KINDS OF HISTORICAL

QUALITATIVE RESEARCH

GROUP 5
JONJIE ALFANTE
HAROLD LARITA
ANGEL ANN MANACAP
JANSI ABABA
HISTORICAL RESEARCH

Research
What Is Historical Research?
Historical research is a research methodology that allows people to study
past events that have molded the present. This investigation involves
systematically retaking the pieces of information from one or more data
sources which can let you, as a researcher or a detective, create a theory
of how a phenomenon happened to be in its present situation. Although this
type of research usually uses primary sources, such as journals and
testimonies in many forms, the data it gets may also come from secondary
sources, such as textbooks in the public library, newspapers, etc. Due to
the nature of historical research, comparing and preserving historical
records can also be good reasons to conduct this kind of research.
Pursuing STEM Careers: Perspectives
of Senior High School Students
Article history
Received:
Received in revised form:
12.05.2020
Accepted:
28.05.2020
INTRODUCTION

 STEM education has become increasingly important in society, with many students
starting skipping out of school to pursue a STEM field career. Globalally, the demand
for STEM graduates is high, but students' interest in STEM careers is declining. In
Australia, the prevailing view is that the workforce and economy require additional
STEM skills and knowledge to support productivity. The US has given a strong focus to
the STEM-related industries to alleviate the number of students engaging in
postsecondary participation in STEM education. Malaysia is in dire need of a workforce
in the year 2020, but despite the government's commitment, it is still struggling to
meet the human market.

 The Philippines has a low STEM graduates and is only having 189 scientists per million,
which is below the UNESCO recommendation. The Commission on Higher Education
(CHED) report revealed that the completion rate across STEM areas based on the
average 5-year data until 2022-2017 is only 21.10%. The Department of Education
(DepEd) started implementing the Senior High School under the K to 12 program in the
Philippines, which provides adequate knowledge and skills to prepare students for
future employment. This research explores the reasons why SHS students enrolled in a
STEM-related field and whether they will pursue a STEM career. The research gap also
hopes to address the shortage of studies on the career path of Filipino students who
enrolled in STEM-nstrand.
STEM EDUCATION

 The STEM strand focuses on advanced concepts and topics, allowing students
to become a pilot, an architect, an astrophysicist, a biologist, a chemist, an
engineer, a dentist, a nutritionist, a nurse, a doctor, and a marine engineer.
Proponents of the K to 12 law argue that SHS graduates can work or engage in
entrepreneurial activities if they choose to do. More than half (50%) of high
school graduates directed in the STEM strand. STEM majors are not prepared
for college coursework, and the term integrated STEM education is used
loosely and not carefully distinguished from related terms such as connected,
unified, interdisciplinary, multidisciplinary, cross-disciplinary, or
transdisciplinary. Evolving learners' understanding and appreciation utilizing
integrated content, abilities, and thinking interactions is not a stress-free
task.
 STUDENT’S INTEREST IN STEM
Students' interest in STEM careers is influenced by their perception of
their potential careers and potential earnings, particularly for Southeast
Asian women.
 PURSUING STEM RELATED CAREERS
The most important details in this text are the five categories of understanding and
experiences of students in STEM-related careers: students' thinking of engagement,
challenges influencing engagement, teachers' facilitation of engagement, course
assignments, and engagement, and facilitation of content utility. Trusty (2002) states
that the likelihood of women choosing STEM majors is affected by encouraging students
to take the most academically intensive math courses such as trigonometry, pre-
calculus, and calculus. McCharen and High (2010) states that there are higher
enrollment and persistence rates in STEMrelated postsecondary degree programs to
those students who were able to complete their high school pre-engineering programs.
The K to 12 program implementation helped the students to be prepared in their future
career, and the career guidance program assisted them in deciding the best career to
be taken in the future. However, many STEM students fail to finish their chosen careers
due to lack of scholarship opportunities, lack of parental support, and other factors .
 THEORETICAL FRAMEWORK
The present study is based on the Social Cognitive Career Theory (SCCT), which is
developed by Lent, Brown, and Hackett (1994) to understand the relationship
between career choice, interest, and performance processes. It is divided into
two levels of theoretical analysis and focuses on the performance of cognitive
person variables and the breakdown of variables that might influence career-
related interests and behaviour. Staunton (2015) suggests that choosing the best
career or education program that fits the student's personality will lead to better
career well-being, success-job satisfaction, good grades, and graduation on time.
METHODOLGY

 This research used a descriptive qualitative approach as a research tool to

identify who is involved and where things take place in a specific phenomenon.
According to Lambert and Lambert (2012), the purpose of qualitative descriptive
studies is to summarize specific events skilled by using individuals or groups of
individuals. The present study is descriptive qualitative research as it described
the perspectives and experiences of Grade 12 STEM senior high school students in
their career interest, motivation, and aspiration concerning STEM. The role of
the researchers in qualitative research is to attempt to access the thoughts and
feelings of study participants. The researchers sought to gather information
about the perspectives of STEM students through a one-on-one interview and
transcribed, analyzed, and interpreted them.
 The researchers used audio recording for data collection and transcribed
recordings into written form. The audiotapes and transcripts were kept in a
secure folder and stored in a locked cabinet as they contained sensitive
information relevant to the research. Qualitative research is about understanding
the world from the participants' perspectives. The collected data was then
subjecteThe researchers used audio recording for data collection during the
interview. d to validation from a research expert who checked andnexamined the
transcripts for validity and accuracy.
 PARTICIPANTS AND ETHICAL CONSIDERATIONS
 This study was conducted in a public secondary school in Zambales, Philippines for the
school year 2018-2019. The school offers two tracks in SHS, the Academic Track and the
Technical, Vocational, and Livelihood (TVL) track. The participants were chosen
through purposive-convenience sampling, which is a type of non-probability sampling
where the target participants meet specific practical criteria. The selection criteria for
the participants were currently enrolled in STEM-related careers, Grade 12, 11
students, and 10 female and 10 male students aged between 16 to 19. The most
important ethical considerations for this research were the availability of information
at the given time, confidentiality, informed consent, and researcher's potential impact
on the participants.
 DATA COLLECTIONS
The structured interview guide was used to gather data and explore STEM students'
reasons for choosing STEM and their career path after graduation. Key questions
included are: are you interested in STEM, why did you enroll, what career do you want
to pursue after college, and why will you pursue or not pursue a STEM-related career.
 Data Collection Procedure
The study was guided by the following procedures as shown in Figure 1
DATA ANALYSIS
 is a process that involves transcribing recorded interviews to an extended text. The participants'
responses were translated to English for better understanding. The researchers assigned broad
code (SS) to the participants, which was followed by participant number and sex. The themes
emerged in the study were subjected to member checking procedure via session. Through
informal interviews and member checking, the researchers assured the trustworthiness and
truthfulness of the data collected.
 Findings
 Students’ Interests in STEM field
Table 1 shows the students’ interest in STEM field.
 Theme 1. Interested in biology
Nine Grade 12 senior high school (SHS) students indicated that they are interested in
biology. One participant said, “May aspects lang po ng science like biology po (There are only
specific aspects which I like in Science specifically biology).” Another student also mentioned,
“Hindi po talaga ako mahilig sa chemistry, mga biology lang po (I don’t like chemistry, I prefer
biology more).” This implies that almost half of the participants are more interested in Biology.
They are more interested in the parts of the human body and biology-related experiments.
Table 1. Students’ interest in STEM field
Theme Significant Statement Frequency
Interested in Biology There are only aspects of science like biology.
[SS7, Female]
9
Not really interested I do not like it that much. Just a little bit. [SS5,
Female]
6
Interested in Chemistry Other fields such as biology and chemistry are
okay with me. [SS17, Female]
3
Interested in General Science Because science provides vast knowledge. [SS16,
Male]
3
Interested in Earth and Space
Science
Because it is interesting to study the solar system
and the parts of the body or anatomy. [SS18, Male]
3
Interested in Physics For me, Physics is so interesting. [SS4, Female] 2
Interested in Mathematics Just a little, because I like mathematics. [SS1,
Female]
1
 Theme 2. Not really interested
Among the participants, six of them say that they are not really interested in science
even they enrolled under STEM strand. One male participant said, “kasi po yung ibang
branches niya po ayaw ko” (I am not interested in other branches). This implies that some of
the participants are not really interested in science because they don’t like the other branches
of science.
 Theme 3. Interested in chemistry
Three Grade 12 SHS indicated that they are interested in chemistry. One student said,
“Parang nandoon lang yung interest ko sa iba, halimbawa kapag ang pinag-uusapan namin
about experiment, doon natutuon yung attention ko (I think I just want an specific field of
science, for example, when we talk about the experiment, it can get my attention).” This implies
that only variant participants are interested in chemistry. Some of them are interested in doing
chemistry experiments.
do
 Theme 4. Interested in general science
Meanwhile, three of the participants indicated that they are interested in general science.
Two of them said that since their elementary days, they already have an interest in general
science. One student said, “kasi po sa science malawak yung kaalaman (Science has a wider
knowledge).” Some of them said they gain their interest in general science when they are still
in elementary.
 Theme 5. Interested in earth and space science
Some of the students show that they are more interested in earth and space science. One
participant mentioned “kasi kapag sa solar system mga ganun at saka mga parts ng body,
interesting siyang pag aralan” (I am interested when the topic is all about the solar system and
other celestial bodies). This implies that students can be attentive in the discussion of celestial
bodies.
 Theme 6. Interested in physics
As indicated by the participants, physics is more interesting than chemistry. Two of
them preferred physics than chemistry. According to one of the participants, “medyo dehado
po sa chemistry (I lack conceptual understanding in chemistry).” This implies that only very
few participants are interested in physics. They both said that they prefer physics than
chemistry.
 Theme 7. Interested in Mathematics
Only one of the participants shared that she is not interested in mathematics which is
another STEM discipline. This implies that other students are interested in other STEM
disciplines like mathematics, technology, and engineering.
 Students’ Reasons for Enrolling in STEM Strand
 Table 2 revTable 2. Reasons of students for enrolling in STEM strand
 Theme Significant Statement Frequency
 Alignment to the preferred course in college
I enrolled in STEM because it is inclined to the course in
college that I am going to take. [SS15, Male],10
 Interest in STEM disciplines
In STEM, knowledge is broader than other subjects. [SS18,
Male],5
 Peer influence Influence only of my friends. [SS13, Male] 4
 Quota of course issue At first, I want to take accounting but when I transferred
here, I took STEM instead because ABM (accountancy and
business management) is not available. [SS8, Male],1
 Personal choice It was my personal choice. [SS16, Male] 1eals the reasons of students in selecting STEM as their chosen
strand
 Theme 1. Alignment to the preferred course in college
Half of the participants cited that their reason for enrolling under the STEM strand is because it was aligned in
their preferred course in college. One of the participants said she entered in STEM strand because she wanted to
pursue Radiology Technician in college. This implies that in choosing strand in senior high school, it must be
aligned to your desired course in college.
 Theme 2. Interest in STEM disciplines
Five participants cited that STEM covers broader topics unlike other strands. One of the participants believed
that, “sa STEM po kasi mas wide yung knowledge kesa dun sa iba” (One can have a broader knowledge in STEM).
This implies that some students enrolled in STEM to advance and widen their knowledge of different STEM
disciplines.
 Theme 3. Peer influence
Peer has a significant impact on the career choice of the students nowadays. Results reveal that four
participants stated that they chose STEM strand because of peer influence. This
implies that peer influence can be a significant factor in a student’s career decision.
 Theme 4. Quota of course issue
Quota course issue is also a factor why students choose STEM as their strand in senior high school. One of the
participants shared his experience that he wanted to pursue accounting but the ABM strand was not offered in
the school he enrolled in. This implies that there’s a student who enrolled in STEM strand because of quota
course issue.
 Theme 5. Personal choice
Only one of the participants enrolled under the STEM strand reasoned out personal choice. Interestingly, personal
choice is not a common reason among the participnats forenrolling in STEM course.
 Students’ Career Path after Graduating in College
 Table 3 shows the career path that the students wanted to pursue after graduating in
 college.
 Table 3. Careers that student wanted to pursue after graduating in college
 Theme Specific Career Frequency
 Engineering and technology Civil Engineer
Mechanical Engineer,12
 Non-STEM careers Military
Criminology
Psychology,Accountancy,5
 Medical and allied Doctor of Medicine,Nurse,2
 Mathematics Bachelor of Secondary Education Major in Mathematics 1
 Information Technology Information Technology 1
 Science Bachelor of Secondary Education Major in Biological Science,1
 Theme 1. Engineering and technology
Twelve participants in this research said that they want to pursue engineering and technology after graduating from
college. Almost half of the participants show interest in engineering technology and show firmness they want to pursue it
after graduating from college.
 Theme 2. Non-STEM Careers
If the students are enrolled in STEM strand, it means that they also have the intention to continue a STEM career.
However, five participants stated that they wanted to pursue a nonSTEM career in the future. One of the students said
that, “parang interest ko lang yung science, pero ang balak ko talagang ipursue is military or criminology” (In some way
science is m interest, but my plan is to pursue military or criminology). It implies that some of the participants wanted to
pursue a non-STEM career even if they majored in STEM.
 Theme 3. Medical and allied On
the other hand, two participants choose to pursue medical allied as their career in the future. This career path
includes doctor of medicine, nurse, medical technologist, and radiologist.
 Theme 4. Mathematics Only
one of the participants wanted to pursue mathematics because he wanted to pursue degree in mathematics teaching.
Careers in mathematics education are diverse and rewardingand are in demand especially in the basic education in the
country.
 Theme 5. Information Technology
One of the participants wanted to pursue information technology. It indicates that, despite being in the era of new
technology, there is only one participant who wants to pursue career-related to information technology. Information
technology discipline is an important area of study especially at the onset of Education 4.0.
 Theme 6. Science
Another participant wanted to pursue science because he wanted to pursue a teaching career in
science. Science education is an essential building-block of society’s progress.
 Students’ Reasons in Pursuing or Not Pursuing STEM-related Careers
 Table 4 presents students’ reason in pursuing or not pursuing science-oriented careers.
 Table 4. Students’ reason in pursuing or not pursuing STEM-related career
 Theme Significant Statement Frequency
 Personal aspiration ,Because that is my dream, I really want to be a Doctor to help my
fellowman. [SS6, Female],11
 Family influence, (Because I was also inspired by my brother because he is good when it
comes to electricity and also my dad.) [SS5, Female],2
 Better job opportunity, Because there are lot of projects in civil engineering. Not just here in
the Philippines, but also in abroad. [SS15, Male],2
 Prospect for attractive compensation,I know that opportunity is better because of the high
salary.) [SS1, Female],1
 Interesting field to study,I am really excited to take psychology because they study different
 things. [SS2, Female],1
 Financial constraint* Because of financial problem.) [SS9, Male], 1
 Relevant skills, I love to explain. For example, there is a topic, I feel happy to explain about it. [SS11, Male],1
 Service for one’s country*,I want to fight to protect my country. [SS12, Female] 1
 Desire to help the family,To help my family. [SS16, Male], 1
 Preferred strand not offered ,I should be in HUMMS but there is no HUMMS here so I took STEM, instead. [SS17,
Female],1
 Influence of immersion,I really want to take civil engineering but an engineer advised me to take other area in
engineering because there are so many civil engineer. [SS18, Male],1
 Inspired by teachers ,I help my STEM teacher, so maybe that is the reason why I got inspired. [SS20, Male],1
 Peer influence, I want mechanical engineering because of influence of my friends. [SS17, Female],1

 Theme 1. Personal aspiration

More than half of the participants have chosen STEM because this is their personal preference. Their passion and goals in
life pushed them to do pursue what they want. One of the participants said that, “Kasi po pangarap ko po yun, gusto ko
po talagang mag doctor para makatulong sa kapwa ko (This is my dream, I really want to be a doctor because I wanted to
help my countrymen).”
Theme 2. Family influence
Family serves a significant influence on the life and career development of the students. Family can shape their
perceptions in choosing a specific career. Some of the students rely on their families when they decide on their life. Two
participants were inspired by their family to pursue their preferred careers.
 Theme 3. Better job opportunity
Students in this generation are pragmatic when it comes to their future plans. In choosing their future career,
they prefer to choose a career that fits their strengths and interess. Furthermore, they pursue career that will
give them the best opportunity to succeed in their life. Two participants took up STEM to land on a better job.
One of them shared, “Kasi po marami po siyang project yung civil engineering. Hindi lang po dito sa Pilipinas,
kung hindi pati na din po sa abroad (Civil engineering is so in demand. Not only in the Philippines, but also in
other countries).” It suggests that the participants are mindful of having a better job opportunity to raise their
family from poverty and augment their family income.
Theme 4. Prospect for attractive compensation
Salary is one of the reasons why students choose a better course or a career to pursue. One participant
emphasized that, “Alam ko pong mas maganda yung opportunity dahil nga po sa sahod na din po (I know it will
give me a good opportunity because of a high salary).” This implies that some students pursue career fin STEM
due to attractive salaries.
Theme 5. Interesting field to study
One participant decided not to pursue STEM-related course because she is interested inother disciplines. This
implies that not all students who enrolled under STEM strand will pursue a STEM career.
Theme 6. Financial constraint
Lack of money can limit and control a person’s decision in life. One of the participants cannot continue his chosen
career because of monetary constraints. Financial constraints can be a potential challenge for the students in
finishing their career paths.
 Theme 7. Relevant skills
Skills and capabilities are beneficial to students as these give them the confidence toperform the things entailed in their chosen
fields. One participant will pursue his chosen career because his skill fits the job he wanted to take. This indicates that skill can be
an essential factor in pursuing a career. In choosing a career, suitability to the interest of the students is given utmost importance.
 Theme 8. Service for one’s country
One of the participants decided not to pursue military training, a non-STEM career,because of the need to serve her country. The
participant shared her perception that “Gusto ko pong makipaglaban para sa bayan (I want to fight for the glory of my country).”
Theme 9. Desire to help the family
Interestingly, one student indicated his desire to help this family as one of the reasonswhy he pursue career in STEM. This may
suggest that Filipino students pursue college education mainly to help their families.
Theme 10. Preferred strand not offered One participant
enrolled in STEM because her preferred major is not available. The participant indicated that, “Hindi po talaga mechanical
engineering yung gusto ko po. Gusto ko po talaga hotel and restaurant management (HRM) (Mechanical engineering is not really my
choice. I want to take HRM).” This infers that personal preference is sometimes sacrificeddue to the unavailability of the program
in the school.
Theme 11. Influence of immersion Due to
immersion, one participant will likely pursue STEM-related career. The student
said that he will pursue engineering because he was inspired by the engineers he met during the
internship program which is part of their curriculum. Social environment can be an influential
factor in career path of the students.
 Theme 12. Inspired by teachers
Teacher touch the hearts and minds of the students. One participant shared that “Sa akin pinapagawa yung
gawain ng teacher kaya siguro ano, nainspire po ako (I was inspired by my teacher because my teacher let me do
the paperworks).” Her statement indicates that teaching can be an attractive career for some students as they
see their teachers as role models.
 Theme 13. Peer influence
Some of the students rely on their friends for their futue plans. One participantsaid,“Impluwensiya din po ng
mga kaibigan ko yung Mechanical Engineering (I want to take mechanical engineering because of the
influence of my friends).” His statement clearly showsthat peers can influence one’s decision in choosing a
career.
DISCUSSION
 The study found that senior high school students are most interested in science-related disciplines,
such as biology, chemistry, physics, and earth and space sciences. To increase interest in chemistry
courses, teachers need to promote a great concept and knowledgeable ideas of how space
explorations will benefit society and contribute to the environment. STEM career interest is
influenced by academic achievement, family support, and gender, with 40% of students switching to
other subjects.
 Students enrolled in STEM disciplines are often motivated by their alignment to their preferred
course, interest in the field, peer influence, quota of course issue, and personal chpice. Interest is
also a key factor in science education, as it is a quintessential component of economic progress and
self-sufficiency. Peer influence can also influence student's decisions in choosing courses, as they
often experience difficulty with others as they matriculate. Schools may limit the number of students
enrolled in the different programs or the quota course policy, so not all students can enrol in one's
preferred course. The main reason why some students don't pursue STEM degrees is due to a lack of
financial support, family support, and cultural capital.To improve their interest in science,
universities need to provide structured academic supports such as bridge programs, supplemental
instruction, and tutoring. Additionally, students must be equipped with the necessary scientific skills
and focus on values to increase their persistence. Finally, only a few students are pursuing medical
and allied fields, mathematics, information technology, and science; and non-STEM career.
 The most important details in this text are the reasons for pursuing or not pursuing a
STEM-relate career, such as personal aspiration, family influence, better job
opportunity, prospect for attractive compensation, interesting field to study,
relevant skills, desire to help the family, preferred strand not offered, influence of
immersion, inspired by teachers, and peer influence. STEM career aspirations have
increasingly received attention all over the world, and many young people grow up
dreaming similar to their parents' profession. Family belonging is an important
factor in STEM entrance, and those who take STEM strands are more likely to be
employed and stick to one full-time job after graduation. Lack of money is a major
problem for students to achieve their dreams, and it is important to know what
course to pursue in college. Service for one's country is also a positive reason, but it
is not a STEM-related career. Patriotism is a great thing that one person can do for
their country.
 Biliran (2018) and MohrSchroeder et al. (2014) suggest that informal learning
environments boost student's awareness and interest in STEM, while teachers and
peers influence students why they pursue STEM careers. Personal aspirations and
family are also strong influences in the students' choice of a STEM career.
CONCLUSIONS AND RECOMMENDATIONS
 The study focused on the perspectives of senior high school students in choosing STEM and pursuing
STEM-related careers. It found that alignment to the preferred course in college is the primary
reason for students, and that personal aspiration is the main reason for pursuing a STEM-related
career. The study recommends that senior high schools design activities during the career week,
conduct career guidance seminars, and provide orientation to STEM teachers. Additionally, personal
development programs and family mentoring sessions should be conducted to guide students in their
career selection, and a collaborative, authentic, and goal-oriented learning environment must be
created to meet the demand of Industrial Revolution 4.0.

 Limitations and Future Directions

Further studies are needed to explore other dimensions of career choice of STEM
students, and to validate the derived perceptions of students in pursuing STEM-related
careers.
Acknowledgments
 The authors would like to extend their sincerest thanks to the Department of Education
 – Schools Division of Zambales for the approval to conduct the study, to the school principal
 of the respondent-school for the assistance, and to the STEM students for the active
 participation to take part in this investigation. The authors are also indebted to the professors
 and critics of the College of Teacher Education of the President Ramon Magsaysay State
 University (PRMSU) – San Marcelino Campus for the constructive criticisms in the
 improvement of the paper. To the journal editors and external reviewers for the suggestions
 which enhanced this research article.

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