SSRN Id3359091

INTEREST AND CONFIDENCE IN MATHEMATICS AND SCIENCE
81
http://blogs.edweek.org/teachers/teaching_now/2016/11/teachers_underestimate_
girls_math_abilities_report_suggests.html
Students show dire lack of interest in mathematics-oriented careers. (2017, April 4).
Retrieved March 06, 2018, from
https://www.engineersaustralia.org.au/portal/news/students-show-dire-lack-
interest-mathematics-oriented-careers
Suarez, K. (2013, July 29). Science, tech ‘key to PH competitiveness’. Retrieved August
28, 2017 from www.rappler.com/science-nature/34843-talkthursday-mario-
montejo-competitiveness
Uyquiengco, M. (2014). Benefits of the K 12 curriculum for Filipino students! Retrieved
June 23, 2014 from ph.theasianparent.com
Electronic copy available at: https://ssrn.com/abstract=3359091

INTEREST AND CONFIDENCE IN MATHEMATICS AND SCIENCE 80
Hom, E. J. (2014). What is STEM Education?. Retrieved February 11, 2014 from
www.livescience.com
Irby, K. (2017, April 6). Under challenge: Girls’ confidence level, not math ability
hinders path to science degrees. EDUCATION & SOCIETY, NEWS. Retrieved
June 10, 2017, from http://news.fsu.edu/news/2017/04/06/challenge-girls-
confidence-level-not-math-ability-hinders-path-science-degrees/
Jaschik, S. The STEM Enrollment Boom. (2014, April 07). Retrieved May 22, 2017,
from www.insidehighered.com/news/2014/04/07/study-finds-increased-stem-
enrollment-recession
Kuo, M. (2016, July 22). Low math confidence discourages female students from
pursuing STEM disciplines. Retrieved March 06, 2018, from
http://www.sciencemag.org/careers/2016/07/low-math-confidence-discourages-
female-students-pursuing-stem-disciplines
Newton, E. (2015, August 10). How can teachers help students overcome their fear of
maths? Retrieved March 06, 2018, from https://www.britishcouncil.org/voices-
magazine/how-can-teachers-help-students-overcome-their-fear-maths
Perdue, B. (2015). Why we’re bad at math: It’s a confidence thing. Retrieved from
http://educationpost.org/why-were-bad-at-math-its-a-confidence-thing/
Rouse, M. (2013). STEM (science, technology, engineering, and mathematics). Retrieved
April 2013 from whatis.techtarget.com
Stoltzfus, K. (2016, November 1). Teachers Underestimate Girls' Math Abilities, Report
Suggests. Retrieved March 6, 2018, from

Educational Research International, 2015. doi:
http://dx.doi.org/10.1155/2015/396750
Online
Adams, R. (2015, March 05). Girls lack self-confidence in maths and science problems,
study finds. Retrieved March 06, 2018, from
https://www.theguardian.com/education/2015/mar/05/girls-lack-self-confidence-
maths-science-oecd-school-engineering
Alcober, N. (2013, October 26). Brighter future for youth with K to 12 education. The
Manila Times. Retrieved from http://www.manilatimes.net/brighter-future-for-
youth-with-k-to-12-education/47980/
Cruz, I. (2014, June 3). The STEM Strand. The Philippine Star. Retrieved May 25, 2017,
from http://www.philstar.com/education-and-home/2014/07/03/1341906/stem-
strand
Dou, R. (2017, March 7). The interactions of relationships, interest, and self-efficacy in
undergraduate physics. In FIU Digital Commons. Retrieved March 7, 2018, from
http://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=4151&context=etd
Fives, H. & Gill, M. G. (2014). The Career Development of Preservice and Inservice of
Teachers. Why Teacher’s Self-Efficacy Beliefs Matter. Retrieved March 6, 2018
from https://books.google.com.ph/books?isbn=113626583X
Glen, S. (2017, October 31). Quota Sampling: Definition and Examples. Retrieved
December 30, 2017, from http://www.statisticshowto.com/quota-sampling/
Harris, N. (2018, July 11). Confidence versus Self-efficacy. Retrieved February 23, 2018,
from https://nest.latrobe/confidence-versus-self-efficacy/

Moakler, M. W., Jr., & Kim, M. M. (2013). College major choice in STEM: Revisiting
confidence and demographic factors. The Career Development Quarterly, 62, 11.
Nagaño, L. (2013). K-12 System: A better fit for students?. Retrieved March 31, 2017
from http://luckynagano.blogspot.com/2012/03/k-12-system-better-fit-for-
students.html
Sahin, A., Ekmekci, A., & Waxman, H. (2017). The relationships among high school
STEM learning experiences, expectations, and mathematics and science efficacy
and the likelihood of majoring in STEM in college. International Journal of
Science Education. doi: 10.1080/09500693.2017.1341067
Savelsbergh, E. R., Rietbergenb, C., Vaessena, B. E., Prinsa, G. T., Fechnera, S.,
Draijera, J. M., & Bakkera, A. (2016). Effects of innovative science and
mathematics teaching on student attitudes and achievement: A meta-analytic
study. Educational Research Review, 19, 158-172.
doi:https://doi.org/10.1016/j.edurev.2016.07.003
Thomas, B., & Watters, J. J. (2015). Perspectives on Australian, Indian and Malaysian
approaches to STEM education. International Journal of Educational
Development,45, 42-53. doi:10.1016/j.ijedudev.2015.08.002
Wang, X. (2013). Why students choose STEM majors: Motivation, high school learning,
and postsecondary context of support. American Educational Research
Journal,50(5), 1081-1121. doi:10.3102/0002831213488622
Wenno, I. (2015). The correlation study of interest at physics and knowledge of
mathematics basic concepts towards the ability to solve physics problems of 7th
grade students at junior high school in Ambon Maluku Province, Indonesia.

11/science/increasing-student-interest-and-attitudes-in-stem-professional-
development-and-activities-to-engage-and-inspire-learners
Heaverlo, C., Cooper, R. & Lannan, F. S. (2013). STEM development: Predictors for 6th-
12th grade girls' interest and confidence in science and math. Journal of Women
and Minorities in Science and Engineering, 19(2), pp. 121-142. doi:
10.1615/JWomenMinorScienEng.2013006464
Knezek, G., & Christensen, R. (2017). Relationship of middle school student STEM
interest to career intent. Journal of Education in Science, Environment and Health
(JESEH), 3(1), 1-13. doi: http://dx.doi.org/10.21891/jeseh.45721
Lent, R. W., Brown, S. D., & Hackett, G. (2000). Contextual supports and barriers to
career choice: A social cognitive analysis. Journal of Counselling Psychology,
47(1), 36-49. doi:10.1037//0022-0167.47.1.36
Lent, R.W. & Brown, S.D. & Hackett, Gail. (2002). Social cognitive career theory. career
choice and development (4th Ed..) 255-311.
Lichtenberger, E., & George-Jackson, C. (2013). Predicting high school students’ interest
in majoring in a STEM field: Insight into high school students’ postsecondary
plans. Journal of Career and Technical Education,28(1).
doi:10.21061/jcte.v28i1.571
Long, C. Y. & Jiar, Y. K. (2014). Mathematical thinking and physics achievement of
secondary school students. Sains Humanika, vol. 2, no. 4, pp. 231-237.
Marginson, S., Tytler, R., Freeman, B., & Roberts, K. (2013). STEM: country
comparisons. Melbourne: Australian Council of Learned Academies.

Cheung, D. (2017). The key factors affecting students’ individual interest in school
science lessons. International Journal of Science Education, 40:1, 1-23. DOI:
10.1080/09500693.2017.1362711
English, L. D. (2016). STEM education K-12: perspectives on integration. International
Journal of STEM Education,3(1). doi:10.1186/s40594-016-0036-1
Foley, P. F., & Lytle, M. C. (2015). Social Cognitive Career Theory, the theory of work
adjustment, and work satisfaction of retirement-age adults. Journal of Career
Development, 42(3), 199–214. http://doi.org/10.1177/0894845314553270
Frenzel, A., Goetz, T., Pekrun, R., & Watt, H. M. (2013). Development of mathematics
interest in adolescence: influences of gender, family, and school context. Journal
of Research on Adolescence, 20(2), 507-537.
Gandhi-Lee, E., Skaza, H., Marti, E., Schrader, P., & Orgill, M. (2015). Faculty
perceptions of the factors influencing success in STEM fields. Journal of
Research in STEM Education, 1(1), pp. 30-44.
Hasni, A., & Potvi, P. (2015). Student's interest in science and technology and its
relationships with teaching methods, family context and self-
efficacy. International Journal of Environmental & Science Education,10(3),
2015th ser., 337-366. doi:10.12973/ijese.2015.249a
Hayden, K., Ouyang, Y., Scinski, L., Olszewski, B., & Bielefeldt, T. (2013). Increasing
student interest and attitudes in STEM: Professional development and activities to
engage and inspire learners. Contemporary Issues in Technology and Teacher
Education, 11(1). Retrieved from http://www.citejournal.org/volume-11/issue-1-

REFERENCES
Books
Bronfenbrenner, U. (2005). Making human beings human: Bioecological Perspectives on
human development. Thousand Oaks, CA: Sage Publications, Inc.
Graziano, A. M. & Raulin, M. L. (2013). Research methods: a process of inquiry (8th
ed.). Boston, MA: Pearson.
Honey, M., Pearson, G., & Schweingruber, H. (2014). STEM integration in K-12
education: Status, prospects, and an agenda for research. Washington, D. C. The
National Academies Press.
Jackson, S. L. (2016). Research methods and statistics: A critical thinking approach (5th
ed.). CA, USA: Cengage.
Kothari, C. R. (2014). Research Methodology: Methods and Techniques. New Delhi:
New Age International (P) Limited.
Price, P. C., Jhangiani, R., & Chiang, I. A. (2015). Research Methods in Psychology.
Renninger, A. & Hidi, S. E. (2016). The power of interest for motivation and
engagement. NY: Routledge.
Saunders, M., Lewis, P. & Thornhill, A. (2015). Research methods for business students
(7th ed.). Boston, MA: Pearson Education Limited.
Journal
Akram, T. M., Ijaz, A., & Ikram, H. (2017). Exploring the factors responsible for
declining students' interest in chemistry. International Journal of Information and
Education Technology, 7(2). doi:10.18178/ijiet.2017.7.2.847

reason that will explain the low turnout of enrollees in the STEM strand. Focus may be
given on the number of schools offering STEM and the accessibility or proximity of these
schools to the students interested in STEM. Also, looking at the local and the profile of
the students may expose the factors that could overshadow the interest of the students in
pursuing the STEM strand. Lastly, studies may be conducted on the impression of the
students on the different strands and tracks of SHS which could explain why they choose
other tracks despite their existing interest in STEM.

3. For the School Administrators
Schools must implement more math and science related programs that can
stimulate the interest and confidence of the students. Math and science camps must be
conducted regularly. Competitions must be open not only for the advanced but also for
those who are not that confident. When they experience the feeling of participating in
competitions, their interest and confidence may develop and their STEM interest may
increase.
4. For the Parents
The influence of the family, parents in particular, was highlighted in this study. So
it is important that parents recognize and perform their role to the fullest in guiding and
encouraging their children to pursue the STEM career. Parents should develop a positive
atmosphere at home regarding the career path of the students especially towards STEM.
5. For Future Researchers
Further studies may be conducted and investigations may focus on the academic
performance of those who wish to pursue STEM. This is to see whether they are doing
good in math and science that is why they are pursuing STEM or not. Also, studies may
be conducted on the performance of those enrolled in STEM for the current school year.
This is to see whether they are doing good because they were interested in the strand or
they were just forced to enroll in the said strand.
In addition, further investigations may be done concerning the factors behind the
low STEM enrollment. This study in particular, has established the relationship between
the interest of the students in math and science and their interest in pursuing the STEM
strand. However, despite the high interest in the two variables, researchers must find the

by their interest in math and science. The poor enrollment in STEM can be attributed to
their lack in interest and therefore lack of confidence in math and in science. For the
STEM enrollment to increase, it is very important that the interest and confidence of the
students be improved and sustained.
Recommendations
With the conclusions presented from this study, the following recommendations
are hereby suggested:
1. For Policy Makers
The Department of Education must provide necessary teaching-learning materials
that will enhance the interest of the students. These materials should never be a burden
for the teachers alone. Many materials are being developed through research and DepEd
can utilize these to foster interest and confidence in math and science and thus increase
the interest in pursuing the STEM field. With this, it can be expected that STEM
enrollment will increase in the succeeding years.
2. For the Teachers
With the big role teachers play inside and outside the classroom, it is important
that they themselves recognize the existing interest of the learners in mathematics and in
science. Their teaching strategies, activities, and even their personalities must promote,
develop and sustain interest in their students. Proper encouragement and words of
wisdom must be part of their lessons and not just mere content teaching. Once interest is
sustained, learners will be confident and will be interested in pursuing the STEM strand.

Accordingly, their interest and confidence in math had a very high correlation and
was significant. This goes the same with the interest and confidence in science where the
correlation was significantly very high. This simply means that when students are
interested in a subject they will be confident in that subject and when they are not
interested, it is expected that they will be not confident in their performance in that
subject.
4. The most important factor that affects the interest of the respondents was the
influence of teachers. Teachers play an important role in developing and sustaining the
interest of the students. With the use of varied pedagogical strategies, interest in math and
science can be strengthened and sustained among the students.
Contrary to interest, the most important factor that affects the confidence in math
and science was family influence. The parents in particular play a critical role in
developing the confidence of the students. Total support and encouragement at home is
important for the learner. The family of the learners shapes their educational experience
at home and therefore the confidence in mathematics and in science.
5. The interest of the respondents in pursuing the STEM strand in senior high
school was at high level. The respondents perceived the importance of STEM careers in
this present age. They believed that the support of their environment is crucial in their
choice after high school. The students also believed that they will be the key persons in
the future that would address the problems occurring in the world today.
6. There was a moderately high relationship between the interest and confidence
of the respondents in math and science and their interest in pursuing the STEM strand.
This means that the choice of the students whether to pursue STEM or not is influenced

Problem 6. Relationship Between the Level of Interest and Confidence in Math and
Science and the Level of Interest in Pursuing the STEM Strand
The level of interest and confidence of the respondents in math and science had a
moderately high relationship with their level of interest in pursuing the STEM strand. It
had an r value of 0.538 and was tested to be significant at the 0.05 level.
Conclusions
Based from the findings enumerated above, the following conclusions are drawn:
1. The respondents were interested in their mathematics subjects. They were
willing to learn and study mathematics as a whole but they were not that interested in
practicing their skill through mathematics competitions and sharing their knowledge in
different math organizations. At the same time, they were interested in science but did not
want to face the challenge of participating in science competitions and joining science
clubs.
2. The respondents did not think they can perform well in mathematics as shown
by their relatively low confidence level at slightly confident. Since they were not that
confident, they were sure that they cannot join math competitions and math clubs. On the
other hand, the students were confident in science and perceived that they can do well
and they are comfortable in the skills and competencies in science.
3. Relationship between the interest and confidence of the respondents in math
and science were both moderately high and significant. Those students who were
interested in math were also interested in science and those who were confident in math
were also confident in science. This is because both subjects involve mathematical
calculations, word problems, graphing, reasoning, and abstract thinking.

Problem 3. Significant Relationships Between the Variables
There was a significant, moderately high relationship between the respondents’
interest in math and in science with the value of r = 0.587. At the same time, their level of
confidence in math and science had an r value of 0.503 which implied a significant,
moderately high relationship. Meanwhile, their level of interest and level of confidence in
mathematics had a very high and significant relationship with the r value of 0.781. This
went the same with the level of interest and level of confidence in science which was also
very high and significant correlation at r = 0.757.
Problem 4. Most Important Factor Affecting the Interest and Confidence
The ranking of the respondents revealed that the most important factor that affects
their interest in math and science was the influence of their mathematics and science
teachers respectively. On the other hand, the most important factor that affects their
confidence was the influence of their family.
Problem 5. Level of Interest in the STEM Strand
The respondents showed high interest in pursuing the STEM strand in the senior
high school as shown by their general weighted mean of 3.71 and with a verbal
interpretation of Agree. They agree in most of the items in the questionnaire except in
item 7 where they were undecided if they would be successful in a professional career
that will make substantial contribution in the scientific world.

interested but was only just a few points above the lower level of slightly interested. It
was noted that the respondents were only slightly interested in graphing functions,
proving theorems, interpreting graphs, participating in math competitions, and joining
math clubs.
Similarly, their science interest reached the interested level at 𝑥̅ = 2.87 but way
off from the very interested mark. Only in identifying the different organ systems and
identifying the members of the solar system did they register a very interested mark. But
their interest did not translate to their interest in participating in science competitions and
joining science clubs.
Problem 2. Level of Confidence of the Respondents in Math and Science
Mathematics confidence level of the respondents was only at the slightly
confident level with a mean of 2.44. In most of the items, they had a mean that is within
the slightly confident level. However, they were confident at some aspects of their
mathematical ability like defining math terms and concepts, finding the values of an
unknown variable, substituting values in a variable, deriving formula in different
situations, finding the probability of an event, and solving the measures of central
tendency.
Unlike in mathematics, their confidence level in science reached the confident
level with the mean of 2.69. The highest ratings were registered in identifying the
different organ systems and identifying the members of the solar system. The
respondents, however, were only slightly confident in explaining the law of conservation
of mass, enumerating the different basic forces, participating in science competitions, and
in joining science clubs.

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter deals with the summary of findings, conclusions and
recommendations obtained from the study.
The study focused on exploring the level of interest and confidence in math and
science of grade 10 students as precursors in choosing the STEM strand. The level of
interest and level of confidence of the students in math and science were taken into
consideration in the conduct of this research.
The correlational research was employed to find out whether the interest and
confidence of the respondents in mathematics and in science would act as precursors in
choosing the STEM strand. The study was conducted in the Schools Division of Pasig
City and sample size was determined using the Slovin’s formula. The sample was then
selected randomly using the stratified sampling scheme. Data gathering lasted for two
weeks due to some delays with the schools which participated in the study.
The respondents answered a researcher-made and an adopted questionnaire to
meet the problems stated in this study. The said instrument underwent expert validation
and reliability testing. Data obtained was interpreted using the weighted mean, sum of
ranks, and Pearson-r correlation coefficient.
Summary of Findings
The findings of the study are summarized below:
Problem 1. Level of Interest of the Respondents in Math and Science
The interest of the respondents in mathematics was not low but not extraordinary
at the same time. The general weighted mean of 2.60 had a verbal interpretation of

Therefore, with the moderately high and significant correlation between the level
of interest and confidence of the students in math and science and their interest in taking
the STEM strand, and with the numerous studies supporting the findings of this research,
it can be concluded that those students who are interested and confident in their
mathematics and science subjects will most likely choose to continue their education
taking a STEM career. Consequently, those students whose interest and confidence in the
two subjects are low, would rather choose other fields than STEM.

STEM in their senior high school education if they are interested and confident in math
and science. On the other hand, they may not be interested in pursuing the strand once
their level of interest and confidence in math and science is low. It must be noted though
that this correlation simply implies a moderately strong influence and not causality and
can be used to predict future events (Graziano & Raulin, 2013).
The results of this correlation were supported by several studies that have been
conducted about the STEM field. In the study of Hannover and Prenzel (2004), they have
recorded a small number of students that would prefer a STEM career due to their
prevailing interest. This interest can be in their math or science subject. They therefore
concluded that those students mainly prefer their perceptions of science for their career
decisions. Also, Tai et al. (2006) stressed that student interest in STEM is an essential
component to increasing the number of students taking the STEM field in college. They
further concluded in their study that the choice of students to continue STEM studies
through college has a strong association with their interest and confidence in math and
science in high school.
Moreover, Moakler Jr. and Kim (2013) found out in their study that the major
predictor of science, technology, engineering, and mathematics major choice was the
confidence of the students. It was revealed that students will most likely choose a STEM
career if they had strong confidence in mathematics and academic areas. This means that
mathematics confidence and science confidence demonstrate an important role in making
a STEM major choice. Lastly, Irby (2017) cited that confidence in math and science
influence the math and science courses that students choose after their high school
education.

Problem 6. Significant relationship between the level of interest and confidence in

mathematics and science and the level of interest in pursuing the STEM
strand.
At this point, it has been clearly presented that the respondents were interested
and slightly confident in math while interested and confident in science. Also, their
interest in pursuing the STEM strand was found to be moderately high as they agreed in
the three constructs used in the questionnaire. This time, it is essential to look if there is a
significant relationship between their interest and confidence in math and science and
their interest in the STEM strand. Correlation was tested using the Pearson-r coefficient
and the level of significance was examined using the SPSS software. Table 6 below
summarized the results of this test.
Table 6. Relationship between the Level of Interest and Confidence in Math and
Science and the Level of Interest in Pursuing the STEM Strand
Groups Mean n Pearson-r Sig. (p- Interpretation Decision

Value value)
Interest and
2.65 382
Confidence in Reject the
0.538 4.21E-30 Significant
Math and Science null
Interest in the 3.70 382 hypothesis
STEM Strand
Note: p-value ≤ 0.05 – significant, p-value > 0.05 – not significant
As seen in the table, the r value of 0.538 suggests a moderately high or
moderately strong relationship between the two variables being investigated. There is an
influence existing between their interest and confidence in math and science and in their
interest in the STEM strand. Further, the correlation was significant at the 0.05 based
from the value of p = 4.21E-30, which is way below the 0.05 level of significance, which
brings to the rejection of the null hypothesis and affirms that there is a significant
relationship between the variables. Being statistically significant and a moderately high
correlation, it can be predicted that students will most likely be interested in pursuing

Meanwhile, in their interest in pursuing educational opportunities that would lead
to a career in science or math, as shown by items 5 – 9, the respondents agreed that they
will make it to a good college, pursue a career course in science or math and get a job in
science or math-related area. However, their mean rating for item 7 remained within the
Undecided area which means that they were still not sure if they would be successful in a
professional career that will make substantial contribution in the scientific world. This
could be attributed to their high regard with scientists and inventors where they thought
was not their level. Their answer in item 11 showed that they believed that scientists
make a meaningful difference in the world. Further in item 12, it showed that they had
strongly agreed that having a career in science or math would be challenging.
Clearly, the respondents showed interest in pursuing STEM and perceived the
importance of STEM in this present age. Their perception of the importance of STEM
was aligned with the study of Thomas and Watters (2015) where they stated that STEM
education is a very important element in responding to the issues of climate change or
any of the technological issues facing this modern age. The grade 10 respondents were
aware of what is happening in this world and they can see that STEM can be an answer
for today’s problems. Also, in the study of Marginson et al. (2013), it was highlighted
that STEM provides the cut through in global economic competition and social creativity
and was seen essential for work and citizenship. With the response of the students to this
study, it can be concluded that they can see the essence of STEM careers and look at
themselves as the key people in the future that would address the problem besetting the
world today. Thus, they showed interest in pursuing the STEM strand.

Table 5. Level of Interest of the Respondents in Pursuing the STEM Strand
Weighted Verbal
Science/Math Related Skills and Competencies
Mean Interpretation
1. I would like to have a career in science or math 3.79 Agree
2. My Family is interested in the science or math 3.54 Agree
courses I take.
3. I would enjoy a career in science or math. 3.72 Agree
4. My family has encouraged me to study science 3.56 Agree
or math.
5. I will make it into a good college and major in 3.57 Agree
an area needed for a career in science or math.
6. I will graduate with a college degree in a major 3.54 Agree
needed for a career in science or math.
7. I will have a successful professional career and 3.36 Undecided
make substantial scientific contributions.
8. I will get a job in science of math-related area. 3.57 Agree
9. Some day when I tell others about my career, 3.52 Agree
they will respect me for doing scientific work.
10. A career in science or math would enable me 3.84 Agree
to work with others in meaningful ways.
11. Scientists make a meaningful difference in the 4.1 Agree
world.
12. Having a career in science or math would be 4.31 Strongly Agree
challenging.
General Weighted Mean 3.71 Agree
Legend: 4.21 – 5.00 = Strongly Agree

3.41 – 4.20 = Agree
2.61 – 3.40 = Undecided
1.81 – 2.60 = Disagree
1.00 – 1.80 = Strongly Disagree
In items 1-4, the perception of supportive environment for pursuing a career in
science or math was highlighted. The respondents believed that they were ready to take a
career in math or science and that their family was interested and thus encouraged them
to pursue such career. The mean for these four items was 3.65 which had a verbal
interpretation of Agree. This shows interest in the STEM field from the respondents and
support from their family was evident at their point of view.

on their child’s academic choices and experiences which directly or indirectly influence
interest and confidence in math and science and influence their career aspirations in the
long run. In this study, as the respondents ranked the family influence as the most
important factor in their confidence in math and in science, it was noted that the
respondents recognize the critical role their family plays in their confidence. Their
parents shape the educational experiences and therefore the confidence of the learners in
mathematics and in science.
Problem 5. The level of interest of the respondents in pursuing the STEM strand in
senior high school.
This study recognized the importance of STEM in the development of the nation.
So, this research has also looked at the interest of the respondents, who were incoming
senior high school students at the time this study was conducted, on taking the STEM
strand in their SHS education. For this, the researcher adopted, with some revision, the
Career Interest Questionnaire which was developed by Knezek and Christensen (2017).
The results of the respondents’ response were summarized in Table 5.
As seen from the table below, the respondents showed high interest in pursuing
the STEM strand in the senior high school as shown by the general weighted mean of
3.71 with a verbal interpretation of Agree. In particular, they agreed in the three
constructs included in the questionnaire which were the perception of supportive
environment for pursuing a career in science or math (items 1-4), interest in pursuing
educational opportunities that would lead to a career in science or math (items 5-9), and
perceived importance of a career in science or math (items 10-12).

Nevertheless, it was acknowledged in varied researches that were cited by
Heaverlo et al. (2013) that parents have a strong influence on their child’s academic
choices and experiences which directly or indirectly influence interest and confidence in
math and science and influence their career aspirations in the long run. In this study, as
the respondents ranked the family influence as the most important factor in their
confidence in math and in science, it was noted that the respondents recognize the critical
role their family plays in their confidence. Their parents shape the educational
experiences and therefore the confidence of the learners in mathematics and in science.
4.4 Most Important Factor Affecting the Level of Confidence in Science
Table 4.4. Most Important Factor Affecting Students’ Confidence in Science
FACTOR RATING RANK
Influence of my Family 912 1
Influence of my Math Teachers 950 2
Influence of my Science Teachers 964 3
Influence of my friends or peers 1048 4
Others 1558 5
When it comes to the students’ confidence in science, the influence of the family
remained to be the most important factor. The influence of their teachers and friends
followed at ranks 2, 3, and 4 respectively. The results showed that as the family
influenced their interest, their confidence was also influenced. The support of the family
on the students’ performance brings confidence in them in doing various activities in
science. Heaverlo et al. (2013) reported in their study that parents have a strong influence

respondents ranked the factors from 1 being the most important factor and 5 as the least
important. Same list of factors as in their interest level were listed in the questionnaire.
This time, the influence of their family ranked first at 906 points followed by
influence of math teachers, then science teachers, and then their friends or peers. Just like
in their interest, the least factor is the part where they wrote their own answer. The most
common answers were still their self, social media and internet, and crush or
boyfriend/girlfriend.
Table 4.3. Most Important Factor Affecting Students’ Confidence in Math
FACTOR RATING RANK
Influence of my friends or peers 1005 4
Others 1653 5
The result of the ranking was inconsistent with the study of Heaverlo et al. (2013)
where she concluded that parents’ influence was not a significant predictor of her
respondents’ interest and confidence in science and mathematics. However, she knew
that the results of her study were in disagreement with numerous studies that stipulate
that parents play a vital role in the development of the interest and confidence of their
children. Heaverlo et al. (2013) reasoned that the way she coded the STEM careers of the
parents might have been the reason why family influence may not have been significant
in her study.

4.2 Most Important Factor Affecting the Level of Interest in Science
Similar with math interest, Table 4.2 shows that the most important factor
affecting the interest of the respondents in science was the influence of their science
teachers. It was followed by the influence of their family, math teachers, and friends and
peers.
Table 4.2. Most Important Factor Affecting Students’ Interest in Science
FACTOR Sum of Ranks RANK
Influence of my friends and peers 1150 4
Others 1532 5
Clearly seen from the results, teachers can be a predictor of the general interest of
the students in science and technology (Hasni & Potvi, 2015). Their role in the learning
situation of the students is very vital in the development of interest in science (Newton,
2015). Hasni and Potvi (2015) even enumerated some points where teachers can focus at
in order to promote and sustain students’ interest in science. Among these points are the
teaching methods the teacher uses, cultural activities related to science and technology,
and promoting a positive development of self-concept through quality schooling.
4.3 Most Important Factor Affecting the Level of Confidence in Mathematics
Summarized in Table 4.3 is the result of the ranking of the respondents on the
factors that affect their confidence in mathematics. Similar to the preceding section, the

Therefore, based on the results of the ranking of the respondents, the most
important factor that affects the interest of the respondents in mathematics was the
influence of their teachers in math. Teachers play an important role in developing and
sustaining the interest of the students in the two subjects that were investigated. Teachers
use varied pedagogies and teaching equipment that could help in effecting a positive
response in their students’ interest. This finding supports the result of the study of Akram
et al. (2017) where they concluded that students’ interest can be enhanced by the different
teaching models and techniques being utilized by the teacher. At the same time, it was
noted in their study that teachers can be a cause for declining student interest towards
chemistry though teachers were not the major factor for the decline.
In addition to that, Newton (2015) stressed in his study that teachers have a
crucial role in a learning situation where they must touch the students’ interest in science
and mathematics. He elaborated that teachers’ attitude towards math and science can
influence the students’ interest in the subject. Thus, teachers must show their love in math
in the very first place. He also stressed that it is very vital that teachers create a positive
and active learning environment in their classroom.
Lastly, the study of Heaverlo et al. (2013) provides a strong support for the results
of the respondents’ ranking. In her study, it was found out that teacher influence was a
statistically significant predictor of STEM development simply because teacher influence
was a significant predictor for math and science interest and confidence. Heaverlo et al.
(2013) further explained that teachers had encouraged the learners’ responsibility and
challenged them within a supportive environment which in turn have inspired active
engagement in the students’ learning.

school, and playground. Thus, the researcher included in the factors the Family Influence
for home, Peer Influence for playground, and the Math and Science Teacher Influence for
the school. The respondents were asked to rank the enumerated factors from 1 to 5 with 1
as the most important factor and 5 as the least.
Table 4.1 below summarizes the results of the ranking done by the respondents
for their interest in mathematics.
Table 4.1. Most Important Factor Affecting Students’ Interest in Math
FACTOR Sum of Ranks RANK

Influence of my friends and peers 1070 4
Others 1632 5
As clearly seen from the table, the factor influence of my math teachers got the
lowest sum of 900 from the respondents. This got a corresponding rank of 1 or the most
important factor for the students’ interest in math. This was followed by the influence of
my family with a rating of 932, influence of my science teachers with a score of 957, and
influence of friends and peers with a score of 1070. Their respective ranks were, 2 ,3, and
4. The respondents were also asked to provide a specific factor that they know that is
affecting their interest and was placed in the field known as others. This got the highest
score of 1632 and with the rank of 5 or the least important factor. The common things that
came out from their answers were, their own interest or their self, social media or the
internet, and books.

confidence as well. Their interest in the subject influences, in one way or another, their
belief that they can perform well in any of the activities suited for the competencies in
science. The interest of the students in science impacts their belief in their ability to do
well or in other words, their confidence in the subject (Newton, 2015; Stoltzfus, 2016).
It must be noted, however, that this relationship does not show causality in nature
(Price et al., 2015) and the reason behind the relationship is unknown. This was shown in
Table 1.2 and Table 2.2 where the general weighted mean of the respondents’ interest and
confidence fell within the range of Interested and Confident. Similarly, the respondents
were slightly interested and slightly confident at the same time in participating in science
competitions and joining science clubs. Again, this is what Ebert, as cited in Gandhi-Lee
(2015) has shown in his study wherein a student becomes less confident with his abilities
when his interest declines. On the other hand, when a student’s interest in science is high,
it can be expected that his performance in the subject would show confidence in all of its
aspects.
Problem 4. The most important factor affecting the level of (4.1) interest in
mathematics; (4.2) interest in science; (4.3) confidence in mathematics;
and (4.4) confidence in science of the respondents.
4.1 Most Important Factor Affecting the Level of Interest in Mathematics
Several factors have been identified based on the theory of Bronfenbrenner (2005)
wherein he identified some specific contexts that high school students interact in on a
daily basis. One of the systems that he classified in his theory was the microsystem which
pertains to the experiences or events that an individual encounters in a specific face-to-
face environment with other persons having distinctive characteristics and belief systems
present. He presented examples of the precepts at the micro level such as the home,

undecided or unsure or even insecure about their strength and abilities in mathematics.
Further, it agrees with Newton (2015) and Stoltzfus (2016) where it was stressed that
students’ interest and confidence impact their belief in their ability to do well on a
specific task – in this case, math related tasks. Therefore, learners who show lack of
confidence in mathematics can be identified as those with no interest in the subject.
3.4. Relationship Between the Level of Interest and the Level of Confidence
in Science
The next table depicts the correlation between the level of interest and the level of
confidence of the respondents in science. Similar to the previous results, SPSS software
was used to compute the r value and test the significance of the correlation.
Table 3.4. Relationship Between the Level of Interest and the Level of Confidence in
Science

Value value)
Science 2.87 382
Interest 0.757 4.3E-72 Significant Reject the null
Science 2.68 382 hypothesis
Confidence
Accordingly, the r value of 0.757 indicates a very strong relationship between the
students’ interest in science and their confidence in performing the skills and
competencies in the subject. Moreover, the correlation was significant at the 0.05 level as
shown in Table 3.4 above. This specifies that the null hypothesis is rejected and
maintains that there is a significant relationship between the respondents’ interest and
confidence in science.
Just like the other correlations, this indicates that the students who were
interested in science were also confident at the same time. On the other hand, their lack of
interest in the things that are being done in a science classroom results to their lack of

Table 3.3. Relationship Between the Level of Interest and the Level of Confidence in
Mathematics

Value value)
Math Interest 2.60 382
0.781 1.5E-79 Significant Reject the null
Math 2.44 382 hypothesis
Confidence
It can be clearly seen from the preceding table the r value of 0.781 which can be
interpreted as a very high or very strong relationship between the respondents’ math
interest and confidence. In addition to that, the correlation has been found to be
significant based from the value of p, which was 1.5E-79 and definitely lower than the
level of significance of 0.05, and upholds that there is a significant relationship between
the interest level and the confidence of the respondents in their mathematics subject.
Thus, the null hypothesis is rejected. This clearly implies that the respondents who were
interested in mathematics were also confident or slightly confident in the subject. In the
same manner, those student-respondents who were not interested in the skills or
competencies in mathematics were not confident doing or performing those skills and
competencies. Again, the results of this correlation can be a basis of prediction of future
events (Graziano & Raulin, 2013). This means that when learners’ interest in math is
high, it can be predicted that they are confident in the subject and believe that they can
perform well in different aspects of mathematics education like problem solving,
graphing, and explaining different mathematics concepts. Consequently, when their
interest declines, they would be hesitant and doubt their own mathematics skills.
This goes well with the study of Ebert (as cited in Gandhi-Lee et al., 2015) where
he concluded that when the grades and interest of the students decline, students become

other variable may also be in the lower level. The science confidence of the respondents,
though it reached the level of confident, did not record an extraordinary mean score
rather it remained near the boundary between the slightly confident and the confident
levels. At the same time, the level of confidence in math, though was found to be in the
low level of slightly confident, was still close to the upper boundary of 2.5 and almost
reached the next level on confident. The confidence of the respondents in mathematics
translates to their confidence in science. Adams (2015) emphasized this in his study and
stated that the confidence of students in their mathematical ability can lead them to
greater knowledge acquisition in mathematics and science.
Though predictions may be generated from the result of the correlation, it must be
emphasized that the level of confidence in math did not cause the level of confidence in
science neither the other way around. Just as what Price et al. (2015) has stated that the
statistical relationship of confidence is thought to be causal but in fact does not provide
causality wherein a change in one variable would trigger a change on the other. In this
case, prediction can be made yet the reason behind the relationship may be unknown.
3.3 Relationship Between the Level of Interest and the Level of Confidence in
Mathematics
Table 3.3 on the next page shows the computed Pearson-r value of the
relationship of the level of interest and the level of confidence in mathematics of the
respondents. Also shown in the table are the mean scores of the two variables under
investigation.

word problems, graphing and interpreting those graphs, reasoning and abstract thinking
(Long & Jiar, 2014). Developing the interest of the students in these aspects is vital to
their sustained interest in the two subjects.
3.2 Relationship Between the Level of Confidence in Mathematics and in

Science
Table 3.2. Relationship between the Level of Confidence in Mathematics and in

Science

Value value)
Math 2.44 382
Confidence 0.503 6.91E-26 Significant Reject the null
Science 2.68 382 hypothesis
Confidence
The table above shows the relationship between the level of confidence of the
respondents in mathematics and in science. As seen from it, the mean of the level of
confidence in mathematics was only 2.44 with a verbal interpretation of slightly
confident while their confidence in science has barely reached the confident level at 2.68.
However, the value of r = 0.503 suggests a moderately high correlation between the
variables mathematics confidence and science confidence. Furthermore, the correlation
has been found to be significant at the 0.05 level as seen in the p value of 6.91E-26 which
is lower than the level of significance of 0.05. Thus, the null hypothesis is rejected and
affirms that there is a significant relationship between the level of confidence of the
respondents in mathematics and in science.
The data imply that although the two variables presented had different verbal
interpretations, there appears to be a moderately strong influence between the two. Being
in the positive upward direction, it can be interpreted that a high level in one can show a
high level in the other and when one variable has a low level it can be predicted that the

Table 3.1 clearly shows that the relationship between the level of interest of the
respondents in math and in science is moderately high as indicated by the Pearson-r value
of 0.587. This means that the respondents’ interest in math greatly influences their
interest in science or vice versa. Further, being in the positive direction, an increase in
one will also result in an increase in the other. Thus, their interest in math may also lead
to their interest in science. It was also shown in their general weighted mean of 2.87 and
2.60 respectively both of which fall within the range of Interested.
In addition, the p value was less than 0.005 which made the relationship
significant. This leads to the rejection of the null hypothesis and establishes that there is a
significant relationship between the level of interest of the students in math and in
science. Therefore, being statistically significant, math interest can be used to predict the
respondents’ interest in science or vice versa. High interest level in math may be
predicted from high interest in science and vice versa. Graziano and Raulin (2013),
support this idea and stated that one of the two main functions of correlational research is
to predict future events. This prediction is possible even though the reason behind the
relationship between the variables math and science interest is unknown. Also, this
correlation was supported by different studies in math and physics. According to Long
and Jiar (2014), there is a linear relation between the comprehension of mathematics
concept and the ability to solve physics problems, while Wenno (2015) stated that
students having high mathematics ability has effects to student achievement of physics
study.
Therefore, the relationship and the possible prediction between the two subjects
can be attributed to the fact that math and science both involve mathematical calculations,

forces (𝑥̅ = 2.42), participating in science competitions (𝑥̅ = 2.13), and in joining science
clubs (𝑥̅ = 2.32) all of which fell within the verbal interpretation of Slightly Confident.
This shows that the respondents perceive that they can do well and they are
comfortable in those skills and competencies in their science subject. Moreover, they
imply that they are confident in the subject as a whole as depicted by their overall
weighted mean of 2.69 in science. Frenzel et al. (2013) stated in their study that when a
student is confident in himself, he will be more comfortable in doing or showing the
skills required of the subject. Although their confidence did not reach the highest level
which means that they are somewhat hesitant in their performance in science specially in
participating in science competitions and joining science clubs. Once sustained, these
students who are confident in this subject are more likely to succeed in their student life
(Moakler Jr. & Kim, 2013).
Problem 3. Significant relationship between (3.1) the level of interest in mathematics

and in science; (3.2) the level of confidence in mathematics and in
science; (3.3) the level of interest and the level of confidence in
mathematics; and (3.4) the level of interest and the level of confidence in
science.
3.1 Relationship Between the Level of Interest in Mathematics and in Science
The table below summarized the relationship between the interest level of the
respondents in their math and science subjects. Pearson-r was employed to determine the
level of relationship between the variables.
Table 3.1. Relationship Between the Level of Interest in Mathematics and in Science

Value value)
Science 2.87 382
Interest 0.587 9.02E-37 Significant Reject the null
Math 2.60 382 hypothesis
Interest

Table 2.2. Level of Confidence of the Respondents in Science
Weighted Verbal
Science Related Skills and Competencies
Mean Interpretation
1. Defining terms and concepts in Science 2.82 Confident
2. Deriving formula in different situations 2.75 Confident
3. Solving word problems in Science 2.71 Confident
4. Explaining the law of conservation of mass 2.46 Slightly Confident
5. Identifying the different organ systems 3.1 Confident
6. Describing the structure of the DNA 2.8 Confident
7. Enumerating the different basic forces 2.42 Slightly Confident
8. Explaining the relationships in ecosystem 2.82 Confident
9. Describing the different geologic processes 2.56 Confident
10. Identifying the members of the solar system 3.05 Confident
11. Performing laboratory activities 2.83 Confident
12. Participating in science competitions 2.13 Slightly confident
13. Attending science camps/fairs 2.61 Confident
14. Joining science clubs 2.32 Slightly Confident
15. Participating in star gazing activities 2.95 Confident
General Weighted Mean 2.69 Confident
Legend: 3.26 – 4.00 = Very Confident

2.51 – 3.25 = Confident
1.76 – 2.50 = Slightly Confident
1.00 – 1.75 = Not Confident
As seen in Table 2.2, the respondents showed confidence in most of the items in
the questionnaire. They got the highest mean score in identifying the different organ
systems (𝑥̅ = 3.1) and identifying the members of the solar system (𝑥̅ = 3.05). The
students also displayed confidence in the other skills and competencies in science except
in explaining the law of conservation of mass (𝑥̅ = 2.46), enumerating the different basic

level of confidence in participating in Math competitions having the lowest mean score of
1.88.
Despite their overall low level of confidence in Mathematics, the students
registered a considerably high level at some aspects of their mathematics ability. The
respondents were confident in defining math terms and concepts (𝑥̅ = 2.51), finding the
values of an unknown variable (𝑥̅ = 2.7), substituting values in a variable (𝑥̅ = 2.88),
deriving formula in different situations (𝑥̅ = 2.52), finding the probability of an event (𝑥̅ =
2.93), and solving the measures of central tendency (𝑥̅ = 2.61).
The students’ low level of confidence in mathematics can lead to their
mathematics anxiety (Newton, 2015). This becomes the reason why they think they do
not do well in many competencies involving mathematical calculations. This anxiety,
according to Stoltzfus (2016) can be linked to poor performance among them.
This is what Perdue (2015) has stressed. According to her, confidence in math is
one that needs to be addressed. Self-doubting one’s ability to succeed in math has
become par for the course for both adults and young people in their country. When
mathematics confidence is addressed, student success would be evident. This success
among students especially in math and science is not just a matter of cognitive ability and
IQ but also of confidence in one’s ability toward the subject (Moakler Jr. & Kim, 2013).
2.2 Science Confidence
Table 2.2 on the subsequent page provides the data for the confidence of the
respondents in their science subject. Same constructs as in science interest were used as
well as same verbal interpretation as in mathematics confidence were applied.

Table 2.1. Level of Confidence of the Respondents in Mathematics
Weighted Verbal
Math Related Skills and Competencies
Mean Interpretation
1. Defining math terms and concepts 2.51 Confident
2. Illustrating geometric figures 2.38 Slightly Confident
3. Finding the value/s of unknown variable/s 2.7 Confident
4. Substituting values in a variable 2.88 Confident
5. Deriving formula in different situations 2.52 Confident
6. Formulating equation in a word problem 2.3 Slightly Confident
7. Solving word problems 2.49 Slightly Confident
8. Graphing functions 2.32 Slightly Confident
9. Proving theorems 2.12 Slightly Confident
10. Finding the probability of an event 2.93 Confident
11. Solving the measures of central tendency and 2.61 Confident
variability
12. Interpreting graphs 2.35 Slightly Confident
13. Participating in Math competitions 1.88 Slightly Confident
14. Attending MTAP trainings 2.41 Slightly Confident
15. Joining Math clubs. 2.19 Slightly Confident
General Weighted Mean 2.44 Slightly Confident
Legend: 3.26 – 4.00 = Very Confident

2.51 – 3.25 = Confident
1.76 – 2.50 = Slightly Confident
1.00 – 1.75 = Not Confident
As seen in the preceding table, the respondents indicated that they were only
slightly confident in majority of the items in the questionnaire. As a result, their general
weighted mean for math confidence only reached 𝑥̅ = 2.44 with the same verbal
interpretation of slightly confident. This indicates that they think that they do not do well
in illustrating geometric figures (𝑥̅ =2.38), solving word problems (𝑥̅ = 2.49) and
interpreting graphs (𝑥̅ = 2.35) among others. Furthermore, this translates to their low

competencies in science but with a relatively lower mean of 𝑥̅ = 2.63 and 𝑥̅ = 2.6 in the
items explaining the law of conservation of mass and enumerating the basic forces
respectively. Nevertheless, their interest in Science did not translate to their interest in
participating in science competitions and joining science clubs where they only registered
a mean of 𝑥̅ = 2.32 and 𝑥̅ = 2.42 respectively both of which have a verbal interpretation
of slightly interested. Again, this goes against the findings of Hayden et al. (2013) where
the involvement of the students in math-related or science-related after-school activities
can be traced to their engagement in math and science subjects. The level of interest of
the students was not very high for them to get involved in science competitions and
joining science clubs. Their interest in science may be evident in them doing their
assignments, studying deeper concepts by themselves and putting efforts into their studies
(Frenzel et al., 2013).
Problem 2. The level of confidence of the respondents in Mathematics and Science.
2.1 Mathematics Confidence
Math confidence in this study was measured with the same questionnaire with the
same items as in the math interest. However, the corresponding verbal interpretation was
changed to confident instead of interested as shown in the following range: 1.00 – 1.75 =
No Confidence; 1.76 – 2.5 = Slightly Confident; 2.51 – 3.25 = Confident; 3.26 – 4.00 =
Very Confident.
Table 2.1 on the following page shows the level of confidence of the respondents
in mathematics.

Table 1.2. Level of Interest of the Respondents in Science
Weighted Verbal
Science Related Skills and Competencies
Mean Interpretation
1. Defining terms and concepts in Science 3.01 Interested
2. Deriving formula in different situations 2.9 Interested
3. Solving word problems in Science 2.91 Interested
4. Explaining the law of conservation of mass 2.63 Interested
5. Identifying the different organ systems 3.26 Very Interested
6. Describing the structure of the DNA 3.01 Interested
7. Enumerating the different basic forces 2.6 Interested
8. Explaining the relationships in ecosystem 3.01 Interested
9. Describing the different geologic processes 2.71 Interested
10. Identifying the members of the solar system 3.26 Very Interested
11. Performing laboratory activities 3.1 Interested
12. Participating in science competitions 2.32 Slightly Interested
13. Attending science camps/fairs 2.78 Interested
14. Joining science clubs 2.42 Slightly Interested
15. Participating in star gazing activities 3.15 Interested
General Weighted Mean 2.87 Interested
Legend: 3.26 – 4.00 = Very Interested

2.51 – 3.25 = Interested
1.76 – 2.50 = Slightly Interested
1.00 – 1.75 = Not Interested
Table 1.2 clearly shows that the respondents were interested in their Science
subject garnering a general weighted mean of 𝑥̅ = 2.87. However, similar to their Math
interest, it was not extraordinary and way off from the very interested mark of 3.26. Only
two items reached this mark and imply that the students were very interested in
identifying the different organ systems and identifying the members of the solar system.
In most of the items though, the students were interested in different skills and

students are in a subject, the more they get involved in their assignments, engaging in
deeper levels of thinking, and putting efforts into their studies. Also, they would rather
learn in the classroom for the purpose of self-educating rather than showing their skill in
math competitions and sharing their knowledge in different math organizations. This is
contrary to what Hayden et al. (2013) has found in their study where they manifested that
increased engagement of students in math and science will lead to involvement in math or
science related after-school activities which includes math competition and math clubs.
The students were interested yet not to the level of engaging themselves in activities like
competitions and joining math clubs. This can be linked to the environment of the student
where his interest can be affected. In the study of Heaverlo et al. (2013), she mentioned
that the interest of students is affected by the invalid stereotypes that can impact their
perception of their ability to excel in a certain area like mathematics competition. In this
study, the respondents did not believe that they can make it into mathematics
competitions due to the branding that participation in such contests is for the best in math
only.
1.2 Science Interest
Science interest of the respondents was measured in the same manner with their
math interest using a four-point Likert-scale questionnaire with 15 items and the same
range of verbal interpretation. However, items were revised to suit the appropriate skills
and competencies of the Science subject. The results for Science interest were
summarized in Table 1.2 on the next page.

This goes to show that the students were interested in math as seen in their interest in
most of the activities or competencies in line with mathematics. Just as what Frenzel et
al. (2013) has stated that interest in math includes liking math problems, enjoying
working on math tasks and curiosity on solution.
Table 1.1. Level of Interest of the Respondents in Mathematics
Weighted Verbal
Math Related Skills and Competencies
Mean Interpretation
1. Defining math terms and concepts 2.75 Interested
2. Illustrating geometric figures 2.53 Interested
3. Finding the value/s of unknown variable/s 2.9 Interested
4. Substituting values in a variable 3.07 Interested
5. Deriving formula in different situations 2.78 Interested
6. Formulating equation in a word problem 2.54 Interested
7. Solving word problems 2.68 Interested
8. Graphing functions 2.47 Slightly Interested
9. Proving theorems 2.25 Slightly Interested
10. Finding the probability of an event 3.04 Interested
11. Solving the measures of central tendency and 2.75 Interested
variability
12. Interpreting graphs 2.4 Slightly Interested
13. Participating in Math competitions 2.04 Slightly Interested
14. Attending MTAP trainings 2.55 Interested
15. Joining Math clubs 2.3 Slightly Interested
General Weighted Mean 2.6 Interested
Legend: 3.26 – 4.00 = Very Interested

2.51 – 3.25 = Interested
1.76 – 2.50 = Slightly Interested
1.00 – 1.75 = Not Interested
This can be interpreted that the students are willing to learn and study
mathematics as a whole. According to Frenzel et al. (2013), the more interested the

CHAPTER IV
RESULTS, ANALYSIS AND DISCUSSION
This chapter presents the results, analysis, and interpretation of the data which
were gathered from this study. The presentation was organized in accordance with the
sub-problems presented in the first chapter. Findings from the related studies were
utilized to support the outcome of this research.
Problem 1. The Level of interest of the respondents in Mathematics and Science.
1.1 Math Interest
Math interest of the respondents was measured using a four-point Likert-scale
questionnaire with 15 items. The following range with verbal interpretation was used for
this purpose: 1.00 – 1.75 = Not Interested; 1.76 – 2.5 = Slightly Interested; 2.51 – 3.25 =
Interested; 3.26 – 4.00 = Very Interested.
As seen in the table on the succeeding page, the interest of the respondents in
Mathematics is not low but not extraordinary at the same time. It got a general weighted
mean of 𝑥̅ = 2.6 with a verbal interpretation of interested. Though it entered the boundary
of the interested level, it was noted that it was only just a few points above the lower
level of slightly interested. Likewise, the respondents show interest in most of the skills
and competence enumerated in the questionnaire with the skill of substituting values in a
variable and finding the probability of an event as the two with the highest weighted
mean of 𝑥̅ = 3.07 and 3.04 respectively. On the other hand, the students were only
slightly interested in graphing functions (2.47), proving theorems (2.25), interpreting
graphs (2.4), participating in Math competitions (2.04), and joining Math clubs (2.3).

n( xy)  ( x)( y )

r
[n x 2  ( x) 2 ][n y 2  ( y ) 2 ]
All statistical manipulations were done using the Statistical Package for the Social
Sciences or simply SPSS software.
Ethical Consideration
This study adhered to Belmont’s three broad principles, which include
beneficence, respect for human dignity and justice.
In beneficence aspects, the researcher assured that there was no harm and
discomfort during the process of the study. In addition, the participants were informed on
all the knowledge about the research, including procedure, risks and any other things.
Lastly, participants were protected from exploitation during the research.
In respect to human dignity, the respondents were informed by the researcher that
they have the right to decide whether to join the study or not, and they have the right to
ask questions regarding the nature of the study, to refuse to give information and to refuse
to participate.
According to the principle of justice, the researcher emphasized that participants
can receive fair treatment regardless of their beliefs and economic status. For privacy,
participant’s privacy information was kept confidential throughout the study and the
research was never intrusive in one way or another.

researcher. After all the questionnaires were retrieved, the researcher proceeded right
away to data analysis and interpretation.
Data Analysis
The relevance of any research undertaking is dependent upon the appropriate
statistical treatment used.
In problems 1, 2 and 5 of this study, where the level of interest and confidence in
math and science, and level of interest in STEM were determined using the Likert scale,
the weighted mean was used. It is the appropriate statistical tool for univariate problems
for scale options and the like (Jackson, 2016). In equation:
 fx
X
f
Where: X = weighted arithmetic mean
 fx = sum of all the products of f and x, where f is the frequency
of each weight and x is the weight.
 f = sum of all the frequency
To determine the most important factor among the choices, the sum of ranks was
employed. The ranking given by the participants for every item was added and ranked.
The lowest sum became rank 1 and consequently, the highest sum became the lowest
rank.
To determine the strength of the linear relationship or association between two
variables, interest and confidence in math and science, and interest in STEM, the
Pearson-product moment correlation coefficient was employed. In equation:

The revised instrument was validated by the experts whom they have a wide
knowledge in the area. They are: The Research Adviser; Senior High School Master
Teacher II in Mathematics for 2 years; Senior High School Master Teacher I in Science
for 2 years; Senior Education Program Specialist for Research of the Division of Pasig;
and a Special Science Teacher 1 in Mathematics for 10 years and Assistant Principal for
4 years in his previous school. All their comments and suggestions were considered for
the revision of the instrument.
After the content validation by the experts, the questionnaire was subjected to
pilot testing to determine the internal consistency of the instrument. It was administered
to 20 students, who have the same characteristics as the actual respondents. After
administering the pilot testing, the results were tabulated and computed the Cronbach
Alpha. The result Cronbach Alpha was 0.84 for the first part of the instrument and 0.78
for the second part of the instrument, which means the instrument was good or suitable to
be used as instrument of the study.
Data Gathering Procedure
Upon completing all the necessary permits for this research, the researcher
personally distributed the questionnaires to the randomly selected sample. For
convenience, she sought help from a peer for the distribution and collection of the
questionnaires. The questionnaires were answered by the participants for a given period
of time. This was done at the presence of the researcher to ensure high turnout of the
questionnaire. In this way, a higher percentage of response was achieved. Data gathering
was done in a school to school basis until all schools are through. One school was not
included anymore due to unavoidable reasons which were beyond the control of the

confident, and 4 = very confident (I always do well and am comfortable in this activity
area). The second section asked the participants to rank the factors found in their
microsystem of their environment namely Teacher Influence, Family Influence, Peer
Influence and Others where they have specified a certain factor that affected their interest
and confidence. The participants ranked the factors from 1 to 4 where 1 as the most
important and 4 as the least. This part of the instrument aimed to measure the interest and
confidence of the students in math and science as measured by their interest and
confidence in math and science related skills and competencies.
The second part of the instrument, that answered questions number 5 and 6, was
the Career Interest Questionnaire which was adopted from the study of Knezek and
Christensen (2017). This questionnaire was used with minor addition of the word “math”
in every item to suit the very purpose of this study. Prior communication with the
developer of the instrument was done to acquire expressed consent for its use.
The Career Interest Questionnaire is a Likert-type (1 = strongly disagree to 5 =
strongly agree) instrument composed of 12 items on three scales. The three scales
measure the following constructs: perception of supportive environment for pursuing a
career in science and math (items 1-4), interest in pursuing educational opportunities that
would lead to a career in science or math (items 5-9), and perceived importance of a
career in science and/or math (items 10-12). The instrument was adapted from a longer
instrument developed for a Native Hawaiian Studies project promoting STEM interest
(focusing on science) in Hawaii. Adaptations of the instrument were based on a
comprehensive analysis completed by Bowdich. The instrument was used in the study of
Knezek and Christensen (2017) with the permission of Bowdich.

Table B. Sample Size per School Proportional to their Population
SCHOOL PERCENTAGE SAMPLE SIZE

(%)
Sagad High School 5.28 20
Kapitolyo High School 4.17 16
Eusebio High School 8.52 33
Pinagbuhatan High School 10.37 40
Manggahan High School 12.22 46
Santolan High School 5.50 21
Sta. Lucia High School 11.8 45
San Joaquin-Kalawaan 12.9 50
RESPCI 3.76 14
Pasig City Science High 2.92 11
School
Nagpayong High School 20.7 79
Ugong PCNHS 0.45 2
Dela Paz High School 1.36 5
TOTAL 100 382
Research Instrument
The main instrument of this study was the survey questionnaire which was used to
meet and answer all the questions stated in this paper. The first part of the questionnaire,
which sought to answer questions 1, 2 and 4, was a researcher made questionnaire that
was consisted of two sections.
The first section asked participants to rate their level of interest and confidence in
mathematics and in science. This was composed of 15 researcher made items related to
math skills and competencies. The same was done in science. The items were to be
answered using the four-point Likert scale. Interest was measured using a four-point
Likert-type scale where 1 = not interested, 2 = slightly interested, 3 = interested, and 4 =
very interested. On the other hand, confidence in these STEM-related activity and
program areas was measured with the use of a four-point Likert-type scale where 1 = no
confidence (I don’t think I do well in this activity area), 2 = slightly confident, 3 =

where: n = number of samples
N = total population, and
e = error of tolerance
The researcher used the value of 0.05 for the error of tolerance in computing the
sample size. She then came up with the value of 382 as the sample size that was used in
this undertaking.
After coming up with the appropriate sample size, this sample was selected using
the probability sampling technique. Specifically, stratified sampling scheme was
employed wherein representative data were gathered from a group (Saunders, Lewis &
Thornhill 2015). Saunders et al. (2015) further added that this sampling technique ensures
that sample group represents certain characteristics of the population chosen. In this
technique, the population can be divided into groups or strata and samples are taken from
each group to meet a quota (Glen, 2017). Therefore, in this study, each school
represented a single group or stratum and the researcher selected the sample that was in
proportion with the population of that school to the total population of grade 10 students.
Due to DepEd order limiting disruption of classes, each school provided the classes
which were free at the time the researcher was there. The researcher then selected
randomly the required number of participants in that school as shown in the next table.
As seen in Table B, even the three schools with the least number of grade 10
students were represented in this study. Though, most of the respondents came from the
large schools. Again, this was due to the proportionate distribution of the respondents
from where stratum they belong.

excluded from the list due to unavoidable reasons beyond the control of the researcher.
Based from the enrollment database of the division office, a total of 8, 450 students were
enrolled for the school year 2017-2018. The table below shows the number of grade 10
students per school with the corresponding percentage from the total population.
Table A. Grade 10 Population per School in the Division of Pasig City
SCHOOL GRADE 10 PERCENTAGE

POPULATION (%)
Sagad High School 446 5.28
Kapitolyo High School 352 4.17
Eusebio High School 720 8.52
Pinagbuhatan High School 876 10.37
Manggahan High School 1033 12.22
Santolan High School 465 5.50
Sta. Lucia High School 1000 11.8
San Joaquin-Kalawaan 1094 12.9
RESPCI 318 3.76
Pasig City Science High 247 2.92
School
Nagpayong High School 1746 20.7
Ugong PCNHS 38 0.45
Dela Paz High School 115 1.36
TOTAL 8, 450 100
As shown in Table A, the three schools with the largest population of grade 10
students were Nagpayong High School with 20.7 %, San Joaquin-Kalawaan High School
with 12.9 % and Manggahan High School with 12.22%. Consequently, the three schools
with the least enrollees were Ugong Pasig City National High School, Dela Paz High
School, and Pasig City Science High School with 0.45%, 1.36% and 2.92% respectively.
To represent this population in this study, a sample size was determined using the
Slovin’s formula:
N
n
(1  Ne 2 )

Furthermore, the Division of Pasig enjoys the all-out support of the City
Government of Pasig specially in terms of science equipment, facilities, and funds.
Despite these, it recorded a considerably low enrollment in STEM.
Participants
The respondents of this study were the grade 10 students of Pasig City who were
currently enrolled in the school year 2017-2018. They were represented by both male and
female which were selected randomly. Their ages ranged from 15-16 years old. Knowing
that they were in their middle adolescence, their interest in what to pursue after they
graduate was still in the developmental stage. Various factors in the microsystem of their
environment may affect their interest in any track or strand they will want. At the time
this study was conducted, they were still taking math and science subjects in the junior
high school level which may have led to their developing interest in STEM.
The population of this study were all the grade 10 students of Pasig City. This
population was the incoming senior high school students for the school year 2018-2019
thus very much appropriate to test for their interest in pursuing STEM strand.
Furthermore, career guidance programs from different schools were being conducted to
guide these students in making the right decision for their career path. Teachers and the
school as a whole did their best to develop the interest of these students into science,
technology, engineering and math. Thus, this population was most fitting for the study as
these students’ interest was being developed as they prepare to choose the right track for
the senior high school.
The Division of Pasig City has a total of 14 junior high schools all around the
city. All these schools were taken into consideration. However, Rizal High School was

Jackson (2016) also emphasized that sometimes it is impractical or ethically
impossible to do an experimental research. So, one means of assessing the relationship
between variables is through a correlational study. Price et al. (2015) further added that
the reason why researchers would choose to use this study rather that an experimental is
that the statistical relationship of interest is thought to be causal, but the researcher cannot
manipulate the independent variable. However, this study did not provide causality
wherein a change in one variable would trigger a change on the other. Again, correlations
simply identify relationships and not indicate causality.
In this particular research undertaking, the researcher believed that there is a
strong relationship between the dependent and independent variables yet it is impossible
to manipulate the independent variables of interest and confidence in math and in science.
Locale of the Study
This research was carried out in the Schools Division of Pasig City. This division
belongs to a medium sized schools’ division in terms of the number of students in the
division. All in all, this division has 14 junior high schools with varying number of
students. Aside from the fact that the researcher is a teacher in this division, it was
deemed necessary to look at this division due to the data of enrollment in the senior high
school for two consecutive years. The problem of low STEM enrollment beset this
division. Only 15% of the total senior high school students were enrolled in STEM for
the school year 2016-2017. This even went down to 12% for the current school year
2017-2018. Apparently, there was a lack of interest from the students of this division in
choosing the STEM strand. The researcher wished to look deeper at the interest level of
incoming senior high school students in pursuing STEM. So, this study was conducted.

CHAPTER III
METHODOLOGY
This chapter presents the research method, locale of the study, respondents of the
study, and research instruments which were used in this study. This likewise includes
data gathering procedures as well as statistical treatment of data.
Research Design
This study employed the descriptive correlational research. Descriptive research
was deemed most appropriate as this study is concerned with specific predictions, with
narration of facts and characteristics concerning individual, group or situations (Kothari,
2014). This method is valuable in providing facts on which specific judgements may be
based. Specifically, correlational research was employed to see if the variables have
relationship with each other. According to Price, Jhangiani & Chiang (2015),
correlational research is a type of nonexperimental research in which the researcher
measures two variables and assesses the statistical relationship between them with little
or no effort to control extraneous variables. This means that in correlational studies,
researcher determines whether two naturally occurring variables are related to each other
wherein the researcher tries to establish whether the variables are co-related in some way
(Jackson, 2016). In addition, correlation allows prediction from one variable to another.
As Graziano and Raulin (2013) stated, one of the two main functions of correlational
research is to predict future events. Prediction is possible even if there is no idea why the
relationship exists.

such as STEM. Based from the SCCT theory, the interest of an individual leads to his
own career choice.
Further analysis led this research into showing whether students’ interest and
confidence in math and science act as a precursor in choosing a track or strand in the SHS
particularly the STEM strand.

Factors affecting Interest and Confidence
Family Influence, Teacher Influence, Friend or
Peer Influence,
Confidence Interest in
in Math Math
Interest in
Pursuing
Stem Strand
Confidence Interest in
in Science Science
Figure 1: Adaptation of the Social Cognitive Career Theory
As seen in the figure, confidence in mathematics and in science was linked to
interest in mathematics and in science and vice versa. This shows the possible
relationship between the two. This study looked at the possible influence of confidence to
the interest of the students in mathematics and in science and at the same time, the
influence of their interest to their confidence in the two subjects. Moreover, this research
looked at the possible effect of the activities an individual is exposed to in his
environment to his interest and confidence in science and math. Lastly, the two variables,
interest and confidence, were linked to the choice of the students for their career path

is likely to develop goals for sustaining or increasing their involvement in it. In other
words, an individual is more likely to form enduring interest in an activity when they
view themselves as competent at performing it and when they expect the activity to
produce valued outcomes (Lent et al., 2002).
The SCCT’s choice model is a model of career choice process which builds on the
interest model. According to this model, career-related interests foster particular
educational and occupational choice goals like the intention to pursue a particular career
path. In this model, SCCT suggests that interest will be a potent predictor of the types of
choices people make under supportive environmental conditions (Lent et al., 2002).
Conceptual Framework
Guided by the Social Cognitive Career Theory, confidence in math and science,
as a manifestation of self-efficacy, can affect the interest of an individual. At the same
time, an arrow from interest in the two subjects connects to confidence in math and
science. This interest and confidence of the students are developed because of the
environment where one is exposed. Further, their interest and confidence influence the
choice one makes which could then affect his career choice goals. This idea is portrayed
in the research paradigm on the next page.

individual forms his career aspirations, goals setting, persist in work environments, and
attain job satisfaction are explained. Furthermore, Foley and Lytle (2015) highlighted that
this theory was developed to emphasize the role of background variables, self-efficacy,
and outcome expectations in the development of interest in a certain vocation, choosing a
certain career, and how a person performs his work in the future. This theory was
extended to both work and educational satisfaction. The researcher found this theory as
the most appropriate since this study endeavored on the career development or the choice
the students make out from their interest towards their goals and educational success.
Three interrelated aspects of career development were explained by this theory
namely: (1) how basic academic and career interests develop, (2) how educational and
career choices are made, and (3) how academic and career success is obtained. A variety
of concepts like interests, abilities, environmental factors, and values, that have been
found to affect career development were also incorporated in this theory. Lent et al.
(2002) further explained that the three basic building blocks of SCCT were self-efficacy
beliefs, outcome expectations, and goals. These three were intricately linked variables.
Among the three aspects explained by this theory, the researcher looked at the
SCCT’s interest model and the SCCT’s choice model. In the interest model, an
individual’s self-efficacy and his outcome expectations may result to interests in career-
relevant activities. An individual is exposed to various activities in school, at home, and
in their community. Through continued activity exposure, Lent et al. (2002) argued that
people refine their skills, develop personal performance standards, form a sense of their
efficacy in particular tasks and acquire certain expectations about the outcomes of the
activity. Because of this, the individual develops interest in an activity and as he does, he

study focusing on the reasons why the students do not choose STEM strand. Only few
studies were conducted that could explain the factors that could affect students’ interest
and confidence in math and science that could then lead to choosing a STEM career
(Wang, 2013, Sahin et al., 2017; Hasni & Potvi, 2015). The same is true in the
Philippines. Since SHS is in its early implementation stage, no research yet has been
conducted to know the reasons for low enrollment in the STEM strand. This was the
major concern of this study. The researcher wished to look at the interest of incoming
SHS students in taking a STEM strand. Furthermore, this research focused on the
student’s interest and confidence in math and science and correlated whether this has
something to do with their initial interest in STEM. At the end of this undertaking, it is
hoped that educators, policymakers, and nation’s leaders will have a broader view of the
problem and possible solutions into increasing STEM enrollment.
Theoretical Framework
This study was grounded on the Social Cognitive Career Theory (SCCT) which
was developed by Robert W. Lent, Steven D. Brown, and Gail Hackett in 1994. This
theory was based on Albert Bandura’s general social cognitive theory which was a very
influential theory of cognitive and motivational process that has been extended to the
study of academic performance, health behavior, and organizational development.
This theory is the one mostly used by studies concerning the career interests of
students (Wang, 2013; Dou, 2017; Hasni & Potvi, 2015). According to Lent et al. (2000),
the SCCT is a new effort of understanding the processes through which individual forms
interests, make choices, and achieve varying levels of success in occupational hunts and
educational success. Wang (2013) described this theory and stated that in this theory how

science, is affected greatly by their confidence and not just a matter of cognitive ability
and IQ.
Teachers play an important role in addressing the confidence of the students in
math and science. Stoltzfus (2016) cited a study and reported that the perception of
teachers on their students affect the confidence of the learners and prevent them from
taking the STEM track in the future. On the other hand, Kuo (2016) argued that good
instructors can bring students into careers in engineering. Therefore, since the role of
teachers is recognized in the confidence of the students, they should show more love in
math and create a positive and active learning environment for the students (Newton,
2015).
Synthesis
The literature clearly shows how important STEM is in a student’s education and
nation’s development as a whole (Hom, 2014; Suarez, 2013; Cruz, 2014; Honey et al.,
2014; English, 2016; Thomas & Watters, 2015; Marginson et al., 2013). Though very
significant in terms of progress, its enrollees drop for those countries offering it for
several years already (Marginson et al., 2013; Jaschik, 2014; Heaverlo et al., 2013;
Thomas & Watters, 2015). There seems to be lack of interest in STEM career from the
students. Their interest and confidence in Math and Science play a very important role in
their choice whether to pursue STEM fields or not (Wang, 2013; Hasni & Potvi, 2015;
Sahin et al., 2017). Previous researches focused on how to develop and increase interest
and confidence of students in mathematics (Bishop, 2015; Newton, 2015; Kuo, 2016) and
how important the interest and confidence in choosing STEM careers (Hasni & Potvi,
2015; Moakler Jr. & Kim, 2013; Irby, 2017; Kuo, 2016). However, there is a lack of

(2016) recommended that strengthening mathematics self-efficacy and confidence is a
must for all students. This can be done by providing experiences that make available
performance accomplishment, encouragement and support, and methods of mathematics
anxiety management. Once confidence is boosted students will feel more capable and
motivated in the subject and can decrease the fear and anxiety in math and science
(Newton, 2015).
More than what confidence can do, it has been observed that it becomes an
influence in the career choice amongst the students. In fact, Moakler Jr. and Kim (2013)
examined confidence as predictor of science, technology, engineering, and mathematics
major choice. In their study, it was revealed that students were more likely to choose
STEM majors if they had strong confidence in mathematics and academic areas. Findings
suggested that students’ confidence level in their academic makes a significant difference
in their initial STEM major choice. Perez-Felkner, as cited by Irby (2017), stated that
confidence levels influence math and science courses students choose later in high
school. In contrast to this, lack of confidence in math subjects like calculus can influence
the decision of students and stop pursuing STEM at all (Kuo, 2016).
Lack of confidence is an issue that needs to be addressed. In an article posted by
Bev Perdue (2015), she stated that self-doubting one’s ability to succeed in math has
affected the performance of both young and adults in their country. Science, technology,
engineering and math are exactly the subjects where students need to succeed the most.
But they were coming up short on how to help more students succeed in STEM subjects.
As a former teacher and a parent, she believes that they need to first address student
confidence. She also stressed that student success, especially in subjects like math and

Confidence in Math and Science
Confidence as defined in Merriam Webster is a feeling or consciousness of one's
powers or of reliance on one's circumstances and the quality or state of being certain.
According to Bandura, as quoted by Fives and Gill (2014), “confidence is a nondescript
term that refers to strength of belief but does not necessarily specify what the certainty is
about”. From this definition, Harris (2018) defined confidence from the same context and
said that it is having a strong belief whether in something positive or negative.
Confidence is also called self-confidence in many ways as the literature suggests
but slightly differ from self-efficacy. Self-confidence is associated with students’
attitudes, feelings, and perceptions concerning their academic abilities, whereas self-
efficacy is concerned with performance capability, not current abilities (Lent et al., 2002).
Though confidence and self-efficacy differ, it was noted that they affect each
other. According to Fives and Gill (2014), self-confidence in mathematics ability, self-
confidence in academic ability, composite SAT scores, and high school grade point
average (GPA) consistently display strong relationships with academic self-efficacy, self-
confidence, and research abilities. Students with higher mathematics self-efficacy
reported lower levels of math anxiety, higher levels of overall confidence, and a greater
tendency to view math as being useful. Adams (2015) added that students engage more in
trial and error processes when they are confident in their mathematics ability and they are
even open to failure. This leads to greater knowledge acquisition in mathematics and in
science. On the contrary, lack of confidence can be a great factor in the mathematics’
anxiety of the students (Newton, 2015). The anxiety in math and science can be linked to
poor performance of the students in the two subjects (Stoltzfus, 2016). With this, Kuo

interest of the students plays a major role and takes precedence in the career choice of
these students (Dou, 2017). There are students who show agreement for choosing STEM
careers due to their intrinsic interest (Sahin et al., 2017).
Nevertheless, there are students who perceive scientific profession as less creative
and less people‐oriented than other popular fields. Students consider science as useful
field for the society but do not consider it useful for future career (Renninger & Hidi,
2016).
Educational institutions should help students to choose an educational area where
students can better accommodate themselves for future careers (Bishop, 2015). A sense
of urgency has been placed on educational institutions to educate students to become
proficient in science and mathematics and to encourage students to explore these fields as
career options. Because students spend so much time at school interacting with their
teachers, it is important to emphasize that what happens inside schools has a lasting effect
on the development of learning (Gablinske, 2014). Brain research provides information
about the acquisition of material and how it can be linked to motivation.
Several researchers have suggested a variety of strategies to increase students'
interests in STEM areas. Hasni and Potvi (2015) suggested ways on how to promote the
development of interest in science and math among the students. According to them,
schools should greatly affirm the importance of science and technology right from the
start of primary schooling. They also added that teachers’ use of pedagogies that allow
learners to link what they learn in the classroom to their daily situations is equally
important. Lastly, they stressed that cultural activities related to science and technology
and positive development of the student’s confidence must be promoted and cultivated.

scientifically literate public; the need for employees with a STEM background; and the
need of science itself to gain public support. (Savelsbergh et al., 2016).
As in the area of mathematics, interest is a key factor as well in the field of
science and technology (Hasni & Potvi, 2015). Also, various studies have shown that
once interest in math is present, the student is more likely to perform well also in science.
Wenno (2015) reported that there is a linear relation between the comprehension of
mathematics concept and the ability to solve physics problems. This shows that the
comprehension of physics requires mathematics ability. Furthermore, Wenno (2015), has
found out that students having high mathematics ability has effects to student
achievement of science study. This is because physics and mathematics both have the
knowledge aiming at forming student skills in decision making and problem solving.
This interest in mathematics and in science can lead the students to choose the
STEM field. This is due to the fact that STEM is a field that is highly grounded on
mathematics concepts or subjects as well as science and technology. In the study of
Wang (2013), he found out that choosing a STEM major is greatly influenced by the
interest of the students in science and mathematics. He further elaborated that the
achievement of the students in their mathematics subjects together with their exposure in
both math and science activities have a big impact in their decision to pursue a STEM
career in their higher education. Further, the key findings of the study of Hasni and Potvi
(2015) state that the decision of the students to continue STEM studies are influenced by
their interest and self-efficacy in math and science. Sahin, Ekmekci & Waxman (2017)
supported these findings and added that students who were more interested and confident
in math and science would likely choose STEM majors in their college education. This

their other activities beyond their school setting. According to experts, students will most
likely get involved in math and science related after school activities when their
engagement in science and math inside the classroom is high (Hayden, Ouyang,
Olszewski & Bielefendt, 2013). This means that their interest influences their life outside
the school and even affect their future career inclination.
On the other hand, the environment of an individual may affect his interest. In the
theory of Bronfenbrenner (2005), he emphasized that how students perceive their
environments and the conceptual framework that is created from those experiences can
influence their interest and confidence in relation to that event or experience. This was
observed in the study of Heaverlo et al. (2013) where she cited the report of the American
Association for University Women which stated that girl’s interest and achievement in
science, technology, engineering, and mathematics is affected by historical and invalid
stereotypes that impact a girl’s perception of their ability to perform well in those
academic areas. This stereotyping is found in the immediate environment of the girls
included in her study.
While interest pushes students to strive harder, lack thereof can bring negative
effects on an individual. When the grades and interest of students decline, students
become undecided/unsure or insecure about their strength and abilities, especially in math
and then a loss of desire/interest or disposition toward math and college enrollment (or a
career) in a math-related field takes place (Ebert, as cited in Gandhi-Lee, Skaza, Marti,
Schrader & Orgill, 2015). While lack of interest in science and mathematics has been on
the educational and political agenda for a long time for various reasons, there is still a
great need to address issues and concerns regarding this such as the need for a

in a STEM field. Student interest in STEM is increasingly being recognized as an
essential component to increasing the number of students who major in STEM fields in
college and engage in STEM careers (Heaverlo et al., 2013).
Interest in Math and Science
Interest is defined as “the psychological state of a person while engaging with
some types of content and also to the cognitive and affective motivational predisposition
to reengage with that context over time” (Renninger & Hidi, 2016). According to
Cheung (2017), interest is a unique ―psychological state that occurs during interactions
between persons and their objects of interest. The similar view is given by the
educational theory of interest known as person–object theory of interest. According to
this theory, “interests evolve out of manifold relationships between persons and objects in
social and institutional settings. Interest represents a specific and distinguished
relationship between a person and an object. An object could be referred to concrete
thing, a topic, a subject-matter, or just as an abstract idea” (Renninger & Hidi, 2016).
The key features of interest include increased attention, concentration and
affection. Interest is also responsible for persons’ reengagement with specific content
such as objects, events and ideas. As a matter of fact, when a student is interested on a
certain subject, he will be engaged into it and therefore focus his attention and
concentration. In mathematics subject for example, Frenzel, Goetz, Pekrun & Watt
(2013) stated that interest in math includes liking math problems, enjoying working on
math tasks and curiosity on solution. He further added that students become more
involved in their assignments, putting effort into their studies and engaging in deeper
levels of thinking when they are interested in the subject. This interest then translates to

episodic shortages in particular fields such as engineering and computing. Policymakers
recognize the need to have more students pursuing STEM careers (Jaschik, 2014).
In the United States, it has been forecasted that there will be a shortage in
engineers as a result of stagnant number of students entering engineering programs,
graduating with engineering degrees, and entering the workforce (Heaverlo et al., 2013).
The demand for professionals in the STEM career will continue to grow but the number
of students finishing a STEM degree will not be able to fill in the required positions
("Students show dire lack of interest in mathematics-oriented careers", 2017).
Not only that, English (2016) has argued that this problem is observed
internationally as concerns for advancing STEM education have escalated in recent years
and it shows no signs of abating. The world, which has been in the K to 12 education for
so long is experiencing a decline in students’ interest in STEM. In fact, there are
numerous studies that have noted a decreasing level of interest towards science,
technology, engineering and mathematics both in terms of enrollment and student
motivation towards science learning (Thomas & Watters, 2015).
A recent model of the STEM education pipeline highlights the importance of
student interest to increase the number of students choosing to enter STEM fields. The
model recognizes that to increase the number of individuals entering STEM majors in
college for eventual employment in STEM fields, students must be both proficient and
interested in STEM. It is important that students become interested in STEM before they
enter high school so they will enroll in courses that can prepare them for STEM majors or
careers. So, middle school interest in STEM is important to students’ becoming prepared
for STEM majors, which, in turn, is important to students’ following through in majoring

Aside from nation building and development, STEM particularly Science, is seen
as a powerful way of thinking and understanding the different global-environmental and
health problems. According to Thomas & Watters (2015) STEM education is a very
important element of the global response to climate change or any of the technological
issues facing contemporary society. Issues such as climate change, over population,
resource management, declining energy and water resources are among those that put
greater pressure on developing Science and Technology and require an international
approach to resolving these issues. In a study of Marginson et al. (2013), it was stressed
that STEM disciplines provide the cut through in global economic competition and social
creativity and thus seen essential for work and citizenship.
In a report by the National Research Council, the importance of STEM was
highlighted and given much attention. According to the report, the things that students
learn in the disciplines of science and technology, even in engineering and mathematics
during their K to 12 schooling shapes their intellectual development, their opportunities
for future study and work and choices of career (English, 2016). Further, STEM improves
the capacity of students to make informed decisions about political and civic issues and
their own lives. Thomas and Watters (2015) stressed the importance of literacy in STEM
subjects both for the personal well-being of each citizen and for the nation’s
competitiveness in the global economy.
The importance of STEM education is greatly pointed out. However, countries
whose education system has been in the 12-year system already, still want to lift the
overall scientific literacy of their populations and draw their students into senior
secondary school studies in STEM (Marginson et al., 2013). Nonetheless, there are still

The beauty of STEM does not stop there. According to Honey, Pearson &
Schweingruber (2014), the latent impact of integrated STEM education is subdivided into
two areas: learning and achievement, and interest and identity. The integration of STEM
concepts and practices has a promise in the capacity of learning. Integrated STEM
education also supports the increase in knowledge in engineering and technology.
However, the effects in learning vary on the student’s approach to the integration and the
kinds of assistance they get in the experience through provided instructions. There are
evidences that integrated STEM practices can support interest development. STEM may
offer opportunities for students to engage in STEM in many ways that potentially can
change their identities with respect to the STEM subjects. This may occur in populations
that have historically struggled in STEM. Furthermore, results focused on interest and
identity are more generally measured in after and out of school settings than in the setting
of formal classrooms (Honey et al., 2014).
The importance of STEM is clearly manifested in the world of education. In fact,
even policy makers, educators, and business and industry organizations recognize the
importance of STEM and highlight the urgency for improving STEM skills to meet
current and future social and economic challenges (English, 2016). In an article of Cruz
(2014), he pointed out that the most numerous and lucrative jobs are in the field of
Science, Technology, Engineering and Mathematics. He further added that today’s heroes
are scientists and lack of scientists is one reason why the Philippines is lagging behind
other nations in terms of development. Capping his article, he emphasized the importance
of STEM as the strand for most students, and that is for the country to be scientifically
literate, develop more scientists and thus help the nation in its development.

students will have sufficient and adequate instructional time for subject-related tasks,
making them more prepared in every subject area.
Science, Technology, Engineering and Mathematics (STEM)
STEM is a strand in senior high school based on the idea of educating students
that focuses on science, technology, engineering and mathematics. Teaching the four
fields as separate and discrete subjects, it unifies them into an integrated learning
standard based on real-world and tends to emphasize project-based learning (Hom, 2014;
Rouse, 2013). Rouse (2013) declared that taking STEM develops and prepares primary
and secondary students for college study in the fields of science, technology, engineering
and mathematics. STEM aims to nurture inquiring minds, logical reasoning, and
collaboration skills. In the United States, this program helps immigrants with skills in the
fields of STEM and acquire work visas (Hom, 2014). Thus, STEM focuses on perceived
education quality shortcomings in these fields, and it aims to increase the supply of
qualified high-tech workers.
Meanwhile, Secretary Montejo, in the article by Suarez (2013), stated that science
and technology will be the source of competitiveness in Filipinos. These technologies and
developments will enhance the lives of their countrymen by using technology to expand
their businesses and these technologies will be used by Filipino scientists and engineers
in their work hence improving the country’s development itself. Cruz (2014) further
added that today’s heroes are scientists and STEM strand is the key to develop more
scientists. According to him, if more students take the STEM strand, ultimately, the
country will be scientifically literate.

enhance the nature of workmanship and business status, the Philippines had to upgrade
the basic education curriculum so as qualified experts would not be dealt with like
worthless laborers. He also stated that "We must face the fact that our current educational
system is dysfunctional”. He elaborated the reasons behind this and some of the reasons
were: (1) physical lack or constant deficiencies in classrooms seats, books, even in
cleanliness, offices, and in addition qualified instructors; (2) undertrained professionals;
and (3) job mismatch between the academic programs being offered and demand in the
market.
Nevertheless, K to 12 is not just mere additional two years in high school.
According to Uyquiengco (2014), K to 12 is more than just adding two years to the
education curriculum of the Philippines. The K to 12 educational program is intended to
empower graduates to join the work force directly after secondary school, and suitably
prepare the individuals who need to go ahead on higher education. The adaptation of the
K to 12 curriculum implies that students will graduate a bit older compared to the
individuals who graduated under the 10-year training cycle. All in all, the newly
implemented K to 12 educational program is intended to give a comprehensive education
to all. Presently decongested, it will give students adequate time to master fundamental
scholastic abilities and also to take an interest in co-curricular and group exercises.
Nagaño (2013) emphasized yet another benefit of the new curriculum. According to him,
another benefit or advantage of K to 12 system is that students’ performance may be
affected because of the change in the system. Students could enhance their performance
in light of the fact that numerous points can be handled and learned by the students as a
result of the more drawn out years they remain in school. With the K to 12 curriculum,

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the reviewed related literature and studies which have
significance in the present study. It likewise exposes concepts, ideas, and information of
the variables under investigation.
K to 12 Curriculum
In the 2012-2013 school year, training arrangement of the Philippines was
upgraded from the ten years of fundamental instruction to a 12-year program through an
activity called the K to 12 Education Plan supported by the Department of Education.
This development in the Philippine education has been made lawful by Republic Act
10133 or the Enhanced Basic Education Act of 2013. K to 12 education refers to the
combination of primary and secondary education that children receive from kindergarten
until 12th grade, typically starting at ages 4-6 and continuing through ages 17-19. In an
article by Alcober (2013) Umali stressed that K to 12 program offers a more adjusted
way to deal with discovering that will empower youngsters to secure long lasting learning
aptitudes.
The shift from the ten-year basic education program to twelve years was done
through legislation from the congress. Senators and members of the House of
Representatives recognized the need for the additional 2 years of basic education. Sen.
Angara, in his speech, clarified that it is essential to include two years for basic education
program, so the Philippines would not stay as one among the three nations in the
UNESCO with under 12 years of training, the others being Angola and Djibouti. To

Definition of Terms
The following terms were defined operationally in the conduct of this study:
Family influence. The effect of family to the student’s interest and confidence in
math and science.
Level of Confidence. Having a strong belief whether in something positive or
negative; strength of belief but does not necessarily specify what the certainty is about.
Level of Interest. A motivational variable that refers to individual engagement
with particular class of objects and activities.
Precursor. This issSomething that often leads or influences the students to
choose the STEM strand.
Peer influence. The effect of peers to the student’s interest and confidence in
math and science.
SHS. Senior High School; the additional two years in the high school education,
last part of the K to 12 curriculum.
STEM. Science, Technology, Engineering, Mathematics; a strand in senior high
school based on the idea of educating students that focuses on science, technology,
engineering and mathematics.
Teacher influence. The effect of math or science teacher to the student’s interest
and confidence in math and science.

environment as described in Bronfenbrenner’s bioecological theory. Thus, the factors that
were included in this research were the influence of friends or peers, influence of their
math and science teachers, and the influence of their family.
The study looked at the current grade 10 students of all the public schools in the
Schools Division of Pasig City, except Rizal High School, as the respondents. Efforts
were made to include the said school but due to the events that were beyond the control
of the researcher, the said school was not included in this study. The students’ age ranged
from 14 -16 years old. This undertaking was carried out during the last quarter of the
school year 2017-2018, their last year in the junior high school and their preparation year
for the senior high school. It was deemed very significant simply because their decision
making on what track and strand they will choose in the SHS will most likely happen
during this period of their high school life.
This undertaking focused on the interest of the students in pursuing a STEM
career and did not, in one way or another, consider the other tracks or strand being
offered in the senior high school. Also, this did not look at the future school the students
were interested enrolling at whether private or public, integrated or stand alone, nor the
higher education institutions offering senior high school. Likewise, the gender of the
respondents was not taken into consideration in the conduct of this research. Lastly, other
factors like subject grade, family’s financial background, and age of the respondents were
not evaluated and not be taken into consideration in this research.

related or engineering related courses in the future. It is important to note that high STEM
enrollment promotes high scientific literacy for the nation.
School administrators can acquire a good knowledge on the factors that could
affect the students’ enrollment in STEM strand. From this, they can develop intervention
programs to increase students’ interest in the STEM strand.
Guidance counselors in every school will be informed by this study of the
possible reasons for low STEM enrollment. Consequently, career guidance programs may
be improved for the purpose of developing the interest of the students in their career
choice particularly the STEM field.
At the same time, parents can have a solid foundation of their role in guiding and
influencing their children to pursue a better career in the STEM field. Their face to face
interaction with their children is very vital in the development of the interest of the
students in pursuing a STEM career.
Lastly, looking at the factors that influence interest and confidence of students in
math and science can provide future researchers more idea for further investigation for
the very purpose of increasing motivation and interest in pursuing STEM careers. Study
after study after study can solidify and edify the world’s understanding of STEM
development.
Scope and Delimitation of the Study
This study aimed to explore the level of interest and confidence of grade 10
students in math and science as precursors in choosing the STEM strand. It also intended
to look at the impact of specific environmental influences on their interest and confidence
towards math and science. The researcher focused on the microsystem of an individual’s

1.3. level of interest and level of confidence in mathematics; and
1.4. level of interest and level of confidence in science.
2. There is no significant relationship between the level of interest and confidence of
the students in math and science and their level of interest in pursuing the STEM strand.
Significance of the Study
With the low turnout of students enrolling in the STEM strand in the Division of
Pasig, it can be inferred that they were not interested and did not understand the value of
this strand in their career and for the country. This research recognized the importance of
looking at the interest of the students in pursuing STEM education in their senior high
school. This study provided a good background of the investigation that could give
possible solutions to the problem. Determining their interest and confidence level in
choosing the STEM strand at this early point in time is really necessary and can be
pivotal for the success of the new K to 12 curriculum of the Philippine education system.
Furthermore, the results of the study give benefits to the following:
The Department of Education of this nation will have a concrete idea on how to
improve the enrollment of the STEM strand in the SHS. Furthermore, crafting new
policies concerning SHS particularly STEM strand enrollment from this study can boost
the number of students pursuing the strand.
Educators as well will benefit from this undertaking. In the study of
Lichtenberger and George-Jackson (2013), it was found out that teachers have a
significant relationship with an early interest of students in STEM. The findings of this
study can inform educators how to influence or guide their students into taking science

2. What is the level of confidence of the respondents in
2.1. Mathematics; and
2.2. Science?
3. Is there a significant relationship between
3.1. the level of interest in mathematics and in science;
3.2. the level of confidence in mathematics and in science;
3.3. the level of interest and the level of confidence in mathematics; and
3.4. the level of interest and the level of confidence in science?
4. What is the most important factor affecting the level of
4.1. Interest in Mathematics;
4.2. Interest in Science;
4.3. Confidence in Mathematics; and
4.4. Confidence in Science of the respondents?
5. What is the level of interest of the respondents in pursuing the STEM strand in
senior high school?
6. Is there a significant relationship between the level of interest and confidence in
mathematics and science and the level of interest in pursuing the STEM strand?
Hypotheses of the Study
The underlying null hypotheses in the study, Interest and Confidence in
Mathematics and Science: Precursors in Choosing STEM Strand were:
1. There is no significant relationship between the
1.1. level of interest in mathematics and in science;
1.2. level of confidence in mathematics and in science;

2013). Nonetheless, there are still episodic shortages in particular fields such as
engineering and computing. Policymakers recognize the need to have more
undergraduates to pursue science and technology fields (Jaschik, 2014).
The problem of declining enrollees in STEM as observed around the globe and
the low turnout of students who enrolled in STEM for the first two years of
implementation in the Philippines is the main concern of this research. Different
countries are conducting researches and doing various steps to solve the problem and
increase the number of students entering the STEM fields. The Philippines must do the
same. Though still in an early stage of implementation, it must be well understood why
there were low STEM enrollment for the past two years. This concerned the researcher
and launched an investigation looking at the interest of the students in pursuing the
STEM strand. Further examination focused at the interest and confidence of the students
in their mathematics and science subjects since STEM is math and science related.
Efforts were made to determine the underlying reasons behind the recorded low STEM
enrollment.
Statement of the Problem
This research sought to explore the level of interest and confidence of grade 10
students in math and science as precursors in choosing the STEM strand. Specifically,
this aimed to answer the following questions:
1. What is the level of interest of the respondents in
1.1. Mathematics; and
1.2. Science?

Mathematics (STEM) strand. This strand prepares the students to be scientifically and
technologically literate.
Numerous researchers and experts have recognized the importance of STEM. In
an article of Cruz (2014), he pointed out that the most numerous and lucrative jobs are in
the fields of Science, Technology, Engineering and Mathematics. He further added that
today’s heroes are scientists and lack of scientists is one reason why the Philippines is
lagging behind other nations in terms of development. Capping his article, he emphasized
the importance of STEM as the strand for most students, and that is for the country to be
scientifically literate, develop more scientists and thus help the nation in its development.
Aside from nation building and development, STEM particularly Science, is seen
as a powerful way of thinking and understanding the different global-environmental and
health problems. According to Thomas and Watters (2015) STEM education is a very
important element of the global response to climate change or any of the technological
issues facing contemporary society. Issues such as climate change, over population,
resource management, declining energy and water resources are among those that put
greater pressure on developing Science and Technology and require an international
approach to resolving these issues. In a study of Marginson, Tytler, Freeman & Roberts
(2013), it was stressed that STEM disciplines provide the cut through in global economic
competition and social creativity and thus seen essential for work and citizenship.
Governments around the world recognize the impact of STEM fields in their
development. These governments, however, whose education system has been in the 12-
year system already, still want to lift the overall scientific literacy of their populations
and draw their students into senior secondary school studies in STEM (Marginson et al.,

investigated, factors that could increase or decrease their interest in STEM can be
addressed properly and steps can be done to improve it. Since STEM is founded on
science and mathematics subjects, the researcher believed that their prevailing interest
and confidence in their math and science subjects could possibly influence their interest
in choosing the STEM strand and pursue a career in this field. Literature showed a
connecting line between the students’ interest and confidence in mathematics and science
and their interest in choosing the STEM strand. Thus, taking the factors, that could
influence their interest and confidence, into consideration was greatly needed for better
understanding of the problem at hand.
Background of the Study
The Philippines was the last country in Asia and one of only three countries
worldwide with a 10 – year basic education prior to the implementation of the K to 12
program. A 12 – year program is found to be the best period for learning under the basic
education according to the Department of Education. It is also the recognized standard for
students and professionals globally. The K to 12 program covers 13 years of basic
education including the two years in Senior High School (SHS), Grades 11 and 12. The
very purpose of the additional two years is to prepare the students for their preferred
career path. The implementation of Senior High School started in the school year school
year 2016 – 2017.
In this new Philippine education curriculum, Senior High School students choose
a track based on how he or she will want to proceed after high school graduation. One of
the tracks is the Academic track that includes the Science, Technology, Engineering and

Moreover, English (2016) has argued that this problem is observed internationally
as concerns for advancing STEM education have escalated in recent years and it shows
no signs of abating. The world, which has been in the K to 12 education for so long is
experiencing a decline in students’ interest in STEM. In fact, there are numerous studies
that have noted a decreasing level of interest towards science, technology, engineering
and mathematics both in terms of enrollment and student motivation towards science
learning (Thomas & Watters, 2015).
This problem seems to be evident even here in the Philippines. In the first year of
implementation of the K to 12 curriculum, students seemed not to be interested and did
not understand the value of STEM in their career and for the country. In the Division of
Pasig City alone, out of 5, 197 SHS students only 794 were enrolled in STEM for the
school year 2016-2017. This accounted for only 15% of the total enrollees for that year as
compared to the other strands ABM and GAS which had 19.83% and 19.26%
respectively. All these three strands are under the Academic track and include
mathematics and science in the curriculum. In the succeeding school year, instead of
improving, the number of enrollees went further down to 12%. This number is low
considering the 4-year preparation, planning, and promotion of the Department of
Education for the Senior High School (SHS). Despite all the efforts exerted in promoting
STEM, interest of the students in this strand was relatively low as compared to the other
strand or track.
This problem was the main focus of this study. It was deemed important to take a
closer look at the students’ interest in pursuing STEM strand for their senior high school.
Their interest in STEM fields could spell the difference in the enrollment. Once

CHAPTER I
THE PROBLEM
Introduction
Science, Technology, Engineering and Mathematics (STEM), is recognized as an
important agent or ingredient in the development of a nation. Its incorporation in the
education pipeline equips the learners with science, technology and mathematics literacy
which they could use in the future not only for themselves but for the whole nation. In
other words, it molds the learners to be literate in the field of Science, Technology,
Engineering and Mathematics. Policy makers, educators, and business and industry
organizations recognize the importance of STEM and highlight the urgency for
improving STEM skills to meet current and future social and economic challenges
(English, 2016).
However, despite the beauty therein in STEM education, it has been observed that
there has been a decline in the enrollment of students in the said field. In the United
States, researchers, policymakers, business and industry have indicated that there will be
a shortage in engineers as a result of stagnant number of students entering engineering
programs, graduating with engineering degrees, and entering the workforce (Heaverlo,
Cooper & Lannan, 2013). The demand for professionals in the STEM career will
continue to grow but the number of students finishing a STEM degree will not be able to
fill in the required positions ("Students show dire lack of interest in mathematics-oriented
careers", 2017).

ABSTRACT
The Philippines has just recently shifted from a 10-year basic education to 12
years of basic education known as the K to 12 Program. In this new curriculum, students
get to choose a track of their interest in the Senior High School (SHS) and one of these is
the Academic Track with the Science, Technology, Engineering and Mathematics
(STEM) strand. In the first two years of implementation of the said program, STEM has
recorded a significantly low enrollment. This was the main problem of this study. This
study looked at the interest of the students in Mathematics and Science and correlated
with their interest in pursuing the STEM strand. The descriptive correlational research
was employed with the use of survey questionnaire. Data obtained was interpreted using
the weighted mean, sum of ranks, and Pearson-r correlation coefficient. Results revealed
that the respondents were interested in the subjects Mathematics and Science. They were
confident in their scientific ability but only slightly confident in mathematical abilities.
There was a significant, moderately high relationship between the interest of the
respondents in Mathematics and Science and in their confidence level in Mathematics
and Science. The very high relationships between the interest and confidence in
Mathematics, and interest and confidence in Science were also significant. Teacher
influence registered to be the most important factor affecting their interest in
Mathematics and Science while Family influence affects their confidence. The
respondents also showed interest in the STEM strand. Lastly, the relationship between
their interest and confidence in Mathematics and Science and their interest in pursuing
the STEM strand was moderately high and significant.

Interest and Confidence in Mathematics and Science:
Precursors in Choosing the STEM Strand
AIZA C. DUMAPIAS
VICTOR T. TABUZO
MARCH 2018

SSRN Id3359091

Uploaded by

Document Informationclick to expand document information

Copyright:

Available Formats

SSRN Id3359091

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

SSRN Id3359091

Uploaded by

Copyright:

Available Formats

INTEREST AND CONFIDENCE IN MATHEMATICS AND SCIENCE

Retrieved March 06, 2018, from

28, 2017 from www.rappler.com/science-nature/34843-talkthursday-mario-

Uyquiengco, M. (2014). Benefits of the K 12 curriculum for Filipino students! Retrieved

June 23, 2014 from ph.theasianparent.com

Electronic copy available at: https://ssrn.com/abstract=3359091

hinders path to science degrees. EDUCATION & SOCIETY, NEWS. Retrieved

June 10, 2017, from http://news.fsu.edu/news/2017/04/06/challenge-girls-

pursuing STEM disciplines. Retrieved March 06, 2018, from

maths? Retrieved March 06, 2018, from https://www.britishcouncil.org/voices-

Rouse, M. (2013). STEM (science, technology, engineering, and mathematics). Retrieved

April 2013 from whatis.techtarget.com

Suggests. Retrieved March 6, 2018, from

Electronic copy available at: https://ssrn.com/abstract=3359091

Educational Research International, 2015. doi:

study finds. Retrieved March 06, 2018, from

Manila Times. Retrieved from http://www.manilatimes.net/brighter-future-for-

undergraduate physics. In FIU Digital Commons. Retrieved March 7, 2018, from

Teachers. Why Teacher’s Self-Efficacy Beliefs Matter. Retrieved March 6, 2018

December 30, 2017, from http://www.statisticshowto.com/quota-sampling/

Electronic copy available at: https://ssrn.com/abstract=3359091

STEM learning experiences, expectations, and mathematics and science efficacy

and the likelihood of majoring in STEM in college. International Journal of

Science Education. doi: 10.1080/09500693.2017.1341067

Draijera, J. M., & Bakkera, A. (2016). Effects of innovative science and

mathematics teaching on student attitudes and achievement: A meta-analytic

study. Educational Research Review, 19, 158-172.

approaches to STEM education. International Journal of Educational

Development,45, 42-53. doi:10.1016/j.ijedudev.2015.08.002

and postsecondary context of support. American Educational Research

Journal,50(5), 1081-1121. doi:10.3102/0002831213488622

Wenno, I. (2015). The correlation study of interest at physics and knowledge of

grade students at junior high school in Ambon Maluku Province, Indonesia.

Electronic copy available at: https://ssrn.com/abstract=3359091

and Minorities in Science and Engineering, 19(2), pp. 121-142. doi:

interest to career intent. Journal of Education in Science, Environment and Health

(JESEH), 3(1), 1-13. doi: http://dx.doi.org/10.21891/jeseh.45721

career choice: A social cognitive analysis. Journal of Counselling Psychology,

47(1), 36-49. doi:10.1037//0022-0167.47.1.36

choice and development (4th Ed..) 255-311.

in majoring in a STEM field: Insight into high school students’ postsecondary

plans. Journal of Career and Technical Education,28(1).

Long, C. Y. & Jiar, Y. K. (2014). Mathematical thinking and physics achievement of

secondary school students. Sains Humanika, vol. 2, no. 4, pp. 231-237.

comparisons. Melbourne: Australian Council of Learned Academies.

Electronic copy available at: https://ssrn.com/abstract=3359091

science lessons. International Journal of Science Education, 40:1, 1-23. DOI:

English, L. D. (2016). STEM education K-12: perspectives on integration. International

Journal of STEM Education,3(1). doi:10.1186/s40594-016-0036-1

adjustment, and work satisfaction of retirement-age adults. Journal of Career

Development, 42(3), 199–214. http://doi.org/10.1177/0894845314553270

interest in adolescence: influences of gender, family, and school context. Journal

of Research on Adolescence, 20(2), 507-537.

perceptions of the factors influencing success in STEM fields. Journal of

Research in STEM Education, 1(1), pp. 30-44.

relationships with teaching methods, family context and self-

efficacy. International Journal of Environmental & Science Education,10(3),

2015th ser., 337-366. doi:10.12973/ijese.2015.249a