Perceived Barriers in Pursuing STEM Education

Abstract

Science, Technology, Engineering, and Mathematics (STEM) education plays a crucial role in developing the scientific and technological workforce needed for national and global development. Despite educational reforms and increased promotion of STEM programs, many students continue to encounter barriers that may affect their participation and persistence in STEM-related fields. This study aimed to determine the perceived barriers to pursuing STEM education among Grade 12 students and to examine whether significant differences in these barriers exist when grouped by sex. Specifically, the study investigated psychological, social, institutional, gender stereotype, and socioeconomic barriers. A quantitative descriptive-comparative research design was employed involving 263 Grade 12 students selected through stratified random sampling with proportionate allocation, followed by simple random sampling within each stratum. Data were collected using an adapted survey questionnaire and analyzed using the weighted mean and the independent samples t-test. Results revealed that psychological barriers were perceived at a high level, whereas social, institutional, gender stereotype, and socioeconomic barriers were perceived at low levels. Inferential analysis further indicated no statistically significant differences in perceived barriers between male and female students across all dimensions. These findings indicate that psychological factors are the primary challenge for students pursuing STEM education, whereas external barriers are generally perceived as less influential. These findings suggest that schools should prioritize interventions that strengthen students' self-efficacy, resilience, and confidence through mentoring, guidance, and socio-emotional support programs, as these approaches may have a greater impact on promoting STEM participation than interventions focused solely on external barriers.