INVESTIGATING THE INTEREST AND MATHEMATICS ACHIEVEMENT OF GRADE 11 STUDENTS ENROLLED IN NON-STEM STRAND IN THE PHILIPPINE SETTING

Autors/ores

  • Jay-R M. Granada eacher III, Mathematics Department, Subangdaku Technical Vocational School, Mandaue City, Cebu, Philippines
  • Lorna L. Bacus Teacher III, Mathematics Department, Ramon M. Durano Sr. Foundation-Science and Technology Education Center, Danao City, Cebu, Philippines

DOI:

https://doi.org/10.46827/ejes.v12i11.6391

Paraules clau:

academic strand chosen, mathematics interest, mathematics achievement, grade 11 students

Resum

This research assessed the choice components of the Grade 11 students in forgoing the Science, Technology, Engineering, Mathematics (STEM) strand at a public high school in Mandaue City, Cebu, Philippines, using a descriptive correlational research design. There were 50 Grade 11 students who participated in the study and were identified using the complete enumeration technique due to their small population. The data gathered were treated with descriptive and inferential statistics. The results revealed that the respondents have a moderate interest in learning Mathematics, while most of them have satisfactory performance in Mathematics. Moreover, there was no association between the respondents’ choice of strand and their mathematics achievement. Similarly, there was no significant correlation between the respondents’ math interest and their mathematics achievement. However, there was a significant difference in the math interest of the respondents when grouped by the academic strand chosen. The results underscore the importance of recognizing and addressing diverse educational needs within different Senior High School (SHS) strands and emphasize the necessity for tailored strategies to cultivate math interest aligned with the chosen academic track.

 

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Biografies de l'autor/a

  • Jay-R M. Granada, eacher III, Mathematics Department, Subangdaku Technical Vocational School, Mandaue City, Cebu, Philippines

    Jay-R Granada holds a Bachelor in Secondary Education major in Mathematics from the Cebu Technological University, Cebu, Philippines (2013). He currently serves as a Teacher III in the Mathematics Department at the Subangdaku Technical Vocational School, Mandaue City, Cebu, Philippines, where he contributes nine years of practical experience to secondary mathematics instruction within the Department of Education. His professional engagement includes active participation in numerous workshops and specialized training programs focused on advancing mathematics education and enhancing effective teaching practices. His research interests include the integration of mathematics in TVET (Technical-Vocational Education and Training), educational technology in the classroom, and professional development for secondary mathematics teachers.

  • Lorna L. Bacus, Teacher III, Mathematics Department, Ramon M. Durano Sr. Foundation-Science and Technology Education Center, Danao City, Cebu, Philippines

    Lorna Bacus holds a Bachelor in Secondary Education major in Mathematics from the Cebu Technological University, Cebu, Philippines (2013). She currently serves as a Teacher III in the Mathematics Department at the Ramon M. Durano Sr. Foundation-Science and Technology Education Center, Danao City, Cebu, Philippines. She contributes ten years of service to the Department of Education, complemented by two years of experience in the private school sector. Her expertise encompasses handling multilevel instruction and fulfilling subject mentorships. She actively engages in relevant training programs focused on advancing teaching methodologies and pedagogical supervision. Her research interests include STEM education policy and practice, multilevel instructional strategies, and leadership in mathematics curriculum coordination.

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Publicat

2025-11-19

Número

Vol. 12 Núm. 11 (2025)

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