Analyzing STEM Competencies Among Filipino High School Students: An Item Response Theory Approach

The 2022 PISA scores highlighted a significant concern in the Philippine education system, showing Filipino students ranking sixth lowest in STEM competencies among 81 participating countries. This study probes into the STEM abilities of high school students from the Bicol Region to determine if the national findings are indicative of regional educational challenges. By implementing item response theory (IRT) analysis, the research aimed to dissect student competencies in calculus, chemistry for engineers, and physics for engineers, uncovering specific areas of weakness and identifying evidence-based interventions to enhance STEM education on a regional scale. The methodology encompassed three phases: the development and pilot-testing of a comprehensive survey, its subsequent deployment across three prominent schools in the Bicol Region, and an in-depth analysis of the gathered data using advanced IRT models, including the Rasch Model and the Partial Credit Model. A total of 162 students were surveyed, ensuring a sample representative of regional STEM competencies. Findings from the study align with the concerning PISA results, indicating areas where students struggled, particularly in understanding complex calculus concepts like the definition of definite integrals and application of electrochemical principles in chemistry. The advanced IRT analysis, especially through the lens of the Partial Credit Model, highlighted these core areas of difficulty. Moreover, the competency in solving physics problems involving interference and diffraction was also seen as challenging, mirroring the trends in national assessments and emphasizing the necessity for targeted intervention at the curriculum and instructional levels.