The researchers saw to answer the following questions:

1. What is the college students' and/or ex-STEM SHS students' demographic profile in terms of:

1.1. year level; and

1.2. college course

2. Are the college students’ chosen course aligned with their formerly chosen STEM strand in senior high school?

3. How do personal factors influence the course choices of college students who were former STEM students in terms of:

3.1. self-efficacy;

3.2. interests; and

3.3. values? 

4. How do environmental factors influence the course choices of college students who were former STEM students in terms of:

4.1. family support;

4.2. school resources; and

4.3. peer influences? 

5. How do behavioral factors influence the course choices of college students who were former STEM students in terms of:

5.1. effort;

5.2. time management; and

5.3. perseverance? 

6. How significant is the effect of course alignment with the STEM strand on the academic experience of former STEM students now in college?

Below is the findings that the study has accumulated:

1. Demographic Profile of Former STEM Students

The study revealed that most respondents were first-year and second-year college students, with a smaller percentage consisting of third-year students. The most commonly pursued courses included BS in Nursing, BS in Computer Engineering, and BS in Architecture, reflecting both STEM-aligned and non-STEM fields. This suggests that while many former STEM students followed pathways aligned with their strand, others explored diverse options. To support informed decision-making, schools are recommended to enhance career guidance programs and provide comprehensive career assessment tools. Additionally, colleges should consider offering bridging programs for those transitioning to non-STEM fields.

2. Alignment of College Courses with the STEM Strand

The results indicated that first-year and second-year students showed stronger alignment between their college courses and the STEM strand compared to third-year students. However, alignment satisfaction decreased over time, with many third-year students expressing neutrality or dissatisfaction. This may be attributed to evolving career interests or external factors, such as the pandemic's impact. Educational institutions are encouraged to provide continuous career counseling and mentorship programs to help students reassess their alignment satisfaction and offer options for course realignment if necessary.

3. Influence of Personal Factors on Course Choices

Personal factors, including self-efficacy, interests, and values, significantly influenced students' course selections. Many students chose courses that aligned with their confidence in their academic abilities, interests in STEM-related subjects, and aspirations for stable and fulfilling careers. To further nurture students’ self-confidence and decision-making abilities, schools should implement workshops and activities that promote self-assessment and career exploration. Students are also advised to reflect on their strengths and long-term goals when making educational choices.

4. Influence of Environmental Factors on Course Choices

Environmental factors, particularly family support, school resources, and peer influence, played an important role in students’ decisions. While schools provided adequate academic resources and career guidance, family support was inconsistent, often depending on financial situations or parental preferences. Additionally, peer discussions and experiences influenced students' perceptions of career paths. Schools should strengthen their career support services by involving families in career planning sessions and establishing peer mentoring programs to encourage positive discussions about career options.

5. Influence of Behavioral Factors on Course Choices

Students who demonstrated perseverance, effective time management, and significant effort during their SHS years were more confident and well-prepared in choosing their college courses. Those who actively engaged in academic challenges showed greater determination in pursuing their goals. Schools are encouraged to foster resilience and time management skills through academic support programs, extracurricular opportunities, and mentorship initiatives. Additionally, students are recommended to apply these skills in college to navigate academic challenges effectively.

6. Significance of Course Alignment on Academic Experience

The study found that course alignment had a stronger impact on first-year and second-year students, with satisfaction decreasing as students progressed. Third-year students who experienced misalignment were more likely to express dissatisfaction with their academic experience. Colleges should monitor students' alignment perceptions throughout their academic journey and provide support systems for those experiencing dissatisfaction. Offering elective courses, interdisciplinary learning opportunities, and academic counseling can enhance students' satisfaction and academic performance.