What question did this study set out to answer?

The aim is to understand the experiences of science teachers in promoting STEM careers among rural high school students.

June 27, 2026Open Access

Science Teachers' Lived Experiences in Promoting STEM Career Interests among Rural High School Students in Masbate

Key Points

The aim is to understand the experiences of science teachers in promoting STEM careers among rural high school students.
Qualitative phenomenological study design
Semi-structured interviews with 8 public secondary school Science Teachers
Data analysis using Colaizzi’s phenomenological method
Hands-on activities and inquiry-based learning were crucial for making STEM careers relevant (e.g., lab work, community projects).
Teachers’ roles as mentors positively influenced students’ confidence and career aspirations.
Challenges included lack of resources and limited awareness of diverse STEM careers, affecting student engagement.

Abstract

Abstract. This qualitative phenomenological study explored the lived experiences of Science Teachers in promoting Science, Technology, Engineering, and Mathematics (STEM) career interests among rural high school students in Masbate. Through semi-structured interviews with 8 Science Teachers from public secondary schools in the 2nd district of Masbate, this research aimed to understand the science teachers' lived experiences, the strategies, programs, initiatives, the challenges, and the impact of science teachers' efforts in promoting the STEM career interests among the students. The study utilized Colaizzi’s phenomenological method for data analysis that resulted in formulation of four main themes and twelve subthemes. Experiential Learning and Real-World Relevance, Role Modeling and Career Exposure, Academic Preparedness Issues and Limited STEM Knowledge, and Building Confidence and Encouraging Curiosity. The findings revealed that hands-on activities, inquiry-based learning, and career exposure programs were essential to make the STEM careers attainable and relevant for students. The science teachers must provide more opportunities among the students to engage in expirements, problem-solving task, research activities, laboratory work, and community-based STEM projects. The science teachers’ role as mentors and their personal experiences in STEM served as powerful motivators that shaped the students’ confidence, aspirations, and career decisions. On the other hand, challenges such as lack of resources and opportunities, limited awareness and knowledge of diverse STEM careers, personal barriers and motivation, peer and family influences limit the full students' engagement in STEM. Science teachers mentioned the positive changes among the students’ attitudes towards STEM careers, emphasizing the effectiveness of mentorship, reinforcement and support, and practical exposure. With all the results gathered it needs to enhance the hands-on and inquiry-based learning, increase STEM career awareness, provide adequate resources and opportunities, and strengthen the teachers mentorship. Keywords: Career Promotion; Experiential Learning; Rural High School; Science Teachers; STEM Education

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Cite This Study

Ralph John C. Cristobal (Thu,) studied this question.

synapsesocial.com/papers/6a3f6922aea7db3c1953fffe https://doi.org/https://doi.org/10.5281/zenodo.20833957

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