IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO.

1, MARCH, 2020

AN INQUIRY INTO THE K TO 12 SCIENCE, TECHNOLOGY,

ENGINEERING AND MATHEMATICS STUDENTS’ PERSISTENCE
MARISOL D. ANDRADA1, ARLYNE C. MARASIGAN, PhD2
https://orcid.org/0000-0002-8053-316X1, https://orcid.org/0000-0003-2362-76342
[email protected], [email protected]
DepEd, Iriga City1, Philippine Normal University, Manila, Philippines1,2

ABSTRACT

Due to the unprecedented change in science and technological advancement, strengthening of STEM
Education in the Philippines becomes an important goal under the K to 12 Curriculum aimed to produce
21st century and globally competitive learners. The educational reform was implemented even in rural
areas to lessen inequalities and poverty in consonance with Education for All (EFA) and Sustainable
Development Goals (SGDs). Senior high school (SHS) students can take STEM strand towards STEM-
related careers without going into Science high schools or universities. However, very few students
are opting for STEM because of grade requirements and negative perceptions towards STEM. Those
who enrolled failed to finish and graduate as STEM students. Hence, this study aimed to explore the
factors that contributed to the persistence in STEM of selected SHS students. The study utilized a
purposive selection of the seven participants (n=7) who are among the first successful STEM
graduates under the K to 12 Curriculum in 2018. The participants underwent a one-on-one in-depth
interview. Transcription, coding, and thematic analysis were employed to arrive at the insightful
narration of their lived experiences as STEM students. Based on the results gathered, the factors that
contributed to the persistence of the SHS students are self-efficacy and social support. The result of
the study provides sound evidence that cognitive, affective, and psychosocial support from parents,
family, peers, teachers, and school are essential for students’ success. Students should have the
freedom to choose the track/strand they wanted to pursue. School authorities must provide relevant
activities that could strengthen STEM initiatives and implementation among SHS students.

Keywords: STEM Education, Persistence, phenomenological study, K to 12 Curriculum, Philippines

INTRODUCTION decline in the number of students opting for

science and mathematics. This decrease in the
Science and technology are vital to a nation's quality and quantity of students in STEM leads to
economic productivity, prosperity, and social a low retention rate because students believed
development. However, the unprecedented that success in STEM is a pre-given talent that
advancement in technology brought about by the leads to a separation between high achievers
4th Industrial Revolution or IR4.0 brings a threat and low achievers. Moreover, issues of equality
to the global economy and race for technological and equity in terms of gender, race, status,
superiority (Delp, 2016). Additionally, researches ethnicity, school facilities and equipment,
show a mismatch between science skills and the support of internal and external stakeholders,
STEM workforce; the quality of STEM students school location and performance, instruction,
continues to deteriorate, and there is a significant and funds persist. But, the implementation of
Education for All (EFA) and Sustainable
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Proceeding of the International Conference on Education and Business (ICEB) 29-30 October 2019, Manila, Philippines
ANDRADA, M. D., MARASIGAN, A.C., An Inquiry into the K to 12 Science, Technology, Engineering and
Mathematics Students’ Persistence, pp. 1 – 9
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Development Goals (SGDs) prompted countries interests, self-motivation, positive educational
for educational reforms that are inclusive and experiences in secondary school, family
equitable for all (Incheon Declaration for encouragement and values, positive
Education 2030). In the Philippines, the experiences with professors, lack of educational
legalization of the Republic Act 10533 or preparation, lack of minorities, clubs, and
Enhanced Basic Education Act of 2013 set the organizations, the need for financial assistance
basis for the holistic development of 21st-century and friends within the major. Furthermore,
learners equipped for higher education, attitudes, beliefs, perceptions of pedagogies,
entrepreneurship, employment, or middle-level desire for more mathematics, confidence, and
skills development after graduation. These enjoyment influence students' persistence in
objectives are targeted through a 12-year formal STEM (Wu, 2018). According to Wu (2018),
education that is free, accessible, complete, student retention, or equivalently, student
suitable, relevant, and beneficial to both the persistence refers to students persisting in major
individual and the country's economy. An in the same university, or continuing in a
additional two years called Senior High School university with a different major, or persisting in
(SHS) allow students to choose among various education in a different university. Additionally,
tracks/strands based on his/her skills, talent, and Ellis, Kelton, and Rasmussen (2014) defined a
interests. Treated in silos or integrated, Science, persistent student as one who declared and
Technology, Engineering, and Mathematics eventually graduated with a STEM major. In
(STEM) permeate every inch of the students’ education, it is a high motivation that will aid
lives, hence, the call for a transformative students in achieving their academic and
education. An education that will enable 21st- personal goals powered with high motivation,
century students to improve their capabilities especially in STEM, considered as difficult. The
more than the skills suited in the past century. paper assumed that the factors identified by
The current Science Curriculum Guide is Williams-Watson (2017) and Wu (2018)
knowledge- and context-based towards critical contributed to the students' persistence in the
thinking, creativity, innovation, problem-solving, SHS-STEM Track/Strand. The students who
scientific processes and skills, understanding persisted in this paper enrolled in STEM in Grade
and applying scientific knowledge, informed 11 in 2016-2017, continued to Grade 12 and
decision-making, social responsibility, and graduated in 2017-2018 in the same institution.
effective communication for sustained economic The number of students who remained in the
growth and stability. Furthermore, the science school or persisted pertains to the retention
curriculum seeks to ignite the students’ desire rates. Schools typically measure retention rates
and love for a STEM career. Offered nationwide, every year. The study aims to contribute pieces
SHS students can opt to take STEM strands of information that can help identify areas for
towards STEM-related careers without going into improvement in increasing students' persistence
Science high schools or universities. However, in STEM in the new curriculum, which will gear
very few students are opting for STEM because towards achieving the targeted reforms.
of grade requirements and negative perceptions
towards STEM. From 220,590 Grade 11
students enrolled in public, private, and SUCs in OBJECTIVE OF THE STUDY
2016 – 2017, only 192,624 continued to Grade
12 in 2017-2018. Only 183,958 students The study aimed to explore how self-
persisted in graduating in April 2018. Williams- efficacy and social support contributed to the
Watson (2017) enumerated factors that persistence in STEM of the first K to 12
contributed to the African-American and graduates.
Hispanic students' persistence in STEM
education. These are childhood experiences and
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Proceeding of the International Conference on Education and Business (ICEB) 29-30 October 2019, Manila, Philippines
ANDRADA, M. D., MARASIGAN, A.C., An Inquiry into the K to 12 Science, Technology, Engineering and
Mathematics Students’ Persistence, pp. 1 – 9
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METHODOLOGY clustering. The study utilized Moustakas's
modification of the Stevick-Colaizzi-Keen
The study used the phenomenological phenomenological method to describe the “what”
approach, which focused on exploring the lived and “how” the participants experienced the
experiences of the first SHS graduates in the phenomenon. From there, in-depth knowledge to
STEM track/strand. Phenomenological research give essence to the lived experiences that
is a qualitative research method used by contributed to the persistence in STEM of the first
researchers to find essence (meaning) on the K to 12 graduates conceptualized a model from
experiences of people who experienced a the emergent themes. Member checking
concept or phenomenon (Creswell, 2007). The through personal messages ensured the integrity
study used a purposive selection using the of the results. The data gathered were filed in a
fishbowl technique in determining the seven systematized folder digitally.
participants for the study. The participants were
graduates in an SHS offering STEM strand only.
There were 54 enrollees in Grade 11 in SY 2016- RESULTS AND DISCUSSION
2017, but only 48 students graduated in April
2018. The selected participants currently in 1. An Inquiry into the K To 12 Science,
college, taking up STEM-related courses and Technology, Engineering and Mathematics
education courses major in science, were all Students’ Persistence
willing to take part in the study. Before the
interview, the researchers prepared an interview To probe answers to the central question:
protocol consisting of open-ended questions. It How do self-efficacy and social support
underwent peer evaluation and pilot testing with contribute to the students' persistence in the
two K to 12 STEM graduates. They were not SHS-STEM program? Open-ended questions
included in the final meeting to circumvent data with follow-up questions guided the one-on-one
contamination. The pilot test helped the interview. Cold and warm analyses of data led to
researcher make the necessary adjustments to a model labeled Success model consisting of
make it more suitable in obtaining the needed students' persistence in the program as a result
response to the research objective. Participants of Self-efficacy coupled with Social support, as
signed informed consent in both the pilot and shown in figure 1.
final study. An orientation on the necessary
information about the study, confidentiality, and
anonymity procedures of the study took place. Self-
efficacy
Participants had the option to halt the interview
at any time. One-on-one in-depth interviews at
an average of 40 minutes happened in a mutually Persistence
agreed location. Likewise, a phone interview with
three of the participants enrolled in schools Social
outside the city or region. Both conversations, support
face-to-face, and phone interviews were
recorded using digital recorder upon participants'
approval. The documented interviews underwent Figure 1 Success model
verbatim transcription. Cool and warm analyses
were used in the treatment of field data. The cool Seven participants, all females, retorted to
investigation involved highlighting statements, be part of the study. Table 1 contains the
sentences, and phrases relevant to the
necessary information about the participants.
experienced phenomenon. Themes were formed
from the highlighted terms using manual
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Proceeding of the International Conference on Education and Business (ICEB) 29-30 October 2019, Manila, Philippines
ANDRADA, M. D., MARASIGAN, A.C., An Inquiry into the K to 12 Science, Technology, Engineering and
Mathematics Students’ Persistence, pp. 1 – 9
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explore and enhance our knowledge of
Table 1 Participant’s Information other things is a better thing to do" (P3).
Participant Year in College STEM course
P1 First BS Electronics
Engineering The participants believed that relying
P2 First BS Civil Engineering on others' help will not help them succeed.
P3 First BS Psychology Instead, they should have focus, motivation,
P4 First BS Civil Engineering
P5 First BS Physical therapy and perseverance to strive harder in
P6 First BSEd major in overcoming all the challenges. The
Science participants' self-efficacy dictate a persons'
P7 First BS Civil Engineering
feeling, thinking, motivation, and behavior,
which results in diverse effects in their
1.1 Self-Efficacy
cognitive, motivation, affective, and selection
developments (Bandura, 1994). The
Not all the participants said it was their first
choice enrolling in STEM. However, the participants developed a strong belief in their
participants joined and persisted in the STEM abilities, and strong commitment partnered
program because of belief in themselves and in with proper time and resources management
God, proper time and resources management, to survive the tasks and challenges.
positive outlook in life, motivation, and
determination. Generally, the participants' "It was difficult for me to do our
reasons for their choice were more on personal requirements. There were no references
preference and intrinsic interest. The and no internet connectivity. We were
participants’ intended course in college and required to use Quipper and Edmodo. And
outlook to test themselves with STEM subjects problems with math lessons but through
influenced their decisions. perseverance, hard work, guidance, and
use of my allowance to load for the internet
"Yes, it was my first choice. I dream of to do research, everything that you do if
becoming an engineer. I believed that this you work hard, you will get what you want.
strand would help me a lot." (P1). I trusted myself in the sense that I know I
can do better as much as others can do"
“It was my first choice. I wanted to challenge (P2).
myself to better understand the hard subject,
Mathematics" (P4). “I remember there were times that our
reviewers are mixed up for tomorrow's
"This is my first choice. In STEM, I can show exam again, hahaha…I started to cry
my ability to compete with my fellow because of stress…ahhh…but by studying
students; and it influences me to develop my hard to achieve something; you will
self-confidence" (P5). sacrifice and fight to claim it. I put in my
mind that I'm ready to face any challenges
"It wasn't my first choice. My mother and as a STEM student. I believed that I could.
friends influenced me to take the track. I It was fulfilling. It feels good to attain
wanted tourism in college. People say STEM success despite the hardships" (P4).
is the highest of all the strands. It is
considered difficult, so it's better challenging In any situation, activities that support
ourselves and get around our weaknesses. and boost persons’ abilities develop optimism or
Mathematics is my weakness. I wanted to get a positive attitude that makes people tough in
better on it. Leaving our comfort zone to facing obstacles to achieve one's goals. Goals
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Proceeding of the International Conference on Education and Business (ICEB) 29-30 October 2019, Manila, Philippines
ANDRADA, M. D., MARASIGAN, A.C., An Inquiry into the K to 12 Science, Technology, Engineering and
Mathematics Students’ Persistence, pp. 1 – 9
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either classified with achievement goals theory "I asked God's help and surrendered to
and self-determination theory motivated the Him. I saw His unmeasurable blessings to
participants. Achievement goals refer to the aim me. I thank God that I passed all my
or purpose a person tries to achieve dictates a subjects in Grade 11 then Grade 12
person’s behavior in an educational setting. The through prayer. I feel great. Nothing is
goals can be about challenging oneself to gain impossible with God. I did my best for all
new knowledge or skills to increase one’s faculty His Glory" (P4).
at the same time showing one's ability by
outdoing others. On the other hand, self- 1.2 Social Support
determination theory refers to peoples' intrinsic
needs of competence, autonomy, and Parents, family, friends and teachers,
relatedness. The participants achieved selflessness, materialism, and pragmatism are
complacency in facing challenges and manage other reasons why the participants were in the
their lives while building capability and mastery STEM program. The socioeconomic status of the
(David, 2014). Five of the participants used their family and parents' independence in choosing a
goal and their many reasons to surpass school for their children based on location,
whatever problems/struggles they were in as school design, and quality of education (OECD,
STEM students. The participants' high intrinsic 2012) influenced the participants to take STEM
motivation governed them to persist in the based on practicality, accessibility, and
program. convenience.

"I always had positive thought. I mean K "My parents and my dreams influenced my
to 12 is new, and we never knew what choice. Their dream for me was to be an
will happen, what are the things we will engineer someday" (P1).
encounter, so in everything I do,
working hard will get me to what I want. "My family, my Grade 10 adviser and other
Don't let your emotion control you; don't teachers, my friends, and myself, I influenced
let fear stun you, fight it, be optimistic, my mind to decide to take STEM strand"
and you will be successful" (P6). (P4).

"I’ve set a goal for me to pursue more " The school is near. I walk from the house to
and strive harder to overcome all the school. I will have fewer expenses in terms of
challenges. It was tough, but the daily fare, allowances, and others. That’s
motivation to graduate helped me to why, instead of going to the city proper, I took
face every hardship" (P4). STEM since it is the only track/strand
available in school" (P2).
“I managed my time to meet all the
requirements, especially when there were a Additionally, the family influenced the
lot of projects and activities to do. And my
participants’ persistence by giving profound
resources when I am in financial needs for
the projects (individual or group), and the importance to education. To make their
exam (practical exam; Science Quiz; Paper families’ lives better, they guided the
and pen tests), so don’t give up” (P7). participants to remain and finish the STEM
program.
Additionally, reliance and faith in God
helped the participants persevere in the
program. Responses include,
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Proceeding of the International Conference on Education and Business (ICEB) 29-30 October 2019, Manila, Philippines
ANDRADA, M. D., MARASIGAN, A.C., An Inquiry into the K to 12 Science, Technology, Engineering and
Mathematics Students’ Persistence, pp. 1 – 9
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"I want to help my parents and give them a same time, sad because we’ll be
good life. I can do that if I finish my studies. separating our ways" (P3).
They told me I could do it" (P1).
When teachers assessed and reflected on
"I have to study well for my dreams and my their pedagogy, STEM-related activities and
family. I will become a licensed physical experiences were created and facilitated. STEM
therapist to obtain a bright future for them" lessons that were enjoyable, engaging, and
(P5). relevant through the student-centered learning
paradigm encouraged the participants. It allowed
The participants emphasized the and supported everyone in the classroom to
stressful demand for requirements in almost all learn, regardless of intellectual ability,
subjects. They were like robots at times following socioeconomic status, language, race, ethnic
orders or going from one class to another with background, gender, or religion (Cantu, 2015).
unfinished tasks. However, the interaction and Furthermore, Tang et al. (2017) posited that
relationship established with peers, teachers, authentic inquiry learning could promote equity.
and personnel (David, 2014) inspired and It develops better student-student and student-
challenged them to persevere and take STEM- teacher relationships because of open
related courses after graduation. When students communication.
were satisfied with the relationship with students
and other stakeholders within the institution, As it is, learning with peers inside or
retention, or persistence becomes high. The outside the classroom occurred. Students
support from and rapport with teachers pushed became responsible and took ownership of their
them to the limit of achieving their goal. education by building new knowledge from prior
experiences through brainstorming. There was a
“It is more fun in STEM because of the success in the understanding of the topics at
thoughts and life lessons from the hand. Moreover, the integration of technology
teachers. I owe them for teaching me how experiences (Hayden, 2011) increased the
to be a good STEM student. They helped students' knowledge, attitudes, and interest
me to learn more" (P2). towards STEM. Positive experiences (Kling,
2016), like the Work Immersion, also brought a
“I was challenged by our teachers. I liked positive impact on the students towards
their “pakikitungo/pakikisama.” I'm thankful continuing to STEM-related courses.
I met and known them. I learned a lot. They
honed our minds by challenging us" (P4). "I enjoyed the various strategies used by
our teachers like short film making, dream
The camaraderie established with peers invention (webpage), separation
and friends helped them persist in the STEM techniques, reporting, graphic organizers,
program, especially at times when they wanted cooperative learning, poster making,
to surrender. Friends were there through thick laboratory activity/Inquiry learning, role-
and thin. playing, debate, group project,
demonstration, and video clips." (P2)
"My friends helped me cope up with the
pressure. It is when we help each other and "The 3D models we did for practical
strived harder to reach our dreams. Then activities made me feel like I am an
after a stressful day, we still managed to engineer. Another was when we
have some fun to de-stress. When assembled a circuit to check the voltage
graduation came, I felt relieved, at the that lighted the lamp using a voltmeter. The

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Proceeding of the International Conference on Education and Business (ICEB) 29-30 October 2019, Manila, Philippines
ANDRADA, M. D., MARASIGAN, A.C., An Inquiry into the K to 12 Science, Technology, Engineering and
Mathematics Students’ Persistence, pp. 1 – 9
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activities inspired me to love STEM more. I supporting them to persevere by
was in the Engineering Office during my instilling the value of education.
immersion. The engineers were using 2. Institutions and administrators may
AutoCAD in plotting. I learned it. Now I deepen their understanding of STEM
have AutoCAD subject; I do not find it education and possess positive
difficult" (P1). perceptions to implement inclusive STEM
initiatives and changes in the curriculum.
CONCLUSION 3. Intensify continuing teacher professional
development focused on pedagogical
The study used the phenomenological content knowledge and interventions to
approach to explore and describe how self- affect positive change in teachers'
efficacy and social support contributed to the perceptions towards STEM initiatives.
persistence in STEM of the first SHS graduates. 4. Teachers may have precise information
about the effective implementation of
1. Self-efficacy refers to the participants’ STEM education. Such steps will ensure
belief in themselves and God, proper time the development of students' 21st-century
and resources management, positivity, skills, autonomy, and the scientific mind in
motivation, and determination while Social daily school activities.
support pertains to the assistance
(financial, physical, emotional, and ACKNOWLEDGMENTS
mental) from parents, family, friends, and
teachers. These refer to the cognitive, The author extends sincere gratitude to
affective, and psychosocial factors that all the people who have contributed and served
play an essential role in and out of the as inspiration in the study.
classroom.
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Proceeding of the International Conference on Education and Business (ICEB) 29-30 October 2019, Manila, Philippines
ANDRADA, M. D., MARASIGAN, A.C., An Inquiry into the K to 12 Science, Technology, Engineering and
Mathematics Students’ Persistence, pp. 1 – 9
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Proceeding of the International Conference on Education and Business (ICEB) 29-30 October 2019, Manila, Philippines
ANDRADA, M. D., MARASIGAN, A.C., An Inquiry into the K to 12 Science, Technology, Engineering and
Mathematics Students’ Persistence, pp. 1 – 9
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Economy: Report to Royal Society’ s Vision Educational Leadership and Policy major in Comparative
for Science and Mathematics. Report to Education from Beijing Normal University, under Chinese
Royal Society’s Vision for Science and Government Scholarship (CSC). She obtained her Master
Mathematics, 1–38. of Arts in Education major in Chemistry at the University of
the Philippines-Diliman, and her Bachelor of Secondary
Education major in Chemistry, under Commission on Higher
Williams-Watson, S. (2017). Persistence among Education (CHED) Scholarship, graduated Cum Laude from
minority STEM majors: A phenomenological the Philippine Normal University. Last 2018, she completed
study. her academic requirements in Doctor of Philosophy in
https://ui.adsabs.harvard.edu/abs/2017PhDT Philippine Studies at the University of the Philippines-
........50W/abstract Diliman, Tri-College. Before she joined the Philippine
Normal University as a faculty member, she had worked at
Wu, X. (2018). Persistence and Characteristics of Diliman Preparatory School (DPS) and served as Subject
Calculus I Students in STEM Disciplines Area Coordinator at High School Department for five (5)
years. Prior to the implementation of the K to 12 curriculum
(2018). Graduate Theses, Dissertations, and and in collaboration with UP-NISMED research specialists,
Problem Reports. 7279. she spearheaded the enhancement of Stream subjects
https://researchrepository.wvu.edu/etd/7279 offered as an elective course for high school students. Her
team developed subjects such as astronomy,
environmental science and science research 1 and 2 which
AUTHORS’ PROFILE are now part of the regular DPS high school curriculum. As
a science educator, Dr. Marasigan has several international
collaborations from different disciplines including
MARISOL D. ANDRADA graduated Bachelor of Secondary
Chemistry, Science Education, Teacher Education,
Education major in Physics,
Curriculum Studies, Philippine Studies, Education for
under Department of Science
Sustainable Development (ESD), and Comparative
and Technology-Science
Education to name a few. She has been an active country’s
Education Institute (DOST-
representative in the four-country Asian collaboration (i.e.,
SEI) undergraduate
Japan, South Korea, Malaysia and the Philippines) on ESD,
scholarship, at Bicol
Green Chemistry since 2012.
University College of
Education (BUCE), Daraga,
Albay in 1996, and Master of
Arts in Physics Education COPYRIGHTS
(MAPE) at Bicol University
Graduate School (BUGS), Legazpi City in 2000. She is
currently completing her degree in Doctor of Philosophy in
Copyright of this article is retained by the
Science Education, under the Department of Science and author/s, with first publication rights granted to
Technology Science Education Institute - Capacity Building IIMRJ. This is an open-access article distributed
Program for Science and Mathematics Education DOST- under the terms and conditions of the Creative
SEI-CBPSME), at Philippine Normal University, Taft Ave.
Commons Attribution – Noncommercial 4.0
Manila, Philippines. She had been a science teacher at San
Antonio National High School, Iriga City since 1996, and International License (http://creative
served as Science Area Coordinator since 2004. In 2014, commons.org/licenses/by/4).
she was an International Leaders in Education Program
(ILEP) fellow at Arizona State University, US. She is
currently a Master Teacher I at Sto. Nino National High
School, Iriga City since 2016 handling SHS-STEM. She had
been a trainer in school, division, and regional training.

ARLYNE C. MARASIGAN, Ph.D. is an assistant professor

at the Philippine Normal
University-Manila. She teaches
Science Education and
Educational Leadership programs
offered by the College of
Graduate Studies for Teacher
Education and Research. Dr.
Marasigan holds a PhD in

P – ISSN 2651 - 7701 | E – ISSN 2651 – 771X | www.ioer-imrj.com

Proceeding of the International Conference on Education and Business (ICEB) 29-30 October 2019, Manila, Philippines
ANDRADA, M. D., MARASIGAN, A.C., An Inquiry into the K to 12 Science, Technology, Engineering and
Mathematics Students’ Persistence, pp. 1 – 9
9