ST. ANDREW’S SCHOOL, INC.

La Huerta, Parañaque City

A.Y. 2019-2020

THE ROLE OF THE SOCIETY’S PERCEPTIONS TOWARDS THE

ACADEMIC MOTIVATION OF STEM STUDENTS

In Partial Fulfillment

of the Requirements for the Subject

Practical Research 1

by

Ang, Rayniel Louise M.

Cuevas, Brian Alfonso L.

Gomez, Criselle P.

Mendoza, Miguel C.

Sta.Monica, Swayzel R.

November, 2019

1
 1. INTRODUCTION

1.1 Background of the Study

1.1.2 Definition of Terms

1.2 Review of Related Literature

1.2.2 Perceptions towards STEM

1.2.3 Misconceptions surrounding STEM strand being debunked

1.2.4 Expectations towards STEM students

1.3 Statement of the Problem

1.4 Significance of the Study

1.5 Scope and Delimitation

2. METHODOLOGY

2.1 Research Design

2.2 Research Setting

2.3 Participants

2.4 Instrument

2.5 Data Collection Procedure

2.6 Data Analysis Procedure

2
 1. INTRODUCTION

1.1 BACKROUND OF THE STUDY

Every people’s insights, opinions, suggestions and expectations have different

effects towards STEM students. These effects depend on their role in each of the students.
According to the findings of Knapper (2017), the parental involvement has a large role
in motivating a student. They tend to give all what their children needs in school, support
their child’s performance and create a good home environment for the easy learning of
their children. Parental involvement includes expectations and opinions towards their
children therefor it is shown in the study that having high expectations for their academic
performance makes the motivation of the students rise higher.

Rosenthal and Jacobson (1968) included in their study that whenever a teacher
expects highly from a student, the student being expected will be fulfilling what the
teacher thinks of him/her. This is called Rosenthal Effect or commonly known as
Pygmalion Effect. In this know phenomenon, not only the teacher can be the one who
may give that kind of effect but also the other people that surrounds the students as well.
Connecting this into the study, what the society thinks of what will happen to the STEM
students may be a factor for the STEM students to be motivated. If the teacher for
example thinks that the student A and C will have a good performance, Students A and
C will be achieving that expectation of the teacher. There is also what people call the
Golem Effect which is the opposite of Pygmalion Effect. Golem effect as stated by Solanki
(2018), is whenever Person A expects lowly of Person B, Person B will most likely
perform a poor performance.

Fran Reddan (2019) supported Michelle Paccagnella’s statement that

expectations are a pressure. They make people tensed, and create a cognitive dissonance
among the situation, but pressure depends on how they were handled, added by
Paccagnella. It is not always a bad thing for it can enhance the motivation and
concentration of the students.

3
 Opinions by the society surrounding a specific group of people may give a large
variation of effects, the researchers would like to find out if these insights stand as a
motivation for the STEM students to aim higher, if these stands as a pressure to their
academic motivation to be confused and scared or if these stand as nothing that doesn’t
affect the students at all or etc.

In this study, the researchers tackle about what would be the role of the society’s
perception towards the academic motivation of STEM students. When it comes to
academes, students tend to find something that would push them to do their tasks.

1.1.2 DEFINITION OF TERMS

Academics are a place of instruction for secondary level (Lexico, 2019). This is where
the STEM students will need an academic motivation for their performance.

Expectations is the belief of someone that something will or likely to happen

(Vocabulary.com, n.d). When defined from the study, expectations can also be part of
perceptions given by the society towards STEM students.

Motivation is the reason for doing something willingly (Lexico, 2019). Motivation is
used by STEM students in order to achieve their goals based on the study.

Perceptions are how people see and understand a specific issue or happening (Lexico,
2019). These are the insights given by the society towards STEM students used by the
study.

Pressure is something that causes an individual to feel distressed (Merriam-webster,

n.d.).

Role is the character played by someone towards a certain happening (Lexico, 2019).
This is what is being found at the study based on the STEM students.

Society is a group of people living together in an organized community (Gonzales M,

2016). Also, it is a group of people that will state out their perceptions towards STEM
students based on the on-going study.

4
STEM Students are students who chose STEM as their strand for Senior High school
(Nap, 2014). Group of people that will determine the role of the society’s perception
towards them based on their academic motivation

1.2 REVIEW OF RELATED LITERATURE

The gathered related literature has 3 sub-categories: Perception towards STEM,

Misconceptions surrounding STEM strand being debunked and Expectations towards
STEM students.
The whole related literature states how hard it is in STEM strand and it became
one of the reasons why there are students who chose other strands. It also came out in the
gathered data that expectations of other people seem to affect the students.

1.2.2 Perceptions towards STEM

Angela Ferrer (2018) included in her talk that since Science and Math are united
and focused in one strand, loads of information, knowledge and lessons are given to the
students in every single day and that is what challenges the STEM students throughout
their senior high school years. Her phrase discusses about how hard it is to learn one
subject and what more if another subject is added to the list the STEM students need to
learn. This data is the same with Walker and Yu Zhu’s (2013) data gathered that STEM
is one of the most difficult strands in senior high school there for it needs pre-existing
skills; it gives to the students and the hard work and patience required by this strand.
Also, being a student who picked STEM strand is required to provide several researches
that may be in qualitative or quantitative type. Hearing this may give doubts on the
students in the choice they made but Perez (2018) said, “STEM is a hard strand to take
but it is fulfilling and definitely worth the tears and the sacrifices.” In conclusion, the
said students shared about the life of a STEM student and what is their perception and
some motivations about it.

5
 It is stated in the Teacher’s perception of STEM integration and education: A
systemic Literature review that in order to make a better quality education for the STEM
strand, the researchers must recognize the opinions, suggestions, and perceptions of the
teachers. The teacher's role is important for the improvement of the student's excellence
because they are the ones who are always with the students and the ones who observe the
improvement of the students. The improvement of a student is based on the tests,
performance tasks and participation in the class and all of these are only observed by the
teachers. Kelly Margot and Todd Kettler (2019) revealed the findings that there are
several barriers about the improvement of the student's stem talent. Some of these are
financial issues, family problems, and lack of teacher's support. Therefor it is not easy
for the teachers to improve the student's performance. In line with the importance of the
teacher’s role, Knapper (2017) stated that the involvement of the students’ parent plays a
large role in motivating the latter. They help their children improve their selves by setting
expectations then will further give them the support the students need.

According to Walker and Yu Zhu (2013), they also found convincing evidence that
mathematical skill that are acquired at schools is also important and the development of
STEM skill is also important because it requires prior condition for selecting STEM
higher education like pre-existing skills or skills to acquire because STEM is one of the
most difficult strand in Senior High school. When it comes to technology, STEM
education plays an important role in the economy because in modern generation,
technology also plays an important role. It has a higher demand in the market or in the
society we live in. To sum all points, the benefit of STEM to individuals, society and the
economy is it helps to develop acquired skills or pre-existing skill. It also helps to fulfil
the demand works in the society for the development of the economy.

In this article, Kennedy, et al. (2018) stated that half of the Americans or the
52% of their respondents think that students do not pursue STEM strand because the
subjects are too hard. Some of the subjects the STEM students will be tackling are Basic
and Pre- Calculus, General Science, Statistics and Probability, Oral Communication and

6
 Practical Research. The said subjects have maybe given the American students fear and
pressure that is why they do not want to pursue STEM strand. 23% of them informed
that STEM strand is not useful for their careers. Some of the people do not see STEM
strand as a helping hand to their wanted profession when the students grow up that is why
they choose other strands instead of STEM. 12% of respondents stated that the subjects
in STEM are boring, it is expected that not all the students have an interest to the specific
subject and most probably when it is hard to learn and requires hard work. The remaining
12% have their other reasons for not choosing STEM strand. All in all, this collection of
data is based on the perception of the American students on why they did not pursue
STEM strand.

1.2.3 Misconceptions surrounding STEM strand

Karen and Charles Phillips Charitable Organization (2017), believed that one of
the best ways to boost students’ interest in STEM is to help them discover a strand where
students are being trained to create an innovation, save numerous lives, tackle about the
theories around the universe and such things. Instead of letting the students believe in some
false information, Charles Phillips (2017) stated some of STEM myths and what is true.

The first misconception is “You need to be a straight-A student to succeed in

STEM fields.” This misconception states that a STEM student should always have a high
grade in order to excel yet Charles stated that having errors and failing teaches the student
a lesson therefor STEM does not require student with high grades, rather a a hard working
student. “STEM is all about multiple-choice tests.” It is believed that in STEM strand
during exams, only questions with multiple choices are present. There is no essay, no
drawing nor practical tests yet the study stated that STEM strand does not only give
multiple choice test but also a problem solving or sometimes practical test or activities to
test their abilities and to know how the students will be able to practically apply what
they learned from the teachers. “STEM isn’t creative.” STEM is creative because of the
students who build their own inventions and create their own artwork applied in Math,
Science, and technology. Related into the article of a non-profit organization, Roadtrip

7
Nation (2017), they also encountered this type of misconception and debunked it using
an example who is an artist and climate change activist, Zaria Forman. She alarms the
people on how climate change affects the earth drastically with the use of her skills in
painting. “Everyone who studies STEM becomes a scientist.” STEM strand is more of a
science and math subject; misinformed people believe that the only job in this type of
strand is a scientist. Charles contradicted it that STEM strand has a variety of choices in
career, a STEM student may be an architect, a doctor, a psychologist, an engineer and
much more.

A non-profit organization, Roadtrip Nation (2017), encountered numerous beliefs

and stereotypes towards STEM strand coming from the society, and because most of it
misinforms the women, the organization started to list down the most common
misconceptions they heard and tried to debunk it:

The first misconception is “There is no room for creativity in the STEM fields.”
All the professions inside STEM strand include creativity. The art may not be seen in
some but it is there. “Careers in STEM fields are lonely.” A job where someone is able
to help lives is not lonely. Most of the jobs in STEM strand give the student a fulfillment
by helping the others especially when they are in critical situation. “Putting all this focus
on STEM ignores the humanities, which are just as important!” Using some knowledge
from STEM strand may be able to create a huge benefit to the humanities therefor
focusing in STEM doesn’t mean ignoring the humanities.

1.2.4 Expectations towards STEM Students

As shown in the study Implication of Academic Expectation towards Grade 11

STEM Ace Students’s findings, the expectations for STEM ace scholars affect them in
both positive and negative way. Those effects can either be a pressure for the students or
a motivation through the challenges. These may also affect the STEM Ace scholars
individually and socially as stated in the study. According to Azuela Jaybee (n.d)
expectations or standards set by the teachers, classmates and parents that surround the
scholars should not be seen as something that pressures them. Instead of seeing it as a

8
hindrance for the student’s success, it should be seen as something that encourages the
students to study smarter and excel every subject better. In addition, in order for the
schools to be aware about the STEM scholars’ emotional and mental state, they must
have the ASFA to check the students in a monthly basis. This would help both the school
and the students to be kept on the right track in education.

The study indicates the teachers’ beliefs about students influence many of the
decisions they make in the classroom. While much work has been done exploring
teachers’ beliefs as they relate to the nomination of students for gifted programs, little
work has yet explored the ways in which teachers’ beliefs about student giftedness
possibly affect instructional decisions. Within the context of specialized STEM schools,
the beliefs of teachers as related to their students’ giftedness and ability are explored.
Colby and Cahalaan (2016) stated the findings indicated that teachers believe their
students to be gifted regardless of designation. Teachers articulated beliefs around the
type of learning opportunities gifted students need as well as the amount of work required
to stimulate these students. Specifically, teachers stated that gifted students flourish under
heavy workloads with intense amounts of independent and inquiry-based learning.
Students were also queried to determine their own perceptions of these instructional
practices on their learning and daily lives.

Connecting these existing studies to the research, the answer being searched may
be helped develop in this part (Revie of Related Literature) of study. Walker and Yu Zhu
(2013) together with Angela Ferrer (2018) stated that STEM strand is difficult, but from
the article where Perez (2018) said “STEM is a hard strand to take but it is fulfilling and
definitely worth the tears and the sacrifices.” This explains that STEM may be hard to
take but after all the obstacles challenging the students is a great achievement to their
senior high school years. It is fulfilling and worth the tears because if the researchers are
going to connect it in what Walker and Zhu said, all the hardships the students have gone
through are worth it because their pre-existing skills are more developed that gave benefit

9
to the STEM students and also fulfilled the demand of works in the society. When the
indicated relationships are connected on the on-going research, all of it will sum up to
intrinsic motivation. Intrinsic motivation is the type of motivation where the individual
is motivated with his/her interest and the motivation in achieving their personal goals.

1.3 STATEMENT OF THE PROBLEM

The study aims to know the role of the society’s perceptions towards the
academic motivation of STEM students. Specifically:

 What are the perceptions of the society towards STEM students?

 What is the academic motivation of STEM students?
 What is the relationship of the society’s perceptions with the student’s academic
motivation?

1.4 SIGNIFICANCE OF THE STUDY

The result of this study can be used as a related literature for analysing another
data from a certain research that has something to do with the perceptions of the people
and a certain someone’s performance or mind set. This may also be used in a research
regarding on how perceptions from others affect the emotional and mental being of a
student.

The data gathered from STEM students about their academic motivation can be
used as a basis for teachers on how they will be able to create a teaching/handling strategy
for the success of a student.

In the study of society, the outcome of the said study will be able to contribute as
a basis for the psychologists on how humans develop over time as influenced by the
society.

1.5 SCOPE AND DELIMITATIONS

The main focus of the study is the society’s perceptions and the academic
motivation of the STEM students, in this, the researchers will be able to determine the
relationship of the two variables stated. There will only be 20 students who are going to

10
be the respondents for the interview, (10) ten from Grade 11 and another (10) ten from
Grade 12 in order to have a comparison between the two levels. In the society, the
researchers decided to give out questionnaires for only 10 respondents. The main purpose
of this study is to know the perceptions of the society towards STEM students and how
STEM students see the role of different perceptions of the society based on their academic
motivation. This study limits the scope only for Grade 11 and 12 STEM students of St.
Andrew’s School. While in the part of society, the researchers will choose different
persons.

2. METHODOLOGY

This chapter of the study tackles about the research design used, the setting where
the date was gathered, the criteria for respondents who participated in the study and the
research instrument that was used to gather data. The procedure of how the data was
gathered and analyzed will be shown also.

2.1 RESEARCH DESIGN

The study is under qualitative research approach. Vilbha, Biyajini and Sanjay
(2013) included in their study that qualitative research design revolves around the
people’s insights, perceptions and interactions. The behavior, outcome or results are
stated thoroughly that makes the data easily understood as stated by Bhat (n.d.). This
helps the researchers now in describing what the society perceive and say about the
STEM students by presenting each data in a non-numerical way. According to the
Qualitative Research Methods Overview (n.d), qualitative research dives into the
phenomena and explains the relationship of each variable and whenever researchers
create a research instrument under this design, the instruments will be made flexible. The
researchers chose Phenomenology as their approach because it fits to study since judging
a student is based on his/her chosen strand these days. It became a phenomenon in the
country.

11
 In the study, the researchers were able to explore the world of the society and
STEM students together with the existing phenomena. The researchers will be able to
identify and discuss thoroughly the relationship of the society’s perception and the
academic motivation of STEM students. In this design, the made instruments by the
researchers were able to give enough flexibility to the STEM students and the member
of the society since it is not as rigid as the quantitative research instruments. Also, using
this type of research design in the study, the researchers will be able to identify the
society’s perception towards STEM students then when applied to the selected STEM
students; the role of their perceptions in the academic motivation of STEM students will
be concluded.

2.2 RESEARCH SETTING

The data for this study was gathered in St. Andrew’s School’s first semester A.Y
2019- 2020. The school offers Science, Technology, Engineering and Mathematics
(STEM) as one of the strands. This setting was chosen because of (2) Availability of
STEM Strand. (3) Where possible respondents have a basic knowledge about STEM
students. (4) Where the researchers are currently studying

2.3 PARTICIPANTS

The study requires (2) two kinds of respondents which are: a. STEM students and
b. Society. The researchers decided to gather data from a total of 20 STEM students; 10
participants for each senior high school level, while a total of 10 members of the society
a whole total of 30 respondents. Furthermore, the participants can guarantee that their
confidentiality will be safe and will remain anonymous throughout the study. The
researchers decided to have (2) two groups because the topic they have chosen first needs
the perceptions of the society in order to use it for the questions that will be given to the
STEM students. In this way, the role of the society’s perception will be determined
according to the academic motivation of STEM students.

12
 For the criteria of STEM students, the following are: (1) must be a STEM Student
because it depends on STEM students if the society’s perception has a role towards their
academic motivation. (2) Must be at the Grade level of 11 and 12. (3) Must be studying
currently at St. Andrew’s School since the respondents for STEM students is limited only
inside the St. Andrew’s premises.

The members of the Society will be participating by questionnaires. The following

criteria are: (1) must have a basic knowledge about STEM strand since they will be giving
the researchers their perceptions about STEM student (2) Must be 13 years old and above
because 13 years old and above are High school students. This states that they will be
aware soon and be knowledgeable about the strand they will choose (3) Must not be a
STEM student in order to avoid possible subjectivity.

2.4 INSTRUMENT

In order to gather information other than the available data already, the
researchers will gather data from research instruments interview, observation and
questionnaire.

According to Creswell (2012), interview is a research instrument that includes an

interviewer and interviewee. This method includes open-ended questions, and then the
answers given by the respondent will be recorded. The questions that will be given are
experience, feeling and opinion questions that will be given ahead of time before the
interview. The researchers will use this research instrument in order to gather data from
STEM students. The participants will be answering regarding about the research
questions. Semi- structured is an interview with prepared specific questions that will be
asked and the interviewer can ask some follow-up questions (Doyle, 2019).

Observation will be used by the researchers in order to observe the body

language and facial reactions of the STEM students during the actual interview. This will
help the researchers adjust their questions once they understood if the participants became
uncomfortable etc. It is a research instrument where the researcher watches and observes

13
the participants' movements and reactions carefully in order to gather information
(Merriam – Webster Dictionary, n.d.).

McLeod (2015) stated that Naturalistic observation is a type of observation that

only needs the researcher observe and record what they see in the participant in his/her
natural setting.

Questionnaire will be used by the researchers in order to gather the data from
the society regarding about their perceptions towards the STEM students. It is a research
instrument which contains a set of questions in order to answer the research question/s of
the study. This is also known as a written interview as stated by McLeod (2015). The
type of questionnaire the researchers decided is a Combination Questionnaire,
completion and subjective are combined together.

Completion is the state where respondents are supplying necessary information

in the blanks (Trapal, 2019).

A subjective type of question in a questionnaire makes the respondents answer

using sentences based on their opinions (Fleming 2018).

2.5 DATA COLLECTION PROCEDURE

In order to have primary data, the researchers also conducted a face-to-face

interview in a semi-standardized way among chosen participants regarding about their
topic. Before proceeding to the interview, the researchers checked the quality of the
cellular phone for recording then asked for the consent of the respondents in recording
their voice. The chosen type of interview is face-to-face, the interviewer was able to see
the respondent personally and observe their actions or body movements when they
answer then record it without the respondents noticing it since it is a naturalistic
observation during an interview. The researchers conducted this type of interview in
order to determine their body language or facial reactions when the question was asked.
This would help the researchers determine if the participants are comfortable about the
topic or not, in this way they will be able to adjust their questions since it is only a semi-

14
standardized interview. In a semi-standardized way of interview, the researchers were
able to follow the questions strictly during the exact time of interview and ask for
clarifications once the respondents answered the given question.

2.6 DATA ANALYSIS PROCEDURE

The researchers analyzed the data based on the gathered related literature; the
researchers used a predictive type of analysis before they develop a coding scheme for
the data. As stated in Chartio in the year of 2019, predictive analysis is performed when
researchers wanted to know “what is likely to most happen” regarding the phenomenon
and data gathered. Predictive analysis is about giving out prediction in a certain event
that became the reason why researchers chose this type of analysis. The following steps
in conducting Predictive analysis are: (1) Review the phenomenon, the researchers will
study the phenomenon occurring in their study. (2) Determine the relationship of the
important variables in each other, the researchers must find the relation of the society
and the STEM students. (3) Predict what is most likely to happen, the researchers must
predict an answer that has a large possibility to happen once the phenomenon was applied
to the important variables. (4) Apply it to the study, in this case, the researchers will be
able to determine if their prediction or expected case will come out of the conclusion.

Azuela, De Ocampo, Gonzales, and Saballa (n.d) included in their study the
academic expectations that came from the teachers, parents, and classmates for STEM
Ace students gave both positive and negative effects. The students were said to be
affected emotionally and socially but the researchers recommended that expectations for
STEM students should be considered as a motivation and not as a reason to be pressured.
Using this data from related literature will contribute to the researchers in predicting what
will most likely happen once the perceptions of the society were applied to the academic
motivation of STEM students. Now based on the data, the perceptions of society’s role
can be determined as it is used as a motivation or used as problem by the STEM students.

The theory that was used for the interview by the researchers is Looking Glass –
Self Theory by Charles Cooley. This theory states about the personal perspective and

15
society’s perspective molds a person. The judgement of the others has a large impact to
the self-image of an individual. The developed coding scheme by the researchers are the
following: (1) Read the transcripts, carefully study the transcripts from the interview
and create notes about the primary thoughts about it. (2) Determine the significant
parts, in this case the researchers must determine the word that were repeatedly said by
the participants, also the researchers can label the parts that were clearly stated by the
participants as “important.” (3) Decide what will be the most important codes, the
researchers must decide the most relevant codes in order to create categories for the same
codes. (4) Write results, the researchers must describe the categories made and how they
were connected to each other. The researchers can relate the outcome to other studies that
has the same results (Lofgren, 2013).

In this study, the researchers will utilize the following steps:

First step is collecting the data, the data gathered from related literature and
respondents should be collected. Next is step is analyzing the gathered data, the data
gathered should be analyzed based on the theory or analysis procedure type the
researchers chose. The third step is organizing the data, the data gathered should be
organized or classified alphabetically, can also be by ranking or data with the same
quality should be grouped together. Fourth step is interpreting the data; the data
gathered should be interpreted carefully in order to avoid careless errors and false
information. The last step is creating a conclusion; the conclusion should be in relation
with the related literature in order for the related articles to support it.

16
 REFERENCES

Alcaraz, M. (2018). Here’s Why STEM Rocks According to SHS Students. Retrieved from:
https://blog.edukasyon.ph/senior-high/heres-why-stem-rocks-according-to-senior-
high-school-students/
Azuela, J. (n.d). Implication of Academic Expectation towards Grade 11 STEM Ace Scholars.
Retrieved from: https://www.academia.edu/36456962/Implication_of_Academic_
Expectation_towards_Grade_11_STEM_ACE_Scholars?auto=download
Bhat, A. (n.d). Qualitative Research: Definitions, Types Methods and Examples. Retrieved from:
https://www.questionpro.com/blog/qualitative-research-methods/
Doyle, A. (2019). What is a Semi-Structured Interview? Retrieved from:
https://www.thebalancecareers.com/what-is-a-semi-structured-interview-2061632
Kennedy, Hefferon & Funk. (2018). Half of Americans Think Young People Don’t Pursue STEM
because it is Hard. Retrieved from: https://www.pewresearch.org/fact- tank/201
8/01/17/half-of-americans-think-young-people-dont-pursue-stem-because-it-is-too-
hard/
Knapper, V. (2017). Factors That Influence Student Academic Motivation and How Those
Factors Impact the Student Achievement of Third Grade Students. Retrieved from:
https://www.semanticscholar.org/paper/Factors-That-Influence-Student-Academic-
Motivation-Knapper/5f250f8c1cb7797ebf32e56a25a053cab9f58bc8
Lexico. (2019). Lexico Powered by Oxford. Retrieved from:
https://www.lexico.com/en
Lofgren, (2013). Qualitative Analysis of Interview Data: A step-by-step guide. Retrieved from:
https://www.youtube.com/watch?v=DRL4PF2u9XA
Margot, K. & Kettler, T. (2019). Teacher’s perception of STEM integration and education: A
systemic Literature review. Retrieved from:
https://stemeducationjournal.springeropen.com /articles/10.1186/s40594-018-0151-
2#targetText=This%20approach%20allows%20students
%20to,for%20STEM%20pathways%20and%20careers.&targetText=Teaching%20throu
gh%20the%20engineering%20design,content%20knowledge%20to%20solve%20probl
ems.
McCammon, B. (n.d). Semi- Structured Interviews. Retrieved from:
http://designresearchtechniques.com/casestudies/semi-structured-interviews/
McLeod, S. (2015). Observation Methods. Retrieved from:
ps://www.simplypsychology.org/observation.html
McLeod S. (2018). Questionnaire. Retrieved from:
https://www.simplypsychology.org/questionnaires.html
Mortensen, D. (2019). How to Do a Thematic Analysis of User Interviews. Retrieved from:
Philips, C. (2017). 4 of the Most Common Myths about STEM Education. Retrieved from:
https://phillipscharitable.org/4-common-myths-stem-education/
Quad, A. (2016). Research Methodology in Education. Retrieved from:
https://lled500.trubox.ca/2016/225
Roadtrip Nation. (2017). Five Major Misconceptions About STEM – And What You Can Do To
Combat Them. Retrieved from: https://code.likeagirl.io/five-major-misconceptions-
about-stem-and-what-you-can-do-to-combat-them-73e4992266ea
Rosenthal, R. & Jacobson, L. (1968). Pygmalion in the Classroom. Retrieved from:
https://link.springer.com/article/10.1007/BF02322211

17
Solanki, P. (2018). Psychology Behind the Golem Effect and Consequences of the Same.
Retrieved from: https://psychologenie.com/psychology-behind-golem-effect
Walker & Zhu, Y. (2013).The Benefit of STEM Skills to Individuals, Society, and the Economy.
Retrieved from: https://royalsociety.org/~/media/education/policy/vision/reports/ev-
9-vision-research-report-20140624.pdf
Tofel, C. & Cahalaan, C. (2016). STEM High Schools Teachers’ Belief Regarding STEM Student
Giftedness. Retrieved from https://journals.sagepub.com:
/doi/abs/10.1177/0016986216673712?journalCode=gcqb
Vibha, P., Bijayini, J. & Sanjay K. (2013). Qualitative Research. Retrieved from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3757586/

18