2026 IJRSE – Volume 15 Issue 5
Available Online: 12 March 2026
Author/s:
Sarmiento, Amorelle O.*
Nueva Vizcaya State University, Philippines (aosarmiento@cvc.pshs.edu.ph)
Villar, Zarah Z.
Nueva Vizcaya State University, Philippines
Abstract:
This study examined the perceptions of faculty members and students of the Philippine Science High School–Cagayan Valley Campus (PSHS-CVC) regarding Integrated STEM Learning Environments (ISLEs). Specifically, it investigated how both groups perceive key constructs associated with integrated STEM education and explored the relationships among these constructs through correlation analyses. The study also identified challenges encountered by faculty members in designing and implementing ISLEs and determined the institutional and professional support needed to facilitate their effective integration. A survey research design employing a descriptive–correlational approach was utilized to collect both quantitative and qualitative data from faculty members and students through structured questionnaires with open-ended responses. Results revealed that faculty members demonstrated highly positive perceptions toward integrated STEM education. Teachers reported very high levels of self-efficacy and strong beliefs in their capacity to effectively teach STEM, along with high levels of technology integration, inquiry-based instructional practices, and strong adherence to 21st-century teaching and learning attitudes. Correlation analyses indicated significant relationships among faculty perception constructs, particularly between self-efficacy and student–teacher relationships (r = 0.914), self-efficacy and integrated STEM approaches (r = 0.743), and technology use and integrated STEM approaches (r = 0.916). These findings suggest that teacher confidence, technological competence, and positive teacher–student relationships play vital roles in the successful implementation of ISLEs. Students also expressed high to very high perceptions across the examined constructs, including self-efficacy, learning strategies, technology use, classroom climate expectations, and student–teacher relationships. Correlation analyses among student constructs showed strong interconnections, particularly between technology use and academic expectations, and between learning strategies and self-efficacy. Despite these positive perceptions, faculty members identified several implementation challenges, including time constraints, limited resources, ICT knowledge gaps, and policy limitations. They also emphasized the need for capacity-building programs, improved technological infrastructure, institutional support, and strengthened collaborative networks. Overall, the findings underscore the importance of sustained institutional support, professional development, and resource provision to effectively implement integrated STEM learning environments.
Keywords: integrated stem learning environments, self-efficacy, student-teacher relationship
DOI: https://doi.org/10.5861/ijrse.2026.26105
Cite this article:
Sarmiento, A. O., & Villar, Z. Z. (2026). Navigating Integrated Stem Learning Environments (ISLES) through the lens of the faculty and students of Philippine Science High School Cagayan Valley Campus. International Journal of Research Studies in Education, 15(5), 153-166. https://doi.org/10.5861/ijrse.2026.26105
* Corresponding Author