Lietal.

(2019) underscores the critical importance of optimizing STEM learning outcomes to meet the escalating
demand for a skilled and competent STEM workforce on a global scale.
Explanation: As industries evolve and become increasingly reliant on technology, the demand for individuals
proficient in STEM disciplines continues to rise.

Han Yu (2020): Conducted a comprehensive analysis on the causal effect of rank on student performance.
Explanation: Unlike previous studies that primarily focused on the direct correlation between standing and
academic achievements, this research delves into the nuanced aspects, Han Yu's comprehensive study conducted
in 2020 adds significant depth to the ongoing discourse surrounding the impact of ordinal standing on students'
academic performance.

Lee and Kim (2020) conducted a longitudinal study examining the effects of publicly disclosing class standing
on academic performance.
Explanation: Their findings suggest that such transparency can positively influence academic performance by
creating a competitive environment that motivates students to excel. The study suggests that students in
educational settings where class standings are openly visible tend to demonstrate higher levels of academic
success.

Rohde, N. (2023) revealed that students classified as low-performing displayed a notable inclination towards
bolstering their self-perception, even in the face of receiving lower grades.
Explanation: Despite facing academic challenges, these students demonstrated a proactive approach to
maintaining their motivation and self-esteem.

Jones & Brown (2019): Highlight the psychological effects of class standing on students' well-being including
their feeling of motivation and sense of belonging within the STEM community.
Explanation: The transparency of class standing can also introduce challenges such as increased pressure and
stress, which can impact students' mental health and overall academic experience.

Johnson et al. (2023): Delved into the significance of peer effects and social interactions within STEM
education.
Explanation: These studies have provided comprehensive insights into how these factors contribute
significantly to the academic and career outcomes of students in STEM disciplines.

Palamar et. al. (2020): Students hold high expectations for their grades but fall short, they may experience
emotional burnout.

Explanation: This phenomenon, fueled by unrealistic hopes, can lead to prolonged stress and feelings of
disappointment.

Marsh et al. (2023): Students anticipate higher grades but do not meet their expectations, it leads to
disappointment, particularly when there is a gap between their aspirations and reality.
Explanation: This disappointment can have detrimental effects on academic outcomes, including demotivation,
increased stress, and diminished self-confidence especially when their class standing doesn’t meet their
expectations.

RELATED STUDIES

Sense of Belonging

Strayhorn (2019): Students’ sense of belonging is the feeling of being part of a group or community.
Explanation: This research has confirmed over the years the positive correlation between a student’s sense of
belonging at school and positive outcomes for academic achievement and engagement.

Williams et al. (2021): Students who believe intelligence can be developed (growth mindsets) tend to feel they
belong in STEM fields.
Explanation: This feeling is influenced by factors like instructors' beliefs and the trustworthiness of the school
wherein their beliefs of their instructors and schools tend to have impacts on their mindset that they will grow as
a student

Filippello et al. (2019): Students' perceptions of their academic abilities, often molded by class standing, can
significantly impact not just their self-esteem but also their level of engagement in various academic pursuits.
Explanation: Filippello et al. (2019). This study underscore the paramount importance of fostering a positive
self-concept and cultivating a robust academic identity among students or sense of belonging within the STEM
community.

Motivation

Murphy & Weinhardt, 2020: Impact of class standing on students' educational and career trajectories that can
affect the motivation of the students to continue their chosen field.
Explanation: This study emphasizes how class standing significantly influence students' decisions regarding
higher education and career paths, shaping their perceptions of their strengths and capabilities in specific
academic domains.

In contrary,
Dings & Spinath (2021): Differences between underachieving and low-achieving students, noting that
underachievers tend to have lower levels of motivation.
Explanation: They suggest a link between this lack of motivation and poorer academic performance, alongside
distinct personality traits exhibited by underachieving students wherein they feel the attack their lower class
standing.