Mary Vi D. Dela Cruz
Balanga City National Science High School
Completed 2026
ABSTRACT
This study explored Grade 12 students’ learning outcomes through STREAM skill integration under the Project STREAMlining Approach, focusing on how interdisciplinary instruction influences competency balancing, academic stress, learning engagement, and 21st century skills development. A qualitative action research design was employed involving 10 Grade 12 students. Data were collected through focus group discussions, reflective journals, interviews, and relevant academic documents, and were analyzed thematically to identify patterns in learners’ experiences and perceptions. Findings revealed that STREAM integration generally enhanced students’ engagement, motivation, creativity, and critical thinking by providing interdisciplinary, real-life, and interactive learning experiences. Although the approach reduced the number of separate academic tasks, it increased the complexity of learning activities, resulting in mixed effects on academic stress. Some students reported reduced workload and improved manageability, while others experienced increased cognitive demands and pressure due to higher-order thinking tasks and collaborative challenges. Overall, STREAM integration proved effective in strengthening engagement and skill development, but its impact on stress and workload balance varied depending on task design, learner adaptability, and implementation quality. The study is limited by its small sample size, single-school context, and reliance on qualitative data, which may affect generalizability. However, it offers valuable insights into the STREAMlining Approach as a context-specific innovation in Philippine senior high school education. The findings imply that careful instructional planning, scaffolding strategies, and structured collaboration are essential to maximize benefits while minimizing student stress. Future research may expand to other grade levels and employ mixed-method approaches for broader validation.