RESEARCH DESIGN
For our research design, we used a phenomenological approach. This is a qualitative method that focuses on understanding the
lived experiences of individuals. We chose this design because we wanted to deeply explore and understand the real challenges
experienced by STEM teachers in KCNHS in today’s modern educational setting.
TABLE 2
In this theme, Use of Technology in Teaching, Participants 1 and 4 highlighted how they integrate technology into their lessons.
They shared that they make their lessons ICT-based because technology helps students understand the topics better. They also
use pictures, videos, and online materials to make the lessons clearer and more engaging. This shows that teachers use
technology not just for trend, but to improve students’ understanding and participation.
RESULTS & DISCUSSIONS
Based on Table 2, we identified four major themes in the teaching practices of STEM teachers. These are: use of technology,
flexible and adaptive teaching, classroom management and student participation, and continuous improvement. These findings
show that STEM teachers respond to modern challenges by integrating technology, adjusting their strategies to students’ needs,
maintaining discipline, and continuously improving their skills. Overall, effective STEM teaching today requires adaptability,
innovation, and commitment.
CHAPTER 1 – INTRODUCTION
Background of the Study: Modern education is changing fast. STEM teachers face new challenges (technology, student
behavior, workload). Need to understand their real experiences.
Purpose of the Study: This study aimed to: Identify the challenges faced by STEM teachers. Examine their teaching practices.
Analyze how they respond to these challenges.
Significance of the Study: Helps teachers improve strategies. Guides administrators in giving support. Contributes to improving
STEM education.
CHAPTER 2 – REVIEW OF RELATED LITERATURE
Key Ideas: Technology integration affects teaching. Student motivation impacts learning. Teacher adaptability is important in
modern classrooms. Professional development improves teacher effectiveness. Related studies show teachers must be flexible,
innovative, and resilient.
CHAPTER 3 – METHODOLOGY
Research Design: Qualitative Phenomenological approach Focused on lived experiences of STEM teachers
Participants: 6 Senior High School STEM teachers Selected through purposive sampling At least 5 years of teaching
experience
Data Collection: Semi-structured interview In-depth interviews (IDIs) Audio recorded and transcribed
Data Analysis: Colaizzi’s Phenomenological Method Read transcripts Extract significant statements Cluster meanings Form
themes Member checking
Ethics: Informed consent Confidentiality Voluntary participation
CHAPTER 4 – RESULTS & DISCUSSION
Table 1 – Challenges Faced Main Problems: Student distraction (phones, AI dependence) Limited resources Fast changes in
STEM teaching Curriculum demands Low student motivation Students rely on gadgets and quick online answers. Teachers need
to adjust traditional methods.
Table 2 – Teaching Practices Four Major Themes: (1) Use of Technology in Teaching ICT-based lessons Videos, multimedia,
online resources (2) Flexible & Adaptive Teaching Simplifying lessons Adjusting strategies for different learners (3) Classroom
Management Clear rules Monitoring behavior (4) Continuous Improvement Research-based strategies Professional growth
Table 3 – Teachers’ Responses Three Themes: Adaptive teaching strategies Structured classroom management Resourcefulness
& innovation Teachers simplify lessons. Focus on important topics. Use available tools creatively.
CHAPTER 5 – SUMMARY, CONCLUSIONS, RECOMMENDATIONS
Summary: STEM teachers face serious challenges. Gadgets and low motivation are major issues. Teachers adjust and stay
flexible. They use technology and structured management.
Conclusions: STEM teaching is complex and demanding. Challenges affect lesson planning and instruction. Teachers respond
through flexibility and adaptation. Institutional support is necessary.
Recommendations
For Teachers: Explore strategies Attend training Collaborate For Administrators: Provide resources Offer professional
development Support teacher well-being For Students: Practice responsible gadget use Stay engaged For Future Researchers:
Study teacher resilience Expand to other schools
QUICK DEFENSE REMINDERS If panel asks:
Why phenomenology? → Because we focused on lived experiences.
Why 6 participants? → For in-depth qualitative analysis.
Main finding? → Student distraction and need for teacher adaptability.
Main contribution? → Shows how STEM teachers stay resilient in modern education.
CHAPTER 1 – INTRODUCTION
Q: What is the study about?
A: Challenges of STEM teachers in KCNHS modern education.
Q: Why is it important?
A: Helps teachers improve, supports students, guides admin, informs future research.
Q: Scope?
A: 6 STEM teachers, KCNHS, modern setting only.
CHAPTER 2 – LITERATURE
Q: Related studies show…?
A: Tech challenges, teacher adaptability, student engagement, professional development.
Q: How literature relates?
A: Confirms teachers face similar modern challenges.
CHAPTER 3 – METHODOLOGY
Q: Research design?
A: Qualitative phenomenological.
Q: Participants?
A: 6 STEM teachers with experience.
Q: Data collection?
A: Interviews, audio recorded, transcribed.
Q: Data analysis?
A: Colaizzi method → significant statements → themes.
Q: Ethical considerations?
A: Consent, confidentiality, voluntary participation.
CHAPTER 4 – RESULTS
Q: Main challenges?
A: Gadget reliance, AI overuse, low focus, limited materials, fast-changing curriculum.
Q: Teaching practices?
A: ICT integration, flexible/adaptive methods, simplified lessons, classroom management, continuous improvement.
Q: How teachers respond?
A: Adaptive strategies, structured management, resourceful use of tools.
CHAPTER 5 – CONCLUSIONS & RECOMMENDATIONS
Q: What’s the overall conclusion?
A: Teaching STEM is challenging; teachers must adapt, be flexible, and improve continuously.
Q: Recommendations for teachers?
A: Continuous learning, collaboration, flexible strategies.
Q: Recommendations for admin?
A: Provide resources, training, and support.
Q: Recommendations for students?
A: Responsible gadget use, active participation.
Q: Recommendations for future research?
A: Expand sample, other schools, post-pandemic adjustments, teacher resilience.