CAREER PREFERENCES OF SCIENCE, TECHONOLOGY, ENGINEERING,

AND MATHEMATICS (STEM) STUDENTS IN RODRIGUEZ RIZAL

An undergraduate thesis

Presented to

The faculty of the College of Education

UNIVERSITY OF RIZAL SYSTEM

Rodriguez, Rizal

In Partial Fulfillment

of the requirements for the Degree

BACHELOR OF SECONDARY EDUCATION

Major in Science

RODOLFO JR. S. BUENAFLOR

TRISHA MAE A. DIMOL
RHODORA MAE R. MESTIOLA

2023
 ABSTRACT

Title: CAREER PREFERENCES OF SCIENCE,

TECHNOLOGY, ENGINEERING, AND
MATHEMATICS (STEM) STUDENTS IN
RODRIGUEZ RIZAL

Researchers: BUENAFLOR, RODOLFO JR. S

DIMOL, TRISHA MAE A.
MESTIOLA, RHODORA MAE R.
Course: Bachelor Of Secondary Education major in
Science

Type: Undergraduate Thesis

Number of pages: 75

Name and Address of University Of Rizal System-Rodriguez

School: Campus College of Education
Amityville Subd., San Jose, Rodriguez,
Rizal.

SUMMARY

This study was focused on the career preferences of graduating senior high

school STEM students in Rodriguez Rizal, which was conducted at San Jose-Litex

Senior High School and Valley High Academy during the school year 2022-2023.

Descriptive-quantitative research design was used in the study, such that

researchers randomly selected the grade 12 respondents and utilized survey

questionnaires checklist to gather data.

After the conduct of the study, the researchers drew the following findings:

Most of the respondents are female, which is in the 18–19 age group, and

have the lowest income level. These findings provide information for the next

iii
researchers to consider the different characteristics of their respondents. The

answer may vary according to their demographic profile.

The respondents most preferred careers in the field of science, while none

of them saw themselves working in the field of mathematics. It turned out that some

of them chose non-STEM careers.

These career preferences have no significant relationship in terms of their

age, gender, and monthly family income. The hypothesis was accepted and has a

P-value greater than the level of significance, which is 0.05.

Based on the findings, the following conclusions were drawn:

The respondents are at the right age to decide what career they want to

pursue after senior high school, regardless of their status in life, sex, and strand.

The respondents have different preferred careers, whether they are related

to their strand or not.

Their profile has nothing to do with their career preferences, and choosing

a career is a matter of self-decision.

Based on the result of the study, the following recommendations are hereby

offered by the researchers:

The students from an early age should be properly guided, instructed, and

supported so they can undertake the essential training to pursue the most suitable

career for them.

iv
 The Parents should support and enlightened their children about decision

making in career selection.

The Teachers should make students realize that choosing a career involves

several considerations. They should assist the students in identifying their goals

and doing an unbiased analysis of their options.

The school administrators who are in charge of school career advising and

programs are encouraged by the researchers to conduct a career campaign

seminar so that they are aware of the main factors influencing students’ career

decisions.

The career guidance should develop program with the goal of helping

students become more aware of their personalities, interests, talents, and

shortcomings. From there, the career counseling offers advice on decision-making

and career choices as a step in pursuing desired occupations.

v
 ACKNOWLEDGEMENT

The researchers would like to extend their sincere gratitude and warm

appreciation to the following people for giving them assistance and support for the

completion of this study:

To the ALMIGHTY FATHER, who gave them wisdom and strength, the

source of life

DR. NANCY T. PASCUAL, President of the University of Rizal System, for

her excellent concern and leadership in the enlightenment of the quality of

education at this university;

DR. ALLAN E. CONDE, Vice-President for Academic Affairs, for

implementing and coordinating the educational programs of the college;

DR. FLORANTE J. MERCADO, Campus Director of the University of Rizal

System—Rodriguez Campus, for his support in conducting this study.

DR. STEPHEN P. SOLIGUEN, Dean of the College of Education, for his

encouragement and approval to conduct this research;

DR. RODY F. BUENVIAJE, Research Professor, for guiding and allowing

the researchers to experience conducting a study;

PROF. MICHELLE R. GARCIA, Adviser, for her advice, corrections, and

kind assistance that led to the accomplishment of this study.

PROF. ROMI M. DELA CRUZ, Researchers’ Language Critic, for his

patience and effort in correcting the grammatical errors in this manuscript.

vi
 PROF. EMMANUEL M. LLARENAS, Researchers’ Statistician, for helping

the researchers analyze and interpret their collected data.

PROF. MAY A. CORTEZ, Panelist, for her support and advice to make this

research possible;

PROF. ROSANNA N. CALANASAN, who has shared with us all the

knowledge that all students must have.

ARLEEN D. CANAPI, San Jose-Litex Senior High School’s Principal, for

allowing the researchers to conduct their study at their school;

REGINA S. QUIMONO, Valley High Academy’s SHS Associate Principal,

for her kindness and assistance in gathering the data successfully.

To Ma’am Rowena P. Bautista, Ma’am Gina C. Galapon, Ma’am

Princess E. Dino, and Ma’am Jofey T. Manigbas, the teachers from Tagumpay

National High School who validate the research instrument of the researchers.

TO THE RESPONDENTS, the grade 12 STEM students of San Jose-Litex

National High School, for their cooperation and answering the survey;

And lastly, to the FAMILIES of the researchers, who are always with them

through ups and downs.

The Researchers

vii
 DEDICATION

To make the manuscript purposeful,

the researchers would like to dedicate it wholeheartedly to all the people who

became part of and helped to accomplish this work.

First, to our incomparable Almighty Father for giving the researchers the

courage. His wisdom and unfailing blessings guide

the researchers toward successful research. The parents for their unending

moral and financial support. To our research adviser,

who gave us intellectual support to conduct this study. To our friends and

classmates who shared the same feelings of enthusiasm

that make it more meaningful day by day. And to the respondents,

who gave their time and cooperation. Thank you.

R.J.S.B

T.M.A.D

R.M.R.M

viii
 TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii

ACKNOWLEDGEMENT vi
DEDICATION viii
TABLE OF CONTENTS ix
LIST OF TABLES xi
LIST OF FIGURES xii
Chapter
1. THE PROBLEM AND ITS BACKGROUND

Introduction 1
Background and Purpose of the Study 4
Theoretical Framework 6
Conceptual Framework 11
Statement of the Problems 12
Hypothesis 12
Scope and Limitations 13
The Significance of the Study 13
Definition of Terms 14

2. RESEARCH METHODOLOGY

Research Design 16
Setting of the Study 16
Subject of the Study 18
Sources of Data Instrumentation 22
Procedure of the Study 22
Statistical Treatment 25

3. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Problem 1: Profile of Respondents; Age, Sex, 26

Type of School, and Monthly Family Income?
Problem 2: What are the career preferences of the 29
respondents in terms of;

ix
 2.1 Science
2.2 Technology
2.3 Engineering
2.4 Mathematics
2.5 Others
Problem 3: Is there a significant relationship between 32
the career preferences of the respondents when
they are grouped according to their profile?

4. FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary of Findings 34
Conclusions 34
Recommendations 35

REFERENCES 36

APPENDICES

Appendix A. Gantt chart 42

Appendix B. Letter of request for adviser 43
Appendix C. Letter of request for a language critic 45
Appendix D. Letter of request for statistician 47
Appendix E. Letter of request to conduct a study 49
Appendix F. Letter of permission to gather data 51
Appendix G. Letter to the respondents 55
Appendix H. Letter for validation of research instrument 56
Appendix I. Certificate of validation 58
Appendix J. Research instrument 59
Appendix K. Certification for reproduction 60
CURRICULUM VITAE 61

x
 LIST OF TABLES

Tables: Page

1. The profile of the respondents according to age 26

2. The profile of the respondents according to their gender 27
3. The profile of the respondents according to their 28
Monthly Family Income
4. Classified career preferences of senior high school 30
students in the STEM strand
5. Computed F-values Factors influencing the career 32
decision-making of the students and Profiles of the
Respondents

xi
 LIST OF FIGURES

Figures: Page

1. Rational Choice Theory 8

2. Social Cognitive Career Theory (SCCT) 9
3. Conceptual Framework of the study 10
4. Location Map of the study 19
5. Vicinity Map of San Jose-Litex Senior High School 20
Vicinity Map of Valley High Academy

xii
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Article 26 of the Universal Declaration of Human Rights states that everyone

in this world has a right to education. Education is thought to be one solution to

these socioeconomic problems. Knowledge is vital in today's world as it has the

capacity to alleviate suffering caused by ignorance, poverty, hunger, a poor

communication system, unemployment, and other causes. The right to education

is a basic human right that should be given to everyone. People make more rational

and factual decisions in life by undergoing education.

Choosing a career is one of the most important decisions that people must

make, especially students who will pursue college. According to the Philippine

Institute for Development Studies (PDIS), SHS graduates experience challenges

in integrating into the labor force. In the labor market, 22 of 26 employers were

questioned, indicating a lack of proper job preparedness. According to the study,

75.4 percent of SHS students interviewed from 18 schools intend to continue their

education, 10% intend to work, 13.7 percent intend to drop out, want to work and

study, and 0.9 percent are still undecided. People are doing their best in life but

sometimes have less time to make decisions when it comes to choosing a career.

Under the senior high school there are four strands in academic track, and

one of it is the STEM. The acronym STEM unites the four fields of STEM fields

include four disciplines of science, technology, engineering, and mathematics

 2

(Adebusuyi et al., 2022). It refers to a holistic teaching approach to achieve

its objectives and the goals of countries’ educational policies and reform

documents in the 21st century (Zakeri et al., 2023). STEM education is “an

instructional approach in that science and mathematics concepts are learned in

the context of technology and engineering.” (Yaki, 2022, p. 2). De Loof et al. (2022,

p. 2) pointed out that “STEM education is a promising approach to attracting more

qualified and motivated students in STEM fields by improving students’ interest

and learning in STEM.” To achieve this goal, countries have launched more

education policy documents and reforms to cultivate individuals with scientific

literacy and train more individuals in STEM fields to compete with other countries

worldwide (U.S. Department of Education, 2018).

The society had been aware of a large number of situations when college

students who received their degrees in STEM fields (science, technology,

engineering, and mathematics). Some of the students take STEM as their senior

high school strand, but that doesn't mean that they are fully decided on the career

they want. As they arrived in college, they began selecting a non-STEM field as

their major (Chen & Weko, 2009). The fact that the majority of students who

attended college with a drop out of school, pick a non-STEM field of study, or

abandon the original goal of pursuing a STEM field career program. The Higher

Education Research Institute (2010) also reported a 20% to 50% of student

dropout rates in STEM fields of higher education. This is a specific example of how

society is there is now a labor shortage in STEM fields.

 3

The term "career" is derived from French and Latin words, which are

described as job-related and commerce that a person may acquire while learning

in school or in other parts of life until death (Ahmed, Sharif and Ahmad, 2017).

People are planning careers in order to achieve professional goals by discovering

new opportunities, evaluating results, and making timely evaluations. Therefore,

choosing a career is one of many major decisions that students will make while

deciding about future plans. It turns out to be one of the biggest dilemmas and

challenges in a student's life.

The appropriate career decision is crucial for students beginning their

professional education because it will have a significant impact on their

professional life and future success. As a result, their decision will have an impact

on them. The process of researching and considering potential career paths is

known as "career exploration." According to Olaosebikan and Olusakin (2014),

considering a variety of options before deciding on one boost future career

satisfaction and success. Career decision-making is indeed challenging, and

everyone who wants to enter professional education will have to undergo this task.

So, preparation and exploration are necessary.

The study revealed the career preferences of senior high school (SHS)

students enrolled in a STEM-related field. Moreover, the research gap that this

paper also hopes to address is the lacking of studies on the career preferences of

STEM students in Rodriguez, Rizal, and the point of choosing other careers that

are not under or related to the STEM strand they are taking.
 4

Background of the Study

STEM stands for science, technology, engineering, and mathematics,

which was intended to signify a major connection between these fields (Bolds,

2017; Patton, 2013). The STEM strand is under the current K-12 program in the

Philippines, which covers kindergarten, primary education, junior high school, and

senior high school that was implemented in 2012. Compared to other strands, the

STEM strand concentrates on more complex ideas and subjects. This route

prepares students for careers as pilots, architects, astrophysicists, biologists,

chemists, engineers, dentists, nutritionists, nurses, doctors, and many more.

Marine engineers may also choose this path. The STEM strand provides a variety

of courses and offers guidance for students to become more prepared at the

tertiary level. Considering those careers under this strand, choosing a career that

would influence their future professional route was one of the hardest choices

students had to make for their education (Ouano et al., 2019; Kaneez & Medha,

2018).

One of the explanations offered by Orbeta, Lagarto, Ortiz, Ortiz, and

Potestad (2018) is that the argument put forth by supporters of the K–12 statute is

that SHS graduates can work or pursue entrepreneurial if they chose to do so,

activities. They see K–12 programs as a means of assisting kids in higher career

possibilities after graduation, while not being able to attend college themselves

without delay. Additionally, the curriculum strives to prepare pupils for

entrepreneurship by including classes that focus on business management. The

entrepreneurship element presents fundamental business management, which

 5

inspired the students to come up with new concepts and launch businesses profit

in line with their interests. Among high school graduates, more than half (50%)

pursued careers in the challenging college courses in STEM fields is not preparing

students adequately (ACT Inc., 2015). STEM majors were intellectually prepared,

especially in the sciences, according to several studies. Test results in

mathematics and science, GPA performance, and perseverance in pursuing a

STEM degree (Mattern, Radunzel, & Westrick, 2015; Chen, 2013; Chen & Ho,

2012; Barbuti & Shaw, 2010).

STEM professionals use their knowledge to solve real-world challenges

since they are trained to employ math and science principles in generating

solutions. STEM professionals are well positioned to take on leadership roles in

major technology transitions in the future decades as technological advances

become increasingly essential in the twenty-first century. It's no wonder that, with

the advancement of technology and research, STEM-related professions are

swiftly becoming some of the most sought-after careers in today's labor market.

These roles are not only highly sought after, but they also promise to be among

the fastest-growing in the United States. These positions are ideal for ambitious

people hoping to join a cutting-edge industry with enormous potential. Indeed, the

Bureau of Labor Statistics projects that the number of STEM employment will

increase by about 10% between 2019 and 2029 (BLS. 2021). That is more than

double the rate of increase for all other occupations combined. As society becomes

more reliant on technology, there is a greater demand for qualified people in

 6

sectors such as engineering, computer science, and healthcare. A STEM degree

can open up a world of opportunity, but not all STEM occupations are made equal.

In terms of one's motivation and future, Rask (2010) claims that the STEM

curriculum is quite expensive. In a paper released on Monday by the National

Bureau of Economic Research (2018), it is stated that universities spend more

money on STEM courses than on arts and social science courses. The study

demonstrates how humanities and social sciences subjects like English, history,

and psychology typically demand less financing than STEM fields like electrical

engineering, physics, and chemistry. Among all the subjects of study, mathematics

stands out as an important exception since it has the lowest instructional cost.

Furthermore, has career potential. One of DepEd's most sought-after focus areas

is STEM education. The K–12 curriculum increased pupils' competitiveness. Due

to this, the Philippine educational system is the students' ability to compete on a

global scale is likewise constantly developing. Due to numerous students lack

access to scholarships, family assistance, and other possibilities. STEM students

do not complete their chosen careers.

Theoretical Framework

This study was anchored on the following theories: Rational choice theory

and social cognitive career theory. An illustration of the theory is also included to

demonstrate how the theory acts as the framework for this research. Rational

Choice theory also known as action theory or choice theory, it was pioneered by

Homans (1961), in which individuals tend to make choices or decisions based on

 7

their beliefs, personal preferences, and the benefits that they would acquire.

Similarly, rational decisions are made in choosing a program for a desired career,

considering the factors that may influence the student's decision. Psychological

approaches aim to describe or explain how people make career decisions based

on individual factors such as personality, interests, abilities, and work satisfaction

since these elements have a substantial effect on how people behave, think, and

respond to career choices. These theories will demonstrate that every choice or

decision made by the students has a particular reason.

Another Theory is the Social Cognitive Career Theory (SCCT) is the

theoretical framework for the current investigation. The SCCT was established,

according to Lent, Brown, and Hackett (1994), to enable understanding of

profession choice, interest, and performance processes. This approach

recognizes the elements that vary as a particular track advance on the students'

selected career path. Additionally, social cognitive processes offer a framework for

deriving explanations for success and failure, academic and professional

outcomes. Since the study revealed the preferred career of the STEM students,

understanding profession choice and interest are important.

 8

Actions

Believes about

Interests possible action

opportunities and

their effects

Information

Figure 1.
Shows Rational Choice Theory
 9

Personal Inputs

• Predispositions
• Gender
Background
• Race-Ethnicity
Environmental
• Disability-Health
Influences
Status

Learning
Experiences

Self-Efficacy Outcome
Expectations Expectations

Interests

Choice Goals

Choice
Actions

Proximal
Environmental
Performance
Influences
Domains and
(Supports and
Attainments
Barriers

Figure 2.
Shows Social Cognitive Career Theory (SCCT).
 10

Paradigm of the Study

A. Demographic Profile
⚫ Age
⚫ Sex
⚫ Monthly Family
Income
⚫ Utilization of
B. What are the career Descriptive survey
preferences of the method
respondents in terms of;
⚫ Surveys or
• Science Questionnaire
• Technology
⚫ Validation of
• Engineering Research Instrument
• Mathematics
• Others ⚫ Application of
Input Different Statistical
Methods
⚫ Analysis and
Interpretation of Data Career Preferences
of Science,
Process Technology,
Engineering, And
Mathematics
(STEM) Students in
Rodriguez Rizal
Feedback
Output

Figure 3.
Shows Conceptual Framework on the study “Career Preferences of Science,
Technology, Engineering, and Mathematics (STEM)
Students in Rodriguez Rizal”
 11

Conceptual Framework

The conceptual framework that was used in the study is the input-process-

output model, as shown in Figure 2. The IPO framework was used to show the

process of studying the career preferences of science, technology, engineering,

and mathematics (STEM) Factors Influencing the senior high school (STEM)

students. In addition, the IPO (Input-Process-Output) model divides a system into

three phases: input, processing, and output. Inputs are represented as

consumables and efforts introduced into a system at the start of its lifespan.

Outputs are represented as the system's output.

The first frame represents the input of the study, which comprises the

demographic profile of the respondents, including age, gender, and monthly family

income. Under the input are the career preferences of the respondents in terms of

Science, Technology, Engineering, Mathematics, and others. Lastly, the dominant

career preferences are what the respondents are really into.

The second frame describes the process used in the study, which includes

the utilization of a descriptive research design through a survey or questionnaire.

Validation of the research instrument and application of statistical methods for

analysis and interpretation of the data to obtain the output entitled Career

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

Students in Rodriguez Rizal.

 12

Statement of the Problem

The study aimed to explore the career preferences of the respondents

specifically. It sought to answer the following questions:

1. What is the demographic profile of the students in terms of:

1.1 Age;

1.2 Sex; and

1.3 Monthly family income?

2. What are the career preferences of the respondents in terms of;

2.1 Science

2.2 Technology

2.3 Engineering

2.4 Mathematics

2.5 Others

3. Is there a significant relationship between the career preferences of the

respondents when they are grouped according to their profile?

Hypothesis

There is no significant relationship between the career preferences of the

respondents when they are grouped according to their profile.

 13

Scope and Limitations

This section states the extent of this study, the parameters within which the

study was conducted, and the things that limited the researcher’s ability to conduct

the study. The researchers used a descriptive survey research design in studying

the career preferences of STEM students. The researchers used random sampling

techniques to choose the respondents for the research. The research was

conducted only to study the career preferences of STEM students in a public and

a private school, namely San Jose-Litex Senior High School and Valley High

Academy, respectively to address the lack of studies on the career preferences.

The research was conducted at San Jose-Litex Senior High School, a public

school, and Valley High Academy, a private school. The focus of this study is on

the career preferences of 200 STEM students. The researchers were limited by

the transportation fare, respondents time schedule, and the distance of the study

settings.

The researchers were able to conduct the study; however, the school

settings asked for parental consent for the minor respondents. As a result, the

researcher spent most of the time complying with the consent of the research

respondents.

The Significance of the Study

This study was conducted to give reliable information to the following

beneficiaries:
 14

Students. This will help students to have a broad choice on the career

under their strand and consider taking career related or not to their strand.

Parents. Parents have a vital role in their child’s life, especially in regards

to their child’s life choices. Parents only want the best for their children and to be

able to provide them with a good quality of education. Parents who are greatly

concerned about the education of their children will be aware of the course their

children want to pursue.

Future Researcher. This research will serve as a guide for future

researchers who need further information about the same topic.

Definition of Terms

For the purpose of clarification, important terms used in this study were

defined.

Career Decision-Making. It describes the process through which a student

chooses their desired field of study or career.

Career Preference. It describe as the students prefer career or course in

college.

Engineering. One of the four fields included in the STEM strand, which is

defined as the creative application of scientific and mathematical concepts.

Mathematics. It is a part of STEM and serves as a foundation of science,

technology, and engineering. It teaches rational reasoning and problem-solving

techniques.
 15

Science. It refers to a field of study within STEM (Science, Technology,

Engineering, and Mathematics) that strives to increase knowledge of real-world

events.

Senior High School Graduating Students. It refers to the grade 12

students, the chosen respondents of the study and the primary source of data.

STEM. Stands for Science, Technology, Engineering, and Mathematics. as

the strand that is subject to the study.

Technology. This discipline falls under the STEM strand, which defines

educational technology that helps enhance teaching and learning

 Chapter 2

RESEARCH METHODOLOGY

This chapter consists of the research design, settings of the study, subject

of the study, sources of data, procedure of the study, and statistical treatment,

which are all essential parts of the process of meeting the objectives of the study.

Research Design

This study used descriptive-quantitative survey method of research, in

which the participants answered the questions through surveys or questionnaires

checklist that determined the career preferences of science, technology,

engineering, and mathematics (STEM) students in Rodriguez Rizal. This research

strategy utilized frequencies and an ANOVA. The independent variable were the

career preferences, and the dependent variable were STEM students. The

probability sampling technique known as simple random sampling (SRS) involves

selecting participants from a population at random. The likelihood of being chosen

is the same for every member of the population. This technique usually results in

representative, impartial sampling.

Settings of the Study

San Jose-Litex Senior High School is a public school that was one of the

settings of the study. It was founded in 2016 and offers four (4) distinct tracks:

technical, vocational livelihood (TVL), accounting, and business. Management

(ABM), Science, Technology, Engineering, Mathematics (STEM), and Humanities

Social Sciences (HUMSS). San Jose-Litex Senior High School, has the greatest
 17

number of students in Rizal. Prior to that, Litex Village was not home to San Jose-

Litex Senior High School. It was situated in three distinct schools: General Licerio

Geronimo Memorial National High School, Manggahan National High School and

Eulogio Rodriguez Elementary School.

San Josenians are actively participating in Brigada Eskwela every school

year with the help of teachers, students, staff, and parents. Also won in different

academic and sports competitions. Last September, SJ-LSHS's male student

nailed a spot in the Top 10 athletes in the 3000-meter steepchase race during the

Palarong Pambansa 2023. In the same month, a female student won 3rd place in

a Population Education Quiz Bee. Recently, SJ-LSHS has raised various projects,

such as Project ADLEA, which is about financial assistance, school supplies, and

pantries. Also, project BIHIS, a project that offers free haircuts, and lastly, project

PEDAL, give students an opportunity to have an easy mode of transportation. A

bicycle was given to deserving students at SJ-LSHS. Moreover, there's a Youth

Researchers Club that promotes research innovation for school and community

development.

Valley High Academy was founded in 1993 and is located at Zuniga St.,

Manggahan, Rodriguez, Rizal. 1994, when the Grade School Department was

established. The Valley High Academy was relocated to its present address at J.P.

Rizal St., Manggahan, Rodriguez, Rizal, in 1996. In 1998, the high school

department of Valley High Academy was opened and introduced. After introducing

the VHA Hymn in 2002, the following year was filled with achievements and

innovations for the improvement of the school.

 18

Valley High Academy's excellence has been reflected in its various

achievements since 2004. VAH won various awards from different academic

contests, such as champion in the General Mathematics high school division, the

General Science elementary division, 2nd place in the on-the-spot slogan writing

contest, and 3rd place in the poster-making contest, both held during the 94th Araw

ng Montalban Celebration. But not only in academics but also in the field of sports,

VAH recently won sports awards in district, municipal, and provincial meets and

also in the ROPRISA sports competition, bringing home three gold and two silver

medals. Until now, Valley High Academy has won various competitions and

activities. Additionally, giving students scholarship support and going online for

teaching and learning

Subject of the Study

Researchers focused on determining the career preferences of science,

technology, engineering, and mathematics (STEM) students at San Jose-Litex

Senior High School, a public school, and Valley High Academy, a private school,

in Rodriguez Rizal. The researchers explored the specific careers in each field of

STEM and the non-STEM-related careers that the respondents answered.

 19

Figure 4.
Location map from University of Rizal System to San Jose-Litex Senior High
School and Valley High Academy.
 20

Figure 5.
Vicinity Map of San Jose-Litex Senior High School (SJLSHS)
 21

Figure 6.
Vicinity Map of Valley High Academy.
 22

Sources of Data

Surveying is the process by which the researchers’ collect data through a

questionnaire (O'Leary, 2014). A questionnaire is the instrument for collecting

primary data (Cohen, 2013). The researchers utilized a survey questionnaire as

the methodology of the research because the researchers want to describe the

career preferences of STEM students, which includes the demographic profile

(age, gender, and monthly family income). The career preference of the students

in terms of science, technology, engineering, and mathematics was evaluated

through the checklist. The study collected its secondary data and information

through the use of different articles found on different websites, online books, the

use of libraries, and the related literature.

Procedure of the Study

While conducting this study, the researchers focused on the following

procedures: First, based on various abstracts of both local and foreign theses, the

researchers developed five study questions about the teaching of science. After

that, the researchers came up with three different research titles that were

presented to the panelists to give suggestions and recommendations. The three

research titles are "Factors influencing the decision making of the selected

graduating science students in their chosen program," "Students' perceptions

towards the quality of online lab experiments: A qualitative approach," and "A

comparative study of the effect of COVID-19 on stress levels among selected male

and female science students." The researchers chose the first title, and the
 23

panelists gave some suggestions to change the title to "Factors influencing the

career decision making of the senior high school graduating students," considering

the availability and reach of the target respondents. To make chapter 1 possible,

the researchers had a virtual meeting using google meet. And to strengthen the

study, the researchers used different websites to search for related studies,

theories, and articles and gathered together. After the researchers gather different

related studies, the researchers collaborate to write chapter 1, which includes the

introduction, background of the study, theoretical and conceptual framework,

statement of the problem, scope and limitation, significance of the study, and

definition of terms.

After finalizing chapter 1, the researchers then passed it on to the research

professor for some clarification and revision. As soon as the researchers received

the checked manuscript, the researchers immediately revised it and then moved

on to chapter 2 of the study. Then the researchers had a colloquium to defend

chapters 1 and 2, after which the title changed to "Factors influencing the career

preferences and decision making of the senior high school STEM students." Some

parts of the research were also changed, including the statement of the problem,

the statistical treatment, and the setting of the study, where it changed from one

school to two different schools, which were public and private schools, namely San

Jose-Litex Senior High School and Valley High Academy, to compare the factors

influencing the career of senior high school students. Afterwards, the researchers

made the research instrument and consulted the research adviser with the

statement of the problem. The research adviser suggests changing the title of the
 24

study from "Factors influencing the career preferences and decision making of the

senior high school STEM students" to "Factors influencing the senior high school

STEM students' decisions in career selection." The researchers informed the

research professor about the suggested new research title, which was approved.

Afterwards, the research instruments were validated by the two science teachers

and two science administrators from Tagumpay National High School. After that,

the researchers fixed all the requirements and letters to properly start the data

gathering. All the letters were already signed, so the researchers finally conducted

the research to gather data. The researchers showed gratitude by giving tokens to

the two principals of the target schools.

Now that the revisions were done, the researchers finally got the data from

200 respondents from different schools. With the assistance of statisticians who

tabulated and totaled the survey once the data had been obtained using the survey

questionnaire, the researchers tallied the data for interpretation. Then the

researchers developed a conclusion and a suggestion for this study. Afterwards,

the researchers had a final defensed, and based on the suggestions of the

panelists, the title changed once again, from 'Factors influencing the career

preferences and decision making of the senior high school STEM students,' to

'Career preferences of science, technology, engineering, and mathematics

(STEM) students in Rodriguez, Rizal.' The factors from the study of the

researchers were removed and the career of the STEM students was classified

instead. Chapters 1–4 was finished successfully.

 25

The researchers finalized all the suggested corrections by the panelists and

research adviser. The researchers made sure that the thesis complied with

everything on the approval sheet. The panelists approved the whole study and

finally signed the approval sheet. The researcher was able to make a hardbound

copy of the thesis and pass it on to the college of education.

Statistical Treatment

For accurate interpretation and analysis of data, the following statistical

treatments were used:

For Statement of the Problems 1 and 2.

To determine the profile of the respondents in terms of Age; Gender; and

Monthly Family Income and to show the career preferences of the STEM students,

frequency and percentage distribution were used. The researchers used a table

called the frequency distribution, that showed the recurrence of different results in

a sample. Every section in the table contains the recurrence or tally of the events

of qualities inside a specific gathering or interim, and along these lines, the table

outlines the appropriation of qualities in the sample.

For Statement of the Problem 3.

The researchers will be using Analysis of Variance (ANOVA), is a statistical

test used to compare the means of multiple groups to know if there is a significant

relationship between the career preferences of the STEM students when they are

grouped according to their profile.

 Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the findings of the study. The data gathered were

analyzed, interpreted and presented in the tabular form.

Problem 1. The profile of the respondents according to their age, sex, and

monthly family income.

Table 1

The profile of the respondents according to age

Age Frequency (f) Percentage (%)

18-19 157 78.5

16-17 43 21.5

Total 200 100

Table 1 shows the frequency and percentage of age of the respondents.

According to the gathered data, most of the respondents were in age bracket 18-

19 years old while 43, or 21.5% of the respondents are younger and belong to age

bracket 16-17. Having diverse respondents will lead to a better study, which will surely

provide a wide range of information for other studies.

 27

Table 2

The profile of the respondents according to their sex

Sex Frequency (f) Percentage (%)

Female 110 55

Male 90 45

Total 200 100

Table 2 shows the frequency and percentage of the number of respondents

according to their gender, female has110 respondents and it is equivalent to 55%

and male has 90 respondents and it is equivalent to 45%, which gives a total of

200 respondents. According to recent studies, women are motivated to consider

STEM careers by an important amount of personal interest in STEM aspects (Le

and Robbins 2016), such as jobs that emphasize helping others or societal goals

(Diekman et al. 2010, 2017; Diekman, Weisgram, and Belanger 2015; Edzie 2014;

Fuselier and Jackson 2010), as well as jobs where they can interact with people

(Su and Rounds 2015). According to studies, women from minority groups have

both the same and different reasons (Kolo 2016).

 28

Table 3

The profile of the respondents according to their Monthly Family Income

Monthly family income Frequency (f) Percentage (%)

10,000 and below 93 46.5

11,000- 15,000 38 19

16,000- 20,000 34 17

21k and above 35 17.5

Total 200 100

Table 3 shows the frequency and percentage of respondents by family

income. There are total of 200 respondents; 93 respondents have income 10,000

and below, which is equivalent to 46.5 percent of the respondents. 38 respondents

have family income between 11,000-15,000, or 19 percent; 34 or 17% of the

respondents have family incomes between 16- 20,000. While 35, or 17.5 % are

earning 21,000 and above. It shows that people should not conclude about the

career preferences of other people and also on their own, as it is not constant.

These findings will make teachers and researchers aware of how students

declining careers are related to their strand.

 29

Problem 2. Classified career preferences of senior high school STEM

students revealed by the gathered data.

The respondents' preferred careers are displayed in Table 4. Engineering

was selected by 26% or 52 respondents. 47 respondents, or 23.5% preferred

doctor of medicine, while teaching jobs were preferred by 39 respondents, or 19.5

percent. While 24 or 12% of respondents stated they would rather be nurses and

12 or 6% of the respondents would rather be pharmacists. Each respondent

desires professional employment.

 30

Table 4

Classified career preferences of senior high school students in the STEM strand

Strand Career f %

Science Medical Doctor 47 23.5

Science Teacher 39 19.5

Nurse 24 12

Pharmacist 12 6

Chemist 5 2.5

Average 127 63.5

Technology Computer Technician 15 7.5

Average 15 7.5

Engineering Engineer 52 26

Average 52 26

Mathematics --- 0 0

Average 0 0

Others Cabin Crew 1 0.5

Agriculturist 4 2

Real Estate Agent 1 0.5

Average 6 3

Total 200 100%

 31

The science field had 127 responders and a 63.5 percent response rate.

The majority of students' career interests are in science; 47 respondents, or 23.5%,

selected medical doctor, and 39 respondents, or 19.5 percent, preferred teaching

employment. Nursing, pharmacists, and chemists are also among the

respondents' preferred careers in science. According to the data acquired, none of

the respondents choose a career in mathematics. Some respondents took the

STEM strand; however, their job aspirations do not fit under the STEM strand.

Cabin crew, agriculturist, and real estate agent are among the non-STEM jobs with

a total of 6 responders and a percentage of 3.

According to a different of reviewed studies, Asian country started seeing

an increase in STEM education research in 2013. According to Jayarajah et al.

(2014) and Lee et al. (2019), STEM has grown to be a phenomenon that draws a

lot of people. As a result, it is critical to understand how STEM implementations

have affected results for students, particularly at this time when Asia is

experiencing economic growth.

 32

Problem 3. Computed F-values for career preferences and profiles of the

graduating senior high school STEM students?

Table 5 presents the significant relationship between the career

preference of the students and Profiles of the Respondents.

Table 5

Computed F-values Career preferences and Profiles of the Respondents

Verbal
Variables F-values p-values Ho at .05
Interpretation

Sex 2.074 0.98 FR NS

Monthly Family
3.01 0.62 FR NS
Income

Age 3.08 0.547 FR NS

Table 5 reveals that the computed F- values and p-values which are greater

than .05 level of significance. Since the p-value is greater than 0.05 level of

significance, the null hypotheses were failed to reject, indicating that there is no

significant difference between the career preferences of STEM students and profiles

of the respondents.
 33

From the results of the data gathered, there is no significant relationship

between the career preferences of the STEM students. Regardless of their gender,

monthly family income, and age; Accepting the hypothesis with the F-values of

2.074, 3.01, and 3.08 and a p-values of 0.98, 0.62, and 0.547 respectively that is

greater than 0.05 level of significance.

Joseph and Julius (2017) claims that the research shows that adolescents'

perceptions of the various employment worlds are not considerably influenced by

their ages between 15 and 17 years old. This finding conflicts with Salami (2008)

discovered that gender has no appreciable bearing on an adolescent's maturity in

terms of profession choice.

Akpochafo (2021) asserts that there is no appreciable variation in the

challenges faced by secondary school students in choosing profession decisions

based on age. Age therefore has no bearing on the challenges associated with

making professional decisions.

 Chapter 4

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter shows the summary of findings, conclusions, and

recommendations forwarded in light of the conclusions of the study.

Summary of findings

After the conducting the study, the researchers drew the following findings:

1. The majority of respondents are female, aged 18-19, with the lowest income

level, indicating that future researchers should consider these demographic

characteristics when analyzing their responses.

2. The respondents primarily preferred science-related careers, with none

aspiring to work in mathematics, and some chose non-STEM careers.

3. These career preferences have no significant relationship in terms of their

age, gender, and monthly family income. The hypothesis was accepted and

has a P-value greater than the level of significance, which is 0.05.

Conclusions

Based on the findings of the study, the following conclusions are drawn:

1. The respondents are at the right age to decide what career they want to

pursue after senior high school, regardless of their status in life, sex, and

strand.

2. The respondents have different preferred careers, whether they are related

to their strand or not

 35

3. Their profile has nothing to do with their career preferences, and choosing

a career is a matter of self-decision.

Recommendations

On the basis of the findings and conclusions, the following recommendations

are offered:

The students from an early age may be properly guided, instructed, and

supported so they can undertake the essential training to pursue the most suitable

career for them.

The Parents may support and enlightened their children about decision

making in career selection.

The Teachers may make students realize that choosing a career involves

several considerations. Teachers may assist the students in identifying their goals

and doing an unbiased analysis of their options.

The school administrators who were in charge of school career advising

and programs were encouraged by the researchers to conduct a career campaign

seminar so that they are aware of the main factors influencing students' career

decisions.

The career guidance may develop program with the goal of helping

students become more aware of their personalities, interests, talents, and

shortcomings. From there, the career counseling offers advice on decision-making

and career choices as a step in pursuing desired occupations.

 36

REFERENCES

ACT, Inc. (2015). The condition of college & career readiness 2015.

https://files.eric.ed.gov/fulltext/ED563779.pdf

Adebusuyi, O. F., Bamidele, E. F., & Adebusuyi, A. S. (2022). The role of

knowledge and epistemological beliefs in chemistry teachers STEM

professional development and instructional practices: Examination of

STEM-Integrated classrooms. European Journal of Science and

Mathematics Education, 10(2), 243-255. https://doi.org/

10.30935/scimath/11799

Akpochafo, G. O. (2021). The impact of age and type of school in career

decision-making difficulties. Journal of educational and social research,

11(1), 1. https://doi.org/10.36941/jesr-2021-0001

Bolds, T. (2017). A structural and intersectional analysis of high school students’

STEM career development using a social cognitive career theory framework

(Published Dissertation). Syracuse University, Syracuse, New York.

Bouchrika, I. (2023). STEM careers: 2023 guide to career paths, options & salary.

(2023, October 10). Research.com. https://research.com/careers/stem-

careers?fbclid=IwAR1P1z3Kva1-7ffyiaNu41nbjP4bEV9qDXbxwv-

YVdbh328FpOCqIAnaUjg
 37

Chen, X., & Weko, T. (2009). Students who study science, technology,

engineering, and mathematics (STEM) in postsecondary education. U.S.

Department of Education.

Cohen, L., Manion, L., & Morrison, K., & Ebooks Corporation. (2011; 2013; 1993).

Research methods in education (7th ed.). Abingdon, Oxon; New York:

Routledge. dio:10.4324/9780203720967

Cohen, S. (2018). Study finds STEM courses cost more than humanities, social

sciences. The daily free press. Retrieved from,

https://dailyfreepress.com/2018/12/06/study-finds-stem-courses-cost-

more-than-humanities-social-sciences/

De Loof, H., Boeve-de Pauw, J., & Van Petegem, P. (2022). Integrated STEM

education: The effects of a Shulga et al. / learners’ career choices in STEM

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Higher Education Research Institute. (2010). Degrees of success: Bachelor’s

degree completion rates among initial STEM majors. HERI Report Brief.

Jayarajah, K., Saat, R. M., Rauf, A., & Amnah, R. (2014). A review of science,
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technology, engineering & mathematics (STEM) education research from

1999-2013: A Malaysian perspective. Eurasia Journal of Mathematics,

Science & Technology Education,

10(3). https://doi.org/10.12973/eurasia.2014.1072a.

Joseph, F., & Julius, O. A. (2017). Adolescents’ gender and age as correlates of

career choice among secondary school students in southwest nigeria.

advances in social sciences research journal, 4(4).

https://doi.org/10.14738/assrj.44.2657

Mattern, K., Radunzel, J., & Westrick, P. (2015). Development of STEM readiness

benchmarks to assist educational and career decision making. ACT

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to-doing-your-research-project.pdf

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adolescents' career choice in Badagry local government area of Lagos

state, Nigeria, 4(4), 44-57. Retrieved from http://iosrjournals.org

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(2018). Senior high school and the labor market: Perspectives of grade 12

students and human resource officers. In discussion paper series, No.

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and Research Publications, 9(1), 421-431.

Patton, M. (2013). ATE had role in the naming of STEM.

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administration promise to invest $200 million in STEM education.

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administration-promise-invest-200-millionstem-education

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/12601
 41

APPENDICES
 42

APPENDIX A
GANTT CHART

2022 (1st semester) 2023 (2nd semester)

Activity Aug Sep Oct Nov Dec Jan Feb Mar Apr May Aug Sep

1. Title Proposal

2. Chapter 1

3. Chapter 2

4. Finalization
of chapter 1
and 2
5. Colloquium

6. Creating and
adapting
research
instrument

7. Looking for
adviser,
language
critic, and
statistician
8. Preparation
of request
letter for
adviser,
language
critic, and
statistician
9. Consultation
of instrument

10. Validation of
instrument

11. Letter to
conduct

12. Conducting
research
13. Chapter 3 and
4
14. Final defense

Figure 7.
Gantt chart of the study.
 43

APPENDIX B
LETTER OF REQUEST FOR ADVISER
44
 45

APPENDIX C
LETTER OF REQUEST FOR A LANGUAGE CRITIC
46
 47

APPENDIX D
LETTER OF REQUEST FOR STATISTICIAN
48
 49

APPENDIX E
LETTER OF REQUEST TO CONDUCT A STUDY
50
 51

APPENDIX F
LETTER OF PERMISSION TO GATHER DATA
52
53
54
 55

APPENDIX G
LETTER TO THE RESPONDENTS
 56

APPENDIX H
LETTER FOR VALIDATION OF RESEARCH INSTRUMENT
57
 58

APPENDIX I
CERTIFICATE OF VALIDATION
 59

APPENDIX J
RESEARCH INSTRUMENT

CAREER PREFERENCES OF SCIENCE, TECHNOLOGY, ENGINEERING, AND

MATHEMATICS (STEM) STUDENTS IN RODRIGUEZ RIZAL

To Respondents: This survey covers questions regarding CAREER PREFERENCES OF

SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) STUDENTS
IN RODRIGUEZ RIZAL. Researchers from the University of Rizal System created this
questionnaire. The questionnaire takes roughly 10 minutes to complete. There are no right
or wrong answers. Data will be treated anonymously, and results will be presented on an
aggregated basis with no possibility of identity.

Part I Part II
1.1 Age 2.1 Career Preferences
16-17
18-19 SCIENCE
20-21 Medical Doctor
Science Teacher
Others (Please specify): Nurse
Pharmacist
1.2 Gender Chemist
Male Others (Please specify):
Female
TECHNOLOGY
Computer Technician
1.3 Monthly Family Income Medical Technologist
Below 5,000 Others (Please specify):
5,000 to less than 10,000
10,000 to less than 15,000 ENGINEERING
15,000 to less than 20,000 Engineer
20,000 to less than 25,000 Architect
25,000 above Others (Please specify):

MATHEMATICS
Statistician
Math Teacher
Others (Please specify):

Others (Please specify):

 60

APPENDIX K

CERTIFICATION FOR REPRODUCTION

Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM
Province of Rizal

COLLEGE OF EDUCATION
Rodriguez Campus

CERTIFICATION FOR REPRODUCTION

This is to certify that the manuscript entitled “CAREER PREFERENCES OF
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM)
STUDENTS IN RODRIGUEZ RIZAL” presented by Rodolfo Jr. S. Buenaflor,
Trisha Mae A. Dimol, and Rhodora Mae R. Mestiola had been edited and
accepted all the suggestions of the panel examiners and that the English grammar
and statistical computation had been carefully checked.
Therefore, the final draft is now ready for reproduction.

MAY A. CORTEZ, MAT

Chairperson

MICHELLE GARCIA, MSc. CAR

Adviser

EMMANUEL M. LLARENAS, MAT

Statistician

ROMI M. DELA CRUZ, MAT

Language Critic
 61

Trisha Mae A. Dimol

389 Litex Rd. Brgy. Commonwealth, Q.C.

[email protected]

09354102021

OBJECTIVE

A disciplined and driven worker capable of managing their time and completing
tasks under pressure in any situation.

PERSONAL INFORMATION

Age : 21

Birthdate : January 9, 2002

Birthplace : Quezon City

Height : 5'0

Weight : 40kg

Nationality : Filipino

Religion : Roman Catholic

Civil Status : Single

Mother's Name : Myrna A. Dimol

Father's Name : Herminio T. Dimol

EDUCATIONAL BACKGROUND

TERTIARY : University of Rizal System- Rodriguez (2020 – Present)

SECONDARY : Baras-Pinugay Integrated High School (2018-2020)

Baras-Pinugay Phase 2 National High School (2016-2018)

Batasan Hills National High School (2014 – 2016)

PRIMARY : Commonwealth Elementary School (2008 – 2014)

 62

Rhodora Mae R. Mestiola

39 Narra St. Area A Talanay Batasan Hills Quezon City

[email protected]

09167231440

OBJECTIVE

Getting a chance to work in a situation where I can use my abilities and aid in the
expansion of the company.

PERSONAL INFORMATION

Age : 22

Birthdate : October 25, 2001

Birthplace : Quezon City

Height : 4'11

Weight : 36kg

Nationality : Filipino

Religion : Roman Catholic

Civil Status : Single

Mother's Name : Annabelle P. Rey

Father's Name : Armando M. Mestiola Jr.

EDUCATIONAL BACKGROUND

TERTIARY : University of Rizal System- Rodriguez (2020 – Present)

SECONDARY : Batasan Hills National High School (2014 – 2020)

PRIMARY : San Diego Elementary School (2008 – 2014)

 63

Rodolfo Jr. S. Buenaflor

282 De Gloria Extension, Talanay B Batasan Hills Quezon City

[email protected]

09385347905

OBJECTIVE

Work well in a team as well as on solitary initiatives. I have a thirst for information
and am always keen to learn new skills to help myself and the organization.

PERSONAL INFORMATION

Age : 23

Birthdate : July 13, 2000

Birthplace : Camarines Sur

Height : 5'6

Weight : 46kg

Nationality : Filipino

Religion : Roman Catholic

Civil Status : Single

Mother's Name : Maria Gina S. Buenaflor

Father's Name : Rodolfo Sr. R. Buenaflor

EDUCATIONAL BACKGROUND

TERTIARY : University of Rizal System- Rodriguez (2020 – Present)

SECONDARY : Batasan Hills National High School (2018 – 2020)

Balaton National High School (2014 – 2018)

PRIMARY : Lagonoy North Central Elementary School (2008 – 2014)