Ponce Et. Al. Body

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
LEARNING ENGAGEMENT PRACTICES AND PERFORMANCE OF

SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS
(STEM) STUDENTS
A Quantitative Research
Presented to
The Faculty of Science, Technology, Engineering, Mathematics (STEM)
Ilocos Sur National High School
Senior High School
Vigan City
In Partial Fulfillment of the

Requirements for the Subject
Practical Research 2
by:
MARC JAZEL L. ESTIGOY

JAZEREY LHEI D. FUNTANILLA
SHYRINE MAE V. PONCE
MARC JODELL T. REYES
JOLAHN A. TACULOG
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1
Chapter I
THE PROBLEM
Introduction
There are calls from all over the world to increase learner engagement in
STEM. These calls acknowledge the importance of learners' motivation and
emotional response to STEM in their participation and achievement in STEM
education. However, there is confusion about what constitutes "engagement" in
STEM education.
The Philippines made significant changes to its adaption to the educational
system to the global K–12 curriculum, according to ICEF, are patronized. Article
from the monitor titled "Philippines Creates opportunities for K–12 Education
Reform System”. Goals of the K–12 Basic Education Program to ensure that every
Filipino receives the fundamental education He or she must contend in the
international market. The new curriculum's objective was to teach Filipino pupils
are given more time to grasp ideas and skills in order to get them ready for their
post- secondary studies. Considering the collected anecdotal evidence, the
participating school, the majority of pupils thought the low level of expertise in the
field was rooted due to insufficient instruction time inside the class. Students
thought that in-depth discussions both lectures will assist students who wish to
comprehend the specific subjects of the Science Technology Engineering and
Mathematics (STEM) strand.
STEM education has gotten a lot of attention in recent years. However,
generating accurate and reliable assessments of interdisciplinary learning in STEM
has proven difficult. Gao et al. (2020) studied STEM educational programs from
2000
to 2019 and provided a two-dimensional framework for assessing students' learning
in STEM education. According to the findings, most assessments focused on
monodisciplinary learning and transdisciplinary affective domains. Few evaluations
focused on interdisciplinary learning and practices.
Furthermore, higher education models in science, technology, engineering,
and mathematics (STEM) are under threat all over the world. Although most STEM
faculty and practicing scientists have learned successfully in traditional formats,
their success is the exception rather than the rule. In a world were using knowledge
rather than simply memorizing it is becoming increasingly vital, education should
encourage a broad population of learners.
It is an undeniable fact that the future of the world will be largely driven by
innovation. With resources shrinking at a rampant pace and the human population
exploding, breakthroughs in science and technology will play an even greater role in
the future. Having said that, excellence in the STEM-related fields will become far
more indispensable. This explains why contemporary education systems are now
proactively incorporating the dimensions of STEM learning. Recent studies show
that the academic self-regulation of the STEM students of the senior high school of
Divine Word Colleges is high which means that they have high external regulation,
introjected regulation, identified regulation and moderate intrinsic motivation.
However, the findings also showed that there is no correlation between academic
self- regulation and their academic performance. Their academic performance can
be caused by other factors that are not considered in this study. With this prior
information on the Academic Self-Regulation of STEM of Senior High School

Students of Divine Word Colleges in Region I, some are interested in the class and
some are not interested. This can be seen through their participation in the class
discussion. Some are enthusiastic to learn and express their ideas but some are not.
Some are motivated but some are demotivated. They seem to be indifferent to the
class discussion.
One must carefully explore and assess the many forms of involvement that
we build as we go toward deeper learning and engagement with greater effect.
According to research on young people's ambitions L. Archer and DeWitt et.al
(2017), aspirations are intricate, diverse, and always changing.
Statement of the Problem
This study aimed to assess the learning engagement practices and
performance of Science, Technology, Engineering, and Mathematics (STEM)
students of the Grade 12 Senior High School (SHS) in Ilocos Sur National High
School (ISNHS) during the school year 2022-2023.
Specifically, it sought to answer the following questions:
1. What is the profile of the Grade 12 STEM students of the Senior High School
(SHS) in terms of:
a. sex,
b. place of residence,
c. parent’s educational attainment,
d. parent’s occupation,
e. sources of information, and
f. available resources?
2. What are the learning engagement practices among grade 12 stem students
along:
a. independent learning
b. group work collaboration,
c. technology integration,
d. interest and preferences,
e. time management, and
f. peer interaction?
3. What is the level of academic performance of the grade 12 STEM students in the
first quarter?
4. Is there a significant difference between and among grade 12 STEM students’
learning engagement practices and performance?
5. Is there a significant relationship between the profile of the grade 12 STEM
students and their learning engagement practices and performance?
Scope and Delimitation
This study focuses on determining the learning engagement practices of the
grade 12 STEM students of Ilocos Sur National High School, Vigan City for the 1st
semester school year 2022-2023. It considers the profile of the students,
performance during class, and the extent how their practices in learning engagement
affects their interpersonal relationship.

The profile of the respondents is limited to sex, place of residence, parent’s
educational attainment, parent’s occupation, sources of information, available
resources, and first quarter grade. Moreover, the learning engagement practices
includes the following: (a) independent learning (b) group work collaboration, (c)
technology integration, (d) interest and preferences, (e) time management, and
(f) peer interaction.
The respondents for the study were the grade 12 STEM students which are
divided into six (6) sections namely: Confucius, Democritus, Plato, Pythagoras,
Socrates, and Thales in Ilocos Sur National High School School Year 2022-2023.
The descriptive correlation method of research was employed. The relevant
data gathered in the study were limited to what was measured by the questionnaire
constructed by the researchers some items of which were adapted from several
resources to seek the purpose of the study. Stratified sampling is utilized to
determine the sample of the study.
The following statistical tools used in the analysis of data gathered are:
frequency count and percentage distribution, mean, ANOVA, and Simple Linear
Correlational Analysis.
Theoretical Framework
The cornerstone of the growth of the social economy is education. The way
that knowledge is shared has changed as a result of the development of the Internet
and information technology. A variety of factors affect student engagement. Both
internal and external factors encourage students to participate in online courses.
The main finding is that no one is great without effort and practice, or
without moving in the right direction toward their goals. Nobody can achieve their
potential unless they are willing to practice their way there. To be successful and
enhance your talent, you must practice more, pursue change, and be more dedicated
than other high achievers.
One of the least liked topics is mathematics. Each learner must put forth
some effort in this subject; while difficult, problem-solving will be simplified if you
understand the fundamentals of mathematics. Many students dislike math or do
poorly because of bad experiences with the subject. However, if they can still
perform well, it will be worth the time to put in the work and dedication necessary
to comprehend mathematics. Students who major in Science, Technology,
Engineering, and Mathematics (STEM) in senior high school should be well-
prepared to find employment or pursue higher education in a wide range of
professions, including those of a pilot, an architect, an astrophysicist, a biologist,
chemist, engineer, dentist, nutritionist, nurse, doctor, and many others.
Through various learning engagement practices, the researchers will able to
obtain data that allows to indicate the students’ perceptions of learning and
satisfaction that correlates to their perceptions of the efficacy of different practices;
specifically on learning engagement practices, that enhances the academic

performance of learners.
This section presents the review of the related studies pertaining to the
current research variables. It includes all pertinent readings as well as findings of
foreign and local studies and the theories which helped the researcher construct the
conceptual
On Learning Engagement
Creating compelling learning experiences necessitates a multifaceted strategy.
It is not enough to choose one modality over another to ensure successful learning. It
is also not about limiting learning to a set era. Learning experiences must be
spontaneous and flow freely alongside the work process. They must always be
present in the hearts and thoughts of the students. To promote retention, effective
learning experiences frequently combine practice, reflection, and cooperation. Action
learning is an approach to problem solving that engages students in an experience and
allows them to apply knowledge in real-world situations.
According to studies, engaging students in the learning process boosts their
attention and focus, as well as stimulates them to participate in higher-level critical
thinking. Instructors that use a student-centered approach to education boost
possibilities for student participation, which helps everyone achieve the course's
learning objectives more effectively. There are several approaches to include
students' engagement into a classroom. Question-and-answer sessions, discussion,
interactive lectures (in which students reply to or ask questions), brief writing
assignments, hands-on activities, and experiential learning are all common tactics.
Active learning has become more and more prevalent in higher education in
recent years. According to Bolliger et al., active learning “is a ‘learning by doing’
approach that encourages students to actively engage with course content” (p. 201).
To implement active learning successfully, student engagement must play an

important role that enriches the student’s learning experience (Awidi & Paynter,
2019). Bolliger and Des Armier (2013) defined student engagement as “students’
commitment to learning and their involvement in course material and activities
(individually and collaboratively)”.
On Independent Learning
At all educational levels, group work is used as a learning tool. Studies on
what actually happens in groups during group work and what elements have an
impact on students' capacity to learn are still inadequate. Advancing the present
level of knowledge and comprehension of the key to successful teamwork in both
individual and group work collaboration among STEM students in grade 12.
Furthermore, the study aims to give STEM students in grade 12 a voice in
the matter by elucidating the students’ positive and negative points of view and how
they assess learning when working individually and in groups.
Individual work helps students to develop the capacity to learn without
always leaning on others. It strengthens the students in learning on their own as they
rely on their own resources. This experience is critical for many students. Working
individually, you get the credit of your achievements. You can't end up in a situation
where everyone in your group gets praised, even the ones who did less. It's easier to
concentrate and focus. You decide what to do and when because you are In charge
of your goals. Developing an understanding of the individual's ability to contribute
to group work and how these groups work together and share information is an
important aspect. Group work and study sessions are ubiquitous in higher education
and have been shown to be beneficial in terms of student performance and learning.
On Group Work Collaboration
A problem-solving, task-completion, or product-creation activity is completed
by a group of learners as part of the group work approach to teaching and learning.
Students are more likely to participate and perform actively when they are working
with their group. It has been shown that students’ collaborative work on the same
assignment followed many different interaction patterns, which can greatly affect the
performance and assessment of the group work (Cen et al. 2014).
In collaborative learning, a grade is generally given not to each student but to
each group, and assessment of group learning is typically dominated by measures
assigned after collaboration (Gress et al. 2010), where the performance of each group
is normally measured by the quality of the solutions or products generated (Goggins
et al. 2015). Evaluation and forecasting of group performance can assist in a dynamic
and networked learning environment, analyze and enhance a collaborative learning
system, discover effective grouping and interaction patterns, and assist in
understanding what influences student academic success.
According to Barkley et al. (2014), cooperative learning is typically used in
K–12 classrooms, whereas collaborative learning generally applies to higher
education settings. Moreover, inclusive development with fellow students or
educators improves students' communicative abilities, whereas the effectiveness of
learning in a group format for a wide variety of concepts and perspectives that can be
employed in the near future in the modern world, where social interaction is
essential.
On Technology Integration
Technology Integration refers to implementing different forms of technology
into classroom instruction to enhance student learning. The study by Indeed Editorial
Team (2022) on the Technological Integration in Education states that students from
elementary to college-level might use a wide range of technological tools to build
skills. Likewise, this process, called technological integration, can transform
students' learning experiences and provide a range of benefits. Furthermore,
learning about technological integration can help a student create lesson plans that
use digital tools effectively to meet curriculum goals.
Moreover, in education, technological integration is the use of technology to
deepen learning and achieve pedagogical goals (Indeed Editorial Team 2022).
Likewise, students can incorporate computers, smartphones, virtual reality tools and
other innovative devices to help students further enhance their learning practices.
Furthermore, effective technological integration supports the existing curriculum
and is one part of the educational experience, along with traditional teaching
methods and group work. Moreover, classrooms that use technology effectively
typically have a low ratio of students to devices, so every student gets many
opportunities to use the technology (Indeed Editorial Team 2022).
Since the emergence of the internet, learning preferences among students
have undergone a significant transformation. Students no longer prefer passive
dissemination of information being delivered by a teacher. Likewise, students prefer
to watch a task taking place, and then attempt to duplicate it instead of reading or
being instructed about the topic Genota et al. (2018). Furthermore, (Global Research
and Insights, 2018) who studied 59 percent of Generation Z, found that 14–23-year-
olds, access YouTube for learning
and information, 55 percent believe YouTube contributed to their education and
only 47 percent prefer textbooks as a learning tool. Moreover, the findings indicate
virtual
applications integrated into the curriculum can enhance the cognitive and creative
skills of students through a student-centered environment Steele et al. (2019).
However, although the study indicated 78 percent of the Generation Z believed
teachers were important to their learning, only 39 percent preferred teacher-led
instruction Hartman et al. (2019).
On Interest and Preferences
Different students have different learning preferences. Learning interest is
one that accounts for learner differences, which can be useful in understanding the
different ways we learn. It can also be useful to know your strengths and use them
to enhance learning.
The interest and preferences of the students in learning, according to Singh
(2020), is that the students that are interested in learning can be a challenge; there
are a lot of fluctuating that can affect their engagement. Students usually spend a lot
of time thinking about how to encourage themselves to get them interested in
learning. Likewise, it has become vital for parents and teachers to implement
strategies that build a student’s interest in learning Singh (2020). An advanced way
of making students stay engaged in their learning is to assist them in developing
greater self- regulation skills.
Interest and preference benefit students to collect essential information and
comprehend that obtained information into the students existing knowledge. Interest
and preference help to further clarify the engagement practices and performance of
students; also, apathy or lack of interest would lead to low performance and
discourage students to establish learning engagement practices. The interest of
students determines their interest in a particular topic, or subject, promoting a
diversity of desirable outcomes in students.
A Study was conducted to determine students' interests, preferences, and
performance in science laboratory activities. The study of Viva (2018), it concludes
that students evaluate the laboratory portion of every Science subject as significant
since these make them work and uncover things on their own, and do not limit their
explorations, students were enthusiastic to manipulate lab equipment and materials,
which let them discover a ton bout the usefulness of every lab material and deeper
understanding in every lab activity. The study confirms the interest of students
determines their interest in a particular topic, or subject, promoting a diversity of
desirable outcomes in students. Viva et al. (2018)
Furthermore, interest is a powerful motivational process that energizes
learning and guides academic and career trajectories Renninger et al. (2016). Having
"interest" on your learning is essential to academic success. Moreover, interest
development begins in a specific situation, but by the time those interests are well
developed, individuals make conscious choices and pursue their interests
autonomously Renninger et al. (2016). Interest is both a psychological state of
attention and affect toward a particular object or topic. However, advanced learning
technologies that adjust content based on student preferences can provide feasible
and scalable solutions for tailoring instruction to learners’ needs and interests, as in
context personalization Walkington et al. (2014). Having interest can contribute to a
more engaged, motivated, learning experience for students.

On Time Management
Time management is very important and it may actually affect individual's
overall performance and achievements. However, all of these are related by how
individuals manage their time to suit their daily living or to make it flow steadily
with their routines. Conducive settings and environment will surely promote
positive outcomes to the students, besides having good lectures given by their
teachers. Nevertheless, students' time management can be considered as one aspect
that can move a student to be a good student. A good time management is vital for
students to shine. However, some of the students do not possess good time
management skills that has negatively affect their life and their academics. The
usage of time by students in higher education institutions is related to their daily
routines and activities. Students' time management can also affect stress level of
students as they need to cope with their tasks and their personal achievements. In
this regard, the data was collected from students of Qurtuba University of Science
and Technology to analyze that how effectively they are managing their time for
achieving their academic standards.
They not only influence the achievement but using time management
techniques also serve one reason meaning that there are multipurpose fulfilled by
time management Fazal (2012). Taking part in proceedings and being engaged in
other outside class activities, seldom inevitably a job, but being energetic in
institution also has a strong correlation to reaching high academic achievements.
Various studies showed that time management practices serve for many purposes
not only for challenging performance of the students. Time management practices
show the way not only to a high level of academic performance, but to good
physical condition and to lower levels of stress. The foremost purpose of the present
study was educational competency,
using time managing techniques, test pressure, and test proficiency Faisal et al.
(2014). Academic competence scores were established to some extent improved in
the current sample indicating that students found course material/content
encouraging and enjoying their classes.
A study by Alrheme et al. (2014) aimed at identifying the students'
viewpoint about how to time in terms of planning, organizing, directing, censorship,
and its effect on academic achievement as long as identifying the personal variables
effects on academic achievement. The data were collected through a sample of 300
students. The study results showed that the planning was of high effect on academic
achievement proved by a correlation coefficient and that there is a statistically
significant positive relationship between time management and academic
achievement.
There is no confirmation of conduction of any research on the impacts of
educational proficiency, practices of time management, intentional learning and
stress of test on students' educational results with reference to developing countries
especially Pakistan. Furthermore, the study's other goal was to categorize and clarify
inconsistency among poor and rich grade point average obtainers educational
competency, by using time managing techniques. Students may feel that they do not
have enough time to keep up with demands of educational institution and social life
Adebayo et al. (2012). While it is impossible to add more hours to a day, students
can increase productivity by implementing time-management strategies. In modern
world
where there is competitive environment encourages students at the initial
educational stage to exploit their time according to their strategic needs, the higher
goals and achievements needed by the strategic situations lead individuals and their
supervisors
to utilize time efficiently to control time Adebayo (2015).
According to Adebayo et al. (2012) The literature also revealed that extra
study time increases student’s academic performance. But in their study other
important and most potential beneficial ways of spending free time were also
addressed. They also correlate the extra-curricular activities with the academic
performance. It is found in their study that physical exercise and participating in
other extra-curricular activities have a strong effect on the academic awareness, but
not have a distinct effect on grade point average. The literature identified that tactics
like time managing skills, motivation and attentiveness are an important predictor’s
educational outputs of students. Those students who are involved in using time
management strategies have privileged consistent results. An appropriate application
of time management skills has widespread impacts on educational outputs of
students but also on the productivity and performance of academic institutions.
Appropriate using of time management skills assist to reduced stress and upgrade
the performance of academic institutions.
On Peer Interaction
Training second language (L2) learners to interact effectively with peers is
receiving growing attention in L2 interaction research. One of the primary goals of
pedagogical training is to address the shortcomings of learner-learner (peer)
interaction (e.g. insufficient attention to form, infrequent interactional feedback,

non- collaboration) and consequently maximize learning opportunities such as
practicing language use, discussing language form, providing and receiving
feedback, and/or engaging in collaborative learning (Philp, Adams, & Iwashita,
2014; Sato & Ballinger, 2016). Recent studies on teaching learners about effective
peer interaction
have shown a positive impact on L2 interaction and learning Fuji et al. (2012).
Although they mention the social aspect, these studies have largely targeted
the cognitive aspects of peer interaction, specifically focusing on teaching learners
to provide peer feedback Lyster et al. (2012), use interactional moves (Fuji et al.,
2016), or discuss and resolve language-related problems. Satos (2012) investigation
of the impact of metacognitive instruction for collaborative interaction appears to be
one among very few studies that target social aspects (e.g. raising learners'
awareness of the benefits of peer interaction and a collaborative mindset) Sato et al.
(2018). Given that peer interaction is a cognitive, social, and affective phenomenon
that is susceptible to social, individual, and contextual factors Sato et al. (2016),
pedagogical
interventions that aim to enhance its quality need to attend to different aspects of
peer interaction (cognitive, social, and affective).
In another study of Yeager et al. (2016), the impact of proficiency pairing on
the number of idea units correctly reconstructed by ESL learners in a dictogloss
task. However, although their results generally showed that low- proficiency
learners benefited most when they were paired with higher proficiency interlocutors,
there was no systematic effect of proficiency pairing on improvements in idea units,
as there were large variations across the board. In addition, Niu et al. (2018)
examined the impact of interlocutor proficiency on Chinese EFL learners’ language
learning in a collaborative composition task. Learners were classified into high-
high, high-low, and low-low pairs. Their results were mixed: while low-low pairs
generated more LREs than their high-high and high-low counterparts, high-high and
high-low pairs correctly resolved more LREs than low-low pairs. More recently,
Basterrechea and Gallardo-del-Puerto (2020) compared the effect of two types of
proficiency pairing (learner-selected versus matched proficiency pairs) on the
production of LREs and pair dynamics in L2 peer interaction among young EFL
learners in Basque Country. Their results revealed that, although the dynamics of
interaction in matched proficiency pairs were more collaborative than those of
learner-selected pairs and they could significantly outperform self-selected pairs in
correctly resolving LREs, interlocutor proficiency did not significantly affect the
frequency and types of LREs produced.
On Profile
The Philippines, like many other countries throughout the world, is
increasingly reliant on the workforce in Science, Technology, Engineering, and
Mathematics (STEM) to sustain its global economic leadership (Banning &
Folkestad, 2012). "As the world becomes increasingly technological, the value of
these national assets will be determined in no small measure by the effectiveness of
Science, Technology, Engineering, and Mathematics (STEM) education (p. v).
(Holdren, Lander, & Varmus, 2010).
In the study conducted by Scott et al. (2017) with a computer science
preparatory course showed that girls from ethnic group's interest in computer science
increased over time, despite their initial lack of interest. Male students showed higher
interest and aspiration in computer science. There were no gender differences in
course completion, but taking a course did not improve female students' likelihood of
majoring in computer science. In Todd and Zvoch (2019) experimental study, girls
who participated in the summer camp scored higher in science efficacy and attitudes
toward science than girls in the control group. No significant differences were
observed in science interest and science identity. Professionals that can successfully
utilize analytics to solve complicated challenges and make key business choices are
in high demand. Building on STEM, technology, and acceptance literature,
furthermore the study of Fagan (2022) found a significant relationship between
information technology STEM attitude and spreadsheet software intention with
intention to use analytics, as hypothesized. While the study did not find support for
the hypothesized relationships for math STEM attitude in the pooled data, multi-
group analysis found that the relationship between math STEM attitude and
spreadsheet software attitude was moderated by gender.
Therefore, the profile of STEM students, which includes sex, place of
residence, parent’s educational attainment, parent’s occupation, sources of
information, and available resources, is being emphasized as significantly influencing
the learning engagement by these internal factors.
On Sex
Many historians and policymakers have noticed that the fields of science,
technology, engineering, and mathematics (STEM) have remained largely male,
with historically low female participation since its inception in the 18th century
during the Age of Enlightenment. However, we are now in the twenty-first century,
and numerous studies have been conducted, resulting in Women in STEM statistics
for science professionals that continue to show positive results for increasing gender
diversity in these roles. Women now account for 46% of all science professionals.
Sex is typically assigned at birth based on anatomical and physiological markers,
which is male and female only. Sex is a label that is assigned to you by a doctor at
birth based on your genitals and chromosomes. It is recorded on your birth
certificate. While Gender is much broader and it is a social and legal status, as well
as a set of societal expectations about behaviors, characteristics, and thoughts. We
use gender as an approach to our study.
Gender stereotyping is common in STEM fields because they are often
viewed as masculine, and teachers and parents frequently underestimate girls' math
abilities beginning in preschool. For the sex stereotype bias measure, females scored
significantly higher than males (Jennifer G Cromley, Tony Perez, Theodore W
Wills, Jacqueline C Tanaka, Erin McNamara Horvat, Emily Tancredi-Brice
Agbenyega, 2013). Furthermore, Education itself is one of the single most important
factors when it comes to stereotyping, especially with gender. It is said that women
usually lean towards social sciences, health services, and education, while men on
the other hand are more likely to fall to engineering and business (Sax & Harper
2007).
However, according to Wood J (2018) gender equality within the household
and the labor market has increased, women are becoming more equal to men
through their access to education. In addition, investigating the impact of single-sex
education on math achievement at the top of the distribution in Ireland, Doris,
O'Neill, and Sweetman (2013) find that boys in single-sex schools are more likely to
show better performance that counterparts in coeducational schools with little
evidence of a similar effect for girls. Moreover, in Mike Stieff, Bonnie L Dixon,
Minjung Ryu, Bryna C Kumi, Mary Hegarty (2014) students adopted strategies that
are more analytic after analytic training, and women used significantly more
analytic strategies than men did after instruction. Training in the combined use of
mental imagery and analytic strategies eliminated sex differences in achievement,
but training in a single type of strategy resulted in a male achievement advantage.
Young girls have been dominating boys in terms of educational performance
across the globe. It is very interesting to know the differences in educational
performance in the sociocultural context of various societies across the globe. Based
on recent studies, boys are being dominated by girls in educational performances,
both in the developed as well as developing countries.
Education was considered the perogative of men/boys (Ullah, 2013). Because
of the higher expectations to boys, girls recieved less attention from teachers and
limited access to higher education, therefore, girls were at a disatvantage back then.
However, girls right now are outperforming boys in education irrespective of the
global north and global south (Parson and Ozaki, 2018). A number of studies
concluded that it apperars to be a global trend of girls' outperformance and boys'
underperformance in education.
Likewise, a considerable number of studies and debates has been carried out
on this revearsal in education in global north (Gouleta, 2015; Mburu, 2016; Hung et
al, 2012) and global south (Datta, 2014). The discourse of boys' outperformance in
education that once existed has now been shifted to girls' outperformane. This
changed has been evolved from the boys' underachievement and the girls' higher
achievement in education. Furthermore, it is now an established fact that boys now
not only fall behind in terms of educational achievement at school level (Minello
and Blossfeld, 2017) but also at the colleges and universities (Ewert, 2012). With
every
level and grade, the gap between boys and girls educational attainment rises, thus,
girls outperform boys in education.
Moreover, studies across the developed world conclude that boys have been
outperformed by girls in education at school, college and university level
(Tshabalala and Ncube, 2016). Similarly, Hung et al. (2012) argues that female
students in United Kingdom have outperformed boys in education, especially at
secondary and higher secondary levels. It is found that girls have secured good
grades than boys at school,
college and even at university levels. Likewise, Morita et al. (2016) asserted that
academic performance and achievement in education is constantly high among
female students in Japan. They concluded that education is not limited to school but
encompass college and university to the outperformance of girls and
underachievement of boys.
According to Samantha Nix, Lara Perez-Felkner, Kirby Thomas students’
perceptions of their mathematics ability vary by gender and seem to influence
science, technology, engineering, and math (STEM) degree choice. Related,
students’ perceptions during academic difficulty are increasingly studied in
educational psychology, suggesting a link between such perceptions and task
persistence. Despite interest in examining the gender disparities in STEM, these
concepts have not been considered in tandem.
On Place of Residence
A place of residence is where an individual or a group of people lives. It is
the act of residing in a certain location. The place where you live is an example of
residence. There are four primary residence patterns: Neolocal, Patrilocal,
Matrilocal, and Avunculocal.
The home not only fulfils basic needs, biological and security, but is also a
place of everyday activities and spending free time. Unfortunately, it is also a place
where one can experience loneliness. In the psychological dimension, it is a place of
reflection, retrospection, and reliving memories. Michalik-Marcinkowska, U (2022).
Moreover, in the official website of the Australian Bureau of Statistics
(2021) stated that the technical definition of regular residence is the address where a
person resides or plans to reside for at least six months. However, because the data
is self-reported, the stated address may be what respondents consider their "usual
address"
rather than the technical definition. Also, in the official website of the Department
of Justice (2015), it stated that a person may reside or may change his or her place
even if he or she is not that physically present there from time to time because of
work or important things. Word “residence” unlike “domicile” is not a completely
and exclusive concept so that a person may be a resident in more than one
jurisdiction at the same time.
In addition, dormitories, often known as hostels or halls of residence, are
established for students in higher education institutions to meet their lodging needs,
and they are frequently located near classroom buildings to make studying more
convenient and to lessen the stress of commuting. Students who live in school dorms
are frequently thought to be more comfortable, which translates into higher academic
achievement than their colleagues who live outside the school setting. In light of this,
student affairs organizations at higher education institutions work hard to ensure that
their citadels of learning have enough amenities, including accommodation for their
students and instructors in most situations.
Furthermore, On-campus housing also allows students access to many on-
campus resources such as the library, dining areas, recreational facilities, and many
more depending on the university (Johnston, 2016). As Timmons (2017) stated the
process of deciding where to reside while at university differs from student to
student. Some students want to be on campus, at the center of student activity,
where they may enjoy the social benefits of staying out all night and having the
"university experience." Other students like the convenience of living near lecture
halls and their professor's office, since it eliminates the need to worry about being
trapped in traffic or missing a train. For some students, university is a clear rite of
passage into maturity, and leaving the parental home is the first step toward
independence. According to
Babatunde Adekoya (2018), Academic performance is defined as the extent to
which a student has met their educational objectives. Many educators feel that a
student's living and learning environments should be in close proximity in order to
generate all-rounders who are socially integrated and cognitively sound. However,
due to a shortage of quality accommodation for students both on and off campus,
many of these students are left to their own devices and must settle for whatever is
available.
On Parent’s Educational Attainment
Historically, family status indicators such as parents' educational level were
thought to be predictors of children's academic success. More research suggests that,
rather than having a direct relationship with children's academic ability; parents'
educational level is part of a wider constellation of psychological and social
elements influencing children's school results. Parental time investment in a young

child is one of the key predictors of a child’s success as an adult Kalil et al. (2012).
College-educated mothers spend more time providing child care and age-
appropriate activities with their children than mothers who have a high school
education Kalil et al. (2012). Additionally, high-income and highly educated parents
are more likely to be involved in their children’s education, which is a key factor in
adolescents’ educational successes (Cabrera et al., 2018).
Putting a high emphasis on education can present itself in a variety of ways.
A growing body of research suggests that children whose parents model
achievement- oriented behaviors (such as obtaining advanced degrees, reading
frequently, and
encouraging a strong work ethic) and provide achievement-oriented opportunities
(such as trips to the library and after-school enrichment programs) are more likely to
value and pursue achievement. This belief, in turn, should lead to the pursuit of
further
education and successful jobs. As noted, the Inside Higher Ed study found students
from no-degree families who did go to college directly after high school had a
difficult time finishing school, a fact that may be attributed to the lack of an
education role model. Bird (2018).
Moreover, Egalite (2016) states that when choosing an area to reside in,
better- educated parents are more likely to evaluate the quality of the local schools.
When their children start school, educated parents are more likely to pay attention to
the quality of their children's instructors and to try to ensure that their children are
appropriately served. They may encourage staff to pay attention to their children's
particular needs by engaging in parent-teacher conferences and volunteering at

school.
Furthermore, highly educated parents are more likely than less educated
parents to read to their children are. When speaking with their children, educated
parents contribute to their children's growth and human capital by drawing on their
own sophisticated language abilities. They are more likely to ask questions rather
than provide directions, and they employ a larger and more complex vocabulary.
On Parent’s Occupation
Any nation's advancement is dependent on the level of education attained by
its population and the standard of education. Along with imparting knowledge and
skills, education also helps students develop their morals. It prepares people to live
as responsible citizens. The best gift a nation can offer its people is education.
However, the presence of different factors that may affect the educational
performance of students is inevitable.
Academic performance may be influenced by a parent's occupation. The
study by Orji et al. (2015), The performance of the student result may vary through
connections towards supporting development pathways attitudes of parents and
families about academic performance and demands of the student. Nwonyi et al.
(2015) stated that, the approach toward and pressures placed on the examination
may
be influenced by the parental occupation. Correlating to this study, examining the
potential impacts of parents' educational influence on their student’s motivation to
study, the environment provided for education, resulting to the student’s
performance.
As stated in the study of Abid et al. (2013), various measures of the impact
of parents' educational attainment and occupation on their children were developed.
Parents with high occupation rise standards, allowing their child to have access to a
variety of educational options in their areas, which may affect how they interact
with their children at home. However, stated in the study of Aqsa et al. (2015),
There is no significant relationship between parent occupation and academic
performance/achievement of students.
Gottfried et al. (2020), Science, Technology, Engineering, and Mathematics

(STEM) student performance and long-term persistence is a matter of national
concern. The type of parents' occupations influences their children' interest,
motivation, and success in Science, Technology, Engineering, and Mathematics
(STEM) fields as one part of family socialization throughout adolescence as stated
in the study of William et al. (2020). The parents' line of work or occupation
increases the chance that it will influence decisions about their child's future or even
how well he or she is doing in school right now. STEM-employed parents may
indirectly affect their children's interest in STEM by offering encouragement,
support, and role models exchange of expertise and professional advice, modeling,
and family time Chakraverty et al. (2013). Owens et al. (2020) stated in their recent
study that parental occupation also plays a role in student motivation to study.
On Sources of Information
An information source is a source of knowledge for someone, meaning it can
be anything that can educate someone on a topic. Information can come from a
variety of sources, including observations, speeches, records, images, and
organizations. These include written materials, significant figures, publications, and
other resources that can offer helpful information about the subject under study.
Information sources are frequently divided into physical (print, analog) versus
electronic (digital), text against audio-visual, book versus journal, and physical
(print, analog) versus online categories.
One way to increase students’ interest in science subjects and to support
their cognitive processes is to use visualization aids (Bilbokaitė, 2015; Nodzyńska,
2012) Some subjects, such as Biochemistry and closely related molecular biology
Jenkinson et al. (2018) cannot be effectively taught without visualization.
On Available Resources
Learning resources refer of means tangible or intangible material that
correlates to the learner's subjects. Availability is the degree to which an individual
or group collaboration can obtain and use these instruments, either freely or at an
inexpensive cost. Learning resources offer a base knowledge of students and further
broaden information regards to the program of studies. Available learning resources
include textbooks in which the most utilized tangible material and also the
fundamental article that forms the learning procedure of a curriculum
(UNESCO;2017) and digital resources enable learners to utilize technology to have
considerable access to information. (UNESCO, 2014). Digital educational resources
are operated to use and distribute academic materials.
Available resources enable learners to perceive and comprehend not only
determine the theme of the entire subject but also apply it to each unit of the current
teaching activity. Teachers, however, need to collect cues to create practical
situations
related to the topic. This constructive concept is a theoretical prototype for role-
play- oriented educational practice. Jean Piaget's theory of academic development,
on this basis, illustrated generally how knowledge is constructed, explaining the so-
called radical constructivism. Radical constructivism is a theory where an individual
understands new knowledge through active learning (von Glasersfeld, 2013) and to
further improves academic knowledge through available digital resources to
guarantee its quality. (Okpechi, P. An et al 2018). The experiential method of
education focuses on direct learner engagement through experimentation with

available resources to promote behavioral competencies for a better understanding
of the subject. Available resources have a working mechanism for each individual as
learner, connecting the external environment with the internal cognitive technique.
For example, learners can utilize their senses to observe, hear, and perform
activities, further enhancing their cognitive and emotional sensitivity. Extensive
literature confirms that the accessibility of learning resources helps improve
learners' conceptual understanding, learning confident majority of research into
collaborative learning suggest that the more types of group work students engage in,
and the more often they engage in that group work, the better their levels of
engagement with the contents and subsequent learning of the materials. A group's
shared and complementary skills and knowledge for processing information are
beneficial when addressing complex and challenging problems faced by many
learners Swanson et al. (2019). Understanding how and why group work benefits
learners requires consideration of the cognitive underpinnings of the interaction
between collaboration and learning DeChurch et al. (2010). From this point of view,
group work is effective for several reasons. The benefits to learning that are gained
through group work are clear and well established, not all contexts in which students
interact with one another benefit students’ levels of learning Thom (2020). The first
is how learners' limitations in processing specific information can be overcome
Zhang et al. (2016). Second, the collaborative process may improve individual
performance and metacognitive skills Zheng et al. (2019). Finally, increasing
students' sense of emotional support in learning helps overcome information
processing problems Hernández-Sellés et al. (2019) critical thinking, and problem-

solving capacities. The groups’ increase in cognitive processing through the
division of assignments across differing members may be counteracted or
neutralized by the transaction cost of interaction. From this perspective, we need to
consider whether all increases in collaboration will lead to improvements in
learning.
Conceptual Framework
To illustrate the study, a research paradigm on Input-Process-Output Model
was used to determine the learning engagement practices and performance of
Science, Technology, Engineering, and Mathematics (STEM) students of the Grade
12 Senior High School (SHS) in Ilocos Sur National High School (ISNHS):
INPUT PROCESS OUTPUT
Profile of grade 12
STEM students Learning Engagement
Practices of Grade 12
a. sex, STEM students
b. area of
a. Independent learning
residence,
Level of
c. parent’s educational b. group collaboration,
Academic
attainment, c. technology Performance of
d. parent’s occupation, integration, Grade 12
STEM students
e. sources of d. interest and
information, and preferences,
f. available e. time management,
resources and
f. peer interaction
Figure 1. Research Paradigm
The paradigm shows the learning engagement practices and the student’s
performance of the Senior High School (SHS) Grade 12 Science, Technology,

Engineering, and Mathematics (STEM) students in Ilocos Sur National High School
(ISNHS). The input variable includes the profile specifically as to age, sex, area of
residence, parent’s occupation, sources of information, and available resources. The
process involved focuses on learning engagement practices, in terms of; individual
and work collaboration, technology integration, interest and preferences, time
management, and peer interaction. Henceforth, the student’s performance indicates
on the grade of the students.
It theorized that the student’s profile affects the learning engagement
practices and student’s performance of the Science, Technology, Engineering, and
Mathematics (STEM) students of the Grade 12 Senior High School (SHS) in Ilocos
Sur National High School (ISNHS).
Operational Definition of Terms
For a better and clearer understanding of the study, the following terms were
defined based on their use in the study:
Learning Engagement Practices. It refers to the ability to motivationally and
behaviorally engage in an effective learning process.
Independent Learning. It refers to the capacity to make decisions, take action
or learn on one's own.
Group Work Collaboration. It refers to a small group to advocate students
working together to increase their own learning.
Technology Integration. It refers to give students a chance to develop their
skills that are essential for constant learners, such as research, collaboration,
communication, critical thinking, and problem solving.
Interest and Preferences. Interest refers to a the things that students like to do
and the things that they prefer to learn about.
Time Management. It refers to managing time effectively so that the right
time is allocated to the right activity.
Profile of STEM Students. This refers to sex, place of residence, parent’s
educational attainment, parent’s occupation, source of information, and available
resources or the respondents
Sex. It refers to the different biological and psychological characteristics of
males and females of STEM students.
Place of Residence. It refers to the address of STEM students where you
include the barangay, municipal, province and country.
Parent’s Educational Attainment. It refers to the highest grade level
were the parents of STEM students completed.
Parent’s Occupation. It refers to the job/work undertaken by the
parent/guardian of the respondents.
Source of Information. It refers to anything that might informs a person about
something on provide knowledge to somebody. It can be observation, speeches,
documents, pictures, organization and others.
Available Resources. It refers to the ability to access and use the resources for
support and maintenance for a person/student has the legal.
Peer Interaction. It refers to serves as the foundation for many important
aspects of emotional development such as the development of self-concept, self-
esteem and identity of the students.
Academic Performance. It refers to the extent to which a student has
attained their short or long-term educational goals and is measured by either
continuous assessment or cumulative grade point average.
Assumptions
The study was premised on the following assumptions in the conduct of the
study:
1. The learning engagement practices vary among grade 12 STEM students
particularly on independent learning, group work collaboration, technology
integration, interest and preferences, time management and peer interaction.
2. The learning engagement practices among grade 12 STEM students in
Ilocos Sur National High School are reliable and measurable.
3. The instruments to be used are valid and reliable.
4. The grade 12 STEM students will answer the questionnaires honestly and
accurately which reflect the learning engagement practices of grade 12 STEM
students.
5. The variables included in the study are enough bases to determine the
relationship among profile, learning engagement practices and academic
performance on the 1st quarter of the grade 12 STEM students.

Hypothesis
Based on the statement of the problem, the following hypotheses were
considered on this study:
a. There is no significant difference between and among the grade 12 STEM
students’ learning engagement practices and performance.
b. There is no significant relationship among the profile, the learning
engagement practices and performance of the grade 12 STEM students in
Ilocos Sur National High School.
Methodology
The methodology provides a thorough explanation of the planning process,
technique, or design that will guide the procedures to be used in the study.
A detailed plan must be implemented to achieve the objective of addressing
the concerns raised by the researchers. In particular, it discusses the study's
framework, the participants, the methodology used, particular methodologies and
data gathering techniques, the steps taken, and data analysis approaches.
Research Design
To realize the purpose of the study, the descriptive correlational method of
research will be utilized with the main objective of generating hypothesis regarding
the profile of the senior high school stem students, learning engagement practices and
performance among grade 12 STEM students. According to Ivy Panda (2022) as
mentioned in the website Study (2022), descriptive correlation design is a
quantitative research design. This design does not administer any type of treatment to
the participants; instead, it simply observes. A descriptive correlation design can

provide a picture of the current state of affairs in a given group of individuals, their
thoughts, behaviors, or feelings.
According to McCombes (2019), as mentioned in the website Voxco (2022),
descriptive research design is a type of research design that aims to obtain
information to systematically describe a phenomenon, situation, or population. More
specifically, it helps answer the what, when, where, and how questions regarding the
research problem, rather than the why.
Correlational evaluation will be used to decide the connection among the
profile of the grade 12 STEM students and the learning engagement practices and
overall performance in randomly selected sections within side the Grade 12 STEM
strand of Ilocos Sur National High School. According to Saini (2022), correlational
research aims to determine if two factors are connected and, if so, how. A natural
source variable itself has not been made by the researchers in any way.
Population and Sample. The respondents of the study were the of Science,
Technology, Engineering, and Mathematics (STEM) students of the Grade 12 Senior
High School (SHS) in Ilocos Sur National High School (ISNHS).
The respondents are the Science, Technology, Engineering, and
Mathematics (STEM) sections of the students of the Grade 12 Senior High School
(SHS) in Ilocos Sur National High School (ISNHS) namely: Confucius, Democritus,
Plato, Pythagoras, Socrates, and Thales to determine the respondents of the study
using .05 margin of error the sample population of the respondents will be
obtained using Slovin’s Formula:

where: n = sample size
N = total population
e = margin of error
After the sample size was obtained, the stratified random sampling through
the proportional total enumeration was employed to come up with the actual number
of respondents. The distribution of the summary of the population and sample is
presented in Table 1.
Table 1. Distribution of the Respondents

Sections Population (N) Sample (n)
Confucius 49 28
Democritus 49 28
Plato 50 29
Pythagoras 49 28
Socrates 49 28
Thales 50 29
Total 296 170
Research Instrument. The principal device used by the researchers to collect
the data is a validated survey questionnaire to gather information about the
adaptability on blended learning modalities by the respondents. Most parts of the
questionnaire are adapted. However, some modifications are made to seek the
purpose of the present study.
The questionnaire will be composed of Two (2) parts. Part 1 will concern on
the profile of the respondents. Part 2 will assess the learning engagement practices
of the respondents.
The revised instrument was validated by competent and knowledgeable
research authorities: on Master Teacher I, Teacher II and head Teacher of the
Science,
Technology, Engineering and Mathematics (STEM), and Teacher III in ther English
Department in Ilocos Sur National High School.
Range of Score Descriptive

4.21 – 5.00 Strongly Agree (SA)
3.41 – 4.20 Agree (A)
2.61 – 3.40 Uncertain (U)
1.81 – 2.60 Disagree (D)

1.00 – 1.80 Strongly Disagree (SD)
Shown below will be the norms for the evaluation of the learning
engagement practices of the Grade 12 STEM students in Ilocos Sur National High
School (ISNHS):
Moreover, the norms for interpretation for the evaluation for overall mean is
shown below:
Range of Score Descriptive Rating
4.21 – 5.00 Very High (VH)
3.41 – 4.20 High (H)
2.61 – 3.4o Normal (N)
1.81 – 2.60 Low (L)

1.00 – 1.80 Very Low (VL)
Furthermore, the standard of interpretation for the evaluation of the level of academic
performance of grade 12 STEM students in the first quarter was shown below and it is
measured using their General Weighted Average (GWA) score in the first quarter.
Range of Score Descriptive Rating
90-100 Advanced (A)
85-89 Proficient (P)
80-84 Approaching Proficiency (AP)
75-79 Developing (D)
Below 75 Beginning (B)
Data Gathering Procedure. In the conduct of the study, the researchers went
to the School Principal IV of Ilocos Sur National High School (ISNHS) to seek
permission and ask for endorsement for the conduct of the study. The researchers also
asked permission from the Assistant Secondary School Principal II for Academics
and
finally to the Officer-in-Charge - Subject Group Head of the and Science,
Technology, Engineering and Mathematics (STEM) to administer the validated
questionnaire to the respondents.
When permission will be granted, the researchers will personally administer
the questionnaires to the grade 12 STEM students. However, they see to it that the
situation is favorable and controlled against pressure.
Finally, the questionnaires that will be distributed will be retrieved, tallied
and analyzed employing the statistical tools needed in the stud. The data that will be
gathered will be interpreted to give meaning and depth on the learning engagement
practices and performance of the STEM Students.

Statistical Treatment of Data. To attain the objective set for the study, the
following statistical tools will be used to treat the data that will be gathered.
Frequency count and percentage distribution to describe the profile of the
grade 12 STEM students.
Mean to indicate the agreement and disagreement on the learning
engagement practices of the Senior High Students Grade 12 STEM students.
Analysis of Variance (ANOVA) to determine the significant difference
between and among the Senior High Students Grade 12 STEM students on their
learning engagement practices and performance.
Pearson rxy to determine the significant relationship between the profile of
the senior high students, and their learning engagement practices and academic
performance.
Ethical Consideration
To ensure objectivity in the conduct of the study, several considerations
were made in the determination of the respondents, the gathering of data, analysis,
and interpretation of data. Hence, the present study was subjected to the Ethics
Review Committee for further perusal and evaluation of the principles of research
ethics in conducting a study.
First, the researchers provide complete information to the respondents on the
purpose of the research and their specific contribution in the study. The respondents
are allowed to withdraw any time in the research if they are not comfortable in their
participation in the study. Furthermore, the respondent identities are handled with
the utmost discretion. The responses of respondents to consensual requests for
names were made, and it was up to them whether or not to comply. Whether they
reveal their identity or not the researcher took precautions to avoid unauthorized
access to the data in order to protect the anonymity and confidentiality of the
respondents' data.
The researchers further elaborated that the sole purpose of the study is to
determine the learning engagement practices and performance among senior high
STEM students. As a result, the findings gathered was used in the development of a
plan of action. These were then forwarded to higher authorities for policy
recommendations to further enhance the implementation of the program in the
barangays.
When the study is completed, it is ensured that all respondents provided
informed consent and that their participation was voluntary. The respondents are
informed of the study’s objectives and anticipated benefits The informed consent
that respondents are required to sign includes the study’s purpose, risks, and
benefits, as
well as safeguards for confidentiality and privacy, voluntariness of participation, and
data collection procedures.
The respondents' participation in this study is thought to have a small
influence on the degree of danger. They may become cognitively distressed as they
recall their experiences. To reduce this, the researcher takes care to ensure that the
items on the questionnaire checklist are stated and simple for the respondents to
understand. They are given enough time to finish the tool without interfering with
their daily activities or mentally exhausting them. Because participation is
voluntary, they are not obligated to respond to questions that they believe do not
warrant a response in order to avoid upsetting anyone.
This research will benefit Senior High Grade 12 STEM students, education
as a whole, and future researchers. The advantages of respondents received no
compensation.
The health and safety protocols imposed by the IATF during the duration
and conduct of this study are:
• The use of facemask - to protect both the researcher and the respondents
from viruses/diseases, we fallowed the protocol of wearing facemasks.
• Social distancing - to prevent being infected by the covid virus we made
sure to keep distance with our respondents.
• The use of alcohol- for protection we always have our alcohol wherever we
go.
Chapter II
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the analyses and interpretations made on the data gathered
in the study to answer the problems raised in the previous chapter.
Problem 1. What is the profile of the Grade 12 STEM students of the
Senior High School (SHS) in terms of:
a. sex,
b. place of residence,
c. parent’s educational attainment,
d. parent’s occupation,
e. sources of information, and
f. available resources?
Table 2
Profile of the Respondents in Terms of
Personal-related Factors
STEM A STEM B
Profile of the Respondents
f % f %
Sex
Male 31 36.5 30 35.3
Female 54 63.5 55 64.7
TOTAL 85 100.0 85 100.0
Place of Residence
Urban 21 24.7 21 24.7
Rural 64 75.3 64 75.3
TOTAL 85 100.0 85 100.0
Father's Highest Educational Attainment

Some Years in College 22 25.9 24 28.2
Vocational/Technical Course 9 10.6 11 12.9
High School Graduate 8 9.4 10 11.8
Some Years in High School - - 2 2.4
Elementary Graduate 4 4.7 2 2.4
Bachelor's degree 33 38.8 29 34.1
Bachelor's degree w/ MA Units 2 2.4 2 2.4
MA ACAD requirements 1 1.2 1 1.2
Master's degree 2 2.4 3 3.5
MA w/ Ed.D/Ph.D. units 2 2.4 - -
Ed. D/Oh. D. Acad requirments - - - -
Doctorate degree 2 2.4 1 1.2
TOTAL 85 100.0 85 100.0
Mother's Highest Educational Attainment
Some Years in College 26 30.6 17 20.0
Vocational/Technical Course 6 7.1 8 9.4
High School Graduate 6 7.1 10 11.8
Some Years in High School 1 1.2 3 3.5
Elementary Graduate 2 2.4 - -
Bachelor's degree 32 37.6 36 42.4
Bachelor's degree w/ MA Units 2 2.4 1 1.2
MA ACAD requirements 1 1.2 4 4.7
Master's degree 4 4.7 4 4.7
MA w/ Ed.D/Ph.D. units 1 1.2 - -
Ed. D/Oh. D. Acad requirments - - - -
Doctorate degree 4 4.7 2 2.4
TOTAL 85 100.0 85 100.0
Father's Occupation
Category I 22 25.9 28 32.9
Category II 13 15.3 11 12.9
Category III 16 18.8 15 17.6
Category IV 24 28.2 27 31.8
Category V 6 7.1 1 1.2
Category VI 4 4.7 3 3.5
TOTAL 85 100.0 85 100.0
Mother's Occupation
Category I 32 37.6 40 47.1
Category II 9 10.6 10 11.8
Category III 20 23.5 13 15.3
Category IV 10 11.8 12 14.1
Category V 3 3.5 - -
Category VI 11 12.9 10 11.8
TOTAL 85 100.0 85 100.0
Sources of Information
Print Media 1 1.2 4 4.7
Broadcast Media 2 2.4 4 4.7
Social Media 78 91.8 72 84.7
Human Information 4 4.7 5 5.9
TOTAL 85 100.0 85 100.0
Available Resources
Books 60 70.6 59 69.4
Brochures 1 1.2 3 3.5
Newspaper 15 17.6 15 17.6
Journals 4 4.7 5 5.9
Magazines 5 5.9 3 3.5
TOTAL 85 100.0 85 100.0
Gadgets Use
Cellular phone 78 91.8 78 91.8
iPad 7 8.2 7 8.2
TOTAL 85 100.0 85 100.0
On Sex. Majority (54 or 63.5%) of the students in STEM A are females while a
great number (31 or 36.5%) are males. In STEM B, majority (55 or 64.7%) are
females and a great percentage (30 or 35.3%) are males.
On Place of Residence. As seen in the table, the majority (64 or 75.3%) of the
students in STEM A, live from the rural area while a (21or 24.7%) reside from the
urban area. Meanwhile, among the students of STEM B, (64 or 75.3%) live from the
rural area and (21 or 24.7%) live from the urban area.
On Father’s Highest Educational Attainment. Majority (33 or 38.8%) of
Grade 12 STEM A student’s fathers and some (29 or 34.1%) of Grade 12 STEM B
student’s fathers are bachelor’s degree holders. Meanwhile, only one (1 or 1.2%) are
MA Acad requirements holder among STEM A and few (1 or 1.2%) are MA Acad
requirements holder and doctorate degree holders for STEM B.
On Mother’s Highest Educational Attainment. As transpired into the table,
a little number (32 or 37.6%) of Grade 12 STEM A student’s mothers while a great
number (36 or 32.4%) of Grade 12 STEM B student’s mothers are bachelor’s degree
holders. Contrary, only one (1 or 1.2%) of each are some years in high school, and
MA w/ Ed.D/Ph.D., Bachelor's degree w/ MA units holder for STEM A and B,
respectively.
On Father’s Occupation. Looking at the table, a large percentage of students
(24 or 28.2%) who are in the STEM A category have fathers who work as Clerical
and Sales, Wash Technician like Bookkeeper, Sales Clerk, Drivers, Farmer, Telling
their own land, only (4 or 4.7%) of students' fathers unemployed. Meanwhile,
students belongs to STEM B, a significant portion (28 or 32.9%) had fathers who
work in Higher Executive, Proprietor, Officials, OFW, Official of the Executive
Branches of the Government, University College Professor, Psychiatrist, Lawyer,
Doctor, Teacher while only (1 or 1.2%) of STEM B students have a father who
employs as a Skilled Manual Employer like Chef, Trained Tailors, Barbers,
Dressmakers.
On Mother’s Occupation. Majority (32 or 37.6%) who are in the STEM A
category have mothers who work as a Higher Executive, Proprietor, Officials,
OFW, Official of the Executive Branches of the Government, University
College Professor, Psychiatrist, Lawyer, Doctor, Teacher, while only (3 or 3.5%)
of students' mothers engage as a Skilled Manual Employer like Chef, Trained
Tailors, Barbers, Dressmakers. For the students belongs to STEM B, a great
percentage (40 or 47.1%) had mothers who work as a Higher Executive,
Proprietor, Officials, OFW, Official of the Executive Branches of the
Government, University College Professor, Psychiatrist, Lawyer, Doctor, Teacher,
and only (10 or 11.8%) of students' mothers engage as a Semi-Professional or Lower
Professional Proprietor of Medium Sized Business, Business Manager of the large
concerns and unemployed.

On Sources of Information. Indicated in the table, a large percentage of
students (78 or 91.8) of grade 12 STEM A students uses social media, while only (1
or 1.2) is using print media. While the majority (72 or 82.7%) in grade 12 STEM B
students uses social media, only a small percentage (4 or 4.7) uses print and broadcast
media.
On Available Resources. A detailed analysis of the table reveals that most
STEM A students (60 or 70.6%) and STEM B students (59 or 69.4) have books.
Meanwhile, only (1 or 1.2) of STEM A students have brochures, for students of
STEM B (3 or 3.5) have brochures and magazines.
On Gadgets Use. Majority (78 or 91.8%) who are in the STEM A and STEM
B uses cellular phone, while few (7 or 8.2) uses iPad respectively.
Problem 2. What are the learning engagement practices among grade 12
stem students along:
g. independent learning
h. group work collaboration,
i. technology integration,
j. interest and preferences,
k. time management, and
l. peer interaction?
A. Learning Engagement Practices among Grade 12 Stem Students
The learning engagement practices among grade 12 in Grade 12 Science,
Technology, Engineering, and Mathematics (STEM) students along independent

learning is presented in Table 3.
Table 3
Learning Engagement Practices among Grade 12 Science, Technology,
Engineering, and Mathematics (STEM) students along Independent Learning
STEM A STEM B As a WHOLE

ITEMS
x̅ DR x̅ DR x̅ DR
1. I tend to be more efficient when
4.55 SA 4.57 SA 4.56 SA
I study all by myself.
2. I tend to focus more when
working without being 4.36 SA 4.44 SA 4.405 SA
accompanied.
3. I work on activities, projects,
assignments and tasks more
4.35 SA 4.52 SA 4.44 SA
effectively in my solitary
environment.
4. I am more confident to perform
better when I am studying 4.34 SA 4.47 SA 4.405 SA
independently.
5. I can be more creative and
innovative with the concepts and
4.45 SA 4.47 SA 4.43 SA
ideas to be formulated when I am
working alone.
OVERALL 4.4 VH 4.494 VH 4.448 VH
Legend:
Range of Score Item Descriptive Rating Range of Score Overall Descriptive Rating
4.21 – 5.00 Strongly Agree (SA) 4.21 – 5.00 Very High (VH)
3.41 – 4.20 Agree (A) 3.41 – 4.20 High (H)
2.61 – 3.40 Neutral (U) 2.61 – 3.40 Moderate (M)
1.81 – 2.60 Disagree (D) 1.81 – 2.60 Fair (F)
1.00 – 1.80 Strongly Disagree (SD) 1.00 – 1.80 Poor (P)
As presented in the table, the overall mean rating of the learning engagement
practices among Grade 12 STEM students along independent learning is 4.44. If the
Grade 12 STEM students were categorized into STEM A and STEM B, the students
in STEM A attained the lowest overall mean rating of 4.4 whereas students in STEM
B obtained the highest overall mean rating of 4.49. Despite of the difference between
STEM A and STEM B, all overall mean ratings were labeled by a “very high” level.
The high level of perception among the students gives the concepts, knowledge, and
practices more relevance along independent learning on determining one’s level of
learning engagement on the academic performance. As a result, the learning
engagement practices on academic performance, independent learning helps improve
the academic performance of the Grade 12 students.
For STEM A, the respondents rated item number 1, “I tend to be more efficient
when I study all by myself” with the highest mean rating of 4.55, while in item
number 4, the ratings of “I am more confident to perform better when I am studying
independently” had the lowest mean rating of 4.34. This implicates that the data
ratings obtained under independent learning is highly effective in improving the
academic performance of Grade 12 STEM students.
For STEM B, the respondents rated item number 1, “I tend to be more efficient
when I study all by myself” with the highest mean rating of 4.57, while in item
number 2, the ratings of “I tend to focus more when working without being
accompanied.” had the lowest mean rating of 4.44. In item 1 and item 2, both mean
ratings were interpreted as “strongly agree”. This implies that the data ratings
obtained in independent learning is very effective in raising the academic
achievement of STEM students in grade 12.
(Adams et. al. 2012) found that students can work independently and only seek
assistance when required allowing the students’ confidence to work independently.
Table 4
Engineering, and Mathematics (STEM) students along Group Work
Collaboration
A s p r STEMe A s STEMeB nWHOLE
t e d
ITEMS D
x̅ DR x̅ x̅ DR
R
1. I can suggest and contribute well
with critical ideas to help the group 4.22 SA 4.35 SA 4.28 SA
with the activity.
2. I consider giving constructive
criticisms and recommendations to
improve further our projects, 4.38 SA 4.41 SA 4.39 SA
activities and tasks to my
groupmates.
3. I offer well-constructed
composition to written group
4.26 SA 4.41 SA 4.33 SA
works in order to enhance the
quality of our output.
4. I realize that my confidence
increases if I initiate conversations
with my groupmates to have better 4.28 SA 4.34 SA 4.31 SA
comprehension on group tasks and
activities.
5. I do advance readings on the
topics that are the main focus of
activities, projects, and
4.32 SA 4.22 SA 4.27 SA
assignments in order to explain it
to the group for better
understanding.
V
OVERALL 4.292 VH 4.346 4.316 VH
H
practices among Grade 12 STEM students along Group Work Collaboration is 4.31. If the
Grade 12 STEM students were categorized into STEM A and STEM B, the students in
STEM A attained the lowest overall mean rating of 4.29 whereas students in STEM B
obtained the highest overall mean rating of 4.34. Despite of the difference between STEM A
and STEM B, all overall mean ratings were labeled by a “very high” level. The high level of
perception among the students gives the concepts, knowledge, and
practices more relevance along Group Work Collaboration on determining one’s
level of learning engagement on the academic performance. As a result, the effects of
learning engagement practices on academic performance, group work, and
collaboration increases the Grade 12 students' academic performance.

For STEM A, the respondents rated item number 2, “I consider giving
constructive criticisms and recommendations to improve further our projects,
activities and tasks to my groupmates.” with the highest mean rating of 4.38, while in
item number 1, the ratings of “I can suggest and contribute well with critical ideas to
help the group with the activity.” had the lowest mean rating of 4.22. This implicates
that the data ratings obtained under group work collaboration is highly effective in
improving the academic performance of Grade 12 STEM students.
For STEM B, the respondents rated both items number 2, “I consider giving
constructive criticisms and recommendations to improve further our projects,
activities and tasks to my groupmates” and number 3, “I offer well-constructed
composition to written group works in order to enhance the quality of our output”
with the highest mean rating of 4.41, while in item number 5, “ I do advance readings
on the topics that are the main focus of activities, projects, and assignments in order
to explain it to the group for better understanding” had the lowest mean rating of
4.22. In item 2, 3, and 5, all mean ratings were interpreted as “strongly agree”. This
implies that the data ratings obtained in group work collaboration is very effective in
raising the academic achievement of STEM students in grade 12. Collaborative
grouping fosters social-emotional skills that are important for general functioning in
today's environment, and research findings support this claim (Backer J. M. et. al
2018)
Table 5
Learning Engagement Practices among Grade 12 Science, Technology, Engineering,
and Mathematics (STEM) students along Technology Integration

STEM A STEM B WHOLE
ITEMS D
x̅ DR x̅ DR x̅
R
1. I am aware of the different
technological aspect to be used in
4.52 SA 4.6 A 4.55 SA
my studies to help me unload my
work.
2. I am using search engines and
online apps to help me review and
4.53 SA 4.62 SA 4.57 SA
verify factual information to do my
research.
3. I am provided with facts and
details using acceptable website
sources for a literature review to 4.54 SA 4.58 SA 4.56 SA
support, prove, and demonstrate
my desired subjects.
4. I am able to be more efficient in
my studies with the help of the
internet as I can access lectures
4.51 SA 4.61 SA 4.55 SA
online and refer to relevant study
material in various multimedia
formats
5. I am offered a lot of benefits and
advantages using virtual
manipulatives for my studies to
encourage productivity, understand
4.55 SA 4.36 SA 4.59 SA
complex concepts, clarify
misconceptions, and build
connections between ideas and
representations.
V
OVERALL 4.53 VH 4.554 VH 4.564
H
practices among Grade 12 STEM students along technology integration is 4.56. If the
in STEM A attained the lowest overall mean rating of 4.53 whereas students in
STEM B obtained the highest overall mean rating of 4.55. Despite of the difference
between STEM A and STEM B, all overall mean ratings were labeled by a “very
high” level. With the technology integration, the high level of perception among
students makes it possible to determine one's level of learning engagement from their
academic performance. Technology integration improves the academic performance of

Grade 12 students as a result of the effects of learning engagement practices.
For STEM A, the respondents rated item number 5, “I am offered a lot of
benefits and advantages using virtual manipulatives for my studies to encourage
productivity, understand complex concepts, clarify misconceptions, and build
connections between ideas and representations” with the highest mean rating of 4.55,
while in item number 4, the ratings of “I am able to be more efficient in my studies
with the help of the internet as I can access lectures online and refer to relevant study
material in various multimedia formats” had the lowest mean rating of 4.51. This
implicates that the data ratings obtained under technology integration is highly
effective in improving the academic performance of Grade 12 STEM students.
For STEM B, the respondents rated both items number 2, “I am using search
engines and online apps to help me review and verify factual information to do my
research.” with the highest mean rating of 4.62, while in item number 5, “I am
offered a lot of benefits and advantages using virtual manipulatives for my studies to
encourage productivity, understand complex concepts, clarify misconceptions, and
build connections between ideas and representations.” had the lowest mean rating of
4.22. In item 2, and 5, all mean ratings were interpreted as “strongly agree”. This
implies that the data ratings obtained in technology integration is very effective in
raising the academic achievement of STEM students in grade 12.
Technology makes many direct and indirect contributions to the education
system. In addition to being academically successful, students are also expected to
acquire many alternative skills (Trilling & Fadel, 2009).
Findings of (Ebersole et. Al. 2019) technology integration allow sharing
information and increasing the interaction caused the students to increase their
academic success.
Table 6
and Mathematics (STEM) students along Interest and Preferences
STEM A STEM B WHOLE

ITEMS D D
x̅ x̅ x̅ DR
R R
1. I enjoy taking notes to better
understand and be familiar with the 4.49 SA 4.32 SA 4.41 SA
lesson.
2. I favor visual learning whereby it
is better to understand information
and retain information by 4.51 SA 4.38 SA 4.44 SA
associating ideas, words and
concepts with images.
3. I find that visual learning, which
relies on using graphs, charts, maps,
4.4 A 4.28 SA 4.34 SA
diagrams, and other visual stimuli to
interpret information effectively.
4. I prefer utilizing my written
outputs to establish meaningful
4.42 SA 4.41 SA 4.41 SA
performance goals and to apply my
learning wisely.
5. I am motivated when our teachers
set a timer at the beginning of the
4.12 A 4.17 A 4.14 A
class to have a few minutes to chat
about our lives.
V V
OVERALL 4.388 4.312 4.348 VH
H H
practices among Grade 12 STEM students along interest and preferences is 4.34. If
the Grade 12 STEM students were categorized into STEM A and STEM B, the
students in STEM A attained the highest overall mean rating of 4.38 whereas students
in STEM B obtained the lowest overall mean rating of 4.31. Despite of the difference
high” level.
With the interest and preferences, the high level of perception among students
make it possible to determine one's level of learning engagement from their academic
performance. Interest and preferences improve the academic performance of Grade
12 students as a result of the effects of learning engagement practices.
For STEM A, the respondents rated item number 2, “I favor visual learning
whereby it is better to understand information and retain information by associating
ideas, words and concepts with images.” with the highest mean rating of 4.51, while
in item number 5, the ratings of “I am motivated when our teachers set a timer at the
beginning of the class to have a few minutes to chat about our lives.” had the lowest
mean rating of 4.12. STEM A is described by a “very high” level. However, in STEM
B, the overall rating is “high” This implicates that the data ratings obtained under
interest and preferences has a positive effective in enhancing the academic
performance of Grade 12 STEM students.
For STEM B, the respondents rated both items number 4, “I prefer utilizing
my written outputs to establish meaningful performance goals and to apply my
learning wisely.” with the highest mean rating of 4.41, while in item number 5, “I am
offered a lot of benefits and advantages using virtual manipulatives for my studies to
encourage productivity, understand complex concepts, clarify misconceptions, and
build connections between ideas and representations.” had the lowest mean rating of
4.17. In item 4, and 5, all mean ratings were interpreted as “strongly agree”. STEM B
is described by a “very high” level. This implicates that the data ratings obtained
under technology integration has a positive effective in enhancing the academic
performance of Grade 12 STEM students. This implies that the data ratings obtained
in interest and preferences is very effective in raising the academic achievement of
STEM students in grade 12.
If a correlation between academic success and interest preferences for any

group of students were to be found, it is conceivable that this correlation might be
caused more by the correlation between interest preferences and intelligence than by
any direct causal effect of interest preferences on academic success. (Brooks, M. S.,
et al 1954)
Influence intelligence might have upon the relation between interest
preferences and academic success. (Brooks, M. S., et al 1954)
Table 7
and Mathematics (STEM) students along Time Management
STEM A STEM B WHOLE

ITEMS D D D
x̅ x̅ x̅
R R R
1. I study and prioritize subjects that
4.42 SA 4.55 SA 4.48 SA
I find hard to comprehend.
2. I make a list of tasks to be
accomplished each day in order to 4.26 SA 4.32 SA 4.29 SA
maintain organization.
3. I manage my schedule at home
for completing both school work and 4.34 SA 4.45 SA 4.4 A
household chores.
4. I regulate my schedules for self-
study sessions to obtain deeper 4.44 SA 4.42 SA 4.42 SA
knowledge on recent lessons.
5. I set deadlines in accomplishing
works to boost my productivity and 4.31 SA 4.44 SA 4.37 SA
finish within or before the set time.
V V V
OVERALL 4.354 4.436 4.392
H H H
practices among Grade 12 STEM students along time management is 4.39. If the
in STEM A attained the lowest overall mean rating of 4.35 whereas students in
STEM B obtained the highest overall mean rating of 4.43. Despite of the difference
high” level. With the time management, the high level of perception among students
makes it possible to determine one's level of learning engagement from their
academic performance. Time management improve the academic performance of
Grade 12 students as a result of the effects of learning engagement practices.
For STEM A, the respondents rated item number 4, “I regulate my schedules
for self-study sessions to obtain deeper knowledge on recent lessons.” with the
highest mean rating of 4.44, while in item number 5, the ratings of “I set deadlines in
accomplishing works to boost my productivity and finish within or before the set
time.” had the lowest mean rating of 4.31. STEM A is described by a “very high”
level. STEM B is described by a “very high” level. This implicates that the data
ratings obtained under time management has a positive effective in enhancing the
academic performance of Grade 12 STEM students. This implies that the data ratings
obtained in time management is very effective in raising the academic achievement
of STEM students in grade 12.
For STEM B, the respondents rated item number 1, “I study and prioritize
subjects that I find hard to comprehend.” with the highest mean rating of 4.55, while
in item number 2, the ratings of “I make a list of tasks to be accomplished each day in
order to maintain organization.” had the lowest mean rating of 4.29. STEM B is
described by a “very high” level. STEM B is described by a “very high” level. This
implicates that the data ratings obtained under time management has a positive
effective in enhancing the academic performance of Grade 12 STEM students. This
implies that the data ratings obtained in time management is very effective in raising
the academic achievement of STEM students in grade 12.
In a research study of (Nasrullah, et. al. 2015), he stated that time
management is highly related to the academic performance of the university students.

here is a significant and positive correlation between time and planning, time
management, and students' academic performance.
Table 8
Engineering, and Mathematics (STEM) students along Peer Interaction
STEM A STEM B WHOLE

ITEMS
1. I consider my peers as my tutor
4.26 SA 4.18 A 4.22 SA
on helping me to study in advance.
2. I seek assistance to my peers to
solidify my knowledge regarding 4.32 SA 4.31 SA 4.31 SA
the current lesson.
3. I ask opinions and collective
suggestions from my peers to 4.28 SA 4.37 SA 4.32 SA
assure the accuracy of my work.
4. I acknowledge my peers assist to
aid and reinforce my participation 4.35 SA 4.28 SA 4.31 SA
in class discussions and recitations.
5. I handle conflicts with my peer
in order to prevent unwanted
4.33 SA 4.48 SA 4.405 SA
effects when working in groups in
the future.
OVERALL 4.308 VH 4.324 VH 4.313 VH
practices among Grade 12 STEM students along peer interaction is 4.31. If the Grade
12 STEM students were categorized into STEM A and STEM B, the students in
STEM A attained the lowest overall mean rating of 4.30 whereas students in STEM B
obtained the highest overall mean rating of 4.43. In spite of the slight difference
high” level.With the peer interaction, the high level of perception among students
makes it possible to determine one's level of learning engagement from their
academic performance. Peer interaction improve the academic performance of Grade
12 students as a result of the effects of learning engagement practices.

For STEM A, the respondents rated item number 4, “I acknowledge my peers assist
to aid and reinforce my participation in class discussions and recitations.” with the
highest mean rating of 4.35, while in item number 1, the ratings of “I consider my
peers as my tutor on helping me to study in advance.” had the lowest mean rating of
4.31. STEM A is described by a “very high” level. This implicates that the data
ratings obtained under peer interaction has a positive effective in enhancing the
academic performance of Grade 12 STEM students. This implies that the data ratings
obtained in peer interaction is very effective in the increasement of the academic
performances of STEM students in grade 12.
For STEM B, the respondents rated item number 5, “I handle conflicts with
my peer in order to prevent unwanted effects when working in groups in the future.”
with the highest mean rating of 4.48, while in item number 1, the ratings of “I
consider my peers as my tutor on helping me to study in advance.” had the lowest
mean rating of 4.18. STEM B is described by a “very high” and “high” level. This
implicates that the data ratings obtained under peer interaction has a positive effective
in enhancing the academic performance of Grade 12 STEM students. This implies
that the data ratings obtained in peer interaction has a very high effectiveness rate in
raising the performances achievement of STEM students in grade 12.
Findings of (Gallardo, et. al. 2016), Early adolescence has a stronger impact on
eventual academic achievement than middle adolescence does. Adolescents'
academic success is influenced by supportive peer relationships.

Table 9
Summary Table on Learning Engagement Practices and Performance of Grade
12 Science, Technology, Engineering, and Mathematics (STEM) students
STEM A STEM B WHOLE

ITEMS
Independent Learning 4.4 VH 4.49 VH 4.44 VH
Group Work Collaboration 4.29 VH 4.34 VH 4.31 VH
Technology Integration 4.53 VH 4.55 VH 4.56 VH
Interest And Preferences 4.38 VH 4.31 VH 4.34 VH
Time Management 4.35 VH 4.43 VH 4.39 VH
Peer Interaction 4.30 VH 4.32 VH 4.31 VH
OVERALL 4.37 VH 4.41 VH 4.39 VH
As illustrated in the table, the overall mean rating of the learning engagement
on academic performance of grade 12 STEM students is 4.39, which is rated as "very
high." If it were to be taken independently, for the STEM A, their ratings have
obtained an overall mean rating of 4.37, rated as "very high", wherein it is certainly
higher than the overall mean rating of STEM B, which is 4.41. The rating was
assessed as "very high". This indicates that the level of learning engagement on
academic performance of grade 12 STEM students shows their knowledge and
awareness regarding the learning engagement on their academic performance.
Furthermore, shown in the table provided, the indicator technology integration
is rated the highest among the other following indicators under level of learning
engagement on academic performances. As per the table presented, it was rated at
4.56 when it was taken as a whole. Whereas STEM A was rated at 4.53, while in
STEM B, it was 4.55. On the other hand, the group work collaboration and peer
interaction are rated the lowest, which is evident in the rating as a whole, which is
only at 4.31.
For the STEM A, they rated it at 4.29 in group work collaboration, and 4.30 in
peer interaction. While in STEM B, the rating for group work collaboration is 4.34,
and the rating under peer interaction is 4.32.
To follow the analyzed data, the descriptive rating of all of the overall means
stated are assessed to be “very high” This indicates that the level of learning
engagement on academic performance of Grade 12 STEM students is more focused
in technology integration.
Findings related to (Gameil, A. A. et. al. 2021) interconnected relationships help
to improve pupils' academic achievement. correlations between the usage of digital
technology and perceptions of its usability, effectiveness, and attitude toward
integration in relation to student engagement and academic performance
Problem 3. What is the Level of academic performance of the grade 12
STEM students in the first quarter?
Level of Academic Performance of Grade 12 Science, Technology, Engineering,
Mathematics (STEM) Students in the First Quarter
Table 10 presents the level of academic performance of grade 12 STEM students of
the Senior High School (SHS) in Ilocos Sur National High School (ISNHS) in the
first quarter.
Table 10.
Level of Academic Performance of Grade 12 STEM Students in the First
Quarter
STEM A STEM B As A Whole
GWA in the ̄X ̄
DR X DR X̄ DR
First Quarter
89.21 P 88.69 P 88.95 P
Based on the table, the overall level of academic performance of the grade 12
Science, Technology, Engineering, Mathematics (STEM) students in the first quarter
is 89.95 interpreted as “proficient”. Partially, STEM A students yielded an overall

GWA score of 89.21 while STEM B students got an overall GWA score of 88.69.
This depicts that the grade 12 STEM students are adept enough academically to gain
an exceptionally adequate GWA score and this also means that their environment
affects the level of their academic performance in a more of a positive manner.
Hence, keeping the physical and social environment of the students as an optimistic
avenue for learning is a great way to increase the level of their academic
performance.
Problem 4. Is there a significant difference among the profile of the
grade 12 stem students’ learning engagement practices and performance?
Table 10 presents the test for difference along learning engagement
practices and performance in the Grade 12 Science, Technology, Engineering, and
Mathematic (STEM) students.
Table 10
Test for Significant Difference of Grade 12 Science, Technology,
Engineering, and Mathematics (STEM) students along Learning Engagement
Practices and Performance
Based on the gathered datap-

revealed in the table, when taken as a whole, learning
Indicators sig
df value t-stat t-crit Decision
p-value >0.05
8 1.98
Independent Learning 0.3359 1.0866 Not
3 8
Significant Accept Ho
p-value >0.05
Group Work 8 1.98
0.5479 -0.615 Not
Collaboration 3 8
8 - 1.98 p-value <0.05 Not Accept
Technology Integration 0.0001
3 3.9071 8 Significant Ho
p-value >0.05
8 1.98
Interest and Preference 0.302 1.0691 Not
3 8
p-value >0.05
8 - 1.98
Time Management 0.3253 Not
3 0.9768 8
p-value >0.05
8 - 1.98
Peer Interaction 0.7903 Not
3 0.2601 8
Significant Accepted Ho
engagement practices have six indicators which mainly comprises of independent
learning, group work collaboration, technology integration, interest and preference,
time management, and peer interaction: all of which yield no significant differences
except technology integration among Grade 12 STEM students. Significant
differences among the Grade 12 STEM students of Ilocos Sur National High school.
These values are not significant at 0.05 probability level (2-tailed). Therefore, the null
hypothesis (Ho) states that”There are no significant differences between and among
the Grade 12 STEM students of Ilocos Sur National Highschool on learning
engagement” is therefore accepted and rejected.
If each indicator taken independently, independent learning showed no significant
difference between the Grade 12 STEM students in Ilocos Sur National Highschool.
This result showed that the F-stat is less than the F-crit when these two are compared
with each other wherein in numerical, F-stat is 1.0866 while the F-crit is 1.988 which
is significant at 0.05 level of probability (2-tailed). This correspondence of their
learning engagement can infer that they view independent learning as a positive
influence to their academic performance and as a tool that can aid them in their
learning.
On the other hand, group work collaboration, it also considered to have no
significant difference between the STEM students. As shown on the table, t-stat is
less than the t-crit of -0.615 while t-crit is 1.988. This result is significant at 0.05
level of probability (2-tailed). This means that the students’ learning engagement
regarding group work collaboration are akin to each other. The alikeness in their
group learning engagement can impose that group work collaboration with friends,
classmates, and peers benefit them in their academic performance.

In addition, technology integration, revealed significant difference among the
Grade 12 STEM students in Ilocos Sur National Highschool his is supported by the t-
stat of -3.9071 less than 1.988. The null hypothesis (Ho) is rejected, since, the value
are insignificant at less than 0.05 level of probability (2-tailed). This depicts that
Grade 12 STEM students value the provided information differently considering the
difference use of apps and websites for learning engagement practices.
Furthermore, interest and preference tends to have no significant difference
between the STEM students. Behind it is the domination of the t-stat value of 1.0691
while the t-crit having 1.988 which is significant at 0.05 level of probability (2-
tailed). This indicates that interest and preference students to collect essential
information and comprehend that obtained information into the students existing
knowledge. Interest and preference help to further clarify the engagement practices
and performance of students.
Moreover, time management also impart no significant difference between the
STEM students. This is supported by the t-stat of -0.9768 from the 1.988 value of the
t-crit that is significant at 0.05 level of probability (2-tailed). This infers a seemingly
effect of the STEM students’ overall performance and achievements.
Lastly, peer interaction revealed no significant difference among the Grade 12
STEM students. This is demonstrated by the test result with t-stat value of -0.2601
greater than the t-crit 1.988 which is significant at 0.05 level of probability. This
means that damages brought by a natural disaster affects their income and way of
living in some ways. Thus, having different occupation other than fishing may
increase their income despite the occurrence of a natural disasterwhich is significant
at 0.05 level of probability. This result means that it is beneficial to interact with
peers to assist students’ academic goal.

Problem 5. Is there a significant relationship among the profile of the
Grade 12 STEM student and their learning engagement practices and
performance?
Table 11 shows the personal related factors which are correlated with the
learning engagement practices and performance among Grade 12 Science,
Technology, Engineering, and Mathematics (STEM) students.
Table 11
Correlation Coefficients between the Personal-related Factors and Learning
Engagement Practices and Performance of Grade 12 STEM students
Personal
Related Independent Group Work Technology Interest and Time Peer
Factor Learning Collaboration Integration Preferences Management Interaction
p- p- p- p- p-
valu p- valu valu valu val
r e r value r e r e r e r ue
Sex - 0.68 0.003 0.974 0.10 0.17 0.017 0.83 0.00 0.97 0.0 0.9
0.032 1 6 0 0 3 4 08 18
Place of 0.068 0.37 - 0.476 - 0.14 0.066 0.39 - 0.59 - 0.6
Residence 7 0.055 0.11 7 1 0.04 9 0.0 06
2 1 40
Father’s 0.029 0.71 0.130 0.091 0.00 0.91 0.047 0.54 0.07 0.33 - 0.8
Educationa 0 8 9 2 5 1 0.0 57
l 14
Attainment
Mother’s 0.093 0.23 0.132 0.230 .152 0.04 0.102 0.18 .211 0.00 0.0 0.4
Educationa 0 *
8 8 **
6 55 77
l
Attainment
Father’s 0.116 0.13 - 0.448 0.00 0.96 0.143 0.06 0.00 0.92 0.0 0.2
Occupation 2 0.059 3 9 3 8 2 97 07
Mother’s - 0.89 0.000 0.998 - 0.78 0.095 0.22 - 0.24 - 0.7
Occupation 0.010 4 0.02 2 0 0.08 8 0.0 35
1 9 26
Sol - 0.59 - 0.208 - 0.18 - 0.31 - 0.91 - 0.3

0.041 5 0.097 0.10 2 0.078 5 0.00 2 0.0 56
3 9 71
AR 0.018 0.81 0.113 0.143 0.10 0.18 0.058 0.44 - 0.52 0.0 0.4
3 2 4 9 0.05 1 60 39
0
GU 0.077 0.32 0.092 0.232 0.14 0.06 0.052 0.49 0.03 0.65 0.1 0.1
1 3 3 9 5 0 04 78
*. Correlation is significant at the 0.05 level (2-
tailed).
**. Correlation is significant at the 0.01 level (2-
tailed).
The table clearly manifests that when taken as a whole, the learning
engagement practices and performance of Grade 12 STEM students are not
significantly correlated with their personal related-factors. Taken singly; however,
time management are significantly correlated particularly with mother‘s educational
attainment (rxy=-.211). This emphasizes that there are mother’s educational
attainment in time management, students’ mother are responsible for assisting their
schedule in order for them to further engage on learning.
In addition, technology integration is significantly correlated with the
mother’s educational attainment (rxy= .152). This explains that mothers high level of
education affects the use of digital devices of in learning motivation of Grade 12
STEM students in learning engage.
On the other hand, independent learning yields with the father’s occupation
(rxy=. 116). This explains that father’s career influence his youngster’s individual
learning to increase commitment in their academic performance.
Furthermore, group work collaboration is not significantly correlated, still
with a mother's highest educational attainment (rxy= .132). This implies that a
mother's high degree of education benefits her children's cooperative learning.
Meanwhile, interest and preferences has a strong relationship with father’s
occupation (rxy= .143). This shows that there are effects of father’s employment in
terms of interest and preferences which are one factor of Grade 12 STEM students in
their educational motives.
Lastly, peer interaction is notably correlated with gadget use (rxy=0.104) of
Grade 12 STEM students. It is evident that peer interaction is affected by the gadgets
use. This indicates that the use modern devices are impacted by peer interaction. It
refers to the difference utilization of digital device of student, as well as the ease to
effectively find and acquire information with their classmates academic which can
aid their learning engagement and performance.

Chapter III
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the study, the salient findings,
conclusions drawn and recommendation forwarded to address the research problems
raised in the study.
Summary
This study aimed to assess the learning engagement practices and
performance of Science, Technology, Engineering, and Mathematics (STEM)
students of the Grade 12 Senior High School (SHS) in Ilocos Sur National High
School (ISNHS). It considered the profile of the Grade 12 STEM students, learning
engagement practices and performance among them. Correlational analysis between
the variables investigated was also considered in this research.
The respondents for the study were the grade 12 STEM students which are
divided into six (6) sections namely: Confucius, Democritus, Plato, Pythagoras,
Socrates, and Thales in Ilocos Sur National High School School Year 2022-2023.
The descriptive correlational method of research was employed. The relevant
data gathered were limited to what was measured by the questionnaire constructed by
the researchers. The following statistical tools were used in the analysis of data
gathered: frequency count, percentage distribution, mean, Analysis of Variance
(ANOVA), and simple linear correlational analysis.

Findings
Based on the data generated and analyzed, the following are the salient
findings of the study:
1. On Personal-related Factors
• On Sex. Majority (54 or 63.5%) of STEM A students are females while in
STEM B, majority (55 or 64.7%) of them are also females.
• On Place of Residence. In STEM A, majority (64 or 75.3%) of students live
within rural areas while majority (64 or 75.3%) of STEM B students also reside
within rural areas.
• On Father’s Highest Educational Attainment. Majority (33 or 38.8%) of
Grade 12 STEM A student’s fathers and some (29 or 34.1%) of Grade 12
STEM B student’s fathers are bachelor’s degree holders.
• On Mother’s Highest Educational Attainment. Some (32 or 37.6%) of the
students’ mother in STEM A are bachelor's degree holders while in STEM B,
some (36 or 32.4%) of them are also bachelor's degree holders.
• On Father’s Occupation. Some (24 or 28.2%) of the students’ father's
occupation in STEM A belong to clerical and sales, wash technician like
bookkeeper, sales clerk, drivers, farmers, and tilling their own land. In STEM
B, some (28 or 32.9%) are engaged in works such as higher executive,
proprietor, officials, OFW, official of the executive branches of the
government, university college professor, psychiatrist, lawyer, doctor, teacher.
• On Mother’s Occupation. Some (28 or 31. 1%) of the students’ mother's
occupations in STEM A belong to higher executives, proprietors, officials,
OFW, officials of the executive branches of the government, university college

professors, psychiatrist, lawyer, doctor, and teacher while a little percentage (26
or 29.2%) of the students’ mother's occupations in STEM B also belong to
higher executives, proprietors, officials, OFW, officials of the executive
branches of the government, university college professors, psychiatrist, lawyer,
doctor, and teacher.
• On Sources of Information. A large percentage of students (78 or 91.8) of
grade 12 STEM A students uses social media. The majority (72 or 82.7%) in
grade 12 STEM B students also uses social media
• On Available Resources. Most STEM A students (60 or 70.6%) and STEM B
students (59 or 69.4) have books.
• On Gadgets Use. Majority (78 or 91.8%) who are in the STEM A and STEM B
uses cellular phone.
2. On Learning Engagement Practices among STEM Students

• On Independent Learning. The overall mean rating of the Grade 12
STEM students along independent learning is 4.45 and is interpreted as “very
high.”
• On Group Work Collaboration. The respondents rated all the items
on group work collaboration at a “very high” level with an overall mean rating of
4.32.
• On Technology Integration. The overall assessment of the
respondents along technology integration is 4.56 and is described as “very high”.
• On Interest and Preferences. The overall mean rating of the
respondents along interest and preferences is 4.35 that is appraised at a “very high”
level.
• On Time Management. The respondents gave time management an
overall weighted mean rating of 4.39 that is described as “very high.”
• On Peer Interaction. The overall assessment of the respondents on
peer interaction is 4.31 and is described as “very high”.
3. On Level of Academic Performance for the First Quarter
On General Weighted Average (GWA) for the First Quarter. The overall
weighted average of the respondents for the first quarter is 89.95 and interpreted as
"Proficient."
4. On Significant Difference Among The Profile Of The Grade 12 Stem
Students’ Learning Engagement Practices And Performance
On Learning Engagement Practices Factors. Learning engagement
practices factors have 5 indicators (Independent Learning, Group Work
Collaboration, Technology Integration, Interest and Preference, Time Management
and Peer Interaction) which all yield no significant differences except technology
integration among Grade 12 STEM students.
5. On significant relationship among the profile of the Grade 12 STEM student
in their learning engagement practices and performance
On Independent Learning. It yields with the father’s occupation (rxy=
.116).
On Group Work Collaboration. Group work collaboration significantly
correlated with a mother's highest educational attainment (rxy= .132).
On technology integration. Technology integration significantly correlated
with the mother’s educational attainment (rxy= .154).
On Interest and Preferences. Interest and preferences has a strong

relationship with father’s occupation (rxy= .143).
On Time Management. Time management significantly correlated
particularly with mother‘s educational attainment (rxy=-.211).
On Peer Interaction. Peer interaction is notably correlated with gadget use
(rxy=0.104) of Grade 12 STEM students.

Conclusions
1. On personal-related factors, the Grade 12 STEM students are dominated by females
who live in rural areas, have father that is a bachelor’s degree holder, mother that has
bachelor’s degree, father and mother that is employed under Category IV and I,
correspondingly, uses social media, have books and cellular phones to gather
information.
2. The Grade 12 STEM students have very high rating of the learning engagement
practices. The level of learning engagement on academic performance of Grade 12
STEM students is more focused in technology integration.
3. The Grade 12 STEM students have very high level of academic performance in the
first quarter that significantly influences their learning engagement practices
interpreted as “proficient”.
4. All of learning engagement practices yield no significant differences except
technology integration among Grade 12 STEM students.
5. The learning engagement practices and performance of Grade 12 STEM students
are significantly correlated with their personal related-factors.

Recommendations
1. The school should conduct a seminar for parents about the learning engagement of
the students, to help parents to continue to inspire their children to study hard.
2. The teachers should allow Stem students to continue make use of social media and
cellphones to extend their work on their individual activities, group work
collaborations and improve their interests and preferences in life, in order for them
to exert more effort in their learning engagement.
3. STEM students in Grade 12 must strive to perform better academically, and this
may be attained by further enhancing their learning proficiency.
4. The STEM students should make more use of technology, to gather more
information, and gain new skills to help them with their school activities, as this
would greatly have a difference on their performances.
5. In order for them to continue to have high level of academic performances, the
STEM students should keep their educational mindset aligned with their personal
related factors, in order for them to exert their best on their performances.
6. Since there were only 170 respondents in this study from ISNHS (Ilocos Sur
National High School), it is recommended that a similar study with a larger sample
size and more respondents should further elaborate and give more meaning and
knowledge to this study.


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ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

LEARNING ENGAGEMENT PRACTICES AND PERFORMANCE OF

In Partial Fulfillment of the

MARC JAZEL L. ESTIGOY

STEM. These calls acknowledge the importance of learners' motivation and

emotional response to STEM in their participation and achievement in STEM

education. However, there is confusion about what constitutes "engagement" in

The Philippines made significant changes to its adaption to the educational

Filipino receives the fundamental education He or she must contend in the

post- secondary studies. Considering the collected anecdotal evidence, the

comprehend the specific subjects of the Science Technology Engineering and

Mathematics (STEM) strand.

STEM education has gotten a lot of attention in recent years. However,

generating accurate and reliable assessments of interdisciplinary learning in STEM

to 2019 and provided a two-dimensional framework for assessing students' learning

in STEM education. According to the findings, most assessments focused on

monodisciplinary learning and transdisciplinary affective domains. Few evaluations

focused on interdisciplinary learning and practices.

Furthermore, higher education models in science, technology, engineering,

faculty and practicing scientists have learned successfully in traditional formats,

rather than simply memorizing it is becoming increasingly vital, education should

encourage a broad population of learners.

proactively incorporating the dimensions of STEM learning. Recent studies show

introjected regulation, identified regulation and moderate intrinsic motivation.

information on the Academic Self-Regulation of STEM of Senior High School

we build as we go toward deeper learning and engagement with greater effect.

According to research on young people's ambitions L. Archer and DeWitt et.al

(2017), aspirations are intricate, diverse, and always changing.

Statement of the Problem

This study aimed to assess the learning engagement practices and

performance of Science, Technology, Engineering, and Mathematics (STEM)

School (ISNHS) during the school year 2022-2023.

Specifically, it sought to answer the following questions:

(SHS) in terms of:

c. parent’s educational attainment,

e. sources of information, and

b. group work collaboration,

d. interest and preferences,

e. time management, and

4. Is there a significant difference between and among grade 12 STEM students’

learning engagement practices and performance?

5. Is there a significant relationship between the profile of the grade 12 STEM

students and their learning engagement practices and performance?

Scope and Delimitation

This study focuses on determining the learning engagement practices of the

semester school year 2022-2023. It considers the profile of the students,

affects their interpersonal relationship.

The profile of the respondents is limited to sex, place of residence, parent’s

educational attainment, parent’s occupation, sources of information, available

(f) peer interaction.

The descriptive correlation method of research was employed. The relevant

resources to seek the purpose of the study. Stratified sampling is utilized to

determine the sample of the study.

and information technology. A variety of factors affect student engagement. Both

internal and external factors encourage students to participate in online courses.

than other high achievers.

understand the fundamentals of mathematics. Many students dislike math or do

to comprehend mathematics. Students who major in Science, Technology,