I3 Group 7

SPEAKER EUGENIO PEREZ NATIONAL AGRICULTURAL SCHOOL
Roxas, San Carlos City, Pangasinan, Philippines

Telephone No.: +6372•765•77107
Chapter 1
INTRODUCTION
Background of the Study
A report published by the American College Testing (ACT) service, the
testing giant, stated that only 26% of high school seniors who expressed an interest
in STEM fields were academically ready for tough first-year STEM classes in
college (O’Shaughnessy, 2015). STEM students study habits have helped them to
keep up on learning. Managing each time use for every subject, motivations and
learning strategies are beneficial for the improvement of their academic
performance. STEM education has lots of benefits that will help students academic
and real-life learning although some students have faced challenges with it, they
still cope up with some study habits and for organizing their study time in every
subject they have in STEM strand.
Study time refers to a specific time a student assigns for himself or herself
to study in order to acquire knowledge. It does not really matter whether learners’
study at the same time each day, whether they shut off the radio or television while
on private reading and whether they use supplementary materials in their personal
studies. Study time also includes some external activities that affect the internal
process of learning (Rothkopf, 1982).
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According to research (Saraç, 2018; Yildirim, 2016), STEM education is
beneficial in enhancing students' learning outcomes, including academic learning
accomplishment, student motivation, attitude, and problem-solving skills. Lot of
students are interested in pursuing careers connected to STEM.
STEM education, which focuses on the core subjects of science, technology,
engineering, and mathematics, is one of the most recent innovations in the field of
education today. For STEM to be successful, it must become a complex dance
between engineering and technology concepts that are layered into core math and
science subjects (Chen, 2022).
To innovate means to make changes or do something a new way. Innovation
in education isn't a term with a predetermined meaning. The essence of innovation
education is an openness to viewing issues with new eyes and coming up with
novel solutions. It is an admission that we do not have all the solutions and that we
are open to new ideas for improvement, including creative teaching techniques and
ways for information transmission (Thompson, 2022).
The rapid development of science, technology, engineering, and
mathematics (STEM) education and research since the beginning of this century
has benefited from strong, ongoing support from many different entities, including
government agencies, professional organizations, industries, and education
institutions (Li, 2020).
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Studying under STEM strand is a multi-faceted process that is initiated by
instructor- or self-generated cues, followed by marshalling resources and managing
distractions, and then implementing study behaviors that include selecting a social
setting and specific strategies. Variations in some study behaviors are also evident
according to the timing of their studying (e.g., cramming), course level, discipline,
and social setting. Three cases of individual student practices reveal how studying
is also shaped by how the course is designed and taught, students’ own beliefs
about studying, and aspects of their personal lives (Hora, 2017).
Multi-faceted is refers to having many facets (see FACT sense 1) or aspects
(Merriam Webster, 2022).
According to Ramanathan & Tulivuori (2022), in order to achieve the
sustainable development goals, enhance human welfare, and guarantee inclusive
and equitable education for everyone, STEM education is essential. Wherever
possible, it should be developed and improved.
In the Philippines there is still a limited number of literatures that directly
link the study habits on study Time Expenditures Across Learning Areas, especially
those look into the Grade 12 STEM students and their ability to learn from their
core, specialized and applied subjects. Furthermore, the international researchers
conducted on this topic does not provide evidence and results.
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Every strand has its own obligations which are the study habits and study
time expenditures to sharpen the student who chooses it, but it is often heard that
the STEM education is feared by students to take because there are many core
subjects, specialization and applied Subjects. If this mentality continues, we can
expect other students will be afraid and will not choose the stem education, which
could lead to choosing other strand or stop their study.
It is in this light that the purpose of this study is to identify the study habits
of Grade 12 STEM students in their grade 11 STEM education in learning from
their core subjects, specialization and applied subjects to determine the Study Time
Expenditures Across Learning Areas in Grade 12 STEM Education of Speaker
Eugenio Perez National Agricultural School.
Statement of the Problem
This study aims to determine the study time expenditures across learning
areas experienced by the Grade 12 STEM students in their Grade 11 STEM
Education.
Specifically, this study seeks to answer the following questions:
1. What is the profile of the Grade 12 STEM students in terms of:
1.1 age,
1.2 sex and
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1.3 section?
2. What is the most common considerations of Grade 12 STEM learners in
prioritizing their study time namely
2.1 perceived ease of the subject,
2.2 perceived difficulty of the subject,
2.3 learning area and
2.4 scheduled administration of assessment in the subject and
2.5 perceived apparent administration of assessment in the subject
3. What is the mean study time spent by grade 12 STEM students across learning
areas
3.1 core subjects,
3.2 specialized subjects and
3.3 applied subjects?
4. What is the mean final grade obtained in the grade 11 subjects, Is there
significant correlation between
4.1 sociodemographic profile of the respondent and the consideration in
prioritizing study time,
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4.2 sociodemographic profile of the respondents and mean study time,
4.3 considerations in prioritizing study time and mean study time?
5. Is there significant difference in the mean study time spent by the students’
respondents when grouped according to their sociodemographic profile,
considerations in prioritizing study time?
Scope and Delimitation
This study focuses on determining the study habits to how much time
learners allot to study their subjects in Science, Technology, Engineering and
Mathematics to cope up with the lessons and countered the struggles in the strand.
The respondents of this research are the grade 12 Science, Technology, Engineering
and Mathematics students who are previous grade 11 students of the strand who
took Grade 11 Science, Technology, Engineering and Mathematics (STEM)
education. The selected participants of this study are learners who are enrolled in
Speaker Eugenio Perez National Agricultural School in school year 2022-2023
only.
The data was collected through survey questionnaire using purposive
sampling method to avoid personal judgment in selection of participants that was
conducted between the last week of April and the first week of May 2023.
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Significance of the Study
The significance of this study is to attempts to combine study time and
study skills and how they both affect study habit on the academic achievement of
STEM student across learning areas in grade 12 STEM education of Speaker
Eugenio Perez National Agricultural School. This study was conducted to provide
information about the causes and effects of poor and good study time expenditures
on the study habits for academic performance of STEM students across their
learning areas. The outcome of this study will help students in understanding the
study time expenditures across their learning area and helps in serving as a guide
for a positive result. In addition, this research will also serve as a resource base to
other researchers interested in carrying out further research in this field, if applied it
will go to provide new explanation about this topic. Further the importance of this
study it can give information not only to students but also to their parents, teachers,
school administrators, future researchers and other interested individuals because
this can give empirical data as bases about the study time expenditures across
learning areas.
Students. This study would benefit the students who still across their
learning areas because it will give them information about the causes of study time
expenditures and its possible effect on their studies. This paper will guide them to
focus more their attention on their studies.
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Parents. This study would also benefit the Parents to enable them to realize
their great role in educating their child on good and proper time expenditures and
allows/give their children to manage their time.
Teachers. This study would also benefit the teachers on the step to take for
they could be informed how effective time expenditure is important to allow
students to complete more in less time across learning areas. This enables them to
guide and identify the major causes of distractions affecting their study time
especially in SEPNAS.
School Administrator. This study would also benefit school administrators.
It will provide them information on the importance of knowing the major factor
behind study time expenditures and the possible effect across learning areas in
STEM education. It is one way that the administrators will intensify Time
management in their school, improve the knowledge of their teachers to seminars
so that they can deal well with their students to manage their time wisely and
productively.
Future researchers. This study would help the future researchers on the
similar topic.
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Chapter II
CONCEPTUAL FRAMEWORK AND REVIEW OF RELATED
LITERATURE
This chapter discusses researches determine the study time spent across
learning areas in Grade 11 STEM Education experienced by the Grade 12 Science,
Technology, Engineering, and Mathematics (STEM) students.
Theoretical Framework
In this theory, it states the Pickle Jar Theory that focuses on time
management. Students need to balance things and activities while adopting time
management techniques effectively.
This study based on existentialism philosophy. This philosophy is learner
centered which gives direction to students regarding their study. Learners are self-
responsible of their academics because they just seek guidance from teachers but
take decisions and manage all activates themselves. This study depends upon pickle
jar theory which is the most relevant and modern theory of time management
educated in administration course. Wright (2002) gave the idea of jar theory that
focuses on time management (Olubor & Osunde, 2007). This theory expresses that
human beings need to be create balance among things and activities while adopting
time management techniques effectively. Time is around distributed for different
activities and tasks fit well where they are relied upon to fit. People have numerous
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needs in lives, for example, academics, work burden, and family obligations. The
important thing is that how a person manages all responsibilities and tackle
problems on time. It is most vital for students to manage time and do all tasks
related to studies. Effective utilization of time determines the success of students at
each level, strand and subjects. In STEM education, students manage all things
timely.
In this theory, it states the Goal-setting principle by Locke that having a
clear and defined goals can help to one’s motivation to perform and achieve great
performance.
Setting goals helps us maintain optimum concentration while working to
accomplish our priorities. To efficiently manage one's time, one can apply the goal-
setting principle by Locke. This notion is predicated on the idea that having clear
and defined goals and objectives can increase one's motivation to perform (Ivy
Panda, 2022). This notion states that clear expectations are the only way to achieve
great performance (Pynes 2008, p.155). In this study, the STEM students goals are
one of the factors that determine the time they will allot to study their subjects.
Having clear objectives and plans helps students to manage their time on studying
and make their study habits effective.
In this study, it states the Palm Beach study time leaning hypothesis that
time spent in doing task depends to the outcomes and academic success.
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According to the notion, students today don't spend as much time studying
as they did in the past. Average University of California students pursuing a four-
year degree, according to a recent report approximately 24 hours a week were spent
on the program of study, while only 14 hours were spent in the classroom.
(Ukpong, 2013)
Professor Palm Beach of the University of Pennsylvania first proposed the
Palm Beach study time learning hypothesis in 1864 at California. It explains that
study time is a useful tool for anticipating and managing learning outcomes
behavior’s. It offers a foundation for the effect of study time on students' learning
results. Theorist said academic success depends on how much time is spent on a
task in order to finish it.(Ukpong, 2013).
Conceptual Framework
In this conceptual framework, shows the input, process, and output
approach of the study. The input is the independent variable which includes
sociodemographic profile, consideration in prioritizing the study time, mean study
time spent in core subjects, specialized subjects, and applied subjects, comparison
in consideration in prioritizing study time and mean study time. The process
includes the tools and analysis in gathering the data. Furthermore, these findings
will be basis for a proposed intervention program as the output of the study.
Determining the Study Time Expenditures of Grade 12 STEM Students across
Learning Areas in Grade 11 STEM Education is a type of strategy in learning
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where students experienced when they were in Grade 11. To evaluate the
effectiveness of these two-learning strategy whether it is better or worse, it is
necessary to examine the effects of these strategies in learning as well as their
similarities and differences.
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Conceptual Paradigm
INPUT PROCESS OUTPUT

Socio-demographic
profile of respondents
Considerations of Grade 12
learners in prioritizing their
study time
-Research Design Determining
Mean study time spent by
Non-Experimental the
Grade 12 learners in their
core, applied and -Sampling Study Time
specialized subjects
Purposive Sampling Expenditures
Method
of
-Data collection tool
Significant correlation of
Grade12
mean final grade obtained Survey questionnaire via
in grade 11 subjects (Google Forms) STEM students
between socio-demographic
profile of respondents, in -Data Analysis Across their
prioritizing and mean study
Inferential Learning Areas in
time
Descriptive, Grade11STEM
Comparative, and
Education
Significant difference in the Correlational
mean study time spent of
respondents according to
their socio-demographic
profile and in prioritizing
study time
Figure.1
The Conceptual Paradigm of the study showing
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the interrelationship of the variables
Null Hypothesis
There is no significant correlation between the sociodemographic profile of
the respondent and the consideration in prioritizing study time.
There is no significant correlation between the sociodemographic profile of
the respondent and mean study time.
There is no significant correlation between considerations in prioritizing
study time and mean study time.
There is no significant difference in the mean study time spent by the
student respondents when group according to their sociodemographic profile and
considerations in prioritizing study time.
Definition of Terms
To provide a basic uniform understanding of the variables used in this
research, the following terms are hereby conceptually and operationally defined:
Expenditure. The act of using or spending time, money, or energy. It refers
to the time exerts in studying of STEM students in their subjects in STEM
Education.
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Learning Areas. Grouping of traditionally discrete but related subjects with
the explicit aim of integrating students’ learning. In this study, it refers to the core
subjects, applied subjects, and specialization of STEM students in their Grade 11
STEM Education.
Science, Technology, Engineering, and Mathematics (STEM). The
STEM strand is an inquiry and research-based program for Senior High School.
The learners are inclined to researches which will give them the edge to become
excellent in the pursuit of their college degrees (Foundation). It helps the senior
high school STEM students of Speaker Eugenio Perez National Agricultural School
to prepare learners for college degrees that focus on the perplexity of the intrinsic
world making them the future scientists, health workers, experts in technological
advancement, engineers, mathematicians and so on.
STEM Education. It simply means educating students in four specific
disciplines, namely, Science, Technology, Engineering, and Mathematics
(collectively shortened as STEM). It refers to the lesson or knowledge gained in
STEM strand by grade STEM students to their teachers and their modules or their
subjects.
Students. A person who studying at school or college. Participants of the
study who enrolled in Speaker, Eugenio, Perez, National, Agricultural, School
(SEPNAS) under STEM strand and the primary source of data in this research.
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Study Habits. These are commonly known as the usual behavior or
habitual practices by a by a person in order to study and learn effectively. In this
research it pertains to the studying strategy of the grade 12 STEM students in their
previous grade 11 STEM Education.
Study Time. It's s a structured process of directly observing and measuring
human work using a timing device to establish the time required for completion of
the work by a qualified worker when working at a defined level of performance
(Services). It refers to the STEM students of Speaker Eugenio Perez National
Agricultural School to measure the length of their time during action, process, or
condition exists or continues.
Time. It is measured in seconds, minutes, hours, days, weeks, months and
years with clocks and calendars. In this study, it refers to how long or how many
hours STEM students spend to study their subjects in STEM strand.
Time expenditures. The act of using or spending energy and time (Dictionary). It
refers to the STEM students of Speaker Eugenio Perez National Agricultural
School who expend their time in doing such quizzes, activities, and exams etc.
Review of Related Literature
Learners gain a thorough awareness of the world around them through
science. It aids in their development of research and analytical skills. Young people
are better prepared to work in a high-tech workplace thanks to technology. Students
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can develop their problem-solving abilities and apply their knowledge to new
projects through engineering. People can use mathematics to examine data, correct
mistakes, and make deliberate decisions when creating solutions. STEM education
integrates these fields into a single, integrated system. As a result, it trains
professionals who can innovate and find sustainable solutions to alter society
(Norris, 2022).
According to Hadley, Agramonte, & Bustelo (2022), 62% of high school
girls find STEM studies enjoyable. Although the level of enjoyment is ten
percentage points lower than among their male peers, we choose to see the glass as
half full. It is encouraging that so many girls and young women relate STEM with
joy because this is the cornerstone of initiatives to promote further study and
employment in STEM subjects. However, despite liking STEM topics, there are 10
percentage points more young women than young males who report having
significant levels of arithmetic anxiety. Mathematics anxiety may discourage high
school students from pursuing STEM jobs because it has been shown to affect
interest, performance, persistence, and motivation.
Task given to students will be basis for establishing and acquiring needed
knowledge for the academic success in STEM education. Students building study
habits, setting goals, and managing time.
The idea of study habits is centered on the academic success of the student.
Students must work hard and put out effort if they hope to improve their academic
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achievement. Students engage in study habits on a daily basis at school. It makes a
substantial contribution to the growth of knowledge and perceptive abilities. Study
practices indicate a person's level of learning, his or her goals for the future, and
how much money they hope to make. These could all be determined by one's
lifelong study habits (Rabia, Mubarak, Tallat & Nasir, 2017).
Age, family wealth, and education were factors that had a significant impact
on college students' study habits, according to Kaur and Pathania (2017). Their
study's conclusions showed a strong correlation between study habits and academic
accomplishment. It suggests that age, family income, and educational attainment all
have an impact on how pupils develop their scholarly habits.
Academic achievement is the top focus for both students and instructors in
any educational system. Numerous studies have demonstrated the impact of
variables including motivation and study time on students' performance (Cote &
Singth, Granville, & Dika, 2002; Levine, 2000) as cited by (Ukpong, 2013).
The relationship between students' performance during study time has been
the subject of numerous research. The most recent ones are those of Gbore (2006),
Kumar (2002), and Logunmakin (2001). While other researchers, such as Owolabi
(1996) and Adeyemo (2005), came to the opposite conclusion, noting that students'
academic achievement was the result of a combination of the study time behavior
and other factors in any course of study, they all agreed that study time attitude has
a strong relationship with academic performance of students. Adeyemo (2005)
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asserted in particular that study time Attitude training involves more than just
reading time. (Ukpong, 2013)
Insights into how these activities affect young people's success in school
could be gained via a study of time use among Malaysian adolescents in relation to
academic accomplishment, particularly one that makes a distinction between
school-related and non-school-related activities. Such information could be
beneficial to those responsible for developing educational policies, school leaders,
instructors, civic organizations, parents, and teenagers who are interested in
maximizing the chances offered to Malaysian children during their secondary
school year (Razimi Zakaria, See May Lai & Gary J. Confessore, Januray 24,
2014).
There is a negligible correlation between time management and academic
performance in terms of procrastination and prioritization. In terms of prioritization
and procrastination, it has a slight correlation (Gonzales, 2019).
Although better time management is linked to improved academic
achievement and decreased levels of anxiety among students, many of them
struggle to strike a balance between their daily life and their academics (Adams &
Blair, 2019). According to Rogayan, Rafanan, & De Guzman (2021), students may
feel pressure from family members, which they perceived as challenge in taking
STEM course.
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The STEM students' difficulties with the program's subjects and overall
curriculum requirements are the focus of the course-related difficulties. This
includes the majority of course requirements, the level of difficulty of STEM
courses, irrelevant performance tasks, and irrelevant subjects to the preferred
college degree (Rogayan, Rafanan, & De Guzman, 2021).
In science, technology, engineering, and math classrooms, we encourage
students to get to know one another and organize small study groups. Study
partners can share knowledge, hold one another accountable, compare notes on
assignments, and work on tests together. It can be immensely empowering to
realize you're not alone and that someone else is traveling the same path as you in
any difficult circumstance. If one student is having trouble understanding STEM
ideas, it's likely that others are too (Akbar, 2020).
Students that have good time management abilities can prioritize their
responsibilities and finish their schoolwork and assignments on time. Planning
ahead helps students make better use of their time by allocating the necessary
amount of time for projects and assignments (Grade Power learning, 2018).
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Chapter III
METHODOLOGY
The research design presented in this chapter is in line with the research. It
comprises the duration and locale, participants and population, materials and
processes, as well as the tools for data analysis.
RESEARCH DESIGN
This study utilizes the Descriptive Comparative Correlational Method to
determine the study time expenditures across learning areas experienced by the
grade 12 STEM Students in their Grade 11 STEM Education in SEPNAS.
According to O'Dwyer & Bernauer (2013), research that does not involve the
manipulation of an independent variable, random assignment of participants to
conditions or orders of conditions, or both, are considered to be non-experimental
research. Thus the descriptive research is defined as research methods that describe
the characteristics of a population or phenomenon (Siedlecki, 2020). A descriptive
comparative research design serves to describe differences between groups in a
population without any manipulation (Cantrell, 2011). According to Cresswell
(2012), a correlation is a statistical test to determine the tendency or pattern for two
(or more) variables or two sets of data to vary consistently. The purpose of
correlational research is to determine the relationship among two or more variables.
Furthermore, the researchers decided to use this design because they see that it fits
their research because the title and research problems implies that the study aims to
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describes Student's study habits in their study time expenditures or to determine
how students expend their time in learning their core, specialized and applied
subjects. There is no intervention to be manipulated in the study so this must be non
-experimental research. The objective of this research was only to report a
phenomenon. To achieve the goals of the study the researchers will provide hand
out paper survey questionnaires and giving questionnaires through Google forms to
the respondents.
Duration and Locale
This study was conducted at Speaker Eugenio Perez National Agricultural
School (SEPNAS) from second week to third week of May 2023.
In San Carlos City, a primary school known as the "Grammar School" was
founded in the early 1900s to inform the populace about democratic ideals, offer
them greater educational opportunities, and enhance their quality of life. The
Philippine Legislature changed the school's name to " San Carlos Farm School" at
that time after realizing the need of vocational training for the development of the
country's untapped natural resources. According to the institution's history, the "Era
of Construction and Improvements" lasted from 1953 to 1956. The Farm Shop,
Machine Shed, Granary, and Vocational Building were among the major additions
as the campus's land area expanded. The last time the school's name was changed
was due to a proposal made in 1964. (SEPNAS Yearbook,Class of 2020,year of
2020).
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At present, SEPNAS offers Technical Vocational Livelihood (TVL) Track
and Academic Track in Senior Highschool. The academic track offered consists of
Science, Technology, Engineering, and Math (STEM), Accountancy, Business and
Management (ABM), and Humanities and Social Sciences (HUMSS) and the TVL
track consists of Crop Production NC II, Animal Production NC II, Shielded Metal
Arc Welding NC I, Shielded Metal Arc Welding NC II (completer of SMAW NC
I),Gas Tungsten Arc Welding NC II, Cookery NC II, Dressmaking NC II, Food and
Beverage Services NC II, Bread and Pastry Production NC II, Tailoring NC II,
Animation NC II, Computer Programming NC II, Computer System Servicing NC
II. (SEPNAS Online, 2020). Currently, SEPNAS occupies a total land of area of
approximately 35 hectares in size on Roxas Boulevard. This educational facility has
more than 4000 Junior High School (JHS) students and roughly 2000 Senior High
School (SHS) students enrolled at the moment.
The researchers believe that the locale is fit for their study because lot of
students came from different barangays of San Carlos who are enrolled in this
school and not just only in San Carlos but even places or barangays outside of the
city because of this they are convinced that they will gather efficient and reliable
data.
Population and Sampling
This research was conducted at Speaker Eugenio Perez National
Agricultural School. The population of this study is the present grade 12 STEM
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students who are currently enrolled in SEPNAS. There are about 106 students, 33
male and 73 female as the population. In this research sampling technique was used
to take sample is purposive sampling. According to Arikunto (2010:183), purposive
sampling the process of selecting a sample by taking subject that is not based on the
level or area, but it is taken based on a specific purpose. Furthermore, the safety of
the researcher and the prospective participants had also been prioritized over the
use of quantitative methods and over the adoption of purposive sampling
techniques. In any case, what is essential is that the researchers are still able to
attain the competence in determining the sample size and recruiting respondents in
only the representatives of the sample or respondents have been sacrificed. To be
fair, the researcher applied this sampling technique and excluded those who did not
meet a specific profile when constructing the sample. Respondents were chosen
based on the members judgment.
Materials and Procedure

The following data collection instruments was use in this study: a survey
questionnaires and anecdotal record sheet.
Survey questionnaire was used as instrument in this study. It is employed via
Google forms and pen and paper. The questionnaire is modified and consists of 3 parts.
The first part is the cover letter, which is the letter to the respondents. Next part is about
the demographic profile of the respondents, asking for their name which is optional
whether they can give their true names, use other names or write symbols instead, also
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includes in this part are the participants' sex, age and section. The last part are the
questions or surveys the respondents needed to answer, this part was taken from the
statement of the problem of this study to meet its objectives purpose.
Anecdotal records are brief observations that teachers make of the students.
The observations record a variety of actions in the areas of literacy, mathematics,
social studies, science, the arts, social and emotional development, and physical
development (Bates, Schenk, & Hoover, 2019). The record sheet obtained was the
1st semester grade of the subjects of the students when they were in grade 11 that
was chosen as participants. The sheet provides the name, section, school year, and
the 1st semester grade of the students.
In gathering data, the researchers wrote a letter to the principal's office
requesting authorization to allow the conduct of the research collection in the Grade
12 STEM Students of SEPNAS. Once this was approved by the principal, the
researchers also prepared a letter to the Registrar to seek assistance and gather data
about the 1st semester grade of the students to fill the information needed with the
guidance of the Investigation, inquiries, and immersion adviser. The questionnaire
will be distributed face-to-face and online to the chosen respondents through the
sampling method used by the researchers. The researchers would also assure the
respondents that their responses would be kept strictly confidential.
During the gathering of data, the researchers provide clear instruction
through face-to-face and online chat (Messenger) before answering the
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questionnaires. After respondents, answered the pen and paper questionnaire and e-
survey questionnaire researchers will collect or gather data from the submitted
response by the respondents and summarize the data in a tabular form in MS Excel.
The researchers then interpreted and analyzed the data.
Tools for Data Analysis
In gathering important information from the respondents, a survey
questionnaire will be use as the main tool. For the statement of the problem no.1
which is profiling, the statistical tool that will be use for sex and section will be
frequency distribution while in age, there are three statistical tools that used
namely, arithmetic mean, frequency count, and percentage. In the statement of the
problem no. 2 which is the common considerations of Grade 12 STEM in
prioritizing their study time, frequency distribution is use as statistical tool. For the
statement of the problem no. 3, Frequency count was used as statistical tool. In the
statement of the problem no.4 Inferential statistics and average was used as a
statistical tool. For the last statement of the problem which is no. 5, the statistical
tool that was used are T-test, one-way ANOVA (Analysis of Variance), and
Kruskal-Wallis one-way analysis of variance.
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Chapter IV
RESULTS AND DISCUSSION
This chapter presents the research findings, interpretation and discussion of
data obtained from the questionnaire.
Respondents’ Profile
Table 1 presents the profile of the student respondents from the STEM
Student in SEPNAS, San Carlos City Pangasinan.
The table below shows that there are more female respondents in this study
than male, 73 and 33, respectively. Researchers purposively chose the 3 sections
from the STEM strand with 44 participants from section A, 36 participants from
section B and 26 participants from section C with a total of 106 respondent
Socio-demographic f %
Profile
17 44 41.5
Age
18 58 54.7
19 4 3.8
Total 106 100.0
Sex Male 135 39.7
Female 94 27.6
Total 106 100.0
Section PAST 11 STEM A 44 41.5
PAST 11 STEM B 36 34.0
PAST 11 STEM C 26 24.5
Total 106 100.0
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Table 1. Frequency Distribution of Respondents as to Socio-Demographic Profile
The table shows that Most of the time with the weighted mean of (3.92) and
(3.89). Indicating that most of the time student wants their Learning areas where
quizzes/assessments are scheduled to be administered are studied first before those where
no quiz or assessment is apparent to be administered soon and before those where no quiz
or assessment is announced. Learners usually tend to review their subjects if there are
upcoming tests. If there is an announced quizzes to be administered soon students are
motivated to study their subjects for, they will likely to remember it at the day of
scheduled quiz and to be able to have a good grade on that subject. Announced quizzes
also initiates them to study because they need to pass their tests.
The table shows that the weighted mean of the sequence of subjects to be studied
after class hours depends largely on which needs immediate need because the concepts
remain unclear or not completely understood is (3.71). It implies that majority of the
students need immediate response of the concepts that they didn’t understand. Majority
of the learners study the subjects first that they do not fully understand than the other
subjects. For it will not be hard for them to understand it if there will be tests or other
activities.
The table shows that Sometimes with the weighted mean of (3.36) indicates that
students do not often study the learning areas that are not thoroughly explained first.
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Learners infrequently studies first the subjects that were not fully explained. They are not
encouraging to study even if they did not totally understand it, if it does not require
immediate need.
Table shows in the statement number 3 that learning areas are reviewed on a
regular basis, regardless of whether or not a quiz is scheduled to be administered soon as
each learning area is treated equally is (wm=2.99). Learners rarely studies on regular
basis, whether there is a quiz or not to be administered. They tend not to study if there is
no motivation as quizzes or assessments, for it will not help them in their academic
performance. They are more likely to relax when there are no quizzes at hand.
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Statement WM Descriptive Rank

Value
Learning areas where 3.92 Most of the time 1
quizzes/assessments are
scheduled to be administered are
studied first before those where
no quiz or assessment is apparent
to be administered soon
(presuming/expecting that a quiz
is likely to be administered)
Learning areas where 3.89 Most of the time 2

quizzes/assessments are
scheduled to be administered are
studied first before those where
no quiz or assessment is
announced.
The sequence of subjects to be 3.71 Most of the time 3

studied after class hours depends
largely on which needs
immediate need because the
concepts remain unclear or not
completely understand
Perceived difficulty of the subject 3.36 Sometimes 4

in terms of its thorough
discussion: Subjects that were not
thoroughly explained are studied
first
learning areas are reviewed on a 2.99 Sometimes 5

regular basis, regardless of
whether or not a quiz or an
assessment is apparent or is
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scheduled to be administered
soon as each learning area is
treated equally.
Table 2. Considerations of Grade 12 STEM Learners in Prioritizing Study TIME
Legend
1.00-1.79= Not at all (N)
1.80-2.59= Rarely (R)
2.60-3.39=Sometimes (S)
3.40-4.19= Most of the time (M)
4.20-5.00= All the time (A)
The table shows that most of the time, most of the past grade 11 STEM students
like to study first the subjects they perceive as difficult in terms of the concepts to be
learned and/or the concepts to be attained (wm=3.44). Students frequently studied the
subjects that seems easy for them. They find it easy to learn if they will start to study easy
subjects for it will not kill their time and interest.
The perceived ease got the 3.41 weighted mean based on the given data. It means
that subjects perceived to be easy are studied first most of the time. Learners infrequently
studies first the subjects that were not fully explained. They are not encouraging to study
even if they did not totally understand it, if it does not require immediate need.
Descriptive
Statement N R S M A WM Value Rank
Perceived difficulty of
subject: Subjects 2 9 46 38 11 3.44 Most of the 1
perceived to be difficult in time
terms of the concepts to be
learned and/or
competencies to be
attained are studied first
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Perceived ease of subject: 2 11 45 38 10 3.41 Most of the 2

Subjects perceived to be time
easy are studied first
Table 2.1. Frequency Distribution of the Perceived Difficulty Subjects and Perceived
Ease Subject
Legend:
1.00-1.79=Not at all (N)
1.80-2.59=Rarely (R)
2.60-3.39=Sometimes (S)
3.40-4.19=Most of the time (M)
4.20-5.00= All the time (A)
Table 3.1 shows The frequency distribution of the mean study time spent (2.27)
by grade the 12 STEM students of Speaker Eugenio Perez National Agricultural School
in their core subjects year 2021-2022 . Results reveal that almost 37% of the students’
study time is between 1 and 1.5 hours. Only .9 % have study time spent 30 mins enough.
It indicates that most of the student don’t spend that much time on studying their
core subjects, 1-1.5 hours is enough to understand the lesson and sometimes shorter than
the time spent provided that is 30 minutes is enough.
Table 3.1
Study Time Spent f %
Frequency
Distribution of the
up to 60 minutes 30 28.3 Mean Study Time
(hour or less) Spent by Grade 12
between 1 and 1.5 39 36.8 STEM Students in
hours Core Subjects,
between 2 and 2.5 22 20.8 Academic Years
hours 2021-2021
between 2 and 2.5 9 8.5
hours
between 2.5 and 3 5 4.7
hours
other, please 1 .9
specify:
32
Sometimes 30
minute is enough
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Table 3.2 shows the frequency distribution of the mean study time spent (2.26) by
the Grade 12 STEM students of Speaker Eugenio Perez National Agricultural School in
their applied subject’s year 2021-2022. Results reveal that almost 40% of the student
study time spent between 1-1.5 hours. Only 5% have study time spent between 2.5 and 3
hours.
40% of the students spent their study time between 1-1.5 hours, it shows that most
of the students had the same study time spent on the core subjects and applied subjects
base on the given results. Only 5% stated that they have a study time spent between 2.5
and 3 hours, it indicates that they don’t spend that much in studying the applied subjects.
Table 3.2 Frequency Distribution of the mean study time Spent by Grade 12 STEM
students in applied subjects, Academic Year 2021-2022
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up to 60 minutes (hour 28 26.4

or less)
hours
hours
hours
hours
other 0 0
Table 3.3 shows the frequency distribution of the mean study time spent (2.27) by
grade the 12 STEM students of Speaker Eugenio Perez National Agricultural School in
their specialized subject’s year 2021-2022. Results reveal that 27% of the student study
time spent between 1-1.5 hours. Only 12% have study time spent 2.5 and 3 hours.
12% stated that the study time they spent in specialized subjects is 2.5 and 3
hours. Specialized subjects in Grade 11 STEM Education includes problem solving that
can test one capability in critical thinking. That shows only that, 12% of the students are
the one who studied longer in their major subjects.
Table 3.3 Frequency Distribution of the mean study time spent by the Grade 12
students in specialized subjects, Academic Year 2021-2022
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up to 60 minutes 22 20.8
(hour or less)
hours
hours
hours
hours
other, 0 0
Table 4 presents the Mean Final Grade obtained by the Grade 12 students in
Grade 11 STEM Education. The mean final grade is 91.08, it shows that the student
give time to study their subjects across learning areas.
Table 4.1 displays correlation between Sociodemographic profile of the respondent

and the previous grade 11 STEM students’ consideration in prioritizing study time.
Results show that there is significant moderate correlation between the age
of the respondents and their considerations in prioritizing study time (p=0.38,
p>0.05). As the age increases, as good was the given consideration in studying,
Moreover, the researchers found out that there is a negative low correlation into the
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3 sections of the respondents (p= -.113, p> 0.05). There is section who gives a high
consideration than the others on spending time in studying. While the correlation
between sex of the respondents and their prioritizing study time also shows a
negative low correlation (p= -0.86, p> 0.05). As a result, the null hypothesis, which
states that there is no significant correlation between Sociodemographic profile of
the respondent and the considerations in prioritizing study time, is not rejected at
0.05 level of significance.
Table 4.1. Correlation Between the Sociodemographic Profile of The

Respondent and the Consideration in Prioritizing Study Time
Considerations in
Independent Variable Prioritizing Study
Statistics Indexes Time
Age Correlation Coefficient .038
Sig. (2-tailed) .699

Section Correlation Coefficient -.113
Sex Correlation Coefficient -.086
Table 4.2 states the correlation between sociodemographic profile and the mean
study time of previous grade 11 STEM students.
It implies that there is a significant low correlation between age and mean
study time. (p=.234*, p>0.05) whereas, when the age decreases, the amount of time given
for studying decreases. While the relationship between section and mean study time
shows a negatively moderate correlation (p=-300***, p<0.05), it is found out also that the
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relationship between sex and mean study time infers a low correlation (p=.106, p>0.05)
stating that female devoted more time in studying than the male students. Therefore, at
level of significance .05, the hypothesis that indicates that there is no significant
relationship between sociodemographic profile and mean study time spent is not rejected.
Table 4.2. Correlation Between the Sociodemographic Profile of the

Respondents and Mean Study Time
Independent Variable Statistics Indexes Mean Study Time
Age Correlation Coefficient .234*

Section Correlation Coefficient -.300**
Sex Correlation Coefficient .106
Table 4.2 illustrates the relationship between the consideration in prioritizing study
time of respondents and the mean study time spent of grade 11 STEM students in school
year 2021-2022
The correlation shows a low correlation (p=0.24, p>0.05). Indicates that as low
was the given consideration in studying, as less was the time they've spent to study.
Furthermore, at the 0.05 level of significance, the hypothesis entails that there is no
significant relationship between consideration in prioritizing study time of
respondents and mean study time spent is not rejected.
Table 4.3. Correlation Between the Considerations in Prioritizing Study Time

and Mean Study Time
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Independent Variable Statistics Indexes Mean of Study Time

Considerations in Correlation Coefficient .024
Prioritizing Study Time
Sig. (2-tailed) .
The One way analysis of variance (Table 5.1) shows that there is significant
difference in the study time expenditures across learning areas of grade 11 STEM
education basis for model strategy in optimizing learning outcomes (F= 2.971;
p< .05). Therefore, the null hypothesis of the study expenditures across learning
areas of grade 11 STEM education basis for model strategy in optimizing learning
outcomes is rejected at 0.5 alpha.
Table 5.1 One-way analysis of variance (ANOVA) table for Comparing the
Mean Study Time Spent in terms of Age
Sum of Squares df Mean Square F Sig.
Between Groups 5.868 2 2.934 2.971 .056

Within Groups 101.701 103 .987
Total 107.569 105
Table 5.2. The one-way analysis of variance table shows that there is
significant difference in mean study time spent when grouped according to section.
(F=5.484; p<0.05). This indicates that there is section that devotes more time on
studying than the other sections. Therefore, the hypothesis that the mean study time
has no significant difference with the respondents' section is false.
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Table 5.2. One-way analysis of variance (ANOVA) table for comparing the
Mean Study Time Spent in terms of Section
Sum of Squares df Mean Square F Sig.
Between Groups 10.352 2 5.176 5.484 .005
Within Groups 97.217 103 .944
Total 107.569 105
This table shows the comparison of the mean study time of the respondents
as to section. There was statistically difference of the mean study time when
compared by section (F=5.484, p<0.5) using one way Analysis of Variance
(ANOVA). Thus, the hypothesis states that to know the section caused the
statistical significance to exist, Tukey's test was used. Section a was found to be
statistically different from the rest of the sections in STEM, the reason the
significant difference to occur.
Table 5.2.2 post hoc test table using Tukey’s test to determine the group that
caused statistical significance
Subset for alpha = 0.05
Section N 1 2
C 26 2.12
B 36 2.19
A 44 2.79
Sig. .953 1.000
According to table 5.3. The table of 1 st semester grade of Grade 12 STEM
students on their Grade 11 STEM education is 91.08, which is lower than the mean
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study time spent of the female respondent by 2.49. The difference was found that
there is no statistically significant at 0.05 Alpha ( t= -1.135, df=104, p> 0.5). It
means, the Ho is rejected at 0.5 alpha.
Table 5.3 T test table for comparing the mean Study Time Spent in terms of
Sex
t df Sig. (2-tailed)
-1.220 74.103 .226
The table shows that there is no statistically difference in the mean study
time between different groups in considerations in prioritizing study time.
(H2=2.62), (p=.623; p>0.05)Therefore the null hypothesis is not rejected.
Table 5.4 Kruskal-Wallis Test for comparing the Study Time Spent in
terms of Considerations in Prioritizing Study Time
Mean Study Time Spent
Chi-Square 2.621
df 4
Asymp. Sig. .623
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Discussion
This study aimed to find the impact of study time expenditures on the
academic performance of students among the STEM Students at Speaker Eugenio
Perez National Agricultural School. This study based on existentialism philosophy.
This philosophy is learner centered which gives direction to students regarding their
study. Learners are self-responsible of their academics because they just seek
guidance from teachers but take decisions and manage all activates themselves.
This study depends upon pickle jar theory which is the most relevant and modern
theory of time management educated in administration course. Wright (2002) gave
the idea of jar theory that focuses on time management (Olubor & Osunde, 2007).
This theory expresses that human beings need to be create balance among things
and activities while adopting time management techniques effectively. Time is
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around distributed for different activities and tasks fit well where they are relied
upon to fit. People have numerous needs in lives, for example, academics, work
burden, and family obligations. The important thing is that how a person manages
all responsibilities and tackle problems on time. It is most vital for students to
manage time and do all tasks related to studies. Effective utilization of time
determines the success of students at each level, strand and subjects. In STEM
education, students manage all things timely.
According to student’s perception, preplanning their studies had been
beneficial for their academic performance. However, less than half of the students
agreed that they manage their time, which could be due to various reasons. In this
study students agreed that insufficient study habits pattern makes their feel lazy and
they are unable to manage time. Furthermore, majority also believed that the last
year had been challenging (due to covid-19 pandemic) and affected their time (and
online learning). Professor Palm Beach of the University of Pennsylvania first
proposed the Palm Beach study time learning hypothesis in 1864 at California. It
explains that study time is a useful tool for anticipating and managing learning
outcomes behaviors. It offers a foundation for the effect of study time on students'
learning results. Theorist said academic success depends on how much time is spent
on a task in order to finish it. (Ukpong, 2013). The students with positive attitude
and who claimed to manage time and meet their deadlines were also had high
academic grades.
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In conclusion, according to student’s perception, preplanning their studies
had been beneficial for their academic performance. However, less than half of the
students agreed that they manage their time. No relationship was found between
short range and long-range time management behavior on academic achievement.
This study recommends better sleeping pattern and making of to-do list among
students for better time management, which could lead to high academic
achievement.
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Chapter V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of this study, the conclusions drawn and
the recommendations raised based on the findings.
Summary
The first semester grade in the core, applied, and specialization subjects of
the Grade 12 Science, Technology, Mathematics, and Engineering students was
used to determine the effect of the prior study time expenditures across learning
areas. In accordance with the researchers' choice of the purposive sample
methodology, 106 students were chosen as respondents, and all of them had
received STEM education in grade 11. This quantitative non-experimental survey
employed a modified validated questionnaire to acquire pertinent information. Non-
experimental descriptive, comparative, and correlational research methods were
used in the study. The primary tools for acquiring the required data were the survey
questionnaire and the data gathered from the subject teacher.
The findings reveal that there are more female respondents in this study
than male, 73 and 33, respectively. In this study there are 3 sections from the
STEM strand with 44 participants from STEM A, 36 participants from STEM B,
and 26 participants from STEM C. Results shows that students tend to study first
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the learning areas where there are quizzes/assessments scheduled to be
administered, and most of the students don’t spent that much time in studying their
subjects. Students devote more time in studying their specialized subject. There is
no significant correlation between sociodemographic profile of the respondent and
the consideration in prioritizing study time, sociodemographic profile of the
respondents and mean study time and considerations in prioritizing study time and
mean study time. The mean final grade obtained in first semester grade is 91.08.
There is no significant difference in mean study time spent by the students’
respondents when grouped according to their sociodemographic profile,
considerations in prioritizing study time. Furthermore, these findings shows the
effect of study time spent across learning areas in Grade 11 STEM Education.
Findings
1. Majority of the respondents are female, older and from other section and they
tend to allot more study time than the others.
2. Learners mostly begin studying the subjects that seems more important to review
first. Students need motivation for them to study, they lack initiative if there are no
evident tests at hand.
3. Learners allot their time more in studying their specialized subject. Students
found this learning area that it needs more minutes/hours to fully understand the
concepts.
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4.There is no significant correlation between sociodemographic profile of the
respondent and the consideration in prioritizing study time, sociodemographic profile of
the respondents and mean study time and considerations in prioritizing study time and
mean study time.
5. There is no significant difference in mean study time spent by the
students’ respondents when grouped according to their sociodemographic profile,
considerations in prioritizing study time.
Conclusion
Based on the results, researchers have come up with the following
conclusion:
Science, Technology, Mathematics, and Engineering Students allot more time in
their specialized learning area. They usually study their subject when there are
assessments scheduled to be conduct most of the students don’t spend a longer time
studying their subjects.
The findings have implications to the students to encourage them not to
study only when it is needed immediately, not only aiming for academic
achievement but also to learn and to gain increase in self-esteem.
Pickle Jar theory by Jeremy Wright provide basis for the findings
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Recommendations
1. Students must devote adequate study time to learning their subjects through the
following:
a. They must understand the first topic they are learning before moving on
to the next lesson.
b. To study effectively students should stop multitasking and create a study
schedule for each subject.
2. Parents must assist their children in improving their study skills, encouraging
their children in prioritizing their study time.
3.Teachers should set study goals for each session to guide their student and
motivate them to study.
4. Learners should stick to their schedule diligently, to avoid procrastination.
5. Schools need to conduct a program where they can teach students the tips on managing
time in studying well to achieved better performance and the benefit of having good
performance.
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6.To gather and validate more findings, future researchers need to conduct further
analysis and improve the research instruments used by the researchers with the same
subject matter.
REFERRENCES
Adams, R., Blair,E.(2019). Impact of Time Management Behaviors on

Undergraduate Engineering Students Performance.
https://journals.sagepub.com/doi/full/10.1177/2158244018824506
Agramonte, Bustelo, & Hadley (2022), Perceptions on women and girls in

STEM https://blogs.iadb.org/igualdad/en/perceptions-women-and-girls-in-stem/
(Ebele & Olufu,2017). Students cannot perform and enhance their academic
performance without creating study habits. https://eric.ed.gov/
Gonzales, M, J.(2019).Relationship Between Time Management and
Academic Performance as Perceived By Senior High
SchoolStudents.https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/
11446
(Grace C., 2022). The Rising Popularity of STEM: A Crossroads in Public
Education or a Passing Trend?https://www.publicschoolreview.com/amp/blog/the-rising-
popularity-of-stem-a-crossroads-in-public-education-or-a-passing-trend
Grade power learning, (2018) 10 WAYS TO IMPROVE TIME MANAGEMENT

FOR STUDENTS. https://gradepowerlearning.com/10-time-management-tips-students/
Ivy Panda (2022).Time Management Theories and Models

Report.https://ivypanda.com/essays/time-management-theories-and-application/
Jeremy W. (2002). The bucket of rocks theory or The jar of life theory
files.eric.ed.gov
https://files.eric.ed.gov
Oluber & Osubde (2007). Path Relationship of Time Management and

Academic Achievement of Students in Distance Learning Institutio
48
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SepnasOnline (2020).Offerings.https://sepnas.wixsite.com/online/offerings
(Merriam Webster, 2022). https://www.merriam-webster.com
Subramanian & Jukka (2022) STEM Education is Vital to National Development.
Here’s How We Can Support It https://blogs.adb.org/blog/stem-education-vital-national-
development-here-s-how-we-can-support-it
(Tus., 2020). Improving study habits and learning attitudes
Rabia et al. (2017). A Study and study habits and academic performance of
students
https://www.researchgate.net/publication/
344659816_The_Influence_of_Study_Attitudes_and_Study_Habits_on_the_Acade
mic_Performance_of_the_Students
(Rabia, Mubarak, Tallat & Nasir,2017). One’s lifelong study habits.

https://www.researchgate.net/publication/344659816_The_Influence_of_Study_Att
itudes_and_Study_Habits_on_the_Academic_Performance_of_the_Students
Razimi Zakaria, See May Lai & Gary J. Confessore. (Januray 24, 2014). A study
of time use and academic achievement among secondary-school students in the state of
Kelantan, Malaysia. International Journal of Adolescence and Youth , 433-448.
Rogayan, D.,Rafanan, R,J., deGuzman C,Y.(2021).Challenges in STEM Learning
A Case of Filipino Highschool Students.
https://www.researchgate.net/publication/356705218_
Sam T., 2022). What Is Innovation in Education and Why It’s
Important?https://corp.kaltura.com/blog/what-is-innovation-in-education/
Sheila A., 2020) Five Tips to Becoming A Better STEM

Studentshttps://signeteducation.com/resources/five-tips-stem-classes/
Subramanian & Jukka (2022) STEM Education is Vital to National Development.

Here’s How We Can Support It https://blogs.adb.org/blog/stem-education-vital-national-
development-here-s-how-we-can-support-it
Ukpong, D. E. (2013, February 16). Length of Study-Time Behaviour and

Academic Achievement of. Akwa Ibom State, Nigeria.
Ukpong, D. E. (2013, February 16). Length of Study-Time Behaviour and

Academic Achievement of. Akwa Ibom State, Nigeria.
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APPENDIX A: LETTER TO THE PRINCIPAL
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APPENDIX B: LETTER TO THE REGISTRAR
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Telephone No.: +6372•765•77107
APPENDIX C: LETTER TO THE RESPONDETS
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Telephone No.: +6372•765•77107
Dear Respondents,
Good day!
We are the Grade 12 Science, Technology, Engineering and Mathematics
(STEM) students from Speaker Eugenio Perez National Agricultural School. As one of
our requirements, we are conducting a research study entitled “STUDY TIME
EXPENDITURES ACROSS LEARNING AREAS IN GRADE 11 STEM
EDUCATION: BASIS FOR MODEL STRATEGY IN OPTIMIZING LEARNING
OUTCOMES."
Although your participation as respondents is completely voluntary, we are

humbly asking you for your time and cooperation to answer our questionnaires. Rest
assured that any information you will share will be treated with utmost confidentiality.
Your participation will be a great help in accomplishing our endeavor. For any
clarifications, please do not hesitate to ask any of the researchers.Thank you and God
Bless.
Noted:
Frederick M. Milflores Pauline C. Dela

Cruz
Inquiries, Investigation, and Immersion Group Leader
Adviser
APPENDIX D: SURVEY QUESTIONNAIRE (Pen and Paper And Google Forms)
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Telephone No.: +6372•765•77107
APPENDIX E: DATA COLLECTION (PICTURES)
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CURRICULUM VITAE
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Telephone No.: +6372•765•77107
I. Profile
Name: Pauline C. Dela Cruz
Age: 17 y/o
Sex: Female
Birthdate: August 17, 2005
Birthplace: Pisuac Urbiztondo Pangasinan
Address: Maliwara San Carlos City, Pangasinan
Citizenship: Filipino
Religion: Roman Catholic
Parents: Mr. & Mrs. Angel P. Dela Cruz
II. Educational Background
Elementary: Talang Central School
Secondary: Speaker Eugenio Perez National Agricultural School
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Telephone No.: +6372•765•77107
CURRICULUM VITAE
I. Profile
Name: Shiela Mae L. Cena
Age: 17y/o
Sex: Female
Birthdate: August 11, 2005
Birthplace: Mandaluyong City
Address: San Juan San Carlos City Pangasinan
Religion: Iglesia Ni Cristo
Parents: Mr. & Mrs. Lito B. Cena
Elementary: Highway Hills Integrated School
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CURRICULUM VITAE
I. Personal Background
Name: Garcia, Joyce D.
Age: 18 years old
Sex: Female
Date of Birth: May 20, 2004
Place of Birth: San Carlos City, Pangasinan
Address: Brgy. Matagdem, San Carlos City, Pangasinan
Civil Status: Single
Religion: Catholic
Parents: Mr. Eduardo P. Garcia Sr.
Mrs. Gemma D. Garcia
Elementary: Don Vicente G. Ferrer Elementary School
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CURRICULUM VITAE
I. Profile
Name: Janice R. Valerio
Age: 18 y/o
Sex: Female
Birthdate: March 13, 2004
Birthplace: Brgy. Palaming SCCP
Address: 039 Palaming San Carlos City, Pangasinan
Parents: Mr. & Mrs. Reynaldo S. Valerio
II. Academic History
Elementary: Palaming Elementary School
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CURRICULUM VITAE
I. Profile
Name: Derek Jither A. Lubong
Age: 18 y/o
Sex: Male
Birthdate: October 24, 2004
Birthplace: San Carlos City, Pangasinan
Address: Pagal San Carlos City, Pangasinan
Parents: Mr. & Mrs. Christopher M. Lubong
II. Academic History
Elementary: Pagal Elementary School
Secondary: Speaker Eugenio Perez National Agricultural
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Telephone No.: +6372•765•77107
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SPEAKER EUGENIO PEREZ NATIONAL AGRICULTURAL SCHOOL

Roxas, San Carlos City, Pangasinan, Philippines

Background of the Study

A report published by the American College Testing (ACT) service, the

learning strategies are beneficial for the improvement of their academic

subject they have in STEM strand.

process of learning (Rothkopf, 1982).

According to research (Saraç, 2018; Yildirim, 2016), STEM education is

beneficial in enhancing students' learning outcomes, including academic learning

accomplishment, student motivation, attitude, and problem-solving skills. Lot of

students are interested in pursuing careers connected to STEM.

STEM education, which focuses on the core subjects of science, technology,

education today. For STEM to be successful, it must become a complex dance

science subjects (Chen, 2022).

To innovate means to make changes or do something a new way. Innovation

in education isn't a term with a predetermined meaning. The essence of innovation

ways for information transmission (Thompson, 2022).

The rapid development of science, technology, engineering, and

government agencies, professional organizations, industries, and education

institutions (Li, 2020).

Studying under STEM strand is a multi-faceted process that is initiated by

instructor- or self-generated cues, followed by marshalling resources and managing

about studying, and aspects of their personal lives (Hora, 2017).

Multi-faceted is refers to having many facets (see FACT sense 1) or aspects

(Merriam Webster, 2022).

According to Ramanathan & Tulivuori (2022), in order to achieve the

sustainable development goals, enhance human welfare, and guarantee inclusive

and equitable education for everyone, STEM education is essential. Wherever

possible, it should be developed and improved.

In the Philippines there is still a limited number of literatures that directly

core, specialized and applied subjects. Furthermore, the international researchers

conducted on this topic does not provide evidence and results.

subjects, specialization and applied Subjects. If this mentality continues, we can

could lead to choosing other strand or stop their study.

of Grade 12 STEM students in their grade 11 STEM education in learning from

Expenditures Across Learning Areas in Grade 12 STEM Education of Speaker

Eugenio Perez National Agricultural School.

Statement of the Problem

areas experienced by the Grade 12 STEM students in their Grade 11 STEM

Specifically, this study seeks to answer the following questions:

1. What is the profile of the Grade 12 STEM students in terms of:

1.2 sex and

2. What is the most common considerations of Grade 12 STEM learners in

prioritizing their study time namely

2.1 perceived ease of the subject,

2.2 perceived difficulty of the subject,

2.3 learning area and

2.4 scheduled administration of assessment in the subject and

2.5 perceived apparent administration of assessment in the subject

3.1 core subjects,

3.2 specialized subjects and

3.3 applied subjects?

significant correlation between

4.1 sociodemographic profile of the respondent and the consideration in

prioritizing study time,

4.2 sociodemographic profile of the respondents and mean study time,

4.3 considerations in prioritizing study time and mean study time?