RESEARCH NEEDS OF STEM STUDENTS: BASIS FOR A CONTEXTUALIZED STRATEGIC

INTERVENTION MATERIAL IN PRACTICAL RESEARCH

DONNABELLE B. MENDOZA
Teacher III
Binan Integrated National High School

ABSTRACT
The Department of Education established the K–12 Basic Education in response
to needs, problems, and technological advancements on a global scale. This
educational reform resulted in a two-year extension of the basic education program.
Senior High School, a second two-year institution, was created to assist students in
preparing for college, entrepreneurship, and work. One of the strands in the Senior
High School - Academic Track, Science, Technology, Engineering and Mathematics
or STEM, was purposefully developed to help students get the education they need
to work as experts and influencers in the fields of engineering, medicine, and
technology. Due to these reasons, STEM students need to be exposed to careers that
make use of their aptitudes for problem-solving, critical thinking, and the
development and use of new technologies. Research has a major role in the
development of these abilities. Research is used to understand how and why
integrated STEM activities can promote learning and intellectual development. STEM
study establishes links between concepts and visual representations. The purpose of
this study is to evaluate the research needs of STEM students. Its goal is to investigate
the issues that should be highlighted and dealt with in relation to teaching research
subjects as a contextualized subject in the strand. The findings of this study will serve
as the foundation for the creation of contextualized strategic intervention materials
for use in practical research in the future. The study used a descriptive research
methodology. In the study, a requirements assessment methodology was applied
explicitly. The study assessed and identified the needs for research among STEM
students. This occurred in the second semester of the academic year 2021–2022. The
study's participants were the STEM 11 students enrolled in Binan Integrated National
High School. A validated survey questionnaire that was administered to them online
utilizing the appropriate platform was made available to the participants. After
receiving approval to conduct the study, data gathering, and analysis officially
began. The findings highlight the students' demands in terms of research in the fields
of science, technology, engineering, and mathematics. The findings showed that
 STEM students are highly interested in a wide range of research areas. They are more
accustomed to conducting qualitative research, which is followed by experimental
research, which is more pertinent to the fields of science and technology because
these fields depend on experimentation to obtain data and draw valid findings. The
conventional research format, which consists of a full study with five chapters,
including an introduction, a review of related literature, a methodology, a
presentation, an analysis and interpretation of the data, as well as a summary, a
conclusion, and recommendations, is also more accustomed by students. Most
respondents claimed that using the teacher's guided instruction and direct instruction
tactics helped them understand more about STEM research.
Keywords: needs assessment, contextualization, research, science
INTRODUCTION technology. Due to these factors, STEM
Changes in educational procedures students need to be introduced to fields
have taken place as a result of advances that make use of their aptitudes for
in science and technology. To train the problem solving, critical thinking, and the
workforce needed to boost the country's creation and use of new technology. The
economy, new educational institutions development of these skills depends
that allow for the training of people with heavily on research. Understanding how
high problem-solving abilities, the capacity and why integrated STEM activities can
for critical thought, and the capacity for help growth in learning and thinking is
collaboration are required. The K to 12 based on research. STEM research makes
Basic Education was put into place by the connections between ideas and visual
Department of Education in response to representations.
these difficulties. The basic education Students must not only comprehend
program was extended by two years research but also immerse themselves in it
because of this educational reform. The because it is a crucial component of STEM
additional two-year school, known as education. Through research, students can
Senior High School, was designed to help advance their reading and writing abilities
students get ready for college, as well as their critical and analytic, data
entrepreneurship, and the employment. analysis, research, presenting, creative,
Different paths were created to address cultural, and civic skills.
the requirements of society, the interests of Research in STEM education is
the students, and the problems of essential to producing future STEM
globalization. employees who are well-rounded,
The Academic Track is divided into remarkable, and competent. The present
four distinct strands, including the General Senior High School curriculum includes
Academic Strand, Accountancy, Business Practical Research 1 and 2, Inquiries,
and Management (ABM), Humanities and Investigation, Immersion (3is), and
Social Sciences (HUMSS), and Science, Capstone Project. Subjects that are
Technology, Engineering and contextualized have the same topic but
Mathematics (STEM) (GAS). STEM has been different competencies. These disciplines
thoughtfully created to assist students in must be taught across all strands with the
obtaining the education they need to same competencies but different content.
work as experts and influencers in the fields STEM students' research needs must be
of engineering, medicine, and adequately identified and assessed to
deliver high-quality, relevant materials that research fields, 165 responses were
will assist them in comprehending and received. Animal Sciences was the
linking ideas and representations in their research area that respondents chose the
chosen strand. most, accounting for 36.8% of respondents
and 12.7% of all responses. Earth and
METHODOLOGY environmental sciences, which accounted
The study used a descriptive for 26.3% of respondents and 9.1% of all
methodology. Specifically, the study responses, respectively, are the second-
employed needs assessment procedure. and third-most preferred fields of study.
The systematic process of identifying and Robotics and Intelligent Machines, which
addressing needs, or "gaps" between the accounted for 7.9% of all responses and
present state and the intended state or 22.8% of respondents, is the third most
wants, is known as needs assessment. popular research area.
The participants of the study are 56 Table 1. Field of Research Interest
Responses
STEM 11 students enrolled in Binan
Integrated National High School. The
Field of Research N Percent Percent of Cases

participants were purposely selected

Animal Sciences 21 12.7% 36.8%

Biochemistry 9 5.5% 15.8%

based on their track and strand in Senior Biomedical and Health Choices 15 9.1% 26.3%

High School. The participants are selected Biomedical Engineering 7 4.2% 12.3%

based on the ability to answer an online Cellular and Molecular Biology 4 2.4% 7.0%

survey questionnaire since these students Chemistry 7 4.2% 12.3%

are in the blended learning modality.

Computational Biology and Bioinformatics 1 0.6% 1.8%

Earth and Environmental Sciences 15 9.1% 26.3%

As a tool for gathering data, a
Embedded Systems 1 0.6% 1.8%

survey questionnaire, more specifically a Energy: Sustainable Materials and Designs 6 3.6% 10.5%

needs assessment survey, was employed. Engineering Mechanics 9 5.5% 15.8%

Experts in the field of content for STEM Environmental Engineering 4 2.4% 7.0%

instruction and research validated the Material Science 2 1.2% 3.5%

Mathematics 9 5.5% 15.8%

instrument. Microbiology 5 3.0% 8.8%

The data gathered from the Physics and Astronomy 12 7.3% 21.1%

accomplished survey questionnaire by the Plant Sciences 11 6.7% 19.3%

participants were then collected, Robotics and Intelligent Machines 13 7.9% 22.8%

analyzed and interpreted.

Systems Software 12 7.3% 21.1%

Translational Medicine 2 1.2% 3.5%

Total 165 100.0% 289.5%

RESULTS
Table 2 shows the type of research
The study aimed to assess the interest of the students. Out of the 3
research needs of the STEM students as categories of research interest, there were
basis for a strategic intervention material in a total of 57 replies. Most respondents
Practical Research. (54.4%) indicated that they were most
Mean and standard deviation is interested in qualitative research. With
used to analyze the data. The needs 33.3% of the total responders, experimental
assessment survey yielded the following research is the second most popular area
specific results: of interest. Descriptive research was the
Table 1 shows the field of research least desired study interest, with only 12.3%
interest of the respondents. Out of the 20 of respondents.
 DISCUSSION
Table 2. Type of Research Interest
Type of Research Frequency Percent The study highlights the students'
Experimental Quantitative Research 19 33.3% demands in terms of research in the fields
Descriptive Quantitative Research 7 12.3%
of science, technology, engineering, and
Qualitative Research 31 54.4%
Total 57 100.0
mathematics. The findings showed that
STEM students are highly interested in a
As seen in Table 3, out of the 2
wide range of research areas. They are
research forms the students are familiar
more accustomed to conducting
with, there were a total of 57 responses.
qualitative research, which is
Given that it was selected by 75.4% of
accompanied by experimental research,
respondents, the traditional format is the
which is more pertinent to the fields of
one that students are most accustomed
science and technology because these
to.
Table 3. Research Format Students are Most fields depend on experimentation to
Familiar With obtain data and draw valid findings. The
Research Format Frequency Percent conventional research format, which
Traditional 43 75.4%
consists of a full study with five chapters,
IMRAD 14 24.6%
including an introduction, a review of
Total 57 100.0
related literature, a methodology, a
Out of the 5 recommended
presentation, an analysis and
teaching strategies, there were a total of
interpretation of the data, as well as a
104 replies. Guided Instruction, which
summary, a conclusion, and
accounted for 31.7% of all responses and
recommendations, is also more
57.9% of respondents, was the most
accustomed by students. Respondents
chosen teaching strategy among the
stated that they gain greater knowledge
available options. Direct Instruction, which
from the teacher's use of Guided
received 30.8% of all replies and was
Instruction and Direct instruction
chosen by 56.1% of respondents, is the
strategies.
second most popular teaching method.
Cooperative learning, which accounted The results of the needs assessment
for 22.1% of all responses and 40.4% of survey can be used to further enhance
respondents, is the third most favored and ease the research skills of the students
teaching strategy. in the Science, Technology, Engineering,
Table 4. Preferred Teaching Strategy for
and Mathematics strand. The results can
Research
also be utilized to review and reinforce the
Responses
Preferred Teaching Strategy
N Percent Percent of Cases
various teaching tactics in research and
Cooperative Learning 23 22.1% 40.4% research-related subjects. They can be
Direct Instruction 32 30.8% 56.1%
used to create contextualized and
Flipped Instruction 4 3.8% 7.0%
Guided Instruction 33 31.7% 57.9%
localized strategic intervention materials.
Inquiry – based Learning 12 11.5% 21.1% In this situation, STEM students will be able
Total 104 100.0% 182.5% to develop more effective and pertinent
research projects, allowing them to
immerse themselves in STEM even in their
tertiary education courses.
 ACKNOWLEGEMENT REFERENCES

In prayerful appreciation, the R.P. (2013). Republic Act 10533.

researcher would like to express his Official Gazette of the Philippines.
heartfelt gratitude to the following folks Retrieved March 14, 2022, from
whose valuable assistance, professional https://www.officialgazette.gov.ph/2013/
supervision, and encouragement and 09/04/irr-republic-act-no-10533/
moral support helped in the completion of
The Learning Action Cell as a K to
this study.
12 Basic Education Program School-Based
Ms. Julie Ann D. Natividad, Principal
Continuing Professional
IV of Binan Integrated National High School
for her approval to conduct the research. Development Strategy for the
Improvement of Teaching and Learning.
Mr. Freddie Calumno, School (2016, June 7). www.deped.gov.ph.
Research Coordinator for his invaluable Retrieved March 14, 2022, from
supervision and advice which greatly helps https://www.deped.gov.ph/wp-
the researcher to complete this research content/uploads/2016/06/DO_s2016_035.
work. pdf

Mr. Edward R. Manuel, SEPS - DepEd Memorandum Number 35 s.

Division Planning and Research, for 2106
conducting orientation and for giving
guidance, expert suggestions, and Barbazette J: Training Needs
Assessment: Methods, Tools, and
assistance in the study.
Techniques. San Francisco: John Willey &
The STEM 11 Teachers, Mrs. Roselle Sons; 2006.
Garcia, Mr. Reyner Joseph Catle, Mrs.
Jeniffer Jordan, Mr. Darrel Nidua, Mr.
Rekcel Forteza, Ms. Jennielyn Fabiala and
Mrs. Fave Escueta who collaborated and
extended efforts with the researcher.

To the researcher’s husband, Joven

Mendoza for the appreciation, love, and
care.

Family and friends who were

constantly there, providing h moral support
and inspiring words to keep him moving.

And most of all, to Jesus Christ, the

Source of everything, for His divine mercy,
love, protection, and guidance, giving the
researchers the courage, vitality, and
perseverance to hold on.