Structural Equation Modelling of Students’ Strand Preference in Science, Technology, Engineering and Mathematics

Jaypee S. Domider and Reynaldo H. Dalayap, Jr.
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Jaypee S. Domider: Banga National High School, Banga, South Cotabato, Philippines
Reynaldo H. Dalayap, Jr.: Sultan Kudarat State University, Tacurong City, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 2935-2960

Abstract: This study examines the factors influencing Grade 11 STEM students’ strand preference in senior high school, focusing on job opportunities, family and peer influence, individual interests, and entry qualifications, using Structural Equation Modelling (SEM) to analyze their relationships. This study employing descriptive – correlational research design determined the Structural Equation Model (SEM), which analyzed the relationships among students’ job opportunities (JO), family influence (FI), peer influence (PI), individual interests (II), and students’ preference for the STEM strand, based on entry qualifications (EQ) of Grade 11 STEM students of Banga National High School and Libertad National High School, School Year 2024 – 2025. A total of 176 students were the respondents of the study. The study employing a complete enumeration sampling technique. The study revealed that job opportunities significantly influence students’ preference for the STEM strand, yet job salary, employability, and stability require greater intervention to guide students in their decision-making. Similarly, family and peer influence moderately impact students’ strand choices, with parents’ final decisions and career backgrounds playing a crucial role. Peer groups also contribute by sharing opinions and experiences, but their influence is primarily on shaping interest rather than entry qualifications. Regarding entry qualifications, most students met the required general average in Science and Mathematics, but many struggled with the entrance examination. The findings also indicate that family influence negatively affects entry qualifications but fosters individual interest, while job opportunities and peer influence contribute to students’ interest but do not directly impact entry qualifications. Additionally, individual interest does not mediate entry qualifications, suggesting that other factors may play a more significant role in determining students’ readiness for STEM.

Date: 2025
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