STEM Curriculum Implementation and Academic Performance of Senior High School Students

Abstract

The study primarily focused on determining the extent of implementation of the Science, Technology, Engineering, and Mathematics (STEM) curriculum in the University of Northern Philippines. The research looked into the profile of 12th Grade STEM students including their academic performance. It also determined the extent of implementation of STEM curriculum. This study employed the descriptive-correlational research design in determining students’ profile and extent of the STEM curriculum implementation as it correlates to academic performance. It involved 189 student-respondents and five faculty advisers to answer the questionnaires. This study passed through the ethics review committee of the university. Data gathered were analyzed using frequency and percentage, weighted mean and simple correlational analysis. Results showed that majority of the students are female who attended public high school and obtained 85-89 general weighted average rating. The extent of STEM curriculum implementation is very great. There is a significant relationship of students’ sex and GWA to their academic performance. However, it showed that the type of Junior high school they graduated from and their academic performance have no significant relationship. Moreover, the extent of STEM curriculum implementation has no significant relationship with students’ academic performance. It is recommended that science and mathematics grades could be the basis for academic performance. It is also encouraged that science and mathematics teachers undergo training in curriculum planning and implementation.