See discussions, stats, and author profiles for this publication at: [Link]

net/publication/372762338

Exploring Course Mismatch among Former STEM Students: A Narrative

Research

Article in Cognizance Journal of Multidisciplinary Studies · July 2023

DOI: 10.47760/cognizance.2023.v03i07.008

CITATIONS READS

6 11,469

6 authors, including:

Evan Punzalan Zohail Ador

De La Salle University Philippine Normal University
1 PUBLICATION 6 CITATIONS 8 PUBLICATIONS 27 CITATIONS

SEE PROFILE SEE PROFILE

All content following this page was uploaded by Zohail Ador on 11 June 2024.

The user has requested enhancement of the downloaded file.

 [Link]
Mohammad Rafi E. Bin Sidek et al, Cognizance Journal of Multidisciplinary Studies, Vol.3, Issue.7, July 2023, pg. 78-90
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 76.35

Exploring Course Mismatch among Former

STEM Students: A Narrative Research
Mohammad Rafi E. Bin Sidek1; Jan Aerielle D. Impil2; Maradel Joeiz B. Marcos3;
Evan Ezekiel M. Punzalan4; Jomielyn T. Ramos5; Zohail I. Ador6
1,2,3,4,5,6
San Pablo City Science Integrated High School, Laguna, Philippines
1
[Link]@[Link]; 2 impil.janaerielle15@[Link]; 3 maradelmarcos2@[Link];
4
punzalan.evanezekiel06@[Link]; 5 ramos.jomielyn1@[Link]; 6 [Link]@[Link]

DOI: 10.47760/cognizance.2023.v03i07.008

Abstract: One of the aims of the senior high school program is targeted at providing students with necessary
knowledge and abilities that may be of need for their chosen career in college. The effectiveness of this
endeavour is thought to be assessed by the alignment of high school graduates' strand in senior high school
to the courses taken in college. However, there is a situation in which students enrol in college programs that
are unrelated to their strand. This study employed a narrative-qualitative research design to explore the
reasons and experiences of college students who are currently enrolled at a university in San Pablo City and
have experienced course mismatch. Three (3) former STEM students qualified as participants via purposive
sampling were selected in order to extract relevant and valuable information for the research study. The
researchers conducted an interview with the participants. Recorded audio was transcribed. Then, it was
coded and categorized. Thematic analysis was employed to generalize the findings of the study. This study
highlighted different reasons why students were experiencing course mismatch. Researchers discovered that
the decisions of STEM students to take non-STEM courses were influenced by both external and internal
factors. External factors such as course availability, perceived difficulty of STEM subjects, and absence of
specific STEM abilities, as well as internal characteristics such as motivation, were all considered. The
difficulty highlighted by students is the struggle to keep up with their peers, resulting in a sense of being
behind in the class. Parents and social expectations were also contributors to their struggles, as the responses
provided by participants suggest that they were pressured by their environment, questioning their abilities
and decisions. To adjust to non-STEM learning environments, students had both extrinsic and intrinsic
support systems. Extrinsic support entails finding peers and participating in social activities, whereas
intrinsic support entails personal resilience and determination. These characteristics helped them to
persevere and develop in their new surroundings. Thorough implementation of an enhanced career guidance
program, integrated with parental support may be conducted by senior high school institutions to reduce the
rate of course mismatch among Filipino first-year students.

Keywords: course mismatch, SHS students, STEM strand, non-STEM course, college

I. INTRODUCTION
Back in 2013, the Philippines' educational system underwent a change that added two years of high school.
Prior to establishing the K-12 system, the Philippines was Asia's only and one of three nations with a ten-year
pre-university education programme. All Filipino students must complete one year of kindergarten, six years of
elementary school, four years of junior high school, and two years of senior high school under the new K-12
curriculum. The K-12 program's implementation goal is to create an effective basic framework that will produce
competent and accountable citizens with the requisite education and employment skills. This is consistent with
Former President Benigno Aquino III's objective to provide high-quality education as a long-term approach to
combat poverty. The new curriculum also helps college graduates who are interested to working abroad and is
intended to provide a comprehensive and integrated education for all students by giving them the opportunity to
develop basic academic skills (Barcelona et al., n.d.).
Senior high school (SHS) is an important step in any student's path. The Philippine K-12 curriculum has a
primary objective of ensuring that all grade 12 graduates are well-prepared for higher education. But, when high
school graduates in the STEM strands begin choosing a non-STEM course when they enrol in college, a
multitude of cases caught the eye of the general public (Chen et al., 2009). Despite the K–12 curriculum's

©2023, Cognizance Journal, [Link], All Rights Reserved 78

 [Link]
Mohammad Rafi E. Bin Sidek et al, Cognizance Journal of Multidisciplinary Studies, Vol.3, Issue.7, July 2023, pg. 78-90
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 76.35
objective of preparing students for advanced study, there are instances where students end up enrolling in
college courses unrelated to their SHS strand. This may give rise to difficulties and struggles in college. Studies
have shown that a significant factor for students losing their enthusiasm in college is the discrepancy between
their high school background and their aspirations for college (Official Gazette of the Republic of the
Philippines, 2020).

In a previous study conducted by Andrada et al., (2020), it was found that not all of the first batch of K to 12
senior high school students who enrolled in Science, Technology, Engineering, and Mathematics (STEM) in the
Philippines in 2016-2017 and graduated in April 2018 pursued STEM-related courses in college despite various
support and initiatives to encourage them to do so. The study also revealed a decline in the number of students
in the STEM field track and a decrease in degree-job mismatch after college. With that, a different study also
revealed that STEM graduates were in short supply in the country. As a result, the Philippines has a scarcity of
scientists. According to Anito and Morales (2019), the number of scientists in the Philippines is significantly
inadequate with only 189 per million population, which falls below the UNESCO's suggested ratio of 380 per
million. The reasons for students leaving STEM were identified as poor preparation, lack of interest, gender-
related issues, high-course demands, and being drawn to other interests (National Research Council, 2012;
Papasin, 2015).

According to Caballes et al. (2022), the senior high school curriculum is said to be the preparation for every
student’s future career and it will help them to face challenges which they cannot assume. Yet there is a high
rate of mismatch, there are many students who took courses that are not inclined with their SHS strand. This
previous study also revealed that students had several reasons why they chose not to take the course aligned
with their strand. These reasons included family and peer pressure, accessibility, uncertainty about the career to
be pursued, family status, failing to achieve the course's standard grade, and a lack of career orientation during
high school.

In addition to the findings of Caballes et at. (2022), there were several factors affecting students' course
preferences. One of the leading factors that affect their choice is the intention of finding a job after graduation.
In this generation, students tend to give considerable thought to job opportunities that are readily available and
accessible. The second factor affecting their choice is their personal interest. When a student gains a strong
interest in a particular field, they are more likely to choose courses that are not within their strand but are
relevant to the area of their interest. Another factor is passion and skill, when a student is passionate and
possesses the necessary skills, they are more inclined to select courses that enable them to enhance and utilize
those skills (Briones et al., 2021).

Furthermore, Romash (2019) conducted a study to explore the relationship between enrolment and
performance in STEM courses, and different types of academic achievement. The study yielded three key
findings. Firstly, there is a negative correlation between the quantity of STEM credits taken and first-year
retention. Secondly, students' performance in college-level arithmetic, introductory laboratory science, and other
STEM courses have a considerable impact on their academic achievement in non-STEM subjects. Finally,
females tend to exceed academic achievement outside of STEM professions. Female students leaving STEM
fields with good educational profiles are able to make a seamless transition into non-STEM fields as compared
to male students.

The research gap discovered from previous studies by Romash (2019), Briones et al. (2021), and Caballes et
al. (2022) is that none of the studies was able to give a detailed and comprehensive understanding of the reasons
behind the decision of taking a non-STEM course despite being a STEM graduate. The studies were not able to
explore these factors in-depth or provide a nuanced understanding of how they contributed to the decision-
making process. The studies were also not able to explore the struggles that these graduates faced. Even though
the studies were able to identify some of the factors behind the shift of college courses, there is still a lack of
comprehensive studies that explore the reasons behind the struggles these graduates face.

Thus, the primary aim of this study was to explore the experiences of former STEM students who pursued
courses unrelated to their chosen strand in senior high school. The researcher intended to delve into the
challenges that STEM graduates faced when taking non-STEM courses. The researchers also intended to

©2023, Cognizance Journal, [Link], All Rights Reserved 79

 [Link]
Mohammad Rafi E. Bin Sidek et al, Cognizance Journal of Multidisciplinary Studies, Vol.3, Issue.7, July 2023, pg. 78-90
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 76.35
investigate the reasons why STEM graduates resorted to course mismatch. Additionally, the study aimed to
investigate STEM students' strategies to adapt, manage, and integrate into a new educational environment with
relative ease.

Literature Review
K-12 Curriculum
In 2012, the Philippines introduced the K to 12 Program, a major reform of its basic education curriculum
which mandates a lengthened year of basic education from ten to twelve. Due to this reform, the country is
striving to meet the international standards in secondary education and giving a significant importance to
kindergarten education. The Department of Education implemented the K-12 Basic Education Program with the
initiative to offer an education plan that is relevant to the modern period. This is in accordance with the Basic
Education Sector Reform Agenda (BESRA), a set of policy reforms that aim to thoroughly improve the
fundamental regulatory, structural, financial, physical, cultural, and knowledge-related factors that impact the
accessibility and delivery of basic education on the ground.

The program has goals: to offer all students an opportunity to receive a first-rate education stemming from an
improved curriculum that is acknowledged internationally and equivalent; to grow a curriculum that focuses on
rationality and excellence; to produce a collection of exceptionally skilled and well-trained educators; to reach
exemplary benchmarks of learning, particularly in Science, Mathematics, and English at all levels; and to
produce globally competent college graduates.

Science, Technology, Engineering, and Mathematics (STEM)

Science, Technology, Engineering, and Mathematics (STEM) is an educational program which addresses and
integrates different but interconnected disciplines namely science, technology, engineering, and mathematics
(Idris et al., 2014). STEM based on technology and engineering design envisions the integration of expertise and
abilities related to these places in the learning of mathematics and science subjects. STEM is an approach to
education that seeks to teach students with the capacity to communicate in an interdisciplinary way, work in
teams, think creatively, research, and solve problems, with a focus on the assimilation of knowledge and skills
from science, technology, mathematics, and engineering. STEM education is essential as it offers students the
chance to acquire understanding as well as abilities by approaching problems from a wide range of perspectives.
It also provides students with opportunities to gain twenty-first-century skills and opportunities for all of these
four field specializations (Dugger, 2010).

Non-STEM Courses
Non-STEM courses are the study of subjects other than science, technology, engineering, and mathematics.
Non-STEM majors such as humanities can pursue a wide range of job prospects where their skills and expertise
are put to use; similarly, education, business, accounting, marketing, English, journalism, language studies, and
many more degrees have many applications in various professions. Additionally, some people argue that non-
STEM courses do not have a favourable career (Debugs Bunny, 2020). Moreover, students must just ensure that
they have a strong interest in the course they are pursuing, and that desire will drive them toward a promising
future. Non-STEM students should also be engaged outside of the classroom and participate in social and
curriculum activities to strengthen their soft skills. Furthermore, STEM graduates often have limited job
prospects (Baishali, 2021).

Non-STEM Course Mismatch

Course mismatch occurs when a student's academic program or course in college does not align with his/her
senior high school strand. It has been revealed the rate of mismatch between the students' SHS strand and the
course taken at university is high; 39% for the school year 2017–2018 and 31% for the school year 2018–2019.
The mismatch is important because it can affect educational results, as well as the employment market and other
life results later in life. As provided by students who experienced the type of mismatch being discussed, the
main reasons for its occurrence are pressure from family, accessibility of the program at a nearby university, and
friends and peer pressure (Caballes et al., 2022).

©2023, Cognizance Journal, [Link], All Rights Reserved 80

 [Link]
Mohammad Rafi E. Bin Sidek et al, Cognizance Journal of Multidisciplinary Studies, Vol.3, Issue.7, July 2023, pg. 78-90
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 76.35

Factors Affecting Course Mismatch

According to Afaq Ahmed et al., (2017), "the right career choice for the students entering into the
professional education is critical having a high impact on their professional life and future achievement." It is a
critical moment, and thus ought to be dependent on rationality, actuality, and impartial decisions. However,
there are many issues that students run into when choosing their careers (Olamide et al., 2013 as cited in Afaq
Ahmed et al., 2017). To start with, family pressure is one of the most causes of course mismatch. The career
decisions of most Filipino students are greatly affected by their regard for their families. Aiming to succeed for
the sake of their family is their way of showing respect, as well as following their parents' advice when choosing
a job or a major in college, and ultimately making sacrifices for the family (Finlayson, 2012, as cited in Pascual,
2014). Further, based on the findings of Ferry (2006, as cited in Afaq Ahmed et al., 2017), where young adults
and teenagers in Pennsylvania were surveyed, the major contributors to their career selection were the influence
of the family, society, economic status, their perception of a better job, and financial constraints. Moreover, a
person's choice of career is influenced by his or her personal preferences for a given subject (Zing, 2007, as
cited in Afaq Ahmed et al., 2017). Furthermore, a research study by Muranguri (2011, as cited in Afaq Ahmed
et al., 2017) claims that a person's choice of occupation is influenced by their personal characteristics, their
cultural environment, their family experiences, and the guidance and expectations that are given in relation to
their chosen field. Lastly, the ease of the subject affects the course mismatch. The majority of college applicants
accepted for university majors indicated that they lack the intellectual capacity needed for some elective courses.
They managed to remove such majors or courses having difficult subjects from their options as they believed it
would bring ease to their college life. Students were unwilling to engage in activities that seem to require
significant exertion (Fizer, 2013, as cited in Afaq Ahmed et a., 2017).

Experiences in Course Mismatch

Several studies have been done on the lived experiences of college students who have chosen a field of study
that is unrelated to their previous senior high school strand. It was discovered that most of the students are
struggling with the setbacks of course mismatch. While exploring this phenomenon among former ABM
students, Batu et al. (2018) found that the most common problem encountered by mismatched students was their
inability to keep up with the pace of class during lectures, particularly in course subjects that were unfamiliar to
them. Formaran et al. (2022) mentioned that "Students undergoing strand mismatch are under an unfavourable
situation, where lacking the prior knowledge of the selected course puts these students at a disadvantage."
These students tend to put in additional exertion by means like compromising and sacrificing sleep to stay on
top of the workload. Furthermore, they are deprived of interpersonal relationships because they experience
social apprehension between classmates and old friends (Formaran et al., 2022). The findings mentioned above
were also present in the study of Andrada et al. (2020) wherein course mismatch among former STEM students
was investigated. Mismatched students expressed remorse for having a previous strand that was misaligned with
their selected course. They considered it a waste of time, money, and effort. Nevertheless, while some students
opted for dropping out, some were determined to succeed and ready to adjust. They were positive about staying
in their current courses, and they had no interest in retaking their previous track. Some students expressed that
they belonged in their course and that it fueled their passion more than their previous track did (Andrada et al.,
2020; Bernal, 2021). Fishman (2014, as cited in Formaran et al., 2022) affirmed that students are tenacious and
would push themselves to adapt to academic situations if necessary. Accordingly, mismatched students in
college demonstrated academic determination against all odds (Formaran et al., 2022).

Coping Mechanisms
College is one of the most stimulating experiences a student could possibly have, but it comes with multiple
pressures and challenges. In the case of course-mismatched students, the struggles that they encountered were
not only limited to the college transition; they also expressed the need to work harder to adjust and surmount the
barriers caused by course mismatch. However, applying a set of coping mechanisms will help them be proficient
in their academic performance (Austria-Cruz, 2019, as cited in Formaran et al., 2022). Most often, college
students cope with stress by listening to music and socializing with friends and family (Gallagher et al., 2019).
As for the coping mechanism distinct from course mismatch, there is no set method for dealing with it, but
several studies were done on the various adaptations of college students to course mismatch. In the cases
observed in Bernal's (2021) blog, mismatched students from ABM and HUMSS strands have been adjusting
well to the odds of college transition and course mismatch. This positive outcome was mainly credited to social

©2023, Cognizance Journal, [Link], All Rights Reserved 81

 [Link]
Mohammad Rafi E. Bin Sidek et al, Cognizance Journal of Multidisciplinary Studies, Vol.3, Issue.7, July 2023, pg. 78-90
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 76.35
support and self-determination. Meanwhile, in the findings of Andrada et al., (2020), it was reported that
mismatched students from the STEM strand were committed to finishing their present course with their family's
support. Similarly, a study explained that these students looked for assistance from their parents to adapt to their
circumstances (Edelman, 2013). Lastly, a study by Formaran et al., (2022) also explored adaptations to course
mismatch. It was cited herein that students turn to advanced self-studying in order to acquire foundational
knowledge about their current course; indulge in food and leisure time as rewards for themselves; and attend
bridging programs that could help in catching up in class. Regarding the bridging programs, these additional
sessions were reported to expose the K-12 program as a burden to the Filipino people. It has brought problems
that go far beyond additional time and money. Furthermore, its efficiency in giving advancement to the students
is still a blur (Philippine Basic Education, 2018).

Theoretical Basis
The present study utilized Social Cognitive Career Theory by Lent et al., (1994, as stated in Lent et al., 2006).
This theory posits that an individual's interest in a specific career or field arises from three key factors: outcome
expectations, self-efficacy, and personal goals. Outcome expectations refer to an individual's beliefs about the
potential outcomes of certain behaviours or actions. The expected outcome may either be positive or negative.
Meanwhile, self-efficacy relates to one's belief in their capacity to perform a specific assignment, or more
specifically, their acknowledged skills. When making choices about the activities they engage in, individuals
consider both outcome expectations and self-efficacy beliefs. Finally, personal goals pertain to one's intentions
to participate in a particular activity or to accomplish a certain level of performance. These three interrelated
factors play a critical role in an individual's career decision-making process, potentially leading to course
mismatch if not carefully considered.

Synthesis
According to the literature, it can be concluded that course mismatch can have a negative impact on students'
academic achievement and general well-being. According to the findings, when students are not appropriately
prepared for a course's level or intensity, they might find it difficult to keep up with the workload, get
disconnected or disinterested, and could even drop out of the course or program. Furthermore, course mismatch
can have a negative impact on students' self-esteem and self-efficacy, leading to emotions of frustration, stress,
and failure. On the other hand, there are still those students who were willing to stand up and face the challenge
of unfavourable conditions, and who maintained a positive attitude toward their mismatched course and
succeeded. Nonetheless, it is essential for teachers and educational institutions to ensure that students are placed
in courses that match their knowledge, abilities, and interests in order to enhance academic performance and
well-being. This may entail providing enough academic guidance, assessments, and assistance services to
students in order to place them in the right courses and programs.

Research Locale
Based on the researchers' observations made in the school, some students intend to enrol in a non-STEM
course after receiving their STEM degree. They are interested in taking courses that are unrelated to their strand.
Some of them may have discovered their passion which is what they really want as their career after entering the
STEM strand. One of the reasons they would like to attend a course that is not aligned with their strand is that
they are intrigued by pursuing courses that are unrelated to it. There are situations where a student's interests and
abilities are not matched with STEM-related courses. So, there is a chance that they will enrol in a non-STEM
course in order to pursue a dream job that is relevant to their abilities and capabilities. This phenomenon of
taking a course mismatched to their strand may cause them to struggle and face other challenges.

Research Questions
The purpose of this research was to explore the reasons behind the shift of senior high school students from
STEM strand to non-STEM courses in college and to identify the challenges that these students continue to face.
Specifically, this study looked for responses to the following questions:
1. What are the reasons for former STEM students to take a non-STEM course in college?
2. What are the struggles encountered by STEM students in a non-STEM course?
3. How do students cope with the struggles and difficulties encountered while taking a course mismatched to their
strand?

©2023, Cognizance Journal, [Link], All Rights Reserved 82

 [Link]
Mohammad Rafi E. Bin Sidek et al, Cognizance Journal of Multidisciplinary Studies, Vol.3, Issue.7, July 2023, pg. 78-90
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 76.35
II. METHODOLOGY
Research Design
This study made use of a qualitative research design to investigate the reasons and experiences of
college students who had encountered course mismatch. Qualitative research seeks to make sense of phenomena
by analysing the meanings that individuals bring to them. The goal of qualitative research is to explore routine
and problematic moments and meanings in individuals' lives, using diverse empirical materials to gain a deep
understanding of the subject matter (Denzin & Lincoln, 2005). In addition, the employment of narrative as a
design of this study was beneficial because the narrative design is a form of inquiry that explores the life
experiences of individuals through a progressive perspective. This type of research involves gathering and
interpreting personal accounts of individuals' lived experiences (Creswell et al., 2007). Researchers can also
gain a greater awareness of the different factors that shape the experiences of the participants and their
behaviours by examining their stories.

Sampling Method
The sampling method used in exploring course mismatch among former STEM students was purposive
sampling. Purposive sampling is a technique employed to select participants who are most likely to provide
relevant and valuable information for the research study (Kelly, 2010). Palinkas et al. (2015) described
purposive sampling as a method for selecting cases that can make efficient use of limited research resources.

Participant
For this study, the researchers selected a total of three participants who are currently enrolled at a
university in San Pablo City. These participants were chosen based on specific criteria, including their academic
background, current enrolment status, and area of study. The selected participants had previously graduated
from private senior high schools. Additionally, the participants must have a background in the STEM strand and
have taken non-STEM courses in their college education.

Research Instrument
This study utilized a semi-structured interview guide to gather relevant information and responses from
the participants. A semi-structured interview is a data collection method that uses a list of predefined questions
supplemented by follow-up and probing questions that depend on the participant's responses (Stolle, 2022). This
type of interview is helpful in collecting qualitative, open-ended data and uncovering the participant's ideas,
feelings, and opinions towards a specific topic (DeJonckheere & Vaughn, 2019).

Procedure
To gather the necessary data for the study, the researchers conducted online interviews using specific
procedures. The first step involved preparing questions that address three research questions. It underwent
expert validation to ensure the questions’ relevance to the objective. Second, the researchers provided the
participants with a consent form to read and sign, stating that they have thoroughly understood the information
which also includes consent to record the interview and have consented to take part in the study. Then, the
researchers proceeded to the scheduling of the interview which involved coordinating with the participants to
determine the most convenient time and place where the interview will take place. Consequently, the interview
took place according to the agreed time and place of the participants. The duration of the interview took 45
minutes to one hour per participant. After interviewing the participants, the researchers proceeded to the
transcription process where the recorded audio was converted into written text. It can then be analysed to
explore themes, and insights essential to the research question. After analysing the data collected from the
participants, the researchers conducted member checking, as it allows participants to validate the researchers’
interpretations of their personal experiences. This contributed to the data's credibility and trustworthiness, it can
also be used to clarify any misconceptions about respondents' experiences. Lastly, the researcher proceeded to
the writing of the results and findings.

Data Analysis
In this study, the thematic analysis was used as a method to generalize the responses that the participants
shared since this method is a great way of clarifying the given data in order to have a specific theme. According
to Braun and Clarke (2012), thematic analysis is a suitable and effective approach to employ when aiming to

©2023, Cognizance Journal, [Link], All Rights Reserved 83

 [Link]
Mohammad Rafi E. Bin Sidek et al, Cognizance Journal of Multidisciplinary Studies, Vol.3, Issue.7, July 2023, pg. 78-90
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 76.35
comprehend a collection of experiences, thoughts, or behaviours within a dataset. This procedure assisted the
researchers in organizing and reducing data in order to arrive at the most fundamental theme.

Ethical Consideration
This study was conducted with the utmost integrity and ethics. The participants received informed
consent before participating in the study; their permission to take part in the study was sought. Furthermore,
anonymity and confidentiality were highly observed to safeguard and protect the participants' privacy. Before,
during, and after the study was conducted, participants were free to discontinue their participation if they chose
to do so. Lastly, the researchers employed member checking so that the participants could verify the information
they had gathered from their responses.

III. RESULTS AND DISCUSSION

1. Reasons of Former STEM Students to Take a Non-STEM Course in College

Theme: External and Internal Factors as Reasons for Course Mismatch

Despite the intended objective of the K to 12 curriculum to equip students for higher education, there are
occurrences wherein students find themselves enrolling in college courses that do not align with their senior
high school track or strand. Consequently, this disparity can give rise to challenges and hardships during their
college journey.

The study findings uncovered that certain STEM students were influenced by both external and internal
factors in their decision to pursue non-STEM courses. External factors included the availability of courses, the
perceived difficulty of STEM disciplines, and the absence of specific skills related to STEM. On the other hand,
internal factors such as motivation played a significant role in their decision-making process. The participants
provided the following reasons to support their decision to switch tracks, as evident from the collected responses
below:

Participant 1: "Ayun yung available that time sa portal ng target school ko."

Participant 2: "Kaya nag-take lang din ako ng Bachelor of Secondary Education major in English kasi sa tingin
ko parang nagla-lack ako ng skills tungkol don, parang kunyari, sa speaking, tapos language, tas pagtuturo. I
think magiging beneficial 'yon sa 'kin."

Participant 3: "Parang na-motivate lang din ako kay [person] kasi parang gusto niya ding i-take yon, yung
Communication or yung sa Mass Comm."

The following extracts have been provided by the participants, further validating the findings of Andrada
et al.’s (2020) with regard to the factors that drive former STEM students to pursue non-STEM courses. These
individuals have identified external factors, including course availability, skills and interests, and external
influences, as the primary reasons behind their experience of course mismatch. The initial factor highlighted is
the scarcity of STEM courses in some college institutions, which prompted former STEM students to explore
alternative fields of study. The limited availability of STEM options may drive these individuals to seek out
diverse programs that align with their interests and offer a broader range of educational opportunities. Lastly,
external influences were also identified as significant factors shaping the participants' departure from STEM
fields.

On the other hand, the internal factor as another reason for course mismatch is consistent with the findings
of Andrada et al.,'s (2020) research which states that motivation plays a significant role in influencing former
STEM students' decision to pursue non-STEM courses. Motivation emerges as a crucial factor driving these
individuals to choose specific non-STEM fields of study. Moreover, the participants emphasized the impact of
their skills and interests on their decision-making process. It seems that these individuals possess a variety of
skills and a broad range of interests that extend beyond the realm of STEM. The participants' accounts indicate
that their motivation stems from being inspired by someone who has achieved notable success in the desired
field. This personal inspiration ignites a strong sense of determination and enthusiasm within these former
STEM students, propelling them to embark on a new educational path. By harnessing this motivation, they are

©2023, Cognizance Journal, [Link], All Rights Reserved 84

 [Link]
Mohammad Rafi E. Bin Sidek et al, Cognizance Journal of Multidisciplinary Studies, Vol.3, Issue.7, July 2023, pg. 78-90
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 76.35
motivated to excel in their chosen non-STEM courses, fuelled by the aspiration to replicate the achievements of
their role models.

Despite the prevalent negative perceptions surrounding STEM, participants' personal motivation, desire,
and readiness to improve their skills and overcome their fears in science and mathematics served as driving
factors for their decision to pursue STEM majors. They displayed perseverance and devoted their efforts to
academic studies (Zhang & Barnett, 2015), actively working to enhance their mathematical abilities while also
providing support to their peers. This positive attitude enabled them to succeed in their chosen STEM fields.

2. Struggles Encountered by STEM Students in a Non-STEM Course

Theme: Adjustment to a Non-STEM Environment

STEM students often encounter challenges when they pursue non-STEM courses due to a mismatch in
their academic background. In the present study, the findings revealed that the main struggle of former STEM
students is the adjustment to a non-STEM environment. Specifically, all participants have put forth the
subsequent rationales behind their struggles, specifically difficulty to keep up with other students and lack of
familiarity of the subjects in taking a non-STEM course as substantiated by the extracted responses below.

Participant 1: “Mag-ooverthink ka din nga talaga kasi hindi ka aware sa mga pinag aralan ng mga classmate
mo.”

Participant 2: “'Oh, ito, na-discuss niyo na 'to ng last time, nung senior high school niyo na-discuss niyo na 'to,
and dapat alam niyo na 'to.' And then ako, no idea naman sa sinasabi nung teacher ko.”

Participant 3: “Public speaking, siguro yun palang naging struggle ko nung simula. Kasi more on, parang yung
mga blockmates ko, parang sanay na sila…”

The responses given by these three participants have aligned to the conclusions of Formaran et al.,
(2022) which stated that those who have chosen a strand that is not ideally aligned to their course have
undergone a more burdensome and complex path. These individuals struggled to keep up with other students
and have a lack of familiarity with the courses, as the cause of their difficulties adjusting to the non-stem related
course.

Formaran et al., (2022) added that the most common problem that freshmen encountered was that they
had to catch up with the rest of the class, falling behind the class' pace during lessons. Furthermore, the three
participants stated that other students who come from the aligned strand and course do not struggle as much
with adjusting as they do since, the participants came from a STEM strand. On the other hand, the other students
are used to conducting such tasks because they faced it in the past aligned strand.

Theme: Pressure from Academic Expectation

According to Pacific Teen Treatment (n.d.), academic pressure is described as "an experience in which
a learner is burdened by an excessive amount of time and energy to accomplish specific academic goals." While
expectations become an issue when they pull us away from the present and force us to only think about the
future, or when they fill our minds with idealized ideas of how things "should" be and feel, as well as how those
around us "should" behave and feel (WISE, n.d.). Both of these were struggles experienced by one of our
participants resulting to pressure from academic situations like shown below.

Participant 2: “Magtataka na lang ako na sasabihin ng ibang tao: Oh, bakit ka nag-educ? Oh, hindi mo naman
bagay sa'yo yan. Yung skills mo related dito, dapat ito yung kukunin mo, and mas magaling ka naman dito
dapat ito na lang kinuha mo."

According to Poddar (2020), in order for students to live up to the expectations of other people, parents
feel obligated to set the bar too high because they worry excessively about how the outside world will view their
children. Rising expectations for students even if they have personal interests are weighing them down. As a

©2023, Cognizance Journal, [Link], All Rights Reserved 85

 [Link]
Mohammad Rafi E. Bin Sidek et al, Cognizance Journal of Multidisciplinary Studies, Vol.3, Issue.7, July 2023, pg. 78-90
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 76.35
result, parents and other people around them continue to push the boundaries without considering a student's
feelings or decisions.

The response from Participant 2 was the experience of being pressured by the people in their environment.
The decisions made by the participant were questioned with their skills to account. Due to the expectations of
parents, peers, and others, the participant would take a STEM course rather than the non-STEM course the
participant took.

3. Ways to Cope with Struggles and Difficulties Encountered While Taking a Course Mismatched to Their
Strand

Theme: Intrinsic and Extrinsic Support System

The mismatch in strands has created a scenario where some students may experience academic
disadvantage or social isolation, causing setbacks for them. To address this issue, most of the students have
individually taken appropriate steps to mitigate the effects of their predicament.

In the present study, it was discovered that STEM students had both extrinsic and intrinsic support
systems that aided them in adapting to the challenges they faced when transitioning to a non-STEM educational
setting. The study identified various coping mechanisms employed by the participants, including extrinsic
support through seeking out appropriate peers and engaging in social interactions with other students, as well as
intrinsic support through their resilience and perseverance. The participants provided the following explanations
for how they managed to cope, as evidenced by the gathered responses below:

Participant 1: "To be determined and really focus on the goals you have."
: "As a technique, siguro also find the right peers na maghehelp talaga sa inyo through your acad life."

Participant 2: "Dire-diretso lang ako tapos ang ginawa ko lang, nag-focus lang ako sa class na, mas nakinig
ako, mas sinubukan kong intindihin yung sinasabi ng teacher tapos nagbasa-basa din ako ng konti. Ang
pinakaginawa ko na lang talaga is nakinig ako sa class, sa teacher ko."

Participant 3: "Nakatulong yung pakikipag-socialize sa iba"

The insights shared by the participants in the study support the findings of Wentzel and Miele (2009)
regarding the significance of peer relationships and their influence on the motivation of former STEM students
navigating a non-STEM environment. These participants acknowledged the valuable role of external factors,
such as peer support, in their coping mechanisms. Wentzel and Miele (2009) further emphasized that children
who have positive interactions and establish healthy relationships with their peers are more likely to actively
engage in and excel at academic tasks compared to those who encounter difficulties in their peer interactions.
The study also highlighted the impact of specific types of peer interactions on the development of cognitive
skills. Moreover, the study emphasized that the social systems within schools can shape the nature and quality of
peer interactions and relationships, thus moderating their effect on academic outcomes. These findings
underscore the complexity of peer influence on academic functioning, necessitating diverse models and
approaches to comprehending its effects.

The former STEM students who ventured into a non-STEM course highlighted two primary coping
mechanisms: extrinsic support and intrinsic support. Extrinsic support refers to the external factors that played a
pivotal role in their coping process. In this case, finding the right peers and actively engaging in social
interactions were essential components of their support system. By seeking out like-minded individuals and
building connections with fellow students, they were able to establish a network of support that helped them
navigate the challenges of their new educational environment.

On the other hand, intrinsic support pertains to the internal qualities and personal resources that aided
these students in coping with the difficulties they encountered. Resilience and perseverance emerged as key
attributes that allowed them to face setbacks, overcome obstacles, and adapt to the demands of their non-STEM
courses. By tapping into their inherent resilience and displaying unwavering perseverance, they were able to

©2023, Cognizance Journal, [Link], All Rights Reserved 86

 [Link]
Mohammad Rafi E. Bin Sidek et al, Cognizance Journal of Multidisciplinary Studies, Vol.3, Issue.7, July 2023, pg. 78-90
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 76.35
maintain their motivation, stay focused, and tackle the academic and personal challenges they faced throughout
their educational journey.

IV. CONCLUSIONS
This study aimed to explore the experiences of former STEM students who pursued courses unrelated
to their chosen strand in senior high school. The researcher intended to delve into the challenges that STEM
graduates face when taking non-STEM courses. The researchers also intended to investigate the reasons why
STEM graduates resorted to course mismatch. Additionally, the study aimed to investigate STEM students'
strategies to adapt, manage, and integrate into a new educational environment with relative ease.

Choosing a college course is challenging due to the numerous aspects that could impact a student's
decision. One of the most notable aspects of the Senior High School curriculum is that each student is well-
prepared for their professional future and challenges. However, there is a prominent circumstance in which
students enroll in university courses unrelated to their SHS track or strand. In a previous study, Andrada et al.
(2020) discovered that not all of the first batch of K to 12 senior high school students in the Philippines who
enrolled in Science, Technology, Engineering, and Mathematics (STEM) in 2016-2017 and graduated in April
2018 pursued STEM-related courses in college, despite multiple supports and efforts urging them to do so.

This study showcased the various factors as to why course mismatch is faced by Filipino freshmen.
Researchers discovered that certain STEM students' decisions to pursue non-STEM courses were affected by
both external and internal influences. External factors included course availability, the perceived difficulty of
STEM fields, and the lack of specific STEM abilities, and internal factors such as motivation. The factor
mentioned is the unavailability of STEM courses at certain universities, which may lead former STEM students
to pursue other fields of study. Because of the scarcity of STEM course choices, these individuals may seek out
different fields that correspond with their interests and provide a greater range of learning. Furthermore, the
participants underlined the importance of their interests in making decisions. According to the responses of the
participants, their drive comes from being motivated by an individual, this personal motivation fosters these
former STEM students an abundance of desire, leading them to pursue a new educational route. External and
internal influences were found as important factors influencing participants' exit from STEM professions.

The primary challenges faced by former STEM students in a non-STEM course are adjustment to the
non-STEM Environment and coping with the high pressure from academic expectations placed upon them.
According to the three participants, students from the aligned strand and course seem to have an easier time
adjusting compared to them. This could be because those students have prior experience and familiarity with
similar tasks from their previously aligned strand. The participants personally experienced immense pressure
from their surroundings, where their decision to pursue a non-STEM course was questioned, and doubts were
cast upon their abilities. The expectations of parents, peers, and others played a significant role in these
struggles, as they had anticipated the participants to pursue a STEM course rather than the non-STEM path they
had chosen. These two difficulties emerge as the primary obstacles encountered by these students when
undertaking a course that is not aligned with their chosen senior high school strand.

Students have difficulties as a result of the course mismatch, and because of that, the Filipino freshmen
found several strategies for adapting to their circumstances. STEM students were discovered to have both
extrinsic and intrinsic support systems that helped them adapt to the problems they faced when shifting to a non-
STEM learning environment. Students resorted to having an extrinsic support system by identifying the correct
peers and actively engaging in social activities. While their intrinsic support system is their personal resilience
and determination, it revealed that these crucial characteristics enabled them to endure difficulties and adjust to
the demands that came with their non-STEM courses. They were able to sustain their passion, and focus, and
meet academic and personal hurdles throughout their school path.

The decision to pursue a college course that deviates from one's previous educational background can
be influenced by various external and internal factors. The challenges and opportunities faced by students in
adapting to a non-aligned academic environment highlight the importance of supporting individual interests and
providing diverse educational pathways. By fostering a system that values personal motivations and resilience,

©2023, Cognizance Journal, [Link], All Rights Reserved 87

 [Link]
Mohammad Rafi E. Bin Sidek et al, Cognizance Journal of Multidisciplinary Studies, Vol.3, Issue.7, July 2023, pg. 78-90
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 76.35
we can empower students to thrive and excel in their chosen fields, contributing to a more inclusive and
dynamic educational landscape.

Recommendations
Based on the themes found in exploring course mismatch among former STEM students, the
researchers offer the following recommendations for the STEM program, teachers, parents, students, and career
guidance program:
1. Implement an enhanced career guidance program. This program would provide students with comprehensive
support and guidance to help them align their chosen tracks with their college courses effectively;
2. Explore on the course mismatch focusing on female students since the literature tells that they may be more
achieving outside STEM-related courses.
3. Exploring other coping mechanisms focusing on parental involvement in decision making related to course
taking in college. By instilling confidence in their children's decision-making abilities and encouraging them to
pursue their chosen courses, parents can play a vital role in reducing the mismatched student phenomenon.
4. Future researchers may increase the number of participants provide more concrete generalization of data. In
addition, the researchers can also apply the study in other settings especially other strands aside from STEM.

ACKNOWLEDGEMENT
We would like to take this opportunity to show our heartfelt gratitude and appreciation to the following
individuals who have been a significant part of this research study.
First and foremost, we would want to thank God Almighty for the strength and guidance He bestowed
upon us before, during, and after our research.
To our research adviser, Sir Zohail Ador, who inspired and encouraged us to be our best selves in order
to complete this project. Thank you for being an outstanding guide to us, and for all of your tips, nice words, and
advice. Things would have gone haywire without you.
To our panelists, we extend our heartfelt appreciation for their valuable insights regarding our study,
which have been instrumental in our improvement. Your guidance has imparted upon us the valuable lesson that
there is perpetually space for enhancement.
To our friends, thank you for being supportive and assisting us in doing things we couldn't do on our
own, and for always being there to talk whenever we had concerns or questions about certain things.
To our family, our pillar of strength throughout the long hours of research, late nights, and multiple
revisions, you have never failed to support and understand our situations. Your advice, tolerance, and affection
have inspired us to persevere and achieve success in our undertakings.

REFERENCES
1. Afaq Ahmed, K., Sharif, N., & Ahmad, N. (2017). Factors influencing students’ career choices: Empirical evidence from business
students. Journal of Southeast Asian Research, 1–15. [Link]
2. Andrada, M., & David, A. (2020). K to 12 students’ journey in and out of STEM: Some experiences to share. International
Multidisciplinary Research Journal, 2(4), 79–88. [Link]
3. Anito, J. C., Jr, & Morales, M. P. E. (2019). The pedagogical model of Philippine STEAM education: Drawing implications for the
reengineering of Philippine STEAM learning ecosystem. Universal Journal of Educational Research, 7(12), 2662–2669.
[Link]
4. Austria-Cruz, M. C. (2019). Academic stress and coping strategies of Filipino college students in private and public universities in
central Luzon. In Formaran, N. F., Bambalan, J., Barles, G., Caraig, A., Recel, R., Aporto, E., De Ocampo, J., Lardizabal, E., &
Racela, N. (2022). From Strand mismatch to academic patch: a phenomenological study of Filipino college students with strand
mismatch. International Journal of Current Research, 14(2), 20665–20676. [Link]
5. Baishali, M. (2020, September 15). Top 10 non-STEM career options in 2021. Stoodnt. [Link]
career-options-in-2021/
6. Barcelona, J., Morales, R., Calope, R., Dugos, J., Lumandog, C., & Cabaldez, J. (n.d.). Impact of course mismatch to freshmen
college students. Scribd. [Link]
7. Batu, E.-D. C. L., Cabrera, J. R. G., Gomez, J. A., Lugue, G. E. S., Macalino, S. Z. N., & San Andres, S. M. B. (2018). A case study
on the course mismatch of accounting business management graduates. Academia.
[Link]
D_MANAGEMENT_GRADUATES
8. Bernal, M. J. (2021, October 20). College students on taking up a course unrelated to their SHS strand: ‘It felt like home’. Candy.
[Link]
9. Braun, V., & Clarke, V. (2012). Thematic analysis. APA handbook of research methods in psychology, 2, 57-71.
[Link]

©2023, Cognizance Journal, [Link], All Rights Reserved 88

 [Link]
Mohammad Rafi E. Bin Sidek et al, Cognizance Journal of Multidisciplinary Studies, Vol.3, Issue.7, July 2023, pg. 78-90
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 76.35
10. Briones, M. A. P., & Rubi, R. B. (2021). Course preference of college entrants: Basis for new program offerings. 8(1).
[Link]
11. Caballes, D., Gapad, E., Quintos, C., & Valdez, M. (2022). Exploring between SHS strand and college course mismatch: Bridging the
gap through school policy on intensified career guidance program. CiiT International Journal of Data Mining and Knowledge
Engineering. [Link]
12. Chen, X., Weko, T., & D'Amico, A. (2009). Students who study science, technology. [Link].
[Link]
13. Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative research designs: Selection and
implementation. The Counseling Psychologist, 35(2), 236–264. [Link]
14. Debugs Bunny: Live online coding for kids. (2020). DebugsBunny. [Link]
15. DeJonckheere, M., & Vaughn, L. M. (2019). Semi structured interviewing in primary care research: a balance of relationship and
rigour. Family Medicine and Community Health, 7(2). [Link]
16. Denzin, N., & Lincoln, Y. (2005). Introduction: The discipline and practice of qualitative research. The SAGE handbook of
qualitative research, 1–32. [Link]
17. Dugger, W. E. (2010). Evolution of STEM in the United States. Presented at the 6th Biennial International Conference on
Technology Education Research. Academia. [Link]
18. Edelman, L. (2013). The effects of parental involvement on the college student transition: A qualitative study at a large midwestern
university. Educational Administration: Theses, Dissertations, and Student Research.
[Link]
19. Ferry. (2006). Factors influencing career choices of adolescents and young adults in rural Pennsylvania. In Afaq Ahmed, K., Sharif,
N., & Ahmad, N. (2017). Factors influencing students’ career choices: Empirical evidence from business students. Journal of
Southeast Asian Research, 1–15. [Link]
20. Finlayson, K. (2009). Perceptions of career technical education by middle school and high school counselors and the fffect of these
perceptions on student choice of career and educational planning. In Pascual, N. T. (2014). Factors affecting high school students’
career preference: A basis for career planning program. International Journal of Sciences: Basic and Applied Research (IJSBAR),
16(1), 1–14. [Link]
21. Fizer. (2013). Factors affecting career choices of college students enrolled in agriculture. In Afaq Ahmed, K., Sharif, N., & Ahmad, N.
(2017). Factors influencing students’ career choices: Empirical evidence from business students. Journal of Southeast Asian Research,
1–15. [Link]
22. Fishman, E. J. (2014). With great control comes great responsibility: The relationship between perceived academic control, student
responsibility, and self-regulation. In Formaran, N. F., Bambalan, J., Barles, G., Caraig, A., Recel, R., Aporto, E., De Ocampo, J.,
Lardizabal, E., & Racela, N. (2022). From Strand mismatch to academic patch: a phenomenological study of Filipino college students
with strand mismatch. International Journal of Current Research, 14(2), 20665–20676. [Link]
23. Formaran, N. F., Bambalan, J., Barles, G., Caraig, A., Recel, R., Aporto, E., De Ocampo, J., Lardizabal, E., & Racela, N. (2022).
From Strand mismatch to academic patch: a phenomenological study of Filipino college students with strand mismatch. International
Journal of Current Research, 14(2), 20665–20676. [Link]
24. Gallagher, K. M., Jones, T. R., Landrosh, N. V., Abraham, S. P., & Gillum, D. R. (2019). College students’ perceptions of stress and
coping mechanisms. Journal of Education and Development, 3(2), 25. [Link]
25. Idris, N., Meng, C. C., & Eu, L. K. (2014). Secondary students’ perceptions of assessments in science, technology, engineering, and
mathematics (STEM). Eurasia Journal of Mathematics Science and Technology Education, 10(3), 219–227.
[Link]
26. Kelly S. (2010). Qualitative interviewing techniques and styles. The Sage Handbook of Qualitative Methods in Health Research.
[Link]
elly&publication_year=2010&
27. Lent, R. W., Brown, S. D. and Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice,
and performance. In Lent, R. W., Brown, S. D., & Hackett, G. (2006). Social cognitive career theory. [Link].
[Link]
28. Muraguri, J. M. (2011). Factors influencing degree choices among female undergraduate students at the University of Nairobi – a
case study of the 2010/2011 cohort. In Afaq Ahmed, K., Sharif, N., & Ahmad, N. (2017). Factors influencing students’ career choices:
Empirical evidence from business students. Journal of Southeast Asian Research, 1–15. [Link]
29. National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas.
Washington, DC: The National Academies Press. [Link]
30. Official Gazette of the Republic of the Philippines. (2020). The K to 12 Basic Education Program.
[Link]
Philippines
31. Olamide, S.O., & Olawaiye, S.O. (2013). The factors determining the choice of career among secondary school student. In Afaq
Ahmed, K., Sharif, N., & Ahmad, N. (2017). Factors influencing students’ career choices: Empirical evidence from business students.
Journal of Southeast Asian Research, 1–15. [Link]
32. Pacific Teen Treatment. (n.d.). What Are The Effects Of Academic Pressure? [Link]
are-the-effects-of-academic-pressure/
33. Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative
data collection and analysis in mixed method implementation research. Administration and policy in mental health, 42(5), 533–544.
[Link]
34. Papasin, R. T. (2015). The divergent journey of Philippine Science High School scholars: Farewell to STEM courses. UIC Research
Journal, 21(1), 1–1. [Link]
35. Philippine Basic Education. (2018, August 20). Wrong track in senior high school?
[Link]

©2023, Cognizance Journal, [Link], All Rights Reserved 89

 [Link]
Mohammad Rafi E. Bin Sidek et al, Cognizance Journal of Multidisciplinary Studies, Vol.3, Issue.7, July 2023, pg. 78-90
(An Open Accessible, Multidisciplinary, Fully Refereed and Peer Reviewed Journal)
ISSN: 0976-7797
Impact Factor: 4.843
Index Copernicus Value (ICV) = 76.35
36. Poddar, P. (2020, November 30). Parent’s expectations and academic pressure: A major cause of stress among students. India Today.
[Link]
among-students-1743857-2020-11-25
37. Romash, Z. M. (2019). Leaving STEM: An examination of the STEM to non-STEM major change and how the STEM curriculum
relates to academic achievement in non-STEM fields [Seton Hall University]. [Link]
38. Stolle, S. (2022, August 27). Semi-Structured Interview ~ A Guide with Definition & Examples. [Link].
[Link]
39. Wentzel, K.R., & Miele, D.B. (2009). Handbook of Motivation at School (1st ed.). Routledge.
[Link]
40. WISE. (2021). Expectations from Self and Others. [Link]
41. Zhang, L., & Barnett M. (2015). How high school students envision their STEM career pathways. Cultural Studies of Science
Education, 10(3), 637–656. [Link]

©2023, Cognizance Journal, [Link], All Rights Reserved 90

View publication stats