Perception of Science, Technology, Engineering, and Mathematics (STEM) Learners Towards the Use of English as Medium of Instruction (EMI) in Senior High School Specialized Subjects

This study explored the perceptions of Science, Technology, Engineering, and Mathematics (STEM) learners regarding the use of English as a medium of instruction (EMI) in Senior High School (SHS) specialized subjects. It aimed to (1) assess learners’ overall perceptions based on gender and grade level and their significant differences. Moreover, this study identified the pedagogical implications based on the findings. Results showed that both male and female learners, as well as Grade 11 and Grade 12 learners, expressed positive views toward EMI. Their mean perception scores ranged from M=3.63, SD= 0.423) to M= 3.70, SD = 0.422, indicating general agreement that English supports learning in STEM subjects. Inferential statistics further revealed no significant difference in perception between grade levels (t(181) = 1.08, p = 0.282) and no significant difference across gender groups (F(2,180) = 0.594, p = 0.553). These results suggest that acceptance of English as the language of instruction is consistent among STEM learners regardless of gender or grade level. The findings affirm that English is widely valued as an effective tool for accessing complex scientific content. However, they also highlight the importance of continued pedagogical support to maximize comprehension and participation. Teachers are encouraged to sustain English-mediated instruction while integrating strategies that reinforce language skills, such as vocabulary scaffolding, interactive discussions, and multimodal learning activities. This study emphasizes the role of EMI in fostering academic readiness among STEM learners and provides insights to guide future instructional enhancements in SHS.