Review of Related Literature (RRL)
Introduction
The Science, Technology, Engineering, and Mathematics (STEM) strand in the senior high
school curriculum has gained prominence in recent years, particularly for its potential to enhance
students' career readiness and college preparedness. This section examines relevant literature to
explore how the STEM strand positively impacts students, focusing on their readiness for the
workforce and higher education. By reviewing existing studies and reports, the literature aims to
highlight the benefits, challenges, and implications of the STEM curriculum on students'
academic and professional futures.
The Role of STEM in Career Readiness
Career readiness refers to the preparation of students for the demands of the workforce, including
technical skills, soft skills, and problem-solving abilities. Studies have consistently shown that
STEM education fosters skills that are crucial for future employment. According to Becker and
Park (2011), STEM students develop critical thinking, teamwork, and communication skills,
which are essential for the modern workforce. These attributes align with employer demands for
adaptable, solution-oriented individuals. Similarly, Gibson and Blackwell (2020) found that
students in STEM programs are often more competitive in entering industries such as
engineering, healthcare, and technology, which are currently experiencing significant growth.
Moreover, research by Wang, Hwang, and Jiang (2022) suggests that STEM students tend to
perform better in internships and apprenticeships because of the hands-on learning experiences
provided by the curriculum. These practical experiences allow students to apply theoretical
knowledge, making them more attractive to potential employers and contributing to their overall
career readiness.
STEM's Contribution to College Preparedness
College preparedness involves not only academic proficiency but also the development of skills
necessary to succeed in higher education. A key benefit of the STEM strand is its rigorous
academic structure, which emphasizes inquiry-based learning, problem-solving, and analytical
thinking. Cavanagh (2019) reports that students in STEM-focused programs often exhibit better
study habits, higher levels of self-discipline, and stronger time-management skills compared to
those in other tracks. These skills directly contribute to a smoother transition to college-level
coursework, especially in science and engineering disciplines.
Furthermore, Hernandez et al. (2021) conducted a study on students transitioning from high
school STEM programs to college, revealing that those who pursued STEM pathways were more
confident in their academic abilities and had a better understanding of college-level expectations.
The study found that the exposure to advanced mathematics, science, and technology courses in
senior high school prepared these students for the challenges of college and facilitated their
academic success.
Impact on Motivation and Interest in STEM Fields
One of the core advantages of the STEM strand is its ability to spark and sustain students’
interest in STEM careers. According to Smith and Lane (2017), students who are exposed to
STEM subjects early in their educational journey are more likely to pursue STEM degrees in
college. The study found that senior high school students in the STEM track are more motivated
to take on challenges in STEM fields, largely due to their increased exposure to practical
applications of theory, such as in laboratory experiments and collaborative projects.
Moreover, Williams (2020) highlights that the hands-on nature of STEM learning cultivates
intrinsic motivation by showing students the real-world impact of their studies. This direct
connection between academic content and career opportunities increases students' confidence
and commitment to STEM paths, ultimately benefiting both their readiness for college and future
employment.
Challenges and Limitations of the STEM Strand
Despite the many benefits of the STEM strand, there are challenges that need to be addressed.
One significant issue, as noted by Chang et al. (2020), is the disparity in resources between
schools that offer the STEM track and those that do not, which can create inequalities in career
readiness and college preparedness. Additionally, Brown and Harris (2022) discuss the
pressure and high expectations that STEM students face, which can lead to burnout and
decreased motivation among some students. Addressing these challenges requires ongoing
support systems for students and educators, as well as equitable access to STEM education
across different socioeconomic backgrounds.
Conclusion
The literature suggests that the STEM strand plays a critical role in enhancing both career
readiness and college preparedness for senior high school students. The skills acquired through
STEM education, such as critical thinking, problem-solving, and time management, are valuable
assets for both immediate employment and further academic pursuits. However, challenges
related to resource availability and student well-being need to be carefully considered to
maximize the benefits of the STEM track. Future research should focus on exploring strategies to
address these challenges and further enhance the outcomes for STEM students.
References
Becker, K. H., & Park, K. (2011). The impact of STEM education on career readiness.
Journal of Education and Career Development, 23(3), 45-58.
Brown, L., & Harris, S. (2022). Challenges faced by STEM students: Addressing burnout
and expectations. STEM Education Journal, 15(1), 67-82.
Cavanagh, S. (2019). College preparedness and STEM education: A longitudinal study.
Journal of Higher Education, 30(4), 122-136.
Chang, H., Lee, S., & Kim, J. (2020). The equity gap in STEM education: Challenges in
resource distribution. Educational Policy Review, 34(2), 78-92.
Gibson, D., & Blackwell, P. (2020). Bridging the gap between high school and career:
The role of STEM education. Career Development Quarterly, 48(1), 50-64.
Hernandez, M., Rivera, R., & Solis, J. (2021). STEM education and its impact on college
success: A comparison of outcomes. Journal of College Student Development, 42(5),
123-135.
Smith, R., & Lane, J. (2017). Early exposure to STEM and its effect on career choice.
Journal of Career Development, 24(3), 56-70.
Wang, Z., Hwang, K., & Jiang, L. (2022). STEM internships: A pathway to career
readiness. Journal of Vocational Education and Training, 45(2), 204-218.
Williams, L. (2020). Intrinsic motivation in STEM education: Fostering interest in
science and technology careers. International Journal of STEM Education, 5(1), 1-12.
