and Mathematics (STEM)

Education (Science, Technology, Engineering, and Mathematic)

research has become a more attractive area in science education for a

decade. This study was aimed to analyze research articles in a SCOPUS

database and two journals which were not indexed in SCOPUS including

Journal of STEM Teacher Education, and International Journal of STEM

10
Education. The research articles during 2007 to 2017 were reviewed and

analyzed according to the authors’ nationality, journals, and STEM research

topics. The research findings indicated that there were 56 published papers

related to providing STEM learning activities in school settings; the top three

countries which published STEM papers over the decades were the United

States (46), Australia (2), and Canada (2). Besides, the journal with the

greatest number of published papers was Journal of STEM Teacher

Education, with a total of 16 papers, and the second is International Journal of

STEM education. The three popular topics which were published in STEM

papers were innovation for STEM learning, professional development and

gender gap and Career in STEM, respectively.

Science The “S” in STEM stands for natural sciences and formal

sciences, with the former focusing on mathematics and statistics and the latter

on chemistry, biology, physics, and environmental science. Science-related

jobs Biological technicians are common employment in the realm of research,

and they assist scientists with laboratory testing and experiments. Technology

is concerned with the creation of commodities or the achievement of goals.

Technology-related Information technology, cyber security, and computer

programming, which entails writing and testing code and requires a bachelor’s

degree, are all popular technological occupations.

This commentary was stimulated by Yeping Li’s first editorial (2014)

citing one of the journal’s goals as adding multidisciplinary perspectives to

current studies of single disciplines comprising the focus of other journals. In

this commentary, I argue for a greater focus on STEM integration, with a more

equitable representation of the four disciplines in studies purporting to

11
advance STEM learning. The STEM acronym is often used in reference to just

one of the disciplines, commonly science. Although the integration of STEM

disciplines is increasingly advocated in the literature, studies that address

multiple disciplines appear scant with mixed findings and inadequate

directions for STEM advancement.

Perspectives on how discipline integration can be achieved are varied,

with reference to multidisciplinary, interdisciplinary, and transdisciplinary

approaches adding to the debates. Such approaches include core concepts

and skills being taught separately in each discipline but housed within a

common theme; the introduction of closely linked concepts and skills from two

or more disciplines with the aim of deepening understanding and skills; and

the adoption of a transdisciplinary approach, where knowledge and skills from

two or more disciplines are applied to real-world problems and projects with

the aim of shaping the total learning experience. Research that targets STEM

integration is an embryonic field with respect to advancing curriculum

development and various student outcomes. For example, we still need more

studies on how student learning outcomes arise not only from different forms

of STEM integration but also from the particular disciplines that are being

integrated.

As noted in this commentary, it seems that mathematics learning

benefits less than the other disciplines in programs claiming to focus on

STEM integration. Factors contributing to this finding warrant more scrutiny.

Likewise, learning outcomes for engineering within K-12 integrated STEM

programs appear under-researched. This commentary advocates a greater

focus on these two disciplines within integrated STEM education research.

12
Drawing on recommendations from the literature, suggestions are offered for

addressing the challenges of integrating multiple disciplines faced by the

STEM community.

Senior High School Program

The study is a review of the literature on the basic education (k-12)

curriculum, specifically the senior high school (SHS) of the Philippines, Japan,

and the US. Results of the review show that the SHS curriculum is intended to

prepare students to enter into college/university or to work in the industry or

be an entrepreneur. The SHS program is the last level in all basic education

programs of the countries reviewed. The Philippines has a clearer model with

at least four tracks (academics, tech-voc, sports, arts & design) and at least

ten strands. Japan has two tracks in academics and tech-voc. The US basic

education system varies from state to state, similar to its SHS curriculum.

There is no definite track as this is left to individual states and their school

districts to decide.

There are purely academic, tech-voc and other types of schools. The

majority of those who choose academic track are students who plan to

proceed to college. There is still a stigma in selecting tech-voc and other

courses as these are seen by many as the course for poor

performing/problematic students. The enrolment in tech-voc schools in the US

is declining despite the surge of demand for skilled workers. In the three

countries, the availability of qualified teachers is still an issue. This situation is

very real in the Philippines as it started the SHS program in June 2016. Other

problems include the need to construct a huge number of classrooms and

facilities. All of these are currently being addressed too by the government.

13
Tracking Survey

Is one that asks the same questions over a period of time, allowing

you to “track” changes from one deployment to the next and identify trends

over time. A “wave” is defined as each time you send your survey, whether it’s

once a year, quarterly, or more frequently. Comparing survey results across

waves will reveal trends and changing attitudes that can either prove your

decisions are sound or indicate it’s time to pivot.

The goal of this article is to review the state-of-the-art tracking

methods, classify them into different categories, and identify new trends.

Object tracking, in general, is a challenging problem. Difficulties in tracking

objects can arise due to abrupt object motion, changing appearance patterns

of both the object and the scene, nonrigid object structures, object-to-object

and object-to-scene occlusions, and camera motion. Tracking is usually

performed in the context of higher-level applications that require the location

and/or shape of the object in every frame. Typically, assumptions are made to

constrain the tracking problem in the context of a particular application. In this

survey, we categorize the tracking methods on the basis of the object and

motion representations used, provide detailed descriptions of representative

methods in each category, and examine their pros and cons. Moreover, we

discuss the important issues related to tracking including the use of

appropriate image features, selection of motion models, and detection of

objects.

14
Financial

Although workers in science, technology, engineering, and math

(STEM) fields earn above‐average wages, the number of college graduates

prepared for STEM jobs lags behind employer demand. A key question is how

to recruit and retain college students in STEM majors. We offer new evidence

on the role of financial aid in supporting STEM attainment. Exploiting a

regression discontinuity that allows for causal inference, we find that eligibility

for need‐based financial aid increased STEM credit completion by 20 to 35

percent among academically‐ready students in a large, public higher

education system. These results appear to be driven by shifting students into

STEM‐heavy course loads, suggesting aid availability impacts the academic

choices students make after deciding to enroll. We also find suggestive

evidence that aid offers increase degree attainment in STEM fields, although

we cannot rule out null impacts on STEM degree production.

Scholarship

Despite an alarm raised by Seymour and Hewitt (1997) describing

science, engineering, and mathematics programs as chilly and unwelcoming,

students continue to report significant feelings of hostility and a lack of caring

when characterizing the professor-student relationship. The negative feelings

correlate with poor course performance, lower grade point average, and

15
attrition from the science, technology, engineering and mathematics (STEM)

disciplines (Micari & Pazos, 2012; Vogt, 2008).

A review of the scholarly research may offer educators compelling

evidence to change attitudes that are currently characterized with an

expectation of attrition as a natural and useful action in an environment that

places retention responsibility onto students. In contrast, a shift to a professor-

student connection featuring a supportive and caring relationship can promote

student success. To decrease attrition and meet employer demands for

graduates, STEM disciplines must seek a change in academic culture away

from survival of the fittest to a nurturing experience that supports

achievement.

16
 Chapter IIl

RESEARCH METHODOLOGY

This chapter presents all the methods and procedures of the study. It

includes the research design, locale of the study, respondents of the study,

research Instruments, data gathering procedures and statistical treatment for

data analysis in graduate tracking survey on science, technology,

engineering, mathematics (STEM) strand at Sto. Niño National High school.

Research Design

The researchers used a descriptive-comparative research design.

Basically, this study aimed to describe the variables such as the graduates of

STEM for school years 2018-2019 and 2019-2020 and their status based on

the chosen curriculum exits and eventually examine the differences between

the variables. A descriptive-comparative research design is a scientific

method which involves observing and describing the behavior of a subject

without influencing it in any way. Thus, a graduate tracking was utilized to

determine these variables.

Locale of the Study

17
 The study was conducted in Sto. Niño National High school, Lapu-lapu

Village, Poblacion, Sto. Niño, South Cotabato.

The succeeding figure shows the map of Sto. Niño National High

School where the study was conducted.

Figure 2. Locale of the study

Respondent of the Study

The respondents of the study were the STEM graduates of Sto. Niño

National High School for School Years 2018-2019 and School Year 2019-

2020.

The table below shows the number of graduates for the two school

years according to their gender.

School Year School Year

STEM Graduates
2018-2019 2019-2020

Male 19 41

Female 20 39

18
 Total 39 80

Sampling Technique

The research sampling technique used was purposive or total

enumeration because the 119 who graduated from STEM for School Years

2018-2019 and 2019-2020 were all subjected to this study and who serve as

respondents.

Research Instruments

The researchers utilized the Graduate Tracking Survey of Sto. Nino

National High School that aimed to determine the status of its graduates after

graduation. The survey tool was designed to gather data of their chosen

curriculum exits that are classified as follows: enrolled in college, enrolled in a

vocational program, applied for a job and established a business.

The first part of the survey indicated the letter for the respondents

requesting for their participation in the conduct of the study. Part II asked the

respondents of their demographic profile such as their name, gender, year

graduated, strand, and section. Lastly, part III required them to respond to

questions that determined the career options or curriculum exits they had

chosen after their graduation.

Due to geographical considerations, the respondents created an online

survey questionnaire via Google Form for a convenient conduct of the data

gathering. The online survey link was sent to the respondents through their

respective social media account specifically to their messenger account which

in turn automatically generated their responses.

19
Data Gathering

The researchers made a letter addressed to the school principal of Sto.

Niño National High school requested letter permission for the approval in

order to access records from the registrar and to conduct the study. Upon

approval of the request, the researcher conducted the study, analyzed the

data gathered and after analyzing that data the researcher forwarded the link

through messenger.

Statistical Treatment

To describe the percentage of STEM graduate students of School Year

2018-2019 and School Year 2019-2020 frequency count and percentage

distribution were used.

To analyze if there is a significant difference between the percentage of

STEM graduate students for the School Year 2018-2019 and School Year

2019-2020 T-Test was used.

20
 Chapter lV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the tables and computations of data to determine

if there is a significant difference between the STEM Graduates for Batch

2018-2019 and 2019-2020.

Table 2. Number of STEM Graduates for School Years 2018-2019 and

2019-2020 who Enrolled in College

Enrolled in College 2018-2019 2019-2020

Notre Dame of Marbel University 7 5

Sultan Kudarat State University 9 24

Mindanao State University 3 7

South Cotabato State College 0 0

Others 19 42
Total 38 78

The table above shows the STEM graduates for school years 2018-

2019 and 2019-2020. It reveals that for school year 2018-2019, nine (9)

enrolled in college at Sultan Kudarat State University (SKSU), seven (7) at

Notre Dame of Marbel University, three (3) at Mindanao State University,

while 19 enrolled in some other schools, colleges, and universities within and

outside the province of South Cotabato. In addition, no graduate of the same

21
school year enrolled at South Cotabato State College. On the other hand,

graduates for the school year 2019-2020 revealed that 42 enrolled at SKSU,

seven (7) at MSU, five (5) at NDMU, 41 in other schools and still no graduate

enrolled at SCSC.

The result implies that STEM graduates for school years 2018-2019

and 2019-2020 enrolled in college regardless of the type of school, college or

university. It can be further inferred that STEM graduates are encouraged to

pursue higher education due to free education in all government schools,

colleges and universities as well as provisions of financial assistance and

scholarship grants to students enrolled in private schools, colleges, and

universities.

Table 3. Number of STEM Graduates for School Years 2018-2019 and

2019-2020 who Enrolled in a Vocational Program

Enrolled in
2018-2019 2019-2020
Vocational Program

Green Valley College

0 0
Foundation, Inc.
Marvelous College 0 0
Southern Institute of
0 0
Technical Education
General Santos
0 0
Foundation, Inc.
Others 0 0
Total 0 0

Table 3 shows the number of STEM graduates for school years 2018-

2019 and 2019-2020 who enrolled in a vocational program. The data reveal

22
that none among the graduates of Sto. Sto Niño National High School for

school years 2018-2019 and 2019-2020 enrolled in any vocational program.

The result implies that STEM graduates opted to pursue college

degrees over vocational courses as expected of a STEM graduate.

Table 4. Number of STEM Graduates for School Years 2018-2019 and

2019-2020 who Employed/ Applied for a Job

Employed / Applied
2018-2019 2019-2020
for a Job

Salesman/ Saleslady 0 0
Baker 0 0
Store Cashier 0 0
Fast Food Crew 0 0
Others
0 0
0 0
Total

Table 4 shows the number of STEM graduates for school years 2018-

2019 and 2019-2020 who employed or applied for a job. The data reveal that

none among the graduates of Sto. Nino National High School for school years

2018-2019 and 2019-2020 got employed or applied for a job.

The result implies that STEM graduates opted to pursue college

degrees without getting employed. It can be further inferred that graduates are

privileged nowadays given the opportunities of free education and scholarship

grants.

23
Table 5. Number of STEM Graduates for School Years 2018-2019 and
2019-2020 who Established a Business

Established a Business 2018-2019 2019-2020

Sari-Sari Store 0 0

Online Selling 1 2

Freelance Photographer 0 0

Freelance Make-up Artist 0 2

Others 0 0
Total 1 4

Table 5 shows the number of STEM graduates for school years 2018-

2019 and 2019-2020 who established a business. The data reveal that three

(3) among the graduates engaged in online selling and two (2) in freelance

make-up artist for 2018-2019 and 2019-2020 respectively.

The result implies that there are five (5) STEM graduates in 2018-2019

and 2019-2020 who have established or engaged in business. This means

that five (5) of them work and study at the same time.

24
Table 6. Percentage of STEM Graduates for School Years 2018-2019 and
2019-2020 based on Senior High School Curriculum Exits

Established a Business 2018-2019 2019-2020

Enrolled in College 97.43% 95.12%

Enrolled in Vocational Program 0% 0%

Employed or Applied for a Job 0% 0%

Established a Business 1.22% 2.44%

Others 0 2.44%

The table 6 shows the percentage of STEM graduates for school years

2018 2019 and 2019 2020 based on senior high school curriculum exits. It

reveals that for the school year 2018-2019, 97.43%, no student enrolled in

vocational programs, no students employed or applied for a job and 1.22%

established a business. On the other hand for the school year 2019-2020

reveals that 95.12% enrolled in college, no students enrolled in vocational

programs, no student employed or applied for a job, 2.44% established a

business and 2.44 for the others.

Table 7. T-Test of the Significant Difference Between STEM Graduates

for School Years 2018-2019 and 2019-2020 who Enrolled in College

Source of T- P-
Mean SD Decision Interpretation
Variation Value Value

2018-2019 7.6 13.20 0.953 0.368 Accept Not Significant

25
 2019-2020 15.6 Ho

Table 7 shows the T-test of the significant difference between STEM

graduates for school years 2018-2019 and 2019-2020 who enrolled in college.

The data reveals that the mean of school years 2018-2019 and 2019-2020 is

7.6 and 15.6, the SD is 13.20, the T-value is 0.953, the P-value is 0.368 and

the interpretation is not significant.

This implies that almost all STEM graduates for the school year 2018-

2019 and 2019-2020 enrolled in college.

Table 8. T-Test of the Significant Difference Between STEM Graduates

for School Years 2018-2019 and 2019-2020 who Enrolled in Vocational
Program

Source of Mea
SD T-Value P-Value Decision Interpretation
Variation n

2018-2019 0 Accept
0 0 1 Not Significant
2019-2020 0 Ho

Table 8 shows the T-test of the significant difference between STEM

graduates for the 2018-2019 and 2019-2020 who vocational program. The

data reveal that the source of variation of school year 2018-2019 and 2019-

2020 has a mean of 0, SD 0, T-value is 1 and the interpretation is not

significant.

This implies that only one STEM graduate for the school year 2018-

2019 and 2019-2020 enrolled in a vocational program.

Table 9. T-Test of the Significant Difference Between STEM Graduates

for School Years 2018-2019 and 2019-2020 who Applied for a Job

26
 Source of Mea
SD T-Value P-Value Decision Interpretation
Variation n

2018-2019 0 Accept
0 0 1 Not Significant
2019-2020 0 Ho

Table 9 shows the T-test of the significant difference between STEM

graduates for school year 2018-2019 and 2019-2020 who applied for a job.

The data reveal that the source of variation in the school years 2018-2019

and 2019-2020 has a mean of 0, SD 0, T-value 0, the P-value is 1 and the

interpretation is not significant.

This implies that only one STEM graduate for the school year 2018-

2019 and 2019-2020 who applied for a job.

Table 10. T-Test of the Significant Difference Between STEM Graduates

for School Years 2018-2019 and 2019-2020 who Establish a Business

Source of T- P-
Mean SD Decision Interpretation
Variation Value Value

2018-2019 0.2 Accept

0.84 1.134 0.29 Not Significant
2019-2020 0.8 Ho

Table 10 shows the T-test of the significant difference between STEM

graduates for school year 2018-2019 and 2019-2020 who established a

business. The data reveal that the mean of school years 2018-2019 is 0.2

while the school year 2019-2020 is 0.8, the SD of the school years is 0.84, the

T-Value is 1.134, the P-Value is 0.29 and the interpretation is not significant.

This implies that no STEM graduates for the school year 2018-2019

and 2019-2020 established a business.

27
 Chapter V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of findings, conclusion, and

recommendation drawn from this research study.

Summary of findings

The study aimed to describe the number and percentage of STEM

graduates for school years 2018-2019 and 2019-2020 based on their chosen

SHS curriculum exits. It further aimed to determine the significant difference

between the STEM graduates who enrolled in college and vocational

programs as well as those who employed or applied for a job and established

a business.

The results of the study are summarized as follow:

1. It was revealed that the number of STEM graduates for School Years

2018-2019 and 2019-2020 who enrolled in college is 38 and 78

respectively.

2. It was also found out that the number of STEM graduates for School

Years 2018-2019 and 2019-2020 who enrolled in a vocational program

is zero (0) respectively.

3. It was revealed that the number of STEM graduates for school years

2018-2019 and 2019-2020 who applied for jobs is zero (0) respectively.

28
 4. It was revealed that the number of STEM graduates for school years

2018-2019 and 2019-2020 who established a business is 1 and 2

respectively.

5. It was revealed that the percentage of STEM graduates for school

years 2018-2019 and 2019-2020 based on Senior High School

curriculum exits

Conclusion

Based on the findings, the researchers concluded that there is no

significant difference between the number of graduates who enrolled in

college and enrolled in vocational programs as well as the number of

graduates who established a business and employed or applied for a job.

Recommendations

In the view of the findings and conclusions drawn, the researchers

recommend the following:

1. School administrators must continue to offer STEM as one of the

academic tracks in the senior high school program.

2. In addition, the Guidance Office should intensify the school’s career

guidance and advocacy program to properly assist students in their

chosen curriculum exist.

3. Parents should be reminded of their roles and responsibilities towards

their children by creating a culture where parents are fully responsible

about the academic endeavors of their children.

29
4. Students should take seriously the process of selecting the best option

for their future by choosing the most appropriate academic strand

based on their intellectual capacity, passion and inclinations.

5. Future researchers can use this research study as reference or source

in their research endeavor which relate to the context of this study.

6. The researchers also recommended this study to be tackled and have

a deeper analysis and wider scope about the students career choices.

30
 REFERENCES

Razi, A. & Zhou, g. (2022). What is next? International Journal of Technology

in Education (IJTE), 5(1) 1-29. https://doi.org/10.46328/ijte. 119 on January29,
2022

Computing at School. 2016. Project Quantum. https://communitry.

Computingatschool.org.uk/resources/4382/single on January 29, 2022

Bhat, G., Johnander, J., Danelljan, M., Khan, F.S., Felsberg, M.: Unveiling the
power of deep tracking. In: Proceeding of the European Conference on
Computer Vision (ECCV), pp. 483-498 (2018) on January 29, 2022.

Ecommerce-prod.mheducation.com.s3.amazonaws.com STEM as curriculum

Jan Morrison, R Bartlett, V Raymond Education Week 23 (19.03), 2017, 2009
on June 3, 2022.

Ecommerce-prod.mheducation.com.s3.amazonaws.com STEM as curriculum

Jan Morrison, R Bartlett, V Raymond Education Week 23 (19.03), 2017, 2009
on June 3, 2022.

Jon K Piper, Dwight Krehbiel https://scholar.google.com. Journal of STEM

Education: Innovations & Research 16 (4), 2015 on June 3, 2022.

Understanding STEM: current perceptions https://scholar.google.com. Ryan

Brown, Joshua Brown, Kristin Reardon, Chris Merrill Technology and
Engineering Teacher 70 (6), 5, 2011

31
APPENDICES

32
 APPENDIX A

Republic of the Philippine

Department of Education
Region Xll
Division of South Cotabato
STO. NINO NATIONAL HIGH SCHOOL
Sto Niño, South Cotabato

April 1, 2022

LEOLYN A. SIMORA
Principal ll
Sto. Nino National High School
Poblacion, Sto Niño, South Cotabato

Ma’am:

We are currently conducting our research study entitled “Tracking Survey of

STEM Gradates for School Year 2018-2019 and 2019-2020” as a part of our
requirements in Practical research 2.

In this connection, permission is being requested from your office to allow us

use the List of the students who graduated for School Year 2018-2019 and
2019-2020. In addition, we would like also to coordinate with the advisers and
guidance office regarding the acquisition of the above-mentioned secondary
data.

We hoping for your favorable approval.

Respectfully yours:

ROSEL J. FRONDOZO
Research Leader

Noted by:

:
REYMOND P. AMOYAN
Research Adviser
APPROVED:

33
 LEOLYN A. SIMORA
School Principal ll
APPENDIX B

Republic of the Philippines

Department of Education
Region Xll
Division of South Cotabato
STO. NINO NATIONAL HIGH SCHOOL
Lapu-Lapu Village, Poblacion, Sto Niño South Cotabato

CERTIFICATION

TO WHOM IT MAY COCERN:

This is to certify that the undersigned has thoroughly reviewed the

research of, ROSEL FRONDOZO, JESSA VICENTE, STEPHEN LLOYD

EGAMINO, HANNAH GRACE MEJARES, RIZALYN MOJICA, RONIEL

BATICBATI, JOYNEMIE FRAN, KHIAN JADE AZUCENA AND JERU

ARDIENTE, entitled TRACKING SURVEY OF STEM GRADUATES FOR

SCHOOL YEAR 2018-2019 AND 2019-2020, as the use of appropriate

statistical tool and treatment, including the analysis for its improvement.

Given this _____day of _____ 2022, Sto. Niño National High School,

Sto. Niño South Cotabato.

REYMOND P. AMOYAN
Critic leader

34
 APPENDIX C

Republic of the Philippines

Department of Education
Region Xll
Division of South Cotabato
STO. NINO NATIONAL HIGH SCHOOL
Lapu-Lapu Village, Poblacion, Sto Niño South Cotabato

CERTIFICATION

TO WHOM IT MAY COCERN:

This is to certify that the undersigned has thoroughly reviewed the

research of, ROSEL FRONDOZO, JESSA VICENTE, STEPHEN LLOYD

EGAMINO, HANNAH GRACE MEJARES, RIZALYN MOJICA, RONIEL

BATICBATI, JOYNEMIE FRAN, KHIAN JADE AZUCENA AND JERU

ARDIENTE, entitled TRACKING SURVEY OF STEM GRADUATES FOR

SCHOOL YEAR 2018-2019 AND 2019-2020, as to its grammar organization

and ideas.

Given this _____day of _____ 2022, Sto. Niño National High School,

Sto. Niño South Cotabato.

RYAN JAY P. QUIAO

35
 Statistician

APPENDIX D

SURVEY QUESTIONNAIRE

APPENDIX E

COMPUTATIONS

X1 2
X1 Y2 2
Y2

NDMU 7 49 5 25

SKSU 9 81 24 576

36
 MSU 3 9 7 49

OTHER 19 361 42 1,764

38 500 78 2416

9.5 19.5

4 4

❑
s s 1= ∑ x 21−¿ ¿ ¿ ¿ ss2 = 2416 – ¿ ¿
❑
= 500 –
¿¿ = 2416 – 95.06

= 500 – 22.56 ss2 =2,320.94

s s 1=477.44

¿ x1−¿ x
t ¿ 2
df = 4 + 4 - 2
√❑
=8-2
=
6
CV =1.943
9.5−19.5
¿
t
√❑
¿ −10
t
√❑
¿ −10
t
15.27
¿
t 0.65Computed t in college
Accept the null hypothesis. There is no significant difference means that
graduates of STEM in Sto. Nino National High School continue their
education.

APPENDIX F

DOCUMENTATIONS

PLANNING THE PAPERS

January 22, 2022

37
 MAKING PAPERS
January 26, 2022

February 16, 2022

During Preliminary Defense

38
DURING CONSULTATION
March 3, 2022

MAKING PAPERS
April 1, 2022

39
 During consultation
May 18, 2022

APPENDIX G
CURRICULUM VITAE

PERSONAL DATA

Name: Rosel J. Frondozo

Birthday: April 27, 2003
Birth Place: Prk. Sta. Cecelia Zone ll, Brgy. Poblacion, Sto Niño South
Cotabato
Gender: Female
Age: 18 Years Old

40
 Religion: Roman Catholic
Mother: Rose H. Frondozo
Father: Simplicio B. Frondozo

EDUCATIONAL ATTAINMENT

Elementary: Sto Niño, Central Elementary School

Junior High School: Sto Niño National High School
Senior High School: Sto Niño , National High School

CURRICULUM VITAE

PERSONAL DATA

Name: Jessa H. Vicente

Birthday: May 19, 2003
Birthplace: Purok Pag-asa Brgy. Poblacion Sto Niño , South Cotabato
Gender : female
Age : 18 years old
Religion: Roman catholic
Mother : Zena H. Vicente
Father : Ariel S. Vicente

EDUCATIONAL ATTAINMENT

41
 Elementary: Sto. Niño, Central Elementary School
Junior High School: Sto Niño , national high school
Senior High School: Sto Niño , National High School

CURRICULUM VITAE

PERSONAL DATA

Name: Rizalyn F. Mojica

Birthday: December 30, 2003
Birth place: Sta. Cecilia Zone 1 Brgy. Poblacion Sto Niño , So. Cot.
Gender: Female
Age: 18 years old
Religion: Roman Catholic
Mother: Emily F. Mojica
Father: Denis C. Mojica

EDUCATIONAL ATTAINMENT

Elementary: Sto Niño Central Elementary School

Junior High School: Sto Niño National High School
Senior High School: Sto Niño National High School

42
 CURRICULUM VITAE

PERSONAL DATA

Name: Stephen Lloyd C. Egamino

Birthday: January 29, 2003
Birth Place: Prk. Malipayon Brgy: Katipunan Sto Niño , So. Cot.
Gender: Male
Age: 19 years old
Religion: Roman Catholic
Mother: Evangeline C. Egamino
Father: Romeo P. Egamino, SR.

EDUCATION ATTAINMENT

Elementary: Katipunan Elementary School

Junior High School: Sto Niño, National High School
Senior High School: Sto Niño , National High School

CURRICULUM VITAE

43
PERSONAL DATA

Name: Hannah Grace T. Mejares

Birthday: June 13,2003
Birth Place: Prk. Malipayon, Brgy. Katipunan Sto. Niño, So. Cot.
Gender: Female
Age:18 Years Old
Religion: Alliance
Mother: Rosy T. Mejares
Father: Reyman P. Mejares

EDUCATIONAL ATTAINMENT

Elementary: Katipunan Elementary School

Junior High School: Katipunan National High School
Senior High School: Sto Niño National High School

CURRICULUM VITAE

44
PERSONAL DATA

Name: Jeru Almirante Ardiente

Birthday: October 11, 2003
Birth Place: Poblacion Sto Niño , South Cotabato
Gender: Male
Age:18
Religion: ALLIANCE
Mother: Ma. LIZA ALMIRANTE ARDIENTE
Father: SILVESTRE ARDIENTE

EDUCATIONAL ATTAINMENT

Elementary: KATANGGAWAN CENTRAL ELEMENTARY SCHOOL

Junior High school: STO. NIÑO NATIONAL HIGH SCHOOL
Senior High School :STO NIÑO NATIONAL HIGH SCHOOL

CURRICULUM VITAE

45
PERSONAL DATA

Name: Joyne Mie Fran

Birthday: December 27, 2001
Birth Place: Prk. San Juan, South Sepaka Bagumbayan Sultan Kudarat
Gender: Female
Age:20 Years Old
Religion: Roman Catholic
Mother: Mery Jane Fran
Father: Jovani Fran

Educational Attainment

Elementary: Malaya elementary school

Junior High school: Sto. Niño national high school
Senior High School: Sto. Niño national high school

CURRICULUM
VITAE

46
PERSONAL DATA

Name: Khian Jade Azucena

Birthday: November 8,2003
Birth Place: Isulan Sultan Kudarat
Gender: Male
Age:18 Years Old
Religion: Roman Catholic
Mother: Annabelle A. Azucena
Father: Ritchie F. Azucena

EDUCATIONAL ATTAINMENT

Elementary: Sto. Niño Central Elementary School

Junior High school: Sto. Niño National High School
Senior High School: Sto. Niño National High School

CURRICULUM VITAE

47
PERSONAL DATA

Name: Roniel T. Baticbatic

Birthday: May 5 2003
Birth Place: Prk. Mainuswagon M. Roxas Sto. Niño South Cotabato
Gender: Male
Age:18 Years Old
Religion: Roman Catholic
Mother: Lenie Baticbatic
Father: Rolly Baticbatic

EDUCATIONAL ATTAINMENT

Elementary: M. Roxas elementary school

Junior High school: Sto. Niño National High School
Senior High School: Sto. Niño National High School

48