CHAPTER 1
INTRODUCTION
Background of the Study
STEM (Science, Technology, Engineering, and Mathematics) education has emerged as a
foundation of educational systems worldwide. It offers the promise of providing students with
the knowledge and skills needed to address complex challenges as they continue to grow in this
diverse and advanced generation. (Aquillano et al., 2023) STEM is an educational program
developed to prepare primary and secondary students for college, graduate study, and careers in
the fields of science, technology, engineering, and mathematics. In addition to subject-specific
learning, STEM aims to foster inquiring minds, logical reasoning, and collaboration skills.
(Lutkevich, 2022) STEM education also seeks to develop and provide innovative solutions to
global issues, particularly those directly related to the 2030 Sustainable Development Goals. As
Industrial Revolution 4.0 gains momentum and influences every aspect of our everyday lives.
(Boon, 2021) However, the pursuit of STEM excellence is not without its challenges, and one of
the central concerns within this academic landscape is the various difficulties encountered by
STEM students, particularly in math and science-related subjects. (Aquillano et al., 2023)
The Commission on Higher Education report as cited in Rafanan et al. (2020) reveals that
the completion rate across STEM disciplines is only 21.10% based on the average 5-year data up
until 2016-2017. Findings revealed that STEM students face challenges in their specialized
subjects, particularly in analyzing and solving mathematical problems. These subjects demand
more time, effort, and knowledge due to their complexity. Academic pressure and high
1
expectations add to the difficulty of comprehending specialized subjects. (Dela Cruz, 2024)
Many also complain of lack of enough time for a given task or assignments. Inability to complete
the tasks before the deadline is a tall order for them. (Mukwevho, 2018). According to Wijayati
& Aina (2019), the data interpretation affirms that the substantial source of academic stress is the
students’ worries about their examinations in which 60% of students admitting this sub scale.
Due to this, study habits have always been an essential part of a student’s day-to-day experiences
in studying. They are practices that could allow a learner to somehow gain interest while
studying without having to feel pressured or bothered. Study habits are one of the most important
determinants of a student’s academic performance. (Jafari, et.al., 2019). As further elaborated by
Academy, B. (2023) as a STEM student, academic success will be determined by a combination
of factors, including your intelligence, study habits, and motivation. While some students may be
gifted in STEM subjects, others may struggle, but with developing the right study habits, anyone
can succeed.
Due to its direct relevance and importance in the academic environment, the researchers
explored difficult subjects like mathematics, physics, chemistry, and biology. Based on the
researchers’ experiences, some had relatively lower grades in their specialized subjects compared
to their other core subjects. Personal experiences and observations highlighted the nature of these
challenges, ranging from conceptual understanding to problem-solving strategies. Thus, the
researchers sought what specialized subjects majority of STEM students find most difficult, what
study habits do they commonly employ, what cognitive challenges do they experience, and how
much time they spend studying on those subjects.
2
Statement of the problem
This research aimed to know the study habits and cognitive challenges of Grade 12
STEM students in their specialized subjects.
Specifically, it sought to answer the following questions:
1. What specific specialized subjects are perceived to be the most challenging by the Grade 12
STEM students?
2. To what extent do Grade 12 STEM students’ study?
3. What are the study habits do the Grade 12 STEM students use in their specialized STEM
subjects?
4. What cognitive challenges do Grade 12 STEM students frequently experience when studying
their specialized subjects?
Hypothesis
Based on research findings and preceding questions, the following hypothesis is
advanced.
3
Grade 12 STEM students who reported fewer cognitive challenges and engaged in more
effective study habits perceive their specialized subjects as less difficult.
Theoretical Framework of the Study
This study was based on the Cognitive Load Theory (CLT) proposed by John Sweller in
1988.
According to Medical College of Wisconsin (2022), cognitive load refers to the amount
of information our working memory can process at any given time. For educational purposes,
cognitive load theory helps us to avoid overloading learners with more than they can effectively
process into schemas for long-term memory storage and future recall. Schema refers to a mental
framework in which it organizes information based on how we use it. CLT suggests that
individuals have a limited capacity for processing information, and when this capacity is
exceeded, learning becomes less effective.
This theory has been also widely used in other research such as Cognitive Load Theory
and its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of
English by Asma & Dallel (2020), and Well-Being as a Cognitive Load Reducing Agent: A
Review of the Literature by Hawthorne et al. (2019) which focuses on investigating how
cognitive processes impact learning, instructional design, and human performance.
In this study, not only do STEM students manage the difficult subjects in their
specialized subjects but they also have to deal with other cognitive challenges. Dealing with
complex concepts and information-dense subjects can already be tiring for most students, and
4
adding cognitive challenges like academic stress, personal conflicts, time management, etc., can
add to their cognitive load as they try to figure out how to deal with everything they're dealt with,
further overwhelming students.
Conceptual Framework
This study was centered on exploring and identifying the different study habits used and
cognitive challenges commonly experienced by Grade 12 STEM students in their specialized
subjects.
Independent Variable
Dependent Variable
Study Habits
STEM Subjects
Cognitive Challenges
Figure 1. Schematic Diagram of the Study
Figure 1 illustrates the conceptual framework of the research. The paradigm shows the
variables that will be considered in the study.
Scope and Delimitation
5
This study explored and identified the study habits and cognitive challenges experienced
by Grade 12 STEM students in their specialized subjects within the province and city of Iloilo.
This study involved a sample of 120 respondents from Grade 12 STEM students during the
school year 2023-2024. This study is quantitative in nature, where descriptive research design is
utilized.
Furthermore, this study delimited itself to STEM specialized subjects exclusively and did
not gather data on subjects outside the field of STEM. Students who take STEM related subjects
but are not in the STEM strand are not considered in this study. Additionally, the sample is
limited to 120 participants only, and responses are closed once the researchers reached target
responses.
Significance of the Study
This study is primarily beneficial to the other fields of education and to the following
persons:
SHS STEM Learners. This study can provide valuable patterns, strengths, and areas for
improvement, which can then help students identify and perform study strategies that are
effective in learning STEM specialized subjects.
6
Teachers. This study will benefit the teachers by learning how their students react to their
lessons and allows teachers to discover which strategies work best for the students, creating an
environment where the academic growth of every student is valued.
Parents and guardians. This study can inform the parents and guardians about the
different study habits to suggest to their children, as well as specific difficulties their children
may face, enabling better support.
Curriculum developers. This study helps curriculum developers to produce more
specialized and effective educational resources with a greater understanding of the challenges
and learning styles of their students. With this information, they can develop a curriculum that
meets the needs of the students.
Future researchers. This study will act as a guide, provide knowledge on such challenges,
and lead to the development of more solutions and treatments.
Definition of Terms
For the purpose of clarification and clear understanding, the following terms are
conceptually and operationally defined.
Cognitive Challenges. Cognitive Challenges are factors that affect a learner with
memory, problem-solving, and comprehension difficulties. (Linways, 2021)
7
In this study, Cognitive Challenges define as the hardships Grade 12 STEM students
experience in their specialized subjects.
SHS STEM Students. SHS STEM students refer to the strand for SHS students who are
inclined toward or have the aptitude for Math or Science or Engineering studies. Science,
Technology, Engineering, and Mathematics are intertwining disciplines when applied in the real
world. (Science, Technology Engineering and Mathematics (STEM) Strand, 2018)
In this study, SHS STEM Students specifically Grade 12 STEM students serve as our
respondents.
Specialized Subjects. Specialized subjects are subjects that are unique to the career track
or learning strand that the student chose. These are similar to the major subjects that college
students take, although they’re designed to be less complex than their college counterparts.
(Senior High School - IHMA, n.d.)
In this study, Specialized Subjects refer to the subjects that Grade 12 STEM students find
the most challenging such as physics, chemistry, biology, calculus, etc.
Study Habits. Study Habits refer to learning tendencies that enable students to work
privately. Study habits are defined as techniques such as summarizing, note taking, outlining, or
locating materials which learners employ to assist themselves in the efficient learning of the
materials which are at hand. (P, 2022)
In this study, Study Habits refer to the strategies Grade 12 STEM students use to
overcome difficulties in their specialized subjects.
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND RELATED STUDIES
This chapter introduces you to the different literature and studies that led to the
understanding of the different variables of this present study.
Related Literature
Local Literature
“The Impact of Study Habits on the Academic Performance of Senior High School Students
Amidst Blended Learning”
Study habits are important even in the early stages of a student’s life because through the
help of this research, the learners could achieve more once they find what type of study strategies
fit them best. Furthermore, other than study habits, there are also some other factors that may
influence the academic performance of a student, may it be their physical environment, or the
people—family, peers, educational institution, faculty, and much more, could also lead these
scholars to their desired career path. By knowing their study habits, they will be aware of what
best suits their work styles and apply it to their learning process to effectively produce positive
results. Additionally, for teachers, it is recommended that they employ various teaching styles
and modes that could help stimulate students’ interests and help them engage and be more active
in their pursuit of knowledge. It is also advisable that they first recognize the nature of the
subject they are teaching, considering that each concept has its own complexity that may require
additional learning materials such as graphic organizers, tables, videos, or on-hand experiments
9
for the lesson to be understood. Furthermore, teachers should also support their students and
highlight their strengths and weaknesses since each student has a different pace of learning.
(Castillo, 2023)
“Senate to Review Education System”
MANILA, Philippines — The Senate is set to conduct a performance review of the
country’s education system following the poor marks the Philippines obtained for educational
access and quality in various international rankings. The hearing, to be conducted by the Senate
committee on education chaired by Sen. Francis Escudero, was prompted by a resolution filed by
Sen. Sherwin Gatchalian, who asked the chamber to exercise its legislative oversight powers to
conduct a comprehensive performance review of the country’s education system. The
government has already put into motion recent reforms aimed at expanding access to and
improving the quality of the Philippine education system, including the K-12 Law (Republic Act
10533), the UniFAST Law (RA 10687), and the Free Higher Education Law (RA 10931).
Despite the passage of these laws, however, the Philippines continues to receive poor marks for
education in international performance indices. On Global Competitiveness Index 2017-2018
released by the World Economic Forum, the Philippines ranked 66th out of 137 countries for
quality of primary education, 74th for quality of higher education, and 76th for quality of math
and science education. The Philippine education system did even worse on the 2017 Global
Innovation Index, where it was ranked at a dismal 113th place out of 127 countries. (Romero,
2018)
10
Foreign Literature
“Math Attitude and Math Anxiety of STEM Students Needs More Attention”
The issue of math attitude and math anxiety in STEM students has been till now
overlooked. However, the issue occurring in many countries is students’ falling out of the stem
education system during their studies. One of the reasons for this problem may be high math
anxiety and a negative math attitude among students. STEM students feel very weak anxiety
related to math problem solving, weak general math anxiety and math learning anxiety, and a
moderate level of math testing anxiety; Among STEM students there are those who present a
negative math attitude and strong math anxiety; Women feel more intense anxiety related to
math problem solving, but there is no gender gap in general math anxiety, math learning and
math testing anxiety, and in math attitude. (Szczygiel, 2023)
“Factors Affecting the Study Habits of Senior High School Students of the Science, Technology,
Engineering and Mathematics (STEM) Curriculum”
Study habits are the practices performed to maximize student’s productivity, efficiency,
and retention in preparation for a particular evaluation. It improves the prediction of academic
performances more than any other non-cognitive individual difference variables examined to
date and should be regarded as the third pillar of academic success. Study habits are mainly
external factors that facilitate the study process such as sound study routines that include how
often a student engage in studying sessions, review the material, self-evaluate, explaining the
material, and studying in a conducive environment. Study habits significantly contribute in the
11
development of knowledge, hence, there is a need, to guide the students about meaningful
learning to be able to memorize things in a better way. Students improve their performance
because they can learn most of the concepts clearly through proper study habits. Factors
affecting study habits include time management, study environment, test preparation, and
academic skills. (Calucag, 2020)
Related Studies
Local Studies
According to Velas (2020), STEM students often find themselves in a difficult situation
where they struggle to keep up in class because of their problems regarding their specialized
subjects. They could not raise their hands whenever the teachers are asking questions because
they find it hard and intimidating to do so. Students can barely get up with a smile on their faces
because of the stress they are feeling especially when it comes to Science and Mathematics
subjects. STEM strand requires high performance and standard in academics. Stress and pressure
are also factors that add up to the academic struggle that these students are already facing. Stress
is a state of mental or emotional strain or tension resulting from adverse or very demanding
circumstances. It usually occurs to students who excessively worry about their academic
performance. The essence of these subjects - Mathematics and Science had been questionable to
many students. Given the intensity of knowledge and comprehension that these two subjects
demand, their significance is oftentimes overshadowed with the assumption that they are too vast
to be understood. This perception can similarly affect how students perform in the said subject
12
areas. This study talks about how students struggle to be active on their Mathematics and Science
classes.
Magulod (2019), also added that the learning style preferences, study habits and level of
academic achievement of students enrolled in applied science courses. Results of the study
revealed that the students of applied sciences courses preferred visual, group and kinesthetic as
major learning styles while they consider tactile, auditory, and individual learning styles as
minor learning preferences. It was also revealed that they manifested a moderate level of study
habits and skills along with time management, concentration, note taking, reading
comprehension, test preparation, and test taking, reading speed, writing skill, and managing test
anxiety. Most of the students have a good level of academic achievement. Test of difference
revealed that academic performance, father's occupation, and type of high school graduated from
spelled significant differences on their perceptual learning styles particularly along with auditory
learning style, group learning style preference, kinesthetic learning style, and individual learning
styles. In like manner, significant differences are spelled on their study habits when grouped
according to academic standing in high school, writing skills, mothers' education, and test
anxiety.
Foreign Studies
According to Hashim et.al. (2021), mathematics is fundamentally important for Science
and Technology, as well as in engineering. Mathematics is compulsory for students since all
13
engineering subjects were Mathematically oriented. However, the preliminary study found that
students’ achievement in Mathematics courses have been associated with three main factors,
namely interest, attitude and learning habit, as in the KASH Model (Knowledge, Attitude, Skills
and Habits). This Model stipulated that poor performance is not just lacking in knowledge and
skills but also including poor attitude and habits.
Abdulrahman (2021), also added that study habits have been the most significant
indicator of academic performance and play a unique role in students’ academic
accomplishment. The study is aiming to determine the most common study habits of highly
successful medical students and their relation to academic achievement.
Synthesis
STEM subjects pose significant challenges for Grade 12 students, demanding effective
study habits to navigate complex concepts. Calucag (2020) defines study habits as the methods
or techniques students employ to maximize learning productivity. Calucag (2020) and
Abdulrahman (2021) underscore the important role of study habits in academic success. Castillo
(2023) revealed that students approach their study habits differently, emphasizing the need to
find what specific study methods aligns with them the most. Magulod (2019) further explores
diverse learning styles among applied science students. In addition to study habits, cognitive
hurdles like stress, math anxiety, and negative attitudes impact academic performance (Velas,
2020; Szczygiel, 2023; Hashim et al., 2021). These challenges are evident in the Philippine
education system, emphasizing the urgency for intervention (Romero, 2018). Understanding
14
study habits and navigating cognitive challenges are vital for effective interventions to support
Grade 12 STEM students in their specialized subjects.
15
CHAPTER 3
METHODOLOGY
This chapter presented the methods of research that the researchers used in conducting
the study. This includes the research design, the respondents of the study, the research
instrument, data gathering procedures, and the data analysis.
Research Design
The study explored the study habits and cognitive challenges of Gade 12 STEM students
in their specialized subjects through a descriptive quantitative research design. This design
involves systematically collecting data to describe the characteristics of a phenomenon, in this
case, the study habits and cognitive challenges of Grade 12 STEM students.
Quantitative research is the process of collecting and analyzing numerical data. It can be
used to find patterns and averages, make predictions, test causal relationships, and generalize
results to wider populations. (Bhandari, 2023)
Descriptive research aims to describe a population, situation, or phenomenon accurately
and systematically. It can answer what, where, when and how questions, but not why questions.
(McCombes, 2023)
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Respondent
The respondents of the study were composed of Grade 12 STEM students in the city and
province of Iloilo.
The chosen participants contained one hundred twenty (120) respondents from the Grade
12 STEM students in the city and province of Iloilo. Grade 12 STEM students were chosen by
the researchers because they are suitable and applicable for the study.
In this study, snowball sampling was used to select participants. This sampling method is
conducted where new units are recruited by other units to form part of the sample. Snowball
sampling, also known as chain sampling or network sampling, it begins with one or more study
participants, and continues based on referrals from those participants. This process continues
until the desired sample or a saturation point was reached. (Nikolopoulou, 2023)
Instrumentation
A set of researchers-made structured survey questionnaires through Google forms were
given to the respondents of the study. The survey questionnaires consisted of six parts to elicit
information on the different variables of the study. The first part was used to put the cover letter
to the participants to ask for their permission. The second part was used to obtain the
demographic profile of the respondents. The third and fourth part was used to know how
frequently Grade 12 STEM students’ study, and what specific specialized subjects in STEM do
they find the most challenging. The fifth and sixth part was used to understand the study habits
17
and cognitive challenges of Grade 12 STEM students. Responses in the second and third part
utilized the five-point Likert scale.
Table 1: Scale Analysis for the frequency of how Grade 12 STEM students’ study.
Point
Description
Interval
Characteristic
5
Always
1.00-1.80
The respondent
spends a lot of their
time studying
(more than 2 hours)
4
Often
1.81-2.60
The respondent
spends most of their
time studying
(1-2 hours)
3
Sometimes
2.61-3.40
The respondent
spends little of their
time studying
(less than 1 hour)
2
Rarely
3.41-4.20
The respondent rarely
spends their time
studying
(less than 45
minutes)
18
1
Never
4.21-5.00
The respondent does
not spend their time
studying
Table 2: Scale Analysis on the difficulty level of the specialized subjects.
Point
Description
Interval
Characteristics
5
Very difficult
1.00-1.80
The respondents find
this subject very
difficult
4
Difficult
1.81-2.60
The respondents find
this subject difficult
3
Neutral
2.61-3.40
The respondents is
fine with the
difficulty of the
subject
2
Easy
3.41-4.20
The respondents find
this subject easy
1
Very easy
4.21-5.00
The respondents find
this subject very easy
Data Gathering Procedure
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To gather data for this study, the researchers sought authorization from the school
administrator through a formal letter, requesting permission to conduct their research beyond the
borders of the school premises.
A structured survey questionnaire was administered via Google Forms, distributed to
respondents through messenger. The first part of the Google Form contained a cover letter asking
for consent to participate and assures their privacy. If they choose to agree, the participants then
can proceed with answering the questionnaire prepared consisting of six parts. A five-point Likert
scale was used to measure how frequently they study and the level of students’ difficulty in their
specialized subjects. Furthermore, the respondents were required to put their emails in Google
forms for researchers to verify their responses. Once the survey questionnaire reached the
maximum responses, it was no longer accessible.
Data Plan Analysis
Descriptive statistical analyses were employed to gain a comprehensive understanding of
the study habits and cognitive challenges faced by Grade 12 STEM students in their specialized
subjects. Weighted mean and standard deviation were used for Likert scale data. Frequency
charts such as pie charts and bar graphs were utilized to present the distribution of student
responses. Meanwhile composite mean and standard deviation were used to generalize the
findings.
20
CHAPTER 4
PRESENTATION AND ANALYSIS OF DATA
21
Sex
25%
75%
Male
Female
Figure 2. Distribution of Respondents by Sex
Among the 120 respondents who participated this survey, 75% are females while 25% are
male.
Age
90
79
80
70
60
50
40
31
30
20
8
10
2
0
17
18
19
20
Figure 3. Distribution of Respondents by Age
22
Figure 3 illustrates the majority of respondents, 79 (65.83%) are 18 years old, followed
by 31 (25.83%) that are aged 17. Furthermore, 8 (6.67%) are 19 years old, and 2 (1.67%) are 20
years old
School
35
30
30
26
25
20
20
15
15
11
12
10
6
5
0
TNHS
USA
GNHS
MNHS
IDC
SPUI
Others
Figure 4. Distribution of Respondents by School
Figure 4 shows that 30 of the respondents (25%) are from Tigbauan National High
School, 26 (21.67%) from Iloilo Doctors’ College, followed by 20 (16.67%) from St. Paul’s
University Iloilo, 15 (12.5%) from University of San Agustin, 12 (10%) from Miagao National
High School, 11 (9.17%) from Guimbal National High School and lastly the other 6 (5%) are
from other schools. This indicates that most of the respondents are from Tigbauan National High
School.
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Respondents Study Habits and Practices
Study Time Outside School
5,80%
13,30%
0,83%
27,50%
52,50%
Always
Often
Sometimes
Rarely
Never
Figure 5. Distribution of Respondents Study Time Outside School
Figure 5. shows that 52.5% of respondents often study outside school while only 27.5%
always study. Based on the researcher's instrumentation, this implies that most respondents study
1-2 hours with only a small percentage studying more than 2 hours. A similiar study by Wagner
(2008) revealed that students with an average age of 15 years invest on average 11.7 h per week
or roughly 1.67 hours per day in work done at home for school with girls spending more time
than boys.
Table 3. Study Practices
STATEMENT
M
SD
DESCRIPTION
24
I highlight important
text on textbooks.
4.08
3.69
OFTEN
I summarize key
points in my own
words.
4.15
3.72
OFTEN
I explain or share
what I have learned
to others.
3.81
3.39
OFTEN
I use mnemonic
devices.
3.35
2.99
SOMETIMES
I do practice tests and
quizzes.
3.48
3.14
OFTEN
I use online learning
resources to get more
information about the
topic.
3.95
3.55
OFTEN
I find a comfortable
environment before
studying.
4.35
3.91
ALWAYS
Composite Mean
3.88
0.36
OFTEN
Table 3 shows how frequent respondents apply the study practices above. The analysis
reveals that the highest mean score, 4.35, corresponds to the statement about finding a
comfortable environment before studying. This suggests that respondents always finds a
comfortable study environment before studying. This finding is supported by Steamres (2024),
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which emphasizes the importance of an engaging and disruption-free learning environment for
maintaining focus and productivity, particularly in STEM-related fields.
On the other hand, using mnemonic devices received the lowest mean with 3.35,
implying that this practice is only sometimes used. Overall, the statements have a computed
mean of 3.88 and a standard deviation of 0.36, implying that respondents often engage in these
study practices.
Commonly Used Study Habits
Note-taking
103
Group Study
42
Active Recall
61
Practice Test
55
Spaced Repetition
31
Cramming
65
Others
4
0
20
40
60
80
100
120
Figure 6. Distribution of the Respondents Commonly Used Study Habits
The bar graph above summarizes the study habits of the 120 survey respondents, who
could select multiple habits they typically use. Note-taking is the most used study habit, with 103
respondents (85.8%) employing this method. According to Lichty (2022), research indicates that
taking notes during class is more beneficial than not doing so, with strategies like paraphrasing,
26
connecting new information to prior knowledge, and reviewing notes improving students'
memory and recall. This might explain why note-taking is a very common study habit.
Cramming is the second most common habit, used by 65 respondents (54.2%).
According to Gilraine and Penney (2021), Cramming initially lifts test scores but offers
no lasting benefits, with gains fading over time. Test-focused teaching shows early
improvements but lacks long-term effectiveness, as scores decline faster than with other
educational methods. On the other hand, active recall is practiced by 61 respondents (50.8%).
Recent research by Osmosis org (2024) emphasizes the effectiveness of active recall, also known
as practice testing, in studying. According to it, active recall surpasses passive methods like note
re-reading Moreover, 55 respondents (45.8%) use practice tests, and 42 respondents (35%)
participate in group study. Spaced repetition is used by 31 respondents (25.8%), while other
study habits are employed by 4 respondents (3.3%)
27
Subjects Grade 12 STEM Students Mostly Study
General Physics
70
General Chemistry
54
General Biology
72
Calculus
43
Pre-calculus
37
Disaster Readiness and Risk Reduction
24
Earth Science
36
0
10
20
30
40
50
60
70
80
Figure 7. Distribution of the Respondents Subjects Grade 12 STEM Students Mostly Study
Figure 7 summarizes the subjects that respondents typically dedicate the most time to
studying. Among the seven subjects, General Biology is studied by 72 respondents (60%),
making it one of the most popular subjects. General Physics follows closely, with 70 respondents
(58.3%) dedicating time to it. General Chemistry is also common, with 54 respondents (45%)
studying it. Additionally, 43 respondents (35.8%) spend time studying Calculus, and 37
respondents (30.8%) focus on Pre-calculus. Earth Science is studied by 36 respondents (30%),
while Disaster Readiness and Risk Reduction is studied by 24 respondents (20%).
Similar study of Kurt S. (2021) revealed a holistic description of secondary school
students’ (the 5th, 6th, 7th and 8th grades) interest in physics, chemistry and biology subjects,
and it showed that the students have the highest level of interest in physics and biology among
science topics and concepts at all grade levels. On the other hand, the interest and curiosity
28
towards chemistry is quite low for almost all grade levels in this study. Apart from these, the
students predominantly considered physics topics pertinent to their everyday life, whereas they
listed chemistry concepts as the least pertinent ones.
Table 4. STEM Subject Difficulty
SUBJECT
M
SD
DESCRIPTION
General Physics
3.90
3.46
DIFFICULT
General Chemistry
2.30
2.88
EASY
General Biology
3.31
3.30
NEUTRAL
Calculus
3.69
1.95
DIFFICULT
Pre-calculus
3.56
3.18
DIFFICULT
Disaster Readiness
and Risk Reduction
3.68
3.30
DIFFICULT
29
Earth Science
2.66
2.28
NEUTRAL
Composite
3.29
0.61
NEUTRAL
Table 4 displays respondents' perceptions of difficulty in seven STEM subjects. The
highest mean, 3.90 for General Physics, suggests that respondents likely found it challenging.
Latimore (2024) disagrees with our findings asserting that physics is not inherently difficult but
requires a special approach to its math and theory, with the main challenge being the
representation of abstract ideas through concrete mathematics and precise language. Conversely,
the lowest mean, 2.30 for General Chemistry, implies that respondents perceived it as easy. With
a computed mean of 3.29 and a standard deviation of 0.61, the respondents most likely find
STEM subjects okay in difficulty.
According to Chiangpradit (2023), STEM subjects are often perceived as challenging due
to various factors that shape students’ opinions, parents’ concerns, and teachers’ experiences.
One major contributor to this perception is the abstract nature of many STEM concepts. Topics
such as physics and calculus deal with complex theories that can be difficult to grasp without
proper guidance and real-world connections. The presence of advanced mathematics within
STEM curricula can also serve as a significant barrier, deterring students who feel unequipped to
handle a large amount of equations and formulas.
30
Table 5. Cognitive Challenges
STATEMENT
M
SD
DESCRIPTION
Difficulty
understanding
complex subjects.
3.13
2.72
SOMETIMES
Trouble applying
learned concepts to
new problems.
3.00
2.59
SOMETIMES
Difficulty
remembering key
information or
formulas.
3.08
2.67
SOMETIMES
Feeling overwhelmed
by the amount of
information to learn.
3.28
2.92
SOMETIMES
Struggling
how/where to start
studying.
3.07
2.72
SOMETIMES
Difficulty staying
focused and
concentrated.
3.41
3.02
OFTEN
Feeling
anxious/stressed
when studying
difficult STEM
subjects.
3.38
3.07
SOMETIMES
31
Experiencing a lack
of motivation or
interest.
3.23
2.88
SOMETIMES
Difficulty
interpreting
mathematical
concepts.
3.36
3.04
SOMETIMES
Composite Mean
3.22
0.15
SOMETIMES
Table 5 shows the data on the responses of samples to the 9 statements in the
questionnaire relative to their experienced cognitive challenges when studying STEM subjects.
The data reveals that the participants often experience difficulty staying focused and
concentrated, as indicated with a mean score of 3.41. This suggests that maintaining attention
during studies is a significant challenge. Rhodes College (2023) supports this, stating that our
brains do not learn at their best when we sit and try to learn for an extended period of time. With
all of today’s distractions, it is also unrealistic to ask yourself to stay focused for hours on end. It
is much more realistic to stay focused for 40-60 minutes.
Alongside this, several other challenges are also evident, such as struggling with where
to start studying (3.07) and feeling overwhelmed by the amount of information (3.28).
Additionally, participants also sometimes face problems understanding complex subjects and
applying learned concepts.
32
CHAPTER 5
CONCLUSION AND RECOMMENDATIONS
Conclusions
33
In this chapter, the researchers summarized the respondents' study time, study habits,
perceived difficulty of specialized STEM subjects, and experienced cognitive challenges. The
study findings show that while a majority of Grade 12 STEM students are regularly studying,
their study habits and the cognitive challenges they face don't always align well with the
demands of their specialized subjects.
The respondents mostly spend 1-2 hours studying with only a small percent (27.5%)
studying more than 2 hours. Additionally 60% prefer studying General Biology, and 58%
studying General Physics.
Note-taking is the most common study habit utilized by 86% of the respondents followed
by cramming and active recall which roughly more than half of the respondents practice.
Additionally, they often highlight texts, summarize key points in their own words, explain what
they share to others, answer practice tests and quizzes, and use online resources, as well as
always finding a comfortable environment before studying.
On average, many find General Physics, Calculus, Disaster Readiness and Risk
Reduction, and Pre-Calculus difficult. Overall, the respondents have a neutral perception on the
difficulty of STEM subjects. Difficulty staying focused is one of the main challenges often faced
by the respondents.
The respondents report to experience cognitive challenges infrequently and engage in
various study habits and practices. Because of this, they have an overall neutral perception on the
difficulty of STEM subjects.
Recommendations
34
Based from the conclusions, several recommendations are made to enhance educational
outcomes.
For Senior High School (SHS) STEM learners, the researchers suggest to refine their
study habits such as mastering the art of note-taking and organizing their notes clearly. It's also
crucial to establish a schedule or use a planner to keep track of deadlines and ensure sufficient
time for assignments to avoid cramming. Additionally, using noise-canceling headphones or
listening to non-distracting, calming music can help maintain concentration. By paying attention
to these fundamental aspects, students can develop study habits that pave the way for success in
STEM programs (School, 2023).
Teachers can play a crucial role by providing structured guidance on these study
strategies and creating an engaging learning environment that accommodates various learning
styles.
Parents and guardians are encouraged to support their children by encouraging regular
study routines and providing a conducive environment for learning at home.
Curriculum developers are encourged to consider integrating more metacognitive skills
into the curriculum, focusing on areas like time management, setting specific learning goals, and
self-assessment, to better prepare students for the demands of STEM subjects.
Future researchers may consider doing a correlational research on STEM students' study
habits and cognitive challenges in order to gain a detailed analysis between the two variables.
By addressing these areas, all can contribute to a more supportive and effective learning
experience for STEM students, ultimately helping them to overcome the challenges they face and
succeed academically.
35
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