Driving Forces of Students’ Choice in Specializing Science: A Science Education Context in the Philippines Perspective
Main Article Content
Keywords
Driving Forces, Narrative Inquiry, Students’ Choice in Science, Science Education, Qualitative
Abstract
Science Education plays a significant role in the country’s economic development. It brings technological advancement, promotes national wealth, and improves health and industry. In this context, the qualitative study explored the participants’ experiences regarding their choice in specializing Science. Narrative inquiry from four purposively selected and interviewed graduating students of Secondary Education in Teacher Education Institutions in Northern Negros Philippines determined and described that Personal Interest, Nature of Science, Family Influence and Teacher’s Impact drives their interest to specialize Science. Data analysis involved a simplified version of Groenewald’s coding and categorizing the participants’ responses (Cebuano) which then transcribed and translated to the English language. The emerging themes are essential in students’ choice in Science. Thus, academic institutions may revisit and review its science curriculum, provide state-of-the-art laboratory facilities, strengthen teacher’s mastery and competence through professional advancement, and involve parents in school’s career campaign to attract students’ to pursue science education.
References
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Ramirez, Y.P., & Dizon, N.C. (2014). Assessment of interest as subject personal data of engineering freshmen towards their enrolled degree program. International Journal of Academic Research in Progressive Education and Development, 3(1), 195-207. Retrieved from http://dx.doi. org/10.6007/IJARPED/v3-i1/760
Sandoval, W.A., & Harven, A.M. (2011). Urban middle school students’ perception of the value and difficulty of inquiry. Journal of Science and Education and Technology, 20, 95-109. Doi:10.1007/s10956-010-9237-4
Sein, S., Jun-Ki, L., & Minsu, H. (2017). Influence of career motivation on science learning in Korean high school students. EURASIA Journal of Mathematics Science and Technology Education. Doi:10.12973/Eurasia.2017.00683a
Tan, E., Barton, A.C., Kang, H., & O’Neill, T. (2013). Desiring a career in STEM-related fields: How middle school girls articulate and negotiate identities-in-practice in science. Journal of Research in Science Teaching, 50(10), 11431179.
TIMSS. (2009). Trends in International Mathematics and Science Study. Retrieved from http://timss.bc.edu
Tobin, G. A., & Begley, C. M. (2004). Methodological rigour within a qualitative framework. Journal of Advanced Nursing, 48(4), 388-396.
Wang, X. (2013). Why students choose STEM majors: Motivation, high school learning, and postsecondary context of support. American Educational Research Journal, 50(5), 1081-1121.
WEF. (2017). World Economic Forum on Global Competitiveness Report. Retrieved from http://www.weforum.org/ docs/WEF_GlobalCompetitivenessReport15pdf
Wilhelm, W.B. (2010). The relative influence of published teaching evaluation and other instructor attributes on course choice. Journal of Marketing Education, 26(1), 17-30.
Yin, R.K. (2011). Qualitative Research From Start to Finish. The Guilford Press, New York. Retrieved from www.guilford.com
Aguado, C.L., Laguador, J.M., & Deligero J.C.L., (2015). Factors affecting the choice of school and students’ level of interest towards the maritime program. Asian Social Science; Vol. 11, No. 21; Retrieved from http://dx.doi.org/10.5539/ ass.v11n21p231, Doi:10.5539/ass.v11n21p231
Babad, E., & Tayeb, A. (2009). Experimental analysis of students’ course selection. British Journal of Education Psychology, 73(3), 373-393.
Balakrishman, B., & Low, F.S. (2016). Learning experience and socio-cultural influences on female engineering students’ perspective on engineering courses and careers. Minerva, 54(2), 219-239.
Chang, Y. (2014). Science motivation across Asian countries: Links among future-oriented motivation, self-efficacy, task values, and achievement outcomes. The Asia Pacific Education Researcher, 24(1), 247-258.
CHED. (2015). Statistics-CHED. Retrieved from https://ched. gov.ph Curran, J.M., & Rosen, D.E. (2009). Students’ attitudes toward college courses. An examination of influences and intentions. Journal of Marketing Education, 28(2), 135-148.
Dabney, K.P., Tai, R.H., Almarode, J.T., Miller-Friedmann, J.L., Sonnert, G., Sadler, P.M., & Hazari, Z. (2012). Outof-School time science activities and their association with career interest in STEM. International Journal of Science Education, Part B. 2(1).
Deci, E., & Ryan, R. (2009). Handbook of Self-Determination Research. Rochester, N.Y: University of Rochester Press.
DOST. (2019). Framework for Philippines science teacher education. The Manila Times. Retrieved from sei.dost.gov.ph
Francis, B. (2010). The gendered subjects: Students’ subject preferences and discussions of gender and subject abilities. Oxford Review of Education, 26, 35-48.
Groenewald, T. (2004). A phenomenological research design illustrated. International Journal of Qualitative Methods. Retrieved form http://uir.unisa.ac.za/handle/10500/2573
GSFR. (2009). Global Science Forum Report. Retrieved from https://www.oecd.org/sti/inno/globalscienceforumreports.htm
Kinyota, M. (2013). Students’ perceptions of factors influencing choice of science streams in Tanzania secondary schools. Retrieved from https://scholarworls.umass.edu/cie.capstone/166.
Leung, F.K.S., & Zhu, Y. (2011). Motivation and achievement: Is there an East Asian model? International Journal of Science and Mathematics Education, 9(5), 1189-1212.
Lyons, T. (2009). Different countries, same science classes: Students’ experiences. Mabula, N. (2012). Promoting science subjects choices for secondary school students in Tanzania: challenges and opportunities. Retrieved from https://eduka.no
Maltese, A.V., & Tai, R.H. (2011). Eyeballs in the fridge: Sources of early interest in science. International Journal of Science Education, 32(5), 669-685.
Mangaoil, A.B., Rungduin, T.T., Abulencia, A.S., & W.M. Reyes, (2017). Why I want to teach: Exploring factors affecting students’ career choice to become teachers. The Normal Lights, 11(2), 236-263.
Mnanka, G.M. (2017). An investigation into causes of fewer science students in Tanzania secondary schools: A case study of selected Kinondoni municipal secondary schools. Retrieved from https://academia.edu
Morales, M.P.E. (2017). Transitions and transformations in Philippines physics education curriculum: A case research. Issues in Educational Research, 27(3), 469492. Retrieved from http://www.iier.org.au/iier27/ morales.pdf
Morales, M.P.E., Avilla, R.A., & Espinosa, A.A., (2016). Does gender inequality influence interest in pursuing a career in science or mathematics teaching? Issues in Educational Research, 26(1), 65-81. Retrieved from http://www.iier. org.au/iier26/morales.pdf
Muruyama, K., Pekrun, R. Lichtenfeld, S., & vom Hofe, R. (2013). Predicting long-term growth in students’ mathematics achievement: The unique contributions of motivation and cognitive strategies. Child Development, 84(4), 1475-1490.
Nagy, G., Trautwein, U., Baumert, J., Koller, O., & Garret, J. (2011). Gender and course selection in upper secondary education: Effects of academic self-concept and intrinsic value. Educational Research & Evaluation, 12, 323-345.
NSF. (2018). National Science Foundation 2018 Indicators Report. Retrieved from https://nsf.gov./statistics/2018/ nsb2018/report/sections/higher-education-in-science-and-engineering-s-e-higher-education
OECD. (2013). Education at a Glance. Paris: OECD Organization for Economic Co-Operation and Development: OECD Indicators. Retrieved from https://academia.edu
Okeke, A.N. (2009). The impact of school subjects on the choice of careers and profession. West African Journal of Education, XVII(1): 5-11.
Omondi, O.J. (2013). Factors influencing the choice of science subjects in Kenya’s secondary schools: A case study of Langata high school in Nairobi country.
PISA. (2018). PISA 2018 insights and interpretations. Retrieved from https://www.oecd.org/pisa/PISA%20 2018%20Insights%20and%20Intepretations%20 FINAL%20PDF.pdf
Pozo, J.I. (2010). Appendices y maestros, [learners and teachers] madrid, alianza. Psychology of Education, 22(3), 351-369.
Ramirez, Y.P., & Dizon, N.C. (2014). Assessment of interest as subject personal data of engineering freshmen towards their enrolled degree program. International Journal of Academic Research in Progressive Education and Development, 3(1), 195-207. Retrieved from http://dx.doi. org/10.6007/IJARPED/v3-i1/760
Sandoval, W.A., & Harven, A.M. (2011). Urban middle school students’ perception of the value and difficulty of inquiry. Journal of Science and Education and Technology, 20, 95-109. Doi:10.1007/s10956-010-9237-4
Sein, S., Jun-Ki, L., & Minsu, H. (2017). Influence of career motivation on science learning in Korean high school students. EURASIA Journal of Mathematics Science and Technology Education. Doi:10.12973/Eurasia.2017.00683a
Tan, E., Barton, A.C., Kang, H., & O’Neill, T. (2013). Desiring a career in STEM-related fields: How middle school girls articulate and negotiate identities-in-practice in science. Journal of Research in Science Teaching, 50(10), 11431179.
TIMSS. (2009). Trends in International Mathematics and Science Study. Retrieved from http://timss.bc.edu
Tobin, G. A., & Begley, C. M. (2004). Methodological rigour within a qualitative framework. Journal of Advanced Nursing, 48(4), 388-396.
Wang, X. (2013). Why students choose STEM majors: Motivation, high school learning, and postsecondary context of support. American Educational Research Journal, 50(5), 1081-1121.
WEF. (2017). World Economic Forum on Global Competitiveness Report. Retrieved from http://www.weforum.org/ docs/WEF_GlobalCompetitivenessReport15pdf
Wilhelm, W.B. (2010). The relative influence of published teaching evaluation and other instructor attributes on course choice. Journal of Marketing Education, 26(1), 17-30.
Yin, R.K. (2011). Qualitative Research From Start to Finish. The Guilford Press, New York. Retrieved from www.guilford.com
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Published
Dec 22, 2019
Article Details
How to Cite
Dela Fuente, J. A. (2019). Driving Forces of Students’ Choice in Specializing Science: A Science Education Context in the Philippines Perspective. The Normal Lights, 13(2). https://doi.org/10.56278/tnl.v13i2.1393
Section
Research Article
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