The Correlation between Students’ Insights and Academic Achievement in Science: A Predictor for STEM Career Path

Roger Reyes(1), Frank Angelo Abayog Pacala(2*), Glamour Bengua(3), Ellen Entac(4)

(1) Colegio de San Juan de Letran Calamba
(2) Qarshi Presidential School
(3) Colegio de San Juan de Letran Calamba
(4) Colegio de San Juan de Letran Calamba
(*) Corresponding Author

Abstract


This study aims to investigate the correlation between students' insights and academic achievement in science, as a predictor for their career path in science, technology, engineering, and mathematics (STEM). The research involved a sample of secondary education students (N=176) who acknowledged to take STEM program. They completed a survey that included assessment of Views of the Nature of Science (VNOS) and Epistemological Beliefs Assessment for Physics Science (EBAPS). Furthermore, their academic performance in science classes was examined through school records. The results indicated a strong positive correlation between student's insights and academic achievement in science. Moreover, higher possibility of success in STEM a student may at least be in the proficient level of insights and mean science grade of 80 and above. There were also recorded misconceptions that must be remediated. Science educators may look into some common misconceptions found in the answers of the students in the VNOS D to be able to correct it and improve the level of insights on the nature of science  Therefore, this study highlights the importance of monitoring and encouraging student's insights, perception, and attitudes towards STEM subjects as a predictor for their success in science and for identifying potential STEM careers.


Keywords


science insights, STEM, science achievement

Full Text:

PDF

References


Allain, R. (2011, April 7). Are science and math a waste of time? Retrieved from http://www.wired.com/2011/04/are-science-and-math-a-waste-of-time/

Bengua, G.A., Hular, C.G. & Reyes, R.S. (2013). Effectiveness of Improvised Tangible and Computer-Assisted Molecular Models on Students’ Performance and Attitudes. Colegio de San Juan de Letran Calamba. Unpublished.

Department of Education – Naga City (2012). National career assessment examination. Retrieved from http://www.depednaga.com.ph/national-career-assessment-examination--ncae-.html

Furtak, E. M., & Penuel, W. R. (2019). Coming to terms: Addressing the persistence of “hands?on” and other reform terminology in the era of science as practice. Science education, 103(1), 167-186.

Kather, P., Duran, R., & Vahrenhold, J. (2021). Through (tracking) their eyes: Abstraction and complexity in program comprehension. ACM Transactions on Computing Education (TOCE), 22(2), 1-33.

Mao, P., Cai, Z., He, J., Chen, X., & Fan, X. (2021). The relationship between attitude toward science and academic achievement in science: A three-level meta-analysis. Frontiers in psychology, 12, 784068.

National Committee on Science Education Standards and Assessment, National Research Council. (1996). National science education standards. National Academy of Sciences. Retrieved from https://www.csun.edu/science/ref/curriculum/reforms/nses/nses-complete.pdf

Pacala, F. A. (2023). Science Education in the Philippine Countryside: A Phenomenological Study. Indonesian Journal of Education Teaching and Learning (IJETL), 3(1), 12-23.

Puspitarini, Y. D., & Hanif, M. (2019). Using Learning Media to Increase Learning Motivation in Elementary School. Anatolian Journal of Education, 4(2), 53-60.

Singh, C., Maries, A., Heller, K., & Heller, P. (2023). Instructional strategies that foster effective problem-solving. arXiv preprint arXiv:2304.05585.

Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., ... & Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476-6483.

Vakil, S. (2020). “I’ve always been scared that someday I’m going to sell out”: Exploring the relationship between political identity and learning in computer science education. Cognition and Instruction, 38(2), 87-115.

Verdugo-Castro, S., García-Holgado, A., Sánchez-Gómez, M. C., & García-Peñalvo, F. J. (2021). Multimedia Analysis of Spanish Female Role Models in Science, Technology, Engineering and Mathematics. Sustainability, 13(22), 12612.

Zahra, A.T., Arif, M., & Yousuf, M.I. (2010). Relationship of Academic, Physical and Social Self-Concepts of Students with their Academic Achievement. Contemporary Issues in Education Research, 3(3), 73-78




DOI: http://dx.doi.org/10.30998/formatif.v14i1.17616

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Formatif: Jurnal Ilmiah Pendidikan MIPA

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Publisher:
Institute for Research and Community Services
(LPPM) Universitas Indraprasta PGRI
Kampus A Building 3, 2nd Floor | Jl. Nangka No. 58 C (TB. Simatupang), Kel. Tanjung Barat, Kec. Jagakarsa, Jakarta Selatan 12530, Jakarta, Indonesia. 


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

View My Stats