Activity 5: Relevant Theories

Impacts of Open Admissions Policy on Educational Involvement Among Grade 11 STEM

Students at Marcial O. Rañola Memorial School

Neljohn M. Llenaresas

Angelica O. Poblacion

Arlan O. Batifora

Bealyn Keziah O. Azures

Cielo May D. Hizon

11 – STEM B: Group 1

1. Theory title: Theory of Justice

Theorist: John Rawls

Theory statement: The central concept of “justice as fairness” summarizes the core

principle of this theory, which seeks to establish a just society based on principles of

equal basic rights, liberties, and fair opportunities for all individuals, while also allowing

for social and economic inequalities that benefit the least advantaged (Rawls, 1971).

Theory explanation: John Rawls’ Theory of Justice presents a comprehensive

framework for understanding and achieving justice in society. Rawls proposes two main

principles that should guide the structure of a just society:

1. Principle of Equal Basic Rights and Liberties. The first principle emphasizes that

everyone should have an equal right to the most extensive basic liberties

compatible with similar liberties for others. This encompasses freedoms such as

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Activity 5: Relevant Theories

freedom of speech, freedom of conscience, and the right to vote. Rawls contends

that these basic rights and liberties are inviolable and should be protected for all

individuals (Rawls, 1971).

2. Difference Principle. The second principle, known as the difference principle,

allows for social and economic inequalities as long as they result in benefits for

the society’s least advantaged members. According to this principle, inequalities

in wealth and social positions are permitted only if they benefit the society’s

poorest members (Rawls, 1971).

Rawls contends that these principles should serve as the foundation for constructing a just

social contract and determining the allocation of social and economic benefits within a

society. He emphasizes the significance of fairness, equality, and the well-being of the

least advantaged in establishing a just social order.

Theory’s relationship to the present study: The Theory of Justice provides a

framework for evaluating the fairness, equality, and social implications of open

admissions policies in education. The study could apply Rawls’ concepts to study and

assess the effectiveness, fairness, and equity of open admissions policies in encouraging

academic involvement and opportunities for Grade 11 STEM students.

2. Theory title: Meritocracy Theory

Theorist: Michael Young

Theory statement: Meritocracy theory states that individuals should be assessed based

on their capabilities and merits rather than on the basis of their social background

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Activity 5: Relevant Theories

(Bellows, 2009; Castilla & Benard, 2010; Poocharoen & Brillantes, 2013; Imbroscio,

2016).

Theory explanation: The theory explains the importance of considering an individual’s

capabilities in assessing them. It promotes equality as it does not look at a person’s social

background, rather, it focuses more on the abilities and competence of the individual.

Theory’s relationship to the present study: Incorporating meritocracy theory into the

theoretical framework of the study can provide a more nuanced understanding of how

meritocratic principles are mirrored in educational policies and practices. It can assist in

determining the strengths and limitations of open admissions policies in fostering equal

opportunity, merit-based selection, accomplishment, social mobility, and equity in STEM

education.

3. Theory title: Self-Determination Theory (SDT)

Theorist: Edward Deci and Richard Ryan

Theory statement: SDT suggests that people are intrinsically motivated to learn and

grow when their three basic psychological needs are fulfilled: autonomy, competence,

and relatedness (Ryan & Deci, 2017).

Theory explanation: As stated above, there are three basic psychological needs that are

essential for fostering self-determined motivation:

a. Autonomy. This refers to the need to feel in control of one’s actions and decisions.

Individuals who feel autonomous are more likely to engage in voluntary

behaviors and have a sense of ownership over their actions (Deci & Ryan, 2000).

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Activity 5: Relevant Theories

b. Competence. People have an intrinsic desire to feel competent and effective in

their interactions with the environment. When individuals feel competent, they are

more inclined to be engaged and persistent in their activities (Ryan & Deci, 2000).

c. Relatedness. This refers to the need to feel connected to others and to engage in

meaningful interactions. Individuals having a sense of relatedness are more likely

to feel motivated and satisfied in their interactions with others (Deci & Ryan,

2000).

SDT contends that these psychological demands are universal and necessary for

promoting well-being and optimal functioning. Individuals are more likely to experience

self-determined motivation when these needs are met, which is defined as intrinsic

motivation (engaging in activities for intrinsic satisfaction), extrinsic motivation

(engaging in activities for external rewards or outcomes), and amotivation (lack of

motivation) (Ryan & Deci, 2000).

Theory’s relationship to the present study: Incorporating Ryan and Deci’s

Self-Determination Theory principles into the study can provide a more thorough

understanding of the variables that influence students’ motivation, engagement, and

well-being. The study can offer useful insights into how open admissions regulations

impact STEM students’ experiences and outcomes by investigating the roles of

autonomy, competence, relatedness, and motivation.

4. Theory title: Ecological Systems Theory

Theorist: Urie Bronfenbrenner

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Activity 5: Relevant Theories

Theory statement: According to the theory, a person’s development is impacted by a

number of interrelated environmental systems, which might range from the person’s

immediate surroundings—like their family—to the larger societal structure—like their

culture (Bronfenbrenner, 1977).

Theory explanation: The theory emphasizes the importance of understanding how these

systems (microsystem, mesosystem, exosystem, macrosystem, and chronosystem)

interact and how they shape an individual’s development over time. It also highlights the

significance of considering both the immediate and broader environment in which a

person lives to understand their behavior and development comprehensively

(Bronfenbrenner, 1977).

Theory’s relationship to the present study: By taking into consideration the

interactions of the different ecological systems, the study can provide a deeper knowledge

of how environmental factors influence students’ STEM education experiences and

outcomes. The Ecological Systems Theory provides a comprehensive framework for

investigating the complex interplay of individual, interpersonal, institutional, and societal

factors that influence students' educational experiences.

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Activity 5: Relevant Theories

References

Bellows, T. J. (2009). Meritocracy and the Singapore Political System. Asian Journal of Political

Science, 17(1), 24–44. https://doi.org/10.1080/02185370902767581

Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American

Psychologist, 32(7), 513–531. https://doi.org/10.1037/0003-066x.32.7.513

Castilla, E. J., & Benard, S. (2010). The Paradox of Meritocracy in Organizations.

Administrative Science Quarterly, 55(4), 543–676.

https://doi.org/10.2189/asqu.2010.55.4.543

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and

the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.

https://doi.org/10.1207/S15327965PLI1104_01

Imbroscio, D. (2016). Urban policy as meritocracy: A critique. Journal of Urban Affairs, 38(1),

79-104. https://doi.org/10.1111/juaf.12262

Poocharoen, O., & Brillantes, A. (2013). Meritocracy in Asia Pacific. Review of Public

Personnel Administration, 33(2), 140–163. https://doi.org/10.1177/0734371x13484829

Rawls, J. (1971). A Theory of Justice. Harvard University Press.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic

motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

https://doi.org/10.1037/0003-066X.55.1.68

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in

motivation, development, and wellness. Guilford Press.

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