Profiling Gender-Based Disparities in Scientific Literacy Among STEM Students in the Division of Eastern Samar: Insights for Targeted Educational Interventions

Abstract

This study investigated scientific literacy among Senior High School STEM students in the Division of Eastern Samar (rural area in the Philippines) which is also an adapted study from an international perspective, focusing on gender and grade level differences. Using validated questionnaires, four dimensions of scientific literacy were assessed that includes: (i) habits of mind, (ii) character and values, (iii) science as a human endeavor, (iv) metacognition/self-direction, and two categories in terms of: (i) methods of inquiry and (ii) interpreting quantitative data. Results revealed significant deficiencies in inquiry and data analysis skills, with most students scoring low. Grade 11 students outperformed Grade 12 students, suggesting a decline in literacy levels. Males slightly outperformed females, though both groups demonstrated inadequate overall performance. These findings highlight critical gaps in inquiry-based learning and data analysis instruction within the STEM curriculum. Recommendations include integrating technology-enhanced learning, project-based approaches, and gender-sensitive pedagogies to improve scientific literacy outcomes, bridge gender disparities, and enhance critical competencies among STEM students in the rural settings.