IMPACT OF THE STE PROGRAM ON ACADEMIC ACHIEVEMENT OF

GRADE 7 STUDENTS OF OQUENDO NATIONAL HIGH SCHOOL

MARIAH ANGEL LAURICE COQUILLA

SARAH LEE F. MARTINEZ

ANA ROSE TANEO

MIGUEL NACMAN

EUGENE RUEDA

TRIXIA BANARES

JO-ANN ANIBAN

KENETH CACHO

RESEARCH ADVISER

JHAN GLEND SALINO CASTANARES

 CHAPTER I
INTRODUCTION

Background of the Study

The science, Technology and Engineering (STE) Program is the flagship

program for the development of Science, Mathematics, Engineering and Research in

Special Science Classes (SSC). The Science Curriculum Framework articulates

standards, sore competencies, approaches and underlying principles in Science for

Secondary schools in the country. The Special Program in Science, Technology and

Engineering (STE) offers a four-year curriculum based on the K to 12 secondary

Education Program, with a specialization in science.

According to the study of Kazu and Yalcin (2021) In turkey shows that recent

advances in information and communication technology continue to affect each aspect

of society, along with important implications in the field of education. Countries

aiming to be a leader in the scientific and technological race also attach great

importance to science and mathematics education. For this reason, in order not to fall

behind in the technological race, they have adopted the basic aim of raising

individuals who understand science and mathematics conceptually well, associate

these concepts with daily events, and can solve the problems they face in daily life

with the information transferred in schools (Çepni, 2017). Dinçer (2014) argues that

the basic resource of the economy is individuals who can produce knowledge and use

them when necessary. For this reason, it is of great importance to educate the new

generation with skills such as analytical, creative, and critical thinking, which are

called 21st century skills. The way to gain these skills is through “STEM”, in other

words, science technology, engineering, and mathematics which is the basis of

today’s and future science and technological developments. STEM education, a

workforce consisting of individuals who are aware of STEM literacy, aims to

continue their current work in the STEM field, to produce innovations that will

provide an economic advantage to countries, and to be competent in future business

areas (Thomas, 2014).

The Philippine Congress through Republic Act 10533 also known as the

Enhanced Basic Education Act of 2013, provides for the mandatory evaluation and

review of the entirety of the K to 12 basic education in the country by the end of

school year 2014-2015. This evaluation and review aimed at establishing the status of

implementation vis-à-vis teachers, classrooms, textbooks, seats, toilets and other

shortages that should be addressed. It should be noted that this evaluation and review

covers the entire basic education curriculum including the STE program which is the

topic of this study. Nonetheless, the realities of the country’s basic education remains

at the realm of mediocrity as evident in the recent international measures of students’

performance. These are standards-based students’ assessment which have been

incrementally utilized by countries in gauging educational effectiveness (DeBoer,

2011). While it is noteworthy to mention that from 1995 to 2003 Philippines had

shown

significant improvement in its participation in TIMMS, the country remained at the

bottom ranks with students performing below the international average mark of 400.

In addition, in the 2018 conduct of Program for International Students Assessment

(PISA), the Philippines ranked lowest of the 79 countries assessed in Science and

Mathematics Literacy.

In line with its thrust to strengthen science and mathematics education in the

Philippines and in support to the 2010 Secondary Education, the Department of

Education through the Bureau of Secondary Education (BSE), has officially

implemented the Engineering and Science Education Program (ESEP) now officially

known as Science, Technology, and Engineering (STE) Program in 197 public

schools nationwide. This program offered advance subjects including research from

Grades 7 to 10 to cater to the intellectually promising and research-inclined

students(Lee, 2019).

Scope and Limitation

This Study will be conducted at Oquendo National High School for the school

year (2024-2025). It aims to examine the impact of the Science, Technology, and

Engineering (STE) program on the academic achievement of Grade 7 students,

focusing on both its positive and negative effects. The study will explore how the

program influences students’ learning experiences and academic performance. The

respondents will be selected Grade 7 students enrolled in the STE program, and data

will be collected through observations and interviews to gain insights into their

academic progress and experience. However, this study has certain limitations. It is

limited to Grade 7 students only, excluding other year levels. The focus will be on

academic achievement based on grades and student feedback, without considering

external factors such as family background or learning environment. Additionally, the

findings may not be generalizable to other schools offering the STE program due to

differences in its implementation. Despite these limitations, the study aims to provide

valuable insights into the effectiveness of the STE program and its role in shaping

students' academic success.

Statement of the Problem

The Science, Technology, and Engineering (STE) program is a specialized

designed to enhance students’ knowledge and skills in STEM fields. While the

program aims to improve academic achievement, it is crucial to investigate its actual

impact on the academic performance of students, particularly in the context of

Oquendo National High School.

“Specifically, It sought answers to the following questions:”

1. What is the Demographic profile of respondents in terms of;

1.1 age
1.2 gender
1.3 general Weighted Average
2. What are the perceptions of Grade 7 students at Oquendo National High School

regarding the STE program?

3. How does the academic achievement of Grade 7 students enrolled in the STE

program at Oquendo National High School compare to that of students in the regular

curriculum?

4.. What are the challenges and opportunities encountered by Grade 7 students and

teachers in the implementation of the STE program at Oquendo National High

School?

5. What recommendations can be formulated to enhance the effectiveness of the STE

program in improving the academic achievement of Grade 7 students at Oquendo

National High School?

Statement of Hypothesis Assumption

H1. There is a statistically significant relationship between participation in the STE

program and the academic performance of Grade 7 students at Oquendo National

High School.

H2a. (POSITIVE RELATIONSHIP) There is a statistically significant positive

relationship between participation in the STE program and the academic performance

of Grade 7 students at Oquendo National High School.

H1b. (NEGATIVE RELATIONSHIP) There is a statistically significant negative

relationship between participation in the STE program and the academic performance

of Grade 7 students at Oquendo National High School.

Statement of Null Hypothesis

HO1. There is no statistically significant relationship between participation in the STE

program and the academic performance of Grade 7 students at Oquendo National

High School.

Conceptual Framework
1. Demographic Conduct survey through

profile in terms of: giving survey

questionnaire to the
1.1 age
respondents after giving
1.2 gender
the questionnaire to the
1.3 general Weighted
respondents, we need to Impact of the STE
Average
wait for them to
program on Academic
complete it.
2. What are the Achievement of grade 7
1. collect responses
perceptions of Grade 7 Students of Oquendo
2. organize data
students at Oquendo National High School
3. clean data
National High School
4. analyze responses
regarding the STE
5. draw conclusions
program?
6. report findings

Proposed program that can improve the Impact of the STE program on

Academic Achievement of grade 7 Students of Oquendo National High School

Fig 1, The paradigm of the study

 In figure 1 it shows the demographic profile of the respondents, in the second

part it will be focusing in the What are the perceptions of Grade 7 students at

Oquendo National High School regarding the STE program?, this questionnaire will

be given to the respondents of this study, the research will conduct a survey to

identify the Impact of the STE program on Academic Achievement of grade 7

Students of Oquendo National High School

In the second box researchers was conduct a survey through giving survey

questionnaire to the respondents for the answers that the researchers are aiming to get

to know the result of the study. On the third box shows that the researchers are aiming

to identify. Also, the researchers suggested to came up some programs to improve the

STE program on Academic Achievement of grade 7 Students of Oquendo National

High School. Researchers suggested that having a program about the financial

capability and its impact to academic performance can help students to gain more

knowledge on how to improve the Impact of the STE program on Academic

Achievement of grade 7 Students of Oquendo National High School.

Definition of Terms

Academic Performance: A measure of a student’s success in educational activities,

typically assessed through grades, test scores, and overall achievement and various

subjects, including those related to STEM.

Engagement: The level of interest, enthusiasm, and involvement that students show

towards their learning activities. High engagement often correlates with better

academic outcomes and positive attitude toward education.

Instrument- Refers to the tools or methods used to collect data in this study. This

may include surveys, questionnaires, interviews, or assessment test designed to

measure the academic performance, engagement, and social skills for Grade 7

students participating in the STE program.

Social Skills: Abilities that facilitate interaction and communication with others,

including cooperation, conflict resolution, and empathy. Social skills are critical for

collaboration in group settings, often emphasized in STEM education.

Students: Students who are typically 12to 13 years old and are in the seventh grade of

their education, often characterized by a transition in cognitive and social

development, where they begin to take on more complex subjects and responsibilities.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presented the Review of related literature utilized in this study.

This chapter will cover all aspects concerning the overall data in the research. This

includes the local and foreign study with the similarities and differences of study.

REVIEW RELATED LITERATURE

Foreign literature

Observations over the positive and negative effects of the STE program to

Grade 7 students and the article of Becker and Park (2011) about the effect of

integrated STEM education both discuss their respective impacts of such educational

programs to the performance of the students. Thus, these studies pinpoint that, by way

of STEM-based learning strategies, the outcomes of learning may be altered. By good

implementations of STEM-based programs, the performance of students would be

enhanced, according to the said studies. However, their scope and approach vary. The

STE program research specifically directs its focus to the effects of the program on

Grade 7 students, weighing both its positive and negative aspects: better

understanding and possible challenges. Becker and Park, on the other hand, present a

meta-analytic approach that encompasses a more general perspective with many

different integrated STEM education programs analyzed to illustrate the universal

effectiveness of interdisciplinary approaches in the achievement of students. While

the STE research is grade and program specific, Becker and Park synthesize findings

from multiple STEM initiatives to conduct a more general evaluation of the impact of

STEM education on learning.

The research will specifically focus on the direct impacts of a structured

program among Grade 7 students, consisting of positive outcomes - such as improved

understanding - and negative challenges which learners would undergo. In contrast,

Bybee's article is a more broad-theoretical focus of a platform to argue on the

necessary role of STEM education in preparing students for the demands of the 21st

century, discussing various educational strategies, and their possible long-term

impact. While STE research focuses on evaluating specific outcomes of program

implementation, Bybee pushes for a combination of education in STEM to be an

overarching approach for future-proofing students rather than settling on any single

program or grade level.

While the article by Fitzgerald and Leahy (2020) is focused on the effect of

STE education on the critical thinking ability of students, the research on the

observation of the positive and negative effects of the STE program on Grade 7

students concerns how STE programs impact the development of students. While both

articles are more oriented towards the positive impact that STE education brings

towards the abilities of a student-be it on the enhancement of academic performance

or of critical thinking, their focus is different. The STE program research looks into

various broad effects on Grade 7 students, both positive and negative challenges that

happen to students. However, Fitzgerald and Leahy's article is the articulation of the

improvement that effective STE education makes upon one's ability to think critically

and concludes that well-designed programs do boost analytical and reasoning

capabilities within students in a much significant way. While the STE research

evaluates overall program effects, including any downsides, Fitzgerald and Leahy

focus on the cognitive benefits of STE education, such as promoting critical thinking.

On one end, the two research studies focusing on how the STE program

affects Grade 7 students in both positive and negative ways, and Ritz and Fan's (2015)

article on interdisciplinary approaches in STE education discussed how STE

education impacts the outcome of students' learning. They both centered their scope to

how these STE programs enhance the engagement as well as understanding of

concepts for students. However, their scope and focus are somewhat different. The

study done on the STE program assesses the overall effects of the program to Grade

7-level students. Students are assessed whether they experienced the positive effects,

for example, better understanding or challenges or adverse effects that they incurred.

On the contrary, the Ritz and Fan article explores the benefits of interdepartmental

approaches about STE education. The article suggests that when two subjects are

combined, it yields greater engagement and a better understanding of more complex

ideas. Whereas STE research gives a general view of the impact of a single program,

Ritz and Fan center the value of interdisciplinary approaches within STE that have

been found to better facilitate more integrated learning.

Both the paper discussing the positive and negative effects of the STE

program on Grade 7 students and Sadler's article, "STEM Education and Equity: an

Update, " relate to the broader implications of STEM education for students.

However, at the same time, they both acknowledge a seminal role for STEM

education in having an impact on the outcomes of students, be it in terms of

intellectual achievement or in terms of social justice. This description is where they

differ in focus and scope. The direct impacts of the STE program are studied through

its effects on Grade 7 students. That is, from the kinds of favorable results, such as

improved learning, to the sorts of adverse challenges that students encounter. Sadler's

article, however focuses on the social impacts of STEM education, and problems

about equity gaps opens up for underrepresented groups in STEM fields. That is,

whereas the immediate impact of STE research studies is focused on what educational

or academic gains bring to people, Sadler posits that STEM education brings socially

long-term impacts, especially focusing on a holistic approach toward inclusivity and

therefore equal opportunities amongst all.

While it is imperative to observe the positive and negative impacts of the STE

program on Grade 7 students, Wang and Custer's 2015 article points out how
technology integration in STEM education impacts the learning outcomes of students.

Both highlight the positive roles of STE programs in raising the achievement of

students. For instance, while Wang and Custer discuss the effectiveness of

incorporating technology for enriching learning experiences, the current paper would

focus on observing such positive and negative impacts of the STE program on Grade

7 students. However, their emphasis is different. The study of the STE program

research centers on the general impact that the program has from the Grade 7

students, and it encompasses both positive outcomes, such as better understanding and

which challenges students may face, as negative outcomes. On the other hand, in

article by Wang and Custer, gives a kind of generalized overview of literature

referring to technology integration in STEM, laying down its efficiency across various

contexts and emphasizing how it enhanced the engagement and learning of students.

While the conclusions of STE research are very specific, as they take into account

being based on a focus on the impact of one program on one grade level, Wang and

Custer gave a comprehensive assessment of technology as applied in STEM education

in general, providing results from multiple studies instead of keeping the focus on one

case.

Both the positive and negative effects of STE on Grade 7 students as well as

Baker's article on long-term effects of early STE education address the role that

STEM education plays in shaping student outcomes such as making career choices.
Its significance in early involvement in STE education towards successful and chosen

careers by students at a later date also makes this article central to its discussion.

However, their scope and focus are different. The research specifically undertaken in

the study of the STE program investigates the immediate effects of the program on

Grade 7 students, both positive impacts, such as the increased grasp of concepts, and

negativities one encounters while under the program. By contrast, Baker's article is

considered long view in the sense of surveying the long-run impact of early STE

education on career paths, so that early STEM has huge significant effects on

increasing both employment and further education chances in the same fields. As the

research on STE is based on students' experience within a specific program and the

immediate effects, Baker's study focused on the long-term influence of STE education

on career choice over time.

Local Literature

Observing the positive and negative effects of the STE program in Grade 7

students and Alonzo's, (2020) article on "The impact of STEM education on the

critical thinking skills of students" share similarities but differ in some important

respects. Both studies are concerned with educational interventions that intend to

develop students' capabilities in any aspect of science, technology, engineering, and

mathematics. They are student-centered, targeting specifically Grade 7 students in the

research of the STE program, while Alonzo's article scopes its focus to the students in
general. The other works also discuss the issue of skill development, mainly on how

these programs affect students' capabilities. The range of these effects is covered by

the STE research, while Alonzo emphasizes improvements in critical thinking and

problem-solving as well as in analytical skills.

Both research on looking at the positive and negative impacts of the STE

(Science, Technology, and Engineering) program on Grade 7 students and Bautista's

(2019) report about making students participate in STEM through project-based

learning focus on pedagogical approaches that improve student involvement in STEM

disciplines. Both demand the involvement of the students in the learning process,

whether through project-based or through STE programs, to make the motivation and

better understanding of their applications in the real world. They, however, both differ

in scope and focus. Bautista emphasizes how project-based learning is effective in

teaching and engaging learners besides motivating them to learn. The other research

published on the STE program evaluates the whole program from the positive effects

as well as the negative effects, that could address the student performance, attitude,

and what problem they face. The research on STE may embrace several instructional

methods and outcomes. However, in the paper, Bautista focuses on project-based

learning as the primary channel through which an improvement of STEM education

may be aspired.
 From the two articles, it can be concluded that the aspects affecting student

outcomes when observing the positive and adverse effects of the STE program among

Grade 7 students and Cruz's article, "Rural Difficulties in Implementing STEM

Education: A Case Study" where the author talks at length about the difficulties in

implementing STEM education in rural settings. Although the reports differ in focus,

both concur that the success or failure of a STEM program depends on the

environment and resources available in an educational setting. However, both

research studies have different focuses regarding their specificity. The study on the

STE program gives an analysis of its positive impacts as well as negative impacts for

the students probably basing the analysis on student performance, engagement, and

perception. In contrast, Cruz focused on the issues that rural schools face in

implementing STEM education, with special emphasis on external factors such as

limited resources, teacher training, and infrastructure. Although STE research centers

more on the direct impact of the program on students, Cruz's work answers broader

systemic challenges preventing the effective delivery of STEM education in rural

contexts.

The research of STE programs focuses more on the internal impact of the

program itself on students, in addition to considering the advantages and

disadvantages of the program, which might comprise the effectiveness of curriculum

and experience of students. López's research tends to focus on the role of parents;
active involvement by parents has been associated with increased interest and

achievement by students in the area of STEM. Where the STE research is concerning

programmatic factors within school settings, López addresses problems concerning

family dynamics that would influence student performance and motivation toward

STEM education.

Both works on observing the positive and negative impact of the STE program

on Grade 7 students and in Martinez's paper on the use of technology in STEM

teaching discuss improving the student learning experience about STEM education.

While both texts talk about factors that can strengthen or weaken student engagement

and performance, such as the general program design of the STE or even the role of

technology in education, their focus differed. The research on the influences of the

STE program studies an extremely broad scope of influence in students and

determines both the positive as well as negative dimensions of the program itself.

Contrarily, the article by Martinez focuses precisely on the role of technology,

debating how the inclusion of technology in teaching STEM improves learning

experiences and enhances digital literacy. Even if the STE research would cover

multiple aspects of the program affecting students, Martinez zeroes in on the

technological aspect with regard to how it is effective in enhancing STEM.

While differing in their focus, both study on the positive and negative effects

of observing the STE program for Grade 7 students and Natividad's (2018) article on
gender differences in STEM participation focus on the factors that have an impact on

students' involvement and success in STEM fields. They both examine how certain

elements-whether it be programmatic or demographic-have an effect on varying

student engagement and performance rates. The general impacts of the program on

the students will consider both positive and negative outcomes like the way the

program influences student attitudes, skills, and achievements. Contrarily, Natividad's

article only specifically deals with gender differences in the participation of STEM,

noting that boys are often more interested and perform higher, thereby raising the

need to establish strategies aimed at encouraging more girls to participate in STEM.

Whereas STE focuses its research on the effectiveness of the program in general,

Natividad's study is more focused on the demographic aspect that specifically looks

into gender and inequalities in student participation with STEM.

The research for both monitoring the positive and negative impacts of the STE

program on Grade 7 students and the article by Reyes entitled Exposing Students to

Extra-Curricular Activities: Studying the influence of ECs on the Interest of Students

in STEM, pointed out factors that influenced students' engagement and performance

in the STEM fields. They both placed an emphasis on the influence that the

educational program and activities can impact the interest and skills building of the

students in the STEM but each focus on different aspects and scopes. The STE

research program explores the general effects of a classroom-based program among

Grade 7 students based on positives and negatives, such as academic outcomes and

student difficulties. The article by Reyes is more aligned with after-class activities

based on extracurricular activities that could help the students become interested and

engage in STEM activities with their actual improvement. Where the STE is centered

on formal education in the classroom, a point Reyes makes is that informal learning

through extracurricular activities also has a role to play in developing passion for the

STEM discipline.

Literature of the Study

The studies focus on observation of the positive and negative impacts of the

STE program on Grade 7 students, as well as the role of parental involvement in

STEM education by López (2021), which expounds on factors that influence student

outcomes in STEM-related disciplines. Both studies establish how external

influences, through design of a program or involvement of parents, impact outcomes

such as interest and achievement in students. This study monitoring the positive and

negative impacts of the STE program on Grade 7 students and Dela Cruz's 2022

article on the perception of the teachers about STEM education in the Philippines,

highlighted elements that determine the effectiveness of the implementation of STEM

education. The two studies acknowledged that structures of support - training, for

example, as well as resources - would determine the success of the STEM programs

by enhancing learning engagement through the students. But on the other hand, their
approach is a bit different. This involves analyzing the positive outcomes as well as

problems the learners faced. Moreover, Dela Cruz focuses more on the approaches of

the teachers who underscore how it really matters for educators' preparation and

resource availability which is identified as critical to successful implementation of

STEM. Though the focus of the article on STE research is on students' experiences,

Dela Cruz writes about how teacher support and perceptions indirectly affect students

based on the quality of STEM instruction they get.

Although both studies-as in observing the positive and negative effects

that the STE program may impact Grade 7 students and Santos's (2022) article on

how STEM education affects career selection-feasibly center on the influence of

education stemming from science, technology, engineering, and mathematics on the

learners themselves, as they both affect the way students' interests and future will

evolve with or due to exposure to such programs, their objects and scope are different.

The STE program research focuses directly on the effects that the program has on

Grade 7 students, highlighting the positive benefits, for example bettering their

understanding and negative factors such as problems which they might face.

Conversely, the long-run impact of STEM education in the course of shaping high

school students' career choices was seen by Santos in his article showing a positive

relation between early exposure to STEM with an increased interest in pursuing

STEM careers. While STE research places much attention on the effects of the
program during middle school, Santos accentuates the fact that STEM education

makes a difference to students' career aspirations as they approach higher education

and professional choices.

CHAPTER III

METHODOLOGY

This chapter presents the research methodology utilized in this study. This

includes the (1) research design; (2) respondents of the study; (3) research

environment;(4) sampling procedures; (5) research instrument;(6) validation of

researcher instrument (7) locale of the study (8) data gathering procedure; (9)

statistical treatment of data.

Research Design

The research design used in this study was a descriptive research design. This

design allowed the researchers to describe the effect of the STE Program on the

academic achievement of Grade 7 students at Oquendo National High School. The

study used quantitative data to assess students’ academic performance, engagement,

and social skills. The information gathered will help educators determine which

aspects of the program are effective and what may need improvement. This study
aims to provide valuable insights to enhance student learning and growth in the STE

field.

Respond of the Study

The respondents of this study were Grade 7 students enrolled in the STE

program at Oquendo National High School. These students were selected as they are

directly affected by the STE curriculum, and their academic performance and

engagement levels were evaluated to determine the impact of the program.

Research Environment

This study was conducted at Oquendo National High School, specifically

focusing on Grade 7 students who are part of the STE program. The school provides a

structured learning environment that integrates Science, Technology, and Engineering

subjects, making it an ideal setting for this research.

Population and Sampling

The researchers used a descriptive sampling survey procedure, ensuring that

all respondents were Grade 7 STE students at Oquendo National High School. A

purposive sampling method was applied, selecting only students enrolled in the STE

program to ensure the study directly measures its impact.

Research Instrument

The research instrument that was used in this study was a survey

questionnaire. The questionnaire was composed of two parts: the first part was
gathering information about the respondents such as, name, age, gender, grade level,

and strand. The second part focused on the What are the perceptions of Grade 7

students at Oquendo National High School regarding the STE program. The

respondents had to check on the column where: Strongly Disagree, Disagree, Neutral,

Agree, or Strongly Agree.

Locale of the Study

The study was conducted in Oquendo National High School, located in

Oquendo District, Calbayog City, Samar. The study specially focused on Grade 7

students enrolled in Science, Technology, and Engineering (STE) program during the

second semester of school year 2024-2025.

Data Gathering Procedure

The data gathering procedure commenced with obtaining ethical approval from

the school administration and ensuring informed consent from the participants.

Following this, the researcher distributed the survey questionnaire to the respondents,

provide and clear instructions and emphasized the voluntary and confidential nature

of their participation. Additionally, the researcher addressed any queries or concerns

raised by the respondents during the questionnaire administration. Adequate time was

allocated to the respondents to ensure thoughtful and accurate completion of the

questionnaire. Moreover, anonymity and confidentiality of the respondents' responses

was strictly maintained throughout the data collection process to encourage candid

and unbiased feedback. Finally, periodic follow-ups were conducted to ensure

maximum participation and data integrity.

Statistical treatment of data

The researchers used the Slovin’s formula to calculate the sample size

necessary to achieve a certain confidence interval when sampling a population. If a

sample was taken from a population, formula must be used to taken into account

levels and margins.

Given:

n = sample size

N = population size

e = margin of error

Formula:

n = N/1+Ne²

The following statistical tools was used in analyzing the data.

  Frequency counts and percentage was used to determine the

demographic profile of the respondents.

 Mean was used in the assessment in Grade 7 Students in Oquendo

National High School.

 The descriptive sampling technique was used to get the respondents in

every classroom.

CHAPTER IV

Presentation, analysis, and Interpretation data

This chapter include the presentation, analysis, and interpretation of data that

are employed in the conduct of this study.

Demographic profile of the respondents

PART 1: The respondent’s demographic profile was determined in terms of

age, gender, (GWA) general and weighted average of the respondents of the study.

Junior High School students in terms of the effect of the STE Program.

Table 1.1
 Gender Frequency Percentage

Male

Female

total

Indicators Frequency Percentage

15 -18 years old

19 – 22 years old

22 and above years old

Total

Frequency and percentage of the Demographic profile of the respondents in

Oquendo National High School in terms of Age, Gender, General and Weighted

Average (GWA).

Table (1) shows the demographic data of the respondents: in terms of their age, there

were 132 respondents in 15 – 18 years old which represent ( 76.3% ) of the

respondents, 33 respondents in 19 – 22 years old which represent ( 19.1 % ) and 8

respondents in 22 above years old which represent ( 4.62% ) of the respondents

In terms of the respondents gender, there were 82 males which represents ( 47.4% )

and 91 Females which represent ( 52.6% ) gender of the respondents.

General and Weighted

Average ( GWA ) Frequency Percentage

75 – 80

80 – 85
85 – 90
91 above

Total

In terms of the respondent General and Weighted Average ( GWA ), there were 7

respondents in 75 – 80 average which represent ( 4.05% ), 46 respondents in 80 – 85

average which represent ( 27% ), 81 respondents in 85 – 90 average which represent

(46.82%),and 39 respondents in 91 above average which represent ( 22.54% )

Of the respondents.

Table II
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