Thesis 101

CITI GLOBAL COLLEGE INC.
(Former Don Bosco Institute of Arts and Sciences Inc.)
STUDENTS’ PERCEPTIONS ON INTERNSHIP
PROGRAM IN CITI GLOBAL COLLEGE:
EFFECTIVENESS AND CHALLENGES
A Special Research Project Presented to the
Faculty of CITI Global College
City of Cabuyao
In Partial Fulfillment of the Requirements for the
Degree Bachelor of Technical
Teacher Education
By:
Mary Grace A. Alcober

Clearshemae S. Labaya
Rizza Mae O. Lovino
Jaznyl Roshe C. Tagalag
S.Y 2018-2019
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ACKNOWLEDGEMENT
“In the midst of difficulties lie endless opportunities”
This endeavor would not have been realized without the help and guidance
of the following people whom the researchers wish to express sincere gratitude and
appreciation.
The CITI GLOBAL COLLEGE, especially the school department and to Edwin C.
Buraga, Ph.D, the Campus President, for supporting their research and our
graduating class.
Dr. Noel G. Sequito, Research Professor, for the unending support, extended
help and encouragement for the furtherance of the study.
To our classmates, who helped us in times of difficulties, we treasured every
moment of it, and
The Member of the panel, Dr. Jeffrey A. Astillero and Mr. Roderick O. Delmo.
Friends, for the inspiration, encouragement and generous help and
cooperation;
To family, thank you for the love, motivation, guidance, financial support who
served as our inspiration.
And most especially to ALMIGHTY GOD for the life, wisdom and enough
strength to do this research successful.

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DEDICATION
First and foremost this study is dedicated to our ALMIGHTY GOD for giving
us unending blessings, strength and source of knowledge. This research is also
wholeheartedly and lovingly dedicated to the following persons:
To our dear parents, Mr. and Mrs. Tagalag, Mr. and Mrs. Alcober, Mr. and
Mrs. Labaya and Mr. and Mrs. Lovino for giving their endless support, guidance, love
and financial support.
To our friends, colleagues, Professors of CITI GLOBAL COLLEGE and the
persons involved in this research.

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ABSTRACT
TITLE : STUDENTS’ PERCEPTIONS ON INTERNSHIP

PROGRAM IN CITI GLOBAL COLLEGE:
EFFECTIVENESS AND CHALLENGES
RESEARCHERS : MARY GRACE A. ALCOBER

CLEARSHEMAE S. LABAYA
RIZZA MAE O. LOVINO
JAZNYL ROSHE C. TAGALAG
ADVISER : NOEL G. SEQUITO, Ph.D
COURSE : BACHELOR OF TECHNICAL TEACHER

EDUCATION
SCHOOL : CITI GLOBAL COLLEGE

Cabuyao, Laguna
-----------------------------------------------------------------------------------------------------------------
The main purpose of this research was to determine the students’
perceptions on internship program in CITI Global College: Effectiveness and
Challenges. Specifically, it describes the demographic profile of the respondents in
terms of age, gender and course. It also looked at the level of effectiveness during
internship program. The students’ were asked to evaluate the level of effectiveness
in terms of: Personal Growth, Personal Skills, Professional Growth and Professional
Skills. The student also evaluated the extent of challenges in terms of Problems that
Affect Students’ Performance and lastly Inputs that can be proposed to Improve
Internship Programs.
The study utilized the descriptive survey in order to achieve the purpose of
the study. The respondents were composed of sixty-one (61) 4th year college
students comprises of nineteen (19) Bachelor of Science in Computer Science,
fourteen (14) Bachelor of Technical Teacher Education, thirteen (13) Bachelor of
Science in Entrepreneurship and fifteen (15) Bachelor of Science in Psychology in CITI
Global College Cabuyao, Laguna. The gathering of data was made through the use of
questionnaire. The data gathered were treated using the appropriate statistical tools
which includes the following: frequency distribution, percentage statistics and
weighted mean. The results of the computations led to the following findings:
The mean age of the student-respondents was 25 years old. The respondents
were dominated by female students.
The Internship Program in terms of Personal Growth, The overall mean score
was 3.11 and the descriptive interpretation was Moderate. This implies that the
Personal Growth of the students will be useful.
The internship program in terms of Personal Skills, The overall mean score
was 4.21 and the descriptive interpretation was high. This implies that the Personal
Skills of the students will be useful.
The internship program in terms of Problems that Affects the Performance,
The overall mean score was 3.82 and the verbal interpretation was Often. This
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implies that the Problems that Affects the Students will be useful.
The internship program in terms of Professional Growth, The overall means
score was 3.90 and the descriptive interpretation was high. This implies that the
Professional Growth of the students will be useful.
The internship program in terms of Professional Skills, The overall means
Professional Skills of the students will be useful
The Inputs that can be Proposed to improve the Internship Program, The
selected 5 lowest answered questions by the respondents on the Personal Growth:
Develops self- confidence and maintains positive attitudes gets the lowest weighted
mean of 3.02, Personal skills: Respecting people around him/her gets the lowest
weighted mean of 4.10, Problems that Affects Performance: Distance from the
house to the company gets the lowest weighted mean of 3.72, Professional Growth:
I changed professionally as a result of my internship training involvement gets the
lowest weighted mean of 3.95 and lastly, Professional Skills: critical thinking gets the
lowest weighted mean 4.03 this gets the lowest answered question.
The researcher gathered led to the formulation of the following conclusions:
The respondents of the study are generally females with a mean age of 25
years. Majority of the respondents came from Bachelor of Computer Science.

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Base on the findings that each of the factors was significantly different to one
another and the respondents see at least one of the factors as the most important in
their internship experience. For this reason, the personal skills were most
important factor for the respondents. This shows that schools have the most
influence in providing a good internship program to their students. The design of the
internship program was essential for the respondents. Holding career consultations
helps them to gain ideas where they would want to have their internship.
Most students of CITI Global College Students performed well in their
internship program with an overall grade description of High.
The school must give attention to the students in terms of their personal
development, the students must learn to improve themselves and have a better and
wider understanding on what is internship program all about.
Based on the conclusions made the following are hereby recommended:
On the basis of the findings the majority of students experienced problems
during their internship program and it affects their performance. They may still
consider that even there’s a challenge in their internship program still, there’s also
positive effects that is useful in developing the growth and skills of the students.
Focusing on the needs of the students in terms of their personal development

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were seen to be the most effective action that could be taken by schools or the
government to reduce the students’ difficulty when they start their internship. It also
adds experience and idea to the students on how to act, think and handle certain
problems/challenges in the field.
The students must learn the positive side of internship program. The students
should make themselves grow as individual during their internship program. Hence,
the school should also educate and address the needs of the students and give the
personal development lessons that the students need for them to be ready on their
future internship program.
The lowest answered question on the findings must be given attention by the
school because it could give them ideas on how they could prepare and train the
students for their future internship.
And lastly, further research was recommended to supplement or extend the
findings of this research to other settings both urban and rural.

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TABLE OF CONTENTS
Preliminaries Page
Title Page i
Acknowledgement ii
Dedication iii
Abstract iv
Table of Contents x
List of Tables xiii
List of Figures xiii

CHAPTER PAGE
1- The Problem and Its Setting
Introduction 1
Background of the Study 3
Conceptual Framework 6
Statement of the Problem 8
Significance of the Study 9
Scope and Limitation of the Study 10
Definition of Terms 11
2- Review of Related Literature and Studies
Foreign Literature 12
Foreign Studies 20
Local Literature 22
Local Studies 25
Synthesis of the Reviewed Related
Literature and Studies 29

xi
3- Research Methodology
Research Design 33
Research Method 33
Respondents of the Study 34
Research Instrument 34
Research Local 35
Statistical Treatment of Data 36
Research Procedure 38
4- Presentation, Analysis and

Interpretation of Data 39
5- Summary of Findings, Conclusions

And Recommendations
Summary of Findings 49
Conclusions 52
Recommendations 53
Bibliography 55
Appendices
A. Letter of Approval 56
B. Questionnaire 57
Curriculum Vitae 60
xii
LIST OF TABLES
Table No. Table Page
1 Profile of 4th Year CITI Global College as to Age 39
2 Profile of 4th Year CITI Global College as to Gender 40
3 Profile of 4th Year CITI Global College as to Courses 40
4 Responds of Students Internship Program in Terms of 42

Personal Growth
5 Responds of Students Internship Program in Terms of 43
Personal Skills
6 Responds of Students Internship Program in Terms of
Problems that Affects the Students Performance 44
Professional Growth 45
Professional Skills 46
LIST OF FIGURES
No. of Figure Figure PAGE
1 Paradigm of the Study 6

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Internship, on – the – Job Training, Industrial Training or Practicum, these
are some of the words used interchangeably, which referred to a placement for u
students to gain knowledge and experience in the real professional working
environment. Internship can be defined as the best outside classroom learning
activities, students are required to get involved with the work or project that is
related to our major field, solve the given problems professionally, work in a team,
interact and communicate effectively and demonstrate excellent ethics and interact
in their work conducts. Based in the study it is mentioned that with a strong link
between the training and the practices during the internship, it will give positive
impact on trainee’s motivation.
Internship improves student’s communication and work attitude. The
students are exposed, to the real working environment and feel more confident to
work. Internship provides an opportunity for students to feel the environment to
work in the real situation, we the students who entered internship programs allowed
us to fully develop our selves, learn and prepare for our future career. It is also a way
for us to understand the purpose of internship program.
Even though there are proofs that show the effectiveness of the internship
program, there are also problems or challenge that we encountered; internship may
cause us to lose more time from school. Internship also has high expectation on
students and co – workers or superiors may expect you to perform like their levels.
We also experienced challenges that affect our performance. Like financial
problems distance of the company from home and etc.
Internship program is a never ending process. Patience and window are
required superiors, who must be able to delegate authority and give recognition and
praise for jobs well done. Effective coaches will develop the strength and potentials
of subordinates and help them overcome their weakness.
As students it is very important to know the importance of internship
program. Internship could help the students to develop themselves personally and
professionally it also enhances our skills and prepares us for the future career we
aimed.
Background of the Study
The researchers are students of Bachelor Technical Teacher Education and
currently enrolled in fourth year college at CITI Global College Cabuyao, Laguna. We
have been for hotel and restaurant internship program for 2 years, 240 hours on
our 2nd year college and 540 hours on our 3rd year college.
They noticed that in their internship, there are positive things that learned
and also we encountered problems while are in the field especially in showing
personal skills, because during their internship program, they experienced lack of
expertise about the proper ways of doing food service in the internship. Aside from
the lack of experience, they encountered different problems on their workplace,
especially in terms of system, co-workers, managers and ways on how they perform
their service.
During the internship program we experienced how the hotel and restaurant
works. They encountered problems like the demands of the guests,
misunderstanding between the organizers and the restaurant/catering, failure of the
service, and misunderstanding between the hotel and the restaurant. But even
though there are problems, the researchers are very dedicated to learn so much
from those problems, for us those problems or difficulties will help us to improve
them and it will serve as our motivation to be a better trainee and a steppingstone
for their careers. The main reasons why they selected this study are; a) It will benefit
the future students if they will be able to identify the problems that they could
encounter when they entered internship programs in the future and learn how to
deal with this kind of difficulties, b) with this study, it will give opportunity to the
students to find how could internship programs would improve their personal and
professional skills.
Problems are very common on internship and even on everyday lives.
Problem is a very difficult term to define precisely, it covers range of personal,
emotional, social, mental and physical demands of man’s body and responds to
sudden difficulties that they encounter, even though they encountered such
difficulties we benefited and get positive effects on their personal and professional
growth through the challenges they have encountered.
In view of the above scenarios, they should learn how to cope with the
problems and think effective solutions on the problems they encountered and how
they could improve their performances and skills. The purpose of this research is to
identify the perceptions of students in their internship program on its effectiveness
and challenges.
According to Mehmet KASLI and Mehmet Oguzhan (ILBAN) the influenced of
problems faced during internship on interns’ views of their profession and intention
to work in the tourism industry.
They noticed that the problem on this research is to identify the common
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difficulties they experienced during the internship program, assessing them and
motivate, to become a professional in the future.
There is a significant changes in the problems that we encounter during the
internship program because they were able to solve a problem in everyday life
situation and it help us change them to become a better person.
The problem can also be solved by attending seminars, developing the skills
and knowing the right process in food and services, training programs such as NC’s to
make us aware on how to handle those problems that they encountered during the
internship program.
The primary objective of the present study is to identify the problems they
encountered during the internship program and find out the solutions to be made.
The researchers believed that the present study is to solve the common
problems that the students encountered in every life situation primarily the
conditions of the students during internship program.

Conceptual Framework
INPUT PROCESS OUTPUT
Profile of 4th year

college students on
CITI Global College in
Terms of:  Use of Inputs to improve
 Age Questionnaires the internship
 Gender tools to be used program.
 Course
Figure 1: Research Paradigm of the Study
Every college student needs to undergo internship programs and it is included
in the curriculum. In this framework the frames represent the different components
with specific variables.
Figure 1 illustrates the paradigm of the study, which equates the system
composed of three dimensions namely: (1) Input, (2) process, (3) output.
The Input represents the independent variables referring to the profile of
Bachelor of Technical Teacher Education in Terms of age, gender, and work place.
The Process includes the methods of analyzing the gathered data. It
includes the use of questionnaires, analyzing the gathered data and what statistical
tools to be used.
The third frame is the Output. This Inputs to improve the internship program.
Statement of the problem
The study aimed to determine the perceptions of CITI Global College on the
effectiveness and challenges of internship program.
Specifically, it sought answers to the following questions:
1. What is the profile of the CITI Global College students
1.1 Age
1.2 Gender
1.3 Course
2. What is the level of effectiveness during internship program?
2.1 Personal Growth
2.2 Personal skills
3. What is the extent of challenges those experience by the students during
internship program?
3.1 Problems that affects students’ performance
4. What is the level of development of the Professional Growth and
Professional Skills?
4.1 Professional Growth
4.2 Professional Skills
5. What are the inputs that can be proposed to improve the internship
program?
Significance of the Study
The findings of this study could provide insights to specific groups of people
as follows.
To the School Administrators
The findings will provide the school administrators with the sufficient
feedback that need to help the students deal with the challenges on internship
program.
To the Community
It is the society at large, that will finally administer the highly standardized
comprehensive counter test, whether or not the best kind instruction has been
carried out by the school. This study supports the students in improving the common
problems encountered during internship program which can mold them to become a
better man serve as a future community.
To the Future Researchers
The study may serve as a paradigm for other researchers who would want to
conduct similar study. The result could be used in further researchers to help them
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improve their performance in their internship program.
Scope and Delimitation
The study focused on effectiveness and how to cope challenges of the 4th
year college students it CITI Global College, City of Cabuyao undergoing internship
programs. The study was conducted during 2018-2019. The respondents were sixty-
one (61) students of the school comprises of fourteen (14) Bachelor of Technical
Teacher Education, nineteen (19) Bachelor of Science in Computer Science, fifteen
(15) Bachelor of Science in Psychology and thirteen (13) Bachelor of Science in
Entrepreneurship are included in the study. The perceptions of the respondents
regarding their sources of the CITI Global College students during internship program,
professional and personal skills they developed.

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Definition of Terms
Challenges. Refer to the problems that affect the student’s performance during
internship program.
Effectiveness. Refers to the positive effects that the students developed during the
internship program.
Internship Program. Refers to work experienced over a short period of time. This
refers to the students who want to gain experience for their
future careers.
Perception. Refers to how the students think and understand the effectiveness and
challenges in their internship program.
Personal Growth. Refers to the positive qualities that the students gained during
and after internship program.
Personal Skills. Refers to the skills that the students personally gained during
internship program.
Professional Growth. Refers to the improvement of the students as a professional.
Professional Skills. Refers to the internship program contribution for the
development skills of the students professional.

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
The researchers gathered the following review of related literature and
researches which delivers different discussions and studies regarding the students’
perceptions on internship program in CITI Global College.
Foreign Literature
According to Sara Mahuron (2018) while internships are designed to
support students with an opportunity to build on their education and secure future
jobs, many conflicts still arise. Location can be a major factor -- moving across the
country or overseas for an internship is no easy feat. Or, if you are lucky enough to
find one locally, the organization may not be as flexible with its scheduling as first
promised. Or worse, the internship may cause you to lose more time from school
than you are actually spending as an intern. Some organizations, such as the United
Nations, even bar its interns from applying for jobs with it immediately following the
internship period -- a major downside.
You will know you are an intern when you see your paycheck, when you
manage your time and when you interact with management. However, others you
interact with may not realize you are an intern or may not care. Customers may
complain that you do not work every day or co-workers may expect you to perform
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at their levels. The high expectations and low or non-existent pay may cause you to
feel slightly disgruntled and affect your performance -- and ultimately, your
experience. An internship that offers less experience than promised is a major
disappointment. When this is the case, interns often do not find this out until they
have already committed to and even begun the internship. Employers may abuse the
purpose of an internship; instead of arranging an informative learning experience,
they may dump unwanted or menial tasks on the intern, viewing her as unskilled or
temporary help.
2.1 Definition of Internship Program
Internship Program, Industrial training, and practicum. These are some of the
words used interchangeably, which referred to a placement for student at the
industry to gain knowledge and experience in the real professional working
environment. According to Furco (1996), Internship can be defined as program which
engaging students with the industry for the purpose of providing them with the
technical and hands-on experience. Burnett (2003) states that internship can be
defined as the best outside classroom learning activities. Internship program are
seen as valuable learning experience for students to do more hands on at the
aircraft. During the 6 months period, Norazah Yusof (2012) states that students are
required to get involve with the work or project that related to their major field,
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solve the given problems professionally, work in a team, interact and communicate
effectively, and demonstrate excellent ethics and integrity in their work conducts.
2.2 Advantages of Internship Program
While Shariff et al., (2008) states that the internship involves three main
parties; firstly, the trainee undergoing the internship program, secondly, the
University supervisor that will evaluate the students during the internship program
duration, and thirdly, the Industry Supervisor that offers the internship program
placement for students. There are many well-known advantages that have been
discussed earlier in the previous related research. Based on the Simone J Van
Zolinger (2000) study, he has mentioned that with a strong link between the training
and the practices during the internship program, it will give the positive impact on
trainees’ motivation. Besides that study which is done by M.Z.Omar (2008), he
highlights that, internship program improved communication and students’ work
attitude. The students are exposed to the real working environment and feel more
confident to work. This is agreed by Nora Muda (2012), she states that internship
program provides an opportunity for the students to feel the environment to work in
the real situation. This will give them some overviews what they want to do after
graduate. According Norina Ahmad Jamil (2012), internship program is the best
opportunity for students to gain valuable applied experience, and these might give
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them considering their career paths while make connections in professional field.
Jamaludin Jalani (2016) also states that the students can use the theoretical
knowledge that they have learned at university and apply them in the form of
technical skills. In the purpose to make this advantage achieved NorazahYusof
(2012) states that the industrial supervisor should guide and assess the trainees in
term of performance and soft skill. Some of the soft skills that can be evaluated are
such as team working, communication skills and also commercial awareness.
During the attachment with the industry, the students are expected to follow
all the rules and instructions from the Industrial Supervisor. The Industrial Supervisor
is part of the stakeholders who is important component in university’s accreditation
programmed. Their views and recommendation would help in maintaining and
improving the quality of curriculum as well as synchronizing it with the market
demand. Nora Muda (2011) in her study mentions that the feedbacks from the
industries are very important to determine the marketability of the students.
Meanwhile, as Industrial Supervisor, according to Shazaitul Azreen Rodzalan (2012),
they should assist the students to develop the communication skill, teamwork skill,
critical thinking and problem solving and moral and professional ethics.
Competencies are identified behaviors, knowledge, skills, and abilities that
directly and positively impact the success of employees and organizations.
Competencies can be objectively measured, enhanced, and improved through

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coaching and learning opportunities. Through this, interns know that competence
indicates sufficiency of knowledge and skills that enable someone to act in a wide
variety of situations (Ylagan, et. al, 2013). Learning takes place in different avenues
and forms of human existence. Formal education from academic institutions is
basically the proper venue for acquiring appropriate knowledge and skills necessary
for future employment (Laguador, 2013). Skills and competencies required by food
and beverage service management interns were assessed by surveying their Swiss
hotel and restaurant supervisors' opinions. The survey comprised 48 skills and
competencies, compiled from literature and curricular learning outcomes.
Supervisors rated the importance of each competence and then assessed their
interns' performances on each item. A comparative analysis of the data highlighted
areas in which trainees exceeded the supervisors' expectations and uncovered
developmental needs. According to supervisors' ratings, the most important
competencies comprised personal qualities and inter-personal skills; students'
highest performance ratings were reflected in their positive attitudes towards work
colleagues (Fournier, 2012).
Your attitude in the workplace can be one of the most - if not the most -
telling aspect of how others in the company look at you and feel about you as a
coworker stated by Mueller (2006). Your attitude therefore will definitely define you.
Personality according to psychology is made up of the characteristic patterns of

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thoughts, feelings and behaviours that make a person unique. In addition to this,
personality arises from within the individual and remains fairly consistent throughout
life. Experience and academic research has shown that an individual’s personality
has a strong influence on how they work within an organization. One's image in the
eyes of other people is important. If one is to represent a company and indeed one's
self, an image of orderliness is vital, to win confidence.
According to Koontz (2007) many opportunities for development can be
found internship program. Trainees can learn as they contribute to the aims of the
enterprise. However, because this approach requires competent higher – level
managers who can teach and coach trainees, there are limitations to do internship
program training. Planned progression is a technique that gives managers a clear idea
of their path of development. It may be perceived by trainees as a smooth path to
the top, but it really is a step-by-step approach which requires that task to be done
well at each level. Trainees learn about different enterprise functions by job
rotations. They may rotate through: non-supervisory work, observation assignments
(observing what managers do, rather than managing themselves) and therefore has
positive aspects and should benefits the trainees. “Assistant - to” positions are
frequently created to broaden the viewpoint of trainees by allowing them to work
closely with experienced managers who can give special attention to the
developmental needs of the trainees.

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Internship program training is a never-ending process. Patience and wisdom
are required of superiors, who must be able to delegate authority and give
recognition and praise for jobs well done. Effective coaches will develop the
strength and potentials of subordinates and help them overcome their weaknesses.
As mentioned by internship program training is one of the oldest and most used
types of informal training. It is considered informal because it does not necessarily
occur as part of a training program and because managers or peers can serve as
trainers. He further stated that if internship program training is too informal, learning
will not occur. Internship program training has several advantages over other training
methods. It can be customized to the experiences and abilities of trainees. Training is
immediately applicable to the job because internship program occurs on the job
using actual tools and equipment. As a result, trainees are highly motivated to learn.
There are several disadvantages in the internship program approach.
Managers and peers may not use the same process to complete the task.
They may pass on bad habits as well as useful skills. Also, they may not understand
that demonstration, practice and feedback are important conditions for effective on-
the internship program.
Mamadra (2005), also conducted a study to find out the impact of the
internship program training programs on the skills and values development of
students in the four areas of specialization such as automotive, electronics

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technology, computer technology and electrical technology as well as the students’
values development in terms of work attitude, self-reliance, self-discipline,
resourcefulness, honesty and patience among selected vocational-technical tertiary
institutions in Mindanao. In her study it was found out that the impact of the
internship program, training program on skills and values development of the
students depend on the approaches of the skilled mentors to supplement the
student – trainees’ competence in the classroom as well as the concepts that both
the school and the industries work together in the training of technological students
as future industrial workers.
The study of Decena (2005), entitled internship program of the two year trade
Technological University in Iba, Zambales give emphasis to some items in the
assessment instruments where the response of cooperating trainees ad student
trainees are not different such as: a. For objectives (to enable the students to work a
sophisticated equipment ad to prepare students for social ad personal). b. For the
assessment instrument on linkage (Inform the head of educational institution of
developments in the establishments whether positive or negative). c. For the
assessment instruments on industrial policies (Help student trainees for
advancement opportunities in the cooperating establishments); and (Observe
general rules and regulations of the company such as filing of leave, working hours,
use of uniform, good grooming, safety housekeeping). d. On monitoring of trainees

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(Internship program coordinators meet with industrial trainer and student trainees
during work site visitation); (Keeps records of all activities related to industrial
training); and (Participates in the evaluation of student trainees). e. On problems
encountered (tools are just enough for regular workers.
Foreign Studies
Sony and Kim (2005) conducted study entitled “Changes in attitude toward
work and workers identity in Korea”. They summarize the conceptualization of work
ethic to the fact that the concept of work ethic has multiple meanings and
implication, pertaining to a variety of aspects related to work, including work
commitment, work value, attitude toward work, occupational value, organizational
commitment, perception of career development, ad work achievement.
In the statistical analysis in the study of Sirota et. al (2005) showed that a level
of achievement has six primary sources: 1.) Challenge of the work itself - The extent
to which the job uses an employee’s intelligence, abilities and skills. 2.) Acquiring of
new skills; 3.) Ability to perform – having the training, direction, resources authority,
information and cooperation needed to perform well. 4.) Perceived importance of
the employees’ job – the importance to the organization, to the customer and to the
society; 5.) Recognition received from performance – non- financial (such as a simple
“thank you” from the boss or a customer) and financial (compensation and
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advancement that are based on performance.); and 6.)Working for a company of
which the employee can be proud – because of its purpose, its products (their quality
and their impact on customers and society), its business success, its business ethics
(treatment of customers, employees, investors, and community), and the quality of
its leadership. The quality of interaction in organization is obviously greatly affected
not just by friendliness and mutuality of interest, but also by co – workers’
competence and cooperation.
Several studies done elsewhere have indicated and concluded that a gap
really exists between the quality of graduates produced and what the market
demands (Mpairwe, 2010). For this and other reasons, training institutions and
employers have accepted the need to seek migratory steps to bridge the gap. Among
other steps, institutions of learning have introduced internship programmers also
referred to as field attachment in some of their degree and non-degree programs.
There has also been the realization that imparting the relevant practical skills is a
partnership between the training institution and the prospective employers through
student internships. However, despite these positive intentions, interns on field
attachment have faced serious challenges among which are insufficient time and lack
of funding for the programs. It is behind this background that the present study
sought to establish the benefits and challenges faced by student interns at the
Zimbabwe Open University. The study focused on two of the university`s faculties:
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the Faculty of Science and technology and that of Applied Social Sciences. Most of
the students on internship were from these faculties. Results showed that the
majority of the students preferred the attachment program because it exposed
them to the real expectations of the world of work. However, a number of
challenges militated against the effectiveness of the programs. Challenges include
some full-time employees being reluctant to disclose important information to
students. A number of supervisors are too busy to provide effective supervision.
Current duration of attachment is not sufficient for all the disciplines. Moreover,
some employees regard interns as a threat to their position and in some cases some
supervisors possess inferior qualifications than the student interns.
Local Literature
It is important for interns to have good working habits since it gives them the
drive to succeed in their careers. Establishing these habits not only improve the
quality of work you put in but also it allows one to have more time for their personal
life since time management is also developed. Developing good work habits provides
you with the chance of being more productive and well-appreciated at work.
Applying a positive attitude towards the tasks at hand can influence other people
around you as well. GOPINOY.com provide a list of good work habit to develop such
as: 1.) Set up a goal or a mission and apply a strong work ethic to provide you that
23
sense of direction needed to accomplish quality tasks in the shortest time possible.
2.) Think positive. Do not think of the complexities of your job instead, consider these
difficulties as a challenge. Deal with the problem, do not avoid them. You're going
to have to face the same problem eventually. 3.) It is a good work habit to give
importance to good attendance and punctuality. Doing so can get you off to a good
start and it can be a positive asset on your part.
Give importance to rest and relaxation. Good working habits are not just
about working. Our body and mind also needs a breather from all the office tasks we
are doing. When we do relax and rest even for a few minutes in between, we allow
ourselves to rejuvenate, think more clearly and our bodies to function properly.
Point out a problem but bring solutions. Problems you highlight to your
superior without your recommended solutions merely construes as complains. So
before approaching them with the problem, make sure you already thought of
suggested solutions to solve it.
Be nice to people. This is not just a good work habit, but also applicable to
your life outside of work. It is already a common courtesy and by doing so can give
you better chances of people wanting you on their team, and they tend to go out of
their way to help you in time of need. You can start this off by greeting everyone with
a smile.
Volunteer for assignments. This could label you as a keen learner who is
24
unafraid of hard work. But first assess on your own skills and knowledge before
volunteering on an assignment. It is best to be confident about yourself when
completing a volunteered task.
Finish things by being decisive. Being decisive would mean having the ability
to firmly decide with speed and clarity. Decision-making is oftentimes crucial, so it is
better to observe and analyse all the information available and decide on the best
course of action. Although there are risks for decisions to have negative results, the
important thing is to learn from it and to avoid doing the same thing all over again.
In Tourism and Hospitality establishments, college degree and student
internship are important requirements for the new graduates’ employment. Hergert
(2009) defines internship as an important part of any business school curriculum. He
also stated that it plays a crucial role in aiding the students to connect their
traditional coursework and the actual workplace. Internships, moreover, as stated by
Yiu (2015), are advantageous mechanism for students to develop different skills.
Furthermore, it can be synonymously related to experiential learning as it enhances
students’ individual, civic, and professional growth (Simons et al., 2012). In the
Philippines, internship is commonly incorporated to the curriculum of college
students, as mandated by the Commission on Higher Education (CHED). It is an
opportunity to practice the actual setting of a specific industry. In fact, the CHED
promulgated a list of guidelines for students’ internship program. As the objectives

25
were stated in the CHED Memorandum Order No. 23, series of 2009, the internship
program aims to offer college students enrolled in Higher Educational Institutions
(HEI) in the country the chance to obtain practical knowledge and skills, as well as
positive attitudes and values from reputable establishments or industries in the
country. A recent study concluded that one of the two most effective experiential
learning experiences is through internships (Green et al., 2012), the other one is
through live-case projects. Some Hospitality and Tourism HEIs in the Philippines have
developed their own career and internship office services to assist their students’
placement for their practicum or also known as internship.
Local Studies
Hospitality and Tourism researchers of LPU (2016) have studied the
educational value of an internship in terms of skills, competencies, and career and
personal development. Wildes and Mount (2007) highlighted that Hospitality
internships are an area of active experiential learning through which participants can
develop competence. The practical experience component of a university degree is
crucial in delivering skills and competencies for Hotel Management. Similarly, a study
of the educational value of hotels identifies a number of essential competencies that
can be learned only in a practical setting Hospitality curricula should include
coordinated work experience to enable students to develop the more technical and
26
human relation skills required of the beginning food service manager. Likewise,
Knight, in his study of 29 educators, 20 trainers, and 183 trainees, emphasizes the
importance of practical experience in developing essential managerial skills among
Hotel Management students. Also, in his study of Irish hotel industry managers,
Baum (2008) overwhelmingly supported the view that practical work experience in
the hotel industry is an essential prerequisite for becoming an effective hotel
manager. Busby et al. (2007) interviewed middle managers from 33 organizations
involved in supervising placements and showed that communication skills (including
a flexible attitude, outgoing nature, ability to deal with the public, and social
competence) and technical task skills all had significantly improved by the end of the
internship.
Studies exploring the internship programs are highly essential (Koc et al.,
2014). According to the study of Yiu (2012) about Hospitality and Tourism
internships, she suggested that direct experience of working in the hospitality and
tourism industry may actually cause students to feel negatively about pursuing a
career in this field. It is also concluded in a related study that different types of
internship experience have different effects on student’s level of satisfaction (Chen
et al., 2011).
Therefore, this study shall exhibit the measurement of the overall level of the
CITHM students’ satisfaction in terms of the service rendered by the LPU– Laguna
27
internship office, the “Palaestra Consortio” and on their actual experiences at the
internship site. It is indeed a grateful obligation of the researcher, being one of the
College of International Tourism and Hospitality Management (CITHM) faculties, to
determine how the students reacted on their internship experience most
importantly on their level of satisfaction. The purpose is in order to help the
Palaestra and the industry partners on possible necessary adjustments to be done in
assisting the students in their internship as implicated by the results. The students’
insights played a vital role in guiding the institution for the improvement and
sustainability of the internship program as study suggested that it may serve as a
method for strengthening university.
Internship, which forms a crucial determinant of a student’s orientation to the
hospitality industry, is an essential aspect of mapping LPU–Laguna Journal of
International Tourism and Hospitality Management Vol. 3, No. 2 September 2016
Research and Statistics Center LPU–Laguna 87 his or her personal characteristics to
the requirements of the industry (Singh & Dutta, 2010), and so has a significant effect
on future career choices. The internship can also strengthen students’ desire to work
in the industry. It appears that there is substantial agreement among all three
parties— students, employers, and educators—that practical work experience is vital
for the future success of Hospitality Management graduates. Education must meet
the needs of the industry through the provision of sufficient practical facilities, which
28
can be substituted and/or supported by incentivized industrial training to meet
business-oriented purposes. It is presently a standard requirement for Hospitality
and Tourism programs to have an internship component in their curricula, and
almost all of them do. Hands-on experience cannot be imparted through lectures. It
can only be gained through direct activity in the real world (Collins 2012). Such an
approach, together with the implementation of an internship program, could result
in a fuller development of students’ potential.
The purpose of this study was to determine both the positive and negative
aspects of work experiences impacting hospitality students while completing their
academic degrees. A nationwide sample of senior-level hospitality students and
hospitality graduates from 31 leading programs participated in this survey research.
The students and graduates identified their educational experiences and common
types of work experiences, as well as the impact of these experiences on their
academic performance, advancement expectations, and career preparation.
Statistically significant differences were found between students and graduates,
providing a foundation for understanding overall work experiences and the benefits
and challenges faced by students. (Schoftall, 2014)
All countries provide incentives for continuing education and training, for
instance by granting paid or unpaid temporary leave from work. The most common
financial incentives for individuals are vouchers/individual learning accounts, loans

29
and tax incentives. While loans are less popular in adult learning, vouchers/individual
learning accounts are used more widely, reflecting the trend towards a demand-led
approach. They are used either universally or they target specific groups. In more
than half of the Member States tax incentives encourage individuals and
enterprises or both to invest in education and training. Tax incentives and training
funds are the most common means of encouraging enterprises to increase
investment. Such schemes, which are levy-based, come about through voluntary
arrangements between the social partners at sector level, or between governments
and the social partners, and they secure a certain level of investment (ranging from
0.1 to 2.5% of the payroll). Incentives appear to have more effect on large and
medium-sized enterprises than on small ones. Inequalities in access to training
persist, especially for the low skilled. Collective bargaining at sectoral and company
levels can address this issue by including principles of equal access.
Synthesis of the Reviewed Literature and Studies
It is apparent from the literature that the researchers experienced problems
in different ways during their internship program. It also shown that we have
problems that are unique to our respective field like having problems on our
workplaces, supervisors or how much we have learned during their internship
program. It is also stated in both Literatures and studies of this research that aside
30
from the challenges we have encountered we also gained positive learning’s. As we
gathered the information, the negative and positive sides of internship programs are
balanced. Wherein we can see that Internship Programs are a big help to students
especially for us to know what career path is the best for the researchers.
The present study is similar to the studies of Sara Mahuron as is deals
effectiveness and conflicts that the interns experienced. The internship is designed to
support students with an opportunity to build on their education and secure future
jobs. While according to the study of (Collins 2012) that hands-on experience cannot
be imparted through lectures. It can only be gained through direct activity in the real
world. Such an approach, together with the implementation of an internship
program, could result in a fuller development of students’ potential. Singh & Dutta
(2010), mentioned in their studies that internship program has a significant effect on
future career choices. The internship can also strengthen students’ desire to work in
the industry.
According to the study of Nora Muda (2012), she states that OJT provides an
opportunity for the students to feel the environment to work in the real situation.
Also the study of Norina Ahmad Jamil (2012) states that OJT is the opportunity for
the students to gain valuable applied experience, and these might give them
considering their career paths while making connections in the professional field.
Shazaitul Azreen Rodzalan (2012) mentioned in his study that the Industrial
31
Supervisor should assist the students to develop their communication skills,
teamwork skills, critical thinking, problem solving, moral and professional ethics.
On the other hand, the study of Mueller states that your attitude will
definitely define you. According to Koontz, trainees can learn as they contribute to
the aims of the enterprise. However, because of this approach requires competent
higher – level managers who can teach and coach training. There are limitations to
do on the on the job training. Sara Mahuron stated in her studies that the internship
program may cause you to lose more time from school than you are actually
spending as an intern.
According to the study of Mueller he stated that your attitude in the
workplace can be one of the most - if not the most - telling aspect of how others in
the company look at you and feel about you as a coworker. This deals also with the
attitudes of the Students on their Internship Program.
This study will attempt to identify the solution on the problems that are
needed by the CITI Global College students in order to adjust on their future
internship programs at the same time to provide the best performance when they’re
applying technical skills in the internship programs.
All of these ongoing studies and literature have somehow influenced the
researcher’s own thinking. Despite this fact, certain marked differences could be
found between this research and those of the past. In a capsule, a mentioned related
32
study have greatly contributed to the present study since they anchor on problems
encountered in developing professional and personal skills of students.

CHAPTER 3
RESEARCH METHODOLOGY
The following is the research design applied in this study. This includes the
detailed plan on how the research was completed, particularly the way the
participants were identified and selected, the variables measured, and the important
data collected and used as the basis for testing the hypothesis.
Research Design
This study utilized the descriptive method of research through survey
questionnaire. The descriptive design is used to obtain more information concerning
on the current status of the phenomena to describe status in a situation.
Hence, this study aims to know the 4th year CITI Global College Students’
Perception regarding on their internship program: effectiveness and challenges.
Research Method
The study used the descriptive survey method in order to achieve the purpose
of the study. The questionnaire served as the main tool used in gathering the
information about the profile of the 4th year College students’ perceptions on
internship program in CITI GLOBAL COLLEGE. It also included the respondents’ coping
mechanisms to different perceptions of the researchers in their internship program

34
effectiveness and challenges. Interview was also made to supplement the responses
given by the concern 4th year college students in the questionnaire.
Respondents of the Study
The respondents of the study were the 4th year college students of CITI Global
College during the school year of 2018-2019. The researchers were able to include
sixty-one (61) students.
Respondents Number of Respondents
Bachelor of Technical Teacher Education 14

Students
Bachelor of Science in Computer Science 19
Bachelor of Science in Entrepreneurship 13
Bachelor of Science in Psychology 15
TOTAL 61
Research Instrument
The gathering of data was made possible through the use of a questionnaire.
This instruments measured different variables included in the study. Each part of the
questionnaire has its own method of interpretation. The total score were calculated
and interpreted accordingly.
The first part of the questionnaire reveals the personal profile of the 4th year
35
college students. This includes the age, gender, course and personal and professional
skills they developed.
The second part shows the Table 1, 2, 3, 4 and 5 which is the personal
growth/skills and Professional growth/skills and the problem that affect
performance. The respondents will indicate the degree of effect of different
problems they met in the internship program. The possible responses to be used by
the respondents with their corresponding scale value are as follows:
The questionnaire will be validated through a “dry run”. The suggestions of 4 th
year college students of CITI Global College who served as the respondents in the
testing process were considered for the improvement of the research tool.
Research Local
The study was conducted at CITI Global College City of Sta. Rosa, Laguna. It is
a first class city in the province of Laguna. It is also used to be known as "richest
municipality in the Philippines". The city lies 42 kilometers southeast of Metro
Manila, at the western portion of Laguna.

36
Statistical Treatment of Data
For the statistical treatment of data, the following statistical tools were
considered to treat and analyze the data gathered.
Frequency distribution and percentage statistics were applied to describe
the profile of the 4th year students from CITI Global College.
Mean- it is used as a measure of central tendency to reflect the subject
respondents perception on the assessment
Formula:
Ʃ𝑥
Wn =
𝑁
Where
X – Total scores
N – Number of case
37
The scale value of the mean was being computed which served as the basis
for qualitative interpretation of the results in level of effectiveness using the
following:
Rating Mean/ Wn Responds Level of Interpretation
5 4.5-5.0 Strongly Agree(SA) Very High
4 3.5-4.9 Agree (A) High
3 2.5-3.49 Neutral (N) Moderate
2 1.5-2.49 Disagree (DA) Low
1 1.0-1.49 Strongly Disagree (SD) Very Low
The scale value of the mean was computed which served as the basis for
qualitative interpretation of the results in extend of challenges using the following:
Rating Mean/ Wn Responds Extent of Challenges

5 4.5-5.0 Strongly Agree(SA) Always Experienced
4 3.5-4.9 Agree (A) Often Experienced
3 2.5-3.49 Neutral (N) Sometimes Experienced
2 1.5-2.49 Disagree (DA) Once in a while

Experienced
1 1.0-1.49 Strongly Disagree (SD) Never Experienced
38
2. Percentage:
𝑓
P = 𝑁 x 100%
P – Percentage
f – Frequency
N – Number of cases
Research Procedure
After the approval of the questionnaire the researchers sought permission
from the CITI Global College, College Department to distribute the questionnaire to
the respondents. Each questionnaire was accompanied by a letter stating that all
information given by the respondents were handled confidentially.
The questionnaires were given by the researchers personally to the 4th year
college students in order to explain fully the objectives of conducting the study. 10-
15 minutes were given to the respondents to answer the research tool so that they
could state their answers in the given questionnaire. The questionnaire were
collected and organized in preparation for the statistical treatment of data.

CHAPTER 4
PRESENTATION, ANALYSIS and INTERPRETATION of DATA
This chapter presents the results of statistical treatment made on the data
gathered. It also includes the analysis and interpretation of the findings that
provided the answers to the problems presented in Chapter 1.
Profile of the 4th Year CITI Global College Students
The profile of the students included in the study gives the characteristics
which make-up the respondents. These include the following: age, gender and
course.
Table 1
Frequency Distribution of 4th Year College Respondents by Age
Age Frequency %
18-25 50 81.97%
25-30 11 18.03%
61 100.00%
Table 1 shows the diverse distribution of the ages of the 4th year college
students. As reflected in table, there were 50 or 81.97% 4th year college students
whose age falls in between the range of 18-25 years old and 11 or 18.03 % of them
belong to the age category of 25-30 years old.

40
The data gathered indicate that majority of the students included in the study
are in the mature age level. The mean age of the student-respondents is 25 years.
Table 2
Frequency Distribution of 4th Year College Respondents by Gender
GENDER FREQUENCY %
FEMALE 41 67.21%
MALE 20 32.79%
61 100.00%
It can be seen from the table that out of 61 students, 41 or 67.21 % were
female and 20 or 32. 79 % were male.
It simply denotes that the respondents of the study are dominated by female
4th year college students.
Table 3
Frequency Distribution of 4th Year College Students by Courses
COURSES FREQUENCY %
BACHELOR OF SCIENCE IN PSYCHOLOGY 15 24.59
BACHELOR OF SCIENCE IN COMPUTER SCIENCE 19 31.15
BACHELOR OF SCIENCE IN ENTREPRENEURSHIP 13 21.31
BACHELOR OF TECHNICAL TEACHER EDUCATION 14 22.95
61 100.00
It is clearly pointed out in the table that there were 19 or 31.15 % students
41
who were in the course in the Bachelor of Computer Science and 15 or 24. 59%
students who were taking up the course of Bachelor of Science in Psychology, while
there were 14 or 22.95 % who are in the Bachelor of Technical Teacher Education
and lastly, 13 or 21.31% students who are in Bachelor of Science in
Entrepreneurship.
The data revealed that the Bachelor of Computer Science have more
respondents of this study.
STUDENTS’ PERCEPTIONS ON INTERNSHIP PROGRAM: EFFECTIVENESS AND
CHALLENGES
4th year college students experienced problems in different ways. Also they
gained a lot of skills professionally and personally. It is also shown that the internship
program has a different impact on every students. Perceptions of students to the
internship program’s effectiveness and challenges are shown in Tables 4, 5, 6, 7 and 8
respectively.
42
Table 4
What is the level of development of the Students Personal Growth?
PERSONAL GROWTH WM VI
1. Goes to work on time, with proper uniform and proper 3.08 M
hygiene
2. Develops self-confidence and maintains positive attitude 3.02 M
3. Makes the task on time and with efficiency 3.10 M
4. Shows respect and honesty in his/her work 3.13 M
5. Being nice and friendly attitude when working with his/her 3.21 M
superior and co-interns
OVERALL WEIGHTED MEAN 3.11 Moderate
The table 4 shows the response of the 4th year college students towards the
Personal Growth. Being nice and friendly attitude when working with his/her
superior and co-interns with the weighted mean of 3.21 and with descriptive
interpretation of moderate. Shows respect and honesty in his/her work with the
weighted mean of 3.13 and with descriptive interpretation. Makes the task on time
and with efficiency with weighted mean of 3.10 and with descriptive interpretation.
Goes to work on time, with proper uniform and proper hygiene with weighted mean
3.08 and with descriptive rating of Moderate and lastly, Develops self-confidence
and maintains positive attitude with weighted mean of 3.02 and descriptive
interpretation of Moderate.
For the internship program in terms of Personal Growth the overall mean
43
score is 3.11 and the descriptive interpretation is Moderate. This implies that the
Table 5
Level of Development of the Students Internship Program in Terms of Personal
Skills
PERSONAL SKILLS WM VI
1. Respecting people around him/her. 4.10 H
2. Learning how to learn. 4.17 H
3. Time Management 4.14 H
4. Flexibility in work. 4.19 H
5. Social skills and initiative 4.45 H
OVERALL WEIGHTED MEAN 4.21 High
As shown on table 5, that in the respond of the students stated that in Social
Skills and Initiative with a mean score of 4.45 and descriptive rating of High. Flexibility
in work with weighted mean of 4.19 and descriptive interpretation of High. Learning
how to learn with the weighted mean of 4.17 and descriptive rating of High. Time
Management with a mean score of 4.14 and descriptive rating high and lastly,
respecting people around him/her with the weighted mean 4.10 and descriptive
rating of high.
For the internship program in terms of Personal Skills the overall mean score
is 4.21 and the descriptive interpretation is acceptable high. This implies that the
44
Personal Skills of the students will be useful.
Table 6
Extent of Challenges those experience by the Students during Internship Program
TERMS OF PROBLEM THAT AFFECTS PERFORMANCE WM VI

1. Distance from the House to Company 3.72 OF
2. Financial Problems 3.77 OF
3. Co-Workers, Supervisors 3.74 OF
4. Workplace 3.80 OF
5. Lack of Sleep, Tiredness 4.07 OF
OVERALL WEIGHTED MEAN 3.82 OFTEN
It could be seen from table 6, that the respond of the students stated that
Lack of sleep, Tiredness with a mean of 4.07 and descriptive interpretation of Often.
Workplace ranked with weighted mean of 3.80 and verbal descriptive interpretation
of Often. Financial Problems with the weighted mean of 3.77 and descriptive ranking
of often. Co-workers, Supervisors with weighted mean of 3.74 and descriptive
ranking often and lastly, Distance from the house to hotel with weighted mean of
3.72 and descriptive ranking of Often.
For the internship program in terms of Problems that Affects the Performance
the overall mean score is 3.82 and the descriptive interpretation is acceptable often.
This implies that the Problems that Affects the Students will be useful.
45
Table 7
The Level of Development of Professional Growth
PROFESSIONAL GROWTH WM LI
1. I change professionally as a result of my internship training
involvement 3.95 H
2. Internship change my career aspiration and conformed my career
goal. 4.02 H
3. I have applied things I gained from the school in my internship
program 4.08 H
4. I have some problems in performing the task given to me in my
internship program 3.21 M
5. I became more matured as a result of practical training and
internship programs. 4.25 H
It could be seen from table 7, which in the respond of students stated that I
became more matured as a result of practical training and internship programs with
a mean score of 4.25 and descriptive rating of High. I have applied things I gained
from the school in my internship program, 4.08 as the weighted mean score and
descriptive interpretation of High. Internships changed my career aspirations and
confirmed my career goals, weighted mean of 4.02 and descriptive rating of High. I
changed professionally as a result of my internship/practical training involvement.
The weighted mean of 3.95 and descriptive rating of High while I had some problems
in performing the task given to me in my internship program, in the weighted mean
of 3.21 with descriptive interpretation of Moderate.
For the internship program in terms of Professional Growth the overall mean
46
score is 3.90 which falls under the response of High verbal interpretation of affective.
Descriptive verbal interpretation is high. This implies that the Professional Growth of
the students will be useful.
Table 8
The Level of Development of Professional Skills
PROFESSIONAL SKILLS WM LI
1. Communication 4.28 H
2. Interpersonal Team Skills 4.38 H
3. Critical Thinking 4.03 H
4. Decision Making 4.13 H
5. Problem Solving 4.10 H
6. Skills in Working with People. 4.30 H
As shown on table 8, that in the responds of students stated that
Interpersonal team skills with a mean score of 4.38 and with descriptive rating of
High. Skills in working with people with the mean score of 4.30 and with descriptive
interpretation of High. Communication with the mean score of 4.28 with descriptive
interpretation of High. Decision making with a weighted mean of 4.13 with
descriptive rating of High. Problem solving with weighted mean of 4.10 with
descriptive interpretation of High and Critical thinking with weighted mean of 4.30
with descriptive interpretation of High.
For the internship program in terms of Professional Skill the overall mean
47
score is 4.20 which fall under the response of High verbal interpretation of affective.
This implies that the Professional Skills of the students will be useful
WHAT ARE THE INPUTS THAT CAN BE PROPOSED TO IMPROVE THE INTERNSHIP
PROGRAM
1. Personal Growth: Develops self- confidence and maintains positive attitudes gets
the lowest weighted mean of 3.02, in order to improve this lowest answered
question, the best solution is to improve the students’ socialization and their self-
confidence through having personal development subject on every course in school.
The school should also have a positive and student-friendly environment for them to
be able to socialize with each other.
2. Personal skills: Respecting people around him/her gets the lowest weighted mean
of 4.10; the best solution is the continuity of instilling moral values in every student
to maintain good manners and right conduct
3. Problems that Affects Performance: Distance from the house to the company gets
the lowest weighted mean of 3.72, the best solution is that the company that the
students will have internship program should be within the vicinity of the school so
that the students can manage their time.
4. Professional Growth: I changed professionally as a result of my internship training

48
involvement gets the lowest weighted mean of 3.95, the best solution that can be
made is that students must be taught how to think outside the box and move-out of
their comfort zones. The students should learn how to take and handle criticisms
because it will make them grow as a real professional.
5. Professional Skills: critical thinking gets the lowest weighted mean 4.03 this gets
the lowest answered question, the best solution is to have broader understanding.
The students must know how to think critically at any situation for them to solve
certain problems that they will be encountering at their internship program.

Chapter 5
SUMMARY, FINDING, CONCLUSIONS AND RECOMMENDATION
This chapter includes the summary of findings, conclusions and
recommendations based on the result of the study.
Summary
The main purpose of this study is to determine the students’ perception on
internship program in CITI Global College: effectiveness and challenges. Specifically, it
aims to describe the demographic profile of the respondents in terms of age, gender
and course. It also looked on the positive effects or things that the students have
learned in terms of: personal growth and personal skills. Also, the students evaluated
the source of problems that the students encountered during internship program in
terms of the level of effectiveness and the extent of challenges students’
performance, the researchers also evaluated if the respondents developed their
personal and professional growth and lastly, the inputs that can be proposed to
improve the internship program.
The study utilized the descriptive survey in order to achieve the purpose of
the study. The respondents of the study composed of sixty-one (61), 4th year college
students in selected courses named Bachelor of Science in Psychology, Bachelor of

50
Computer Science, Bachelor of Science in Entrepreneurship and Bachelor of Technical
Teacher Education. The gathering of data was made through the use of questionnaire
written in English. The data gathered were treated using the appropriate statistical
tools which include the following: frequency distribution, percentage statistics and
weighted mean. The results of the computations lead to the following findings:
Findings
The statistical treatments give rise to the findings shown below:
1. Profile of the CITI Global College students
The mean age of the student-respondents was 25 years old. The respondents
were dominated by female students.
2. The Internship Program in terms of Personal Growth, The overall mean score was
3.11 and the descriptive interpretation was Moderate. This implies that the
The internship program in terms of Personal Skills, The overall mean score
was 4.21 and the descriptive interpretation was high. This implies that the
Personal Skills of the students will be useful.
3. The internship program in terms of Problems that Affects the Performance, The
overall mean score was 3.82 and the verbal interpretation was Often. This implies
that the Problems that Affects the Students will be useful.

4. The internship program in terms of Professional Growth, The overall means score
was 3.90 and the descriptive interpretation was high. This implies that the
Professional Growth of the students will be useful.
The internship program in terms of Professional Skills, The overall means
Professional Skills of the students will be useful.
5. The Inputs that can be Proposed to improve the Internship Program, The selected
5 lowest answered questions by the respondents on the Personal Growth:
Develops self- confidence and maintains positive attitudes gets the lowest
weighted mean of 3.02, Personal skills: Respecting people around him/her gets
the lowest weighted mean of 4.10, Problems that Affects Performance: Distance
from the house to the company gets the lowest weighted mean of 3.72,
Professional Growth: I changed professionally as a result of my internship
training involvement gets the lowest weighted mean of 3.95 and lastly,
Professional Skills: critical thinking gets the lowest weighted mean 4.03 this gets
the lowest answered question.

52
Conclusions
The researcher gathered led to the formulation of the following conclusions:
The respondents of the study are generally females with a mean age of 25
years. Majority of the respondents came from Bachelor of Computer Science.
Base on the findings that each of the factors was significantly different to one
another and the respondents see at least one of the factors as the most important in
their internship experience. For this reason, the personal skills were most important
factor for the respondents. This shows that schools have the most influence in
providing a good internship program to their students. The design of the internship
program was essential for the respondents. Holding career consultations helps them
to gain ideas where they would want to have their internship.
Most students of CITI Global College Students performed well in their
internship program with an overall grade description of High.
The school must give attention to the students in terms of their personal
development, the students must learn to improve themselves and have a better and
wider understanding on what is internship program all about.

53
Recommendations
Based on the conclusions made the following are hereby recommended:
On the basis of the findings the majority of students experienced problems
during their internship program and it affects their performance. They may still
consider that even there’s a challenge in their internship program still, there’s also
positive effects that is useful in developing the growth and skills of the students.
Focusing on the needs of the students in terms of their personal development
were seen to be the most effective action that could be taken by schools or the
government to reduce the students’ difficulty when they start their internship. It also
adds experience and idea to the students on how to act, think and handle certain
problems/challenges in the field.
The students must learn the positive side of internship program. The students
should make themselves grow as individual during their internship program. Hence,
the school should also educate and address the needs of the students and give the
personal development lessons that the students need for them to be ready on their
future internship program.
The lowest answered question on the findings must be given attention by the
school because it could give them ideas on how they could prepare and train the
students for their future internship.

And lastly, further research was recommended to supplement or extend the
findings of this research to other settings both urban and rural.

55
BIBLIOGRAPHY
UNPUBLISHED WORK
https://repository.upenn.edu/cgi/viewcontent.cgi?article=1043&context=od_these
s_msod
https://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=2121&context=theses
http://www.worldresearchlibrary.org/up_proc/pdf/631-148732284155-58.pdf
ainasuriani@unikl.edu.my
http://www.cedefop.europa.eu/en/news-and-press/news/learning-while-working-
how-skills-development-can-be-supported-through-workplace
https://work.chron.com/cons-internship-3037.html
http://lpulaguna.edu.ph/wp-content/uploads/2017/07/TOURISM-AND-HOSPITALITY-
STUDENTS-LEVEL-OF-SATISFACTION-ON-THEIR-INTERNSHIP-EXPERIENCE.pdf
http://lpulaguna.edu.ph/wp-content/uploads/2017/07/TOURISM-AND-HOSPITALITY-
STUDENTS-LEVEL-OF-SATISFACTION-ON-THEIR-INTERNSHIP-EXPERIENCE.pdf
56
APPENDIX A
LETTER OF APPROVAL
TERESITA A. APAITAN, Ph. D

College Dean
CITI Global College
September 28, 2018
Madam:
Good Day!
We are the Bachelor of Technical Teacher Education (BTTE) students of this
school. We are currently conducting our research study entitled: Students
Perceptions on Bachelor of Technical Teacher Education Internship Program in CITI
GLOBAL COLLEGE: Effectiveness and Challenges.
In connection to this, may we request your good office to allow us to conduct
a survey to the 4th year Bachelor of Technical Teacher Education.
Attached here is the instrument to be used in this study.
Rest assured that the data that we will be gathered will be treated with
utmost confidentiality.
Thank you very much!
Very truly yours,

MARY GRACE A. ALCOBER
RIZZAMAE O. LOVINO
JAZNYL ROSHE C. TAGALAG
Noted: Approved by:
NOEL G. SEQUITO, Ed. D DR. TERESITA A. APAITAN, Ph. D

Research Lecturer Dean of CITI Global College
57
APPENDIX B
QUESTIONNAIRE
Name: ________________ Name of Company/Restaurant:

_________________
Year & Course: _____________ No. of Hours: ____________________
Age: Gender:
18-25 Male
25-30 Female
Instructions: Answer the following tables.

Write:
5 - STRONGLY AGREE
4 – AGREE
3 – NEUTRAL
2 – DISAGREE
1 – STRONGLY DISAGREE
Table 1: Personal Growth
Do you believe that internship programs contributed to the development of the

following personal growth? Please check the appropriate number.
STATEMENTS 5 4 3 2 1
1. Goes to work on time, with proper uniform and

proper hygiene
2. Develops self-confidence and maintains positive

attitude
3. Makes the task on time and with efficiency
4. Shows respect and honesty in his/her work
5. Being nice and friendly attitude when working with

his/her superior and co-interns
58
Table 2: Personal Skills
To what extent do you believe the following characteristics are positively influenced
by internship programs? Please check the appropriate number.
SKILLS 5 4 3 2 1
1. Respecting people around him/her.
2. Learning how to learn
3. Time Management
4. Flexibility in work
5. Social Skills and Initiative
Table 3. Problems that affects the Performance
Do you believe that the following personal problems negatively affects your
performance in internship program? Please check the appropriate number.
1. Distance from the house to hotel
2. Financial Problems
3. Co-workers, Supervisors
4. Workplace
5. Lack of sleep, Tiredness

59
Table 4: Professional Growth
Please indicate your level of agreement with each of the following statements about
internship impact. Please check the appropriate number.
1. I changed professionally as a result of my

internship/practical training involvement.
2. Internships changed my career aspirations and

confirmed my career goals
3. I have applied things I gained from the school in my

internship program.
4. I had some problems in performing the task given to

me in my internship program
5. I became more matured as a result of practical

training and internship programs
Table 5: Professional Skills
Do you believe that internship programs contributed to the development of the following
professional skills? Please check the appropriate number.
SKILLS 5 4 3 2 1
1. Communication
2. Interpersonal team skills
3. Critical thinking
4. Decision making
5. Problem solving
6. Skills in working with people

60
CURRICULUM VITAE
61
MARY GRACE A. ALCOBER
Address: BLK-37 LOT -233 Southville 1
Niugan City of Cabuyo, Laguna
Contact No: 09368352873
E-mail: graciouslove_18@yahoo.com
PERSONAL BACKGROUNDS:
Age: 24 years old
Sex: Female
Birth day: September 1, 1993
Civil status: Single
Height: 5’3
Weight: 50 kl
Nationality: Filipino
Language spoken: English, Tagalog
ACHIEVEMENTS:
SEMINAR AND TRAINING EXPERIENCES
 B Hotel Student Immersion Program
Ayala Alabang, Muntinlupa City January 27, 2017
 Culinary Tour
Mexico Pampanga October 2016
 Hotel Supreme Front Office and
Tourism Development Overview

62
Convention Plaza, Baguio City March 5, 2016
 The Bellevue Hotel and Resort Manila
Immersion Program
Filinvest City, Alabang September 22, 2017
ON THE JOB TRAINING
 Summit Ridge Hotel Practicum Training and
Observation in Various Aspects of Food and
Beverage Services and Kitchen Area.
Sisterfield Restaurant, Summit Ridge Hotel
Km 58 Gen. Emilio Aguinaldo Highway,
Tagaytay City April 20- May 20, 2017
 Paseo Premier Hotel Practicum Training and
Sta. Rosa Laguna February 15 – May 11, 2018
EDUCATIONAL BACKGROUNDS:
Tertiary: Bachelor in Technical Teacher Education 2015 – Present
CITI Global College, 13 J.P. Rizal St,
Bayan Walk Arcade, Poblacion Dos,
City of Cabuyao, Laguna.

63
44
Secondary: South Ville 1 National High School. 2018 – 2012
Blk-54-55 South Ville 1 Niugan,
Primary: San Antonio Elementary School 2002 – 2005
San Antonio Makati City
South Ville 1 Elementary School. 2005 – 2008
Blk-33-34 Southville 1 Niugan
“I hereby certify that the above information’s are true and correct to the best of my
knowledge and belief.”
Alcober, Mary Grace A.
Applicant
64
LOVINO, RIZZA MAE O.

Address: Block 36 Lot 07 Phase 3,
South Ville 5-A Barangay, Langkiwa
City of Biñan Laguna.
Contact # : 09972141064
E-mail: rizzalovins563@gmail.com
Age: 19 years old
Sex: Female
Birth day: November 04, 1998
Height: 5’3
Weight: 45 kl
ACHIEVEMENTS:
 Culinary Tour

65
Immersion Program
ON THE JOB TRAINING
Practicum Training and Observation in
Various Aspects of Food and Beverage Services
And Kitchen Area
Filinvest City, Alabang February 15 – May 11, 2018
EDUCATIONAL BACKGROUND
Tertiary: CITI Global College 2015-Present
#J.P Rizal St., Bayanwalk, Arcade, Poblacion
City of Cabuyao, Laguna

66
Course: Bachelor of Technical Teacher Education
Major in Food Preparation
Secondary: South Ville 5-A National High School 2011-2015
South Ville 5-A Brgy. Langkiwa City of Biñan Laguna
Elementary: Cabutan Elementary School 2006-2011
Cabatuan Buhi, Camarines Sur
This is to certify that the information stated above is true and correct
Lovino, Rizza Mae O.
Applicant
67
TAGALAG, JAZNYL ROSHE C.

Address: Blk 11 Lot 18 Garden Villas 1
Subdivision, Brgy. Labas,
City of Sta. Rosa Laguna
Contact # : 09365250144
Email: jaznyltagalag1927@yahoo.com
Age: 18 years old
Sex: Female
Birth day: November 27, 1999
Height: 5’3
Weight: 60 kl
ACHIEVEMENTS:
 Culinary Tour

68
Immersion Program
ON THE JOB TRAINING
Practicum Training and Observation in
Various Aspects of Food and Beverage Services
And Kitchen Area
Filinvest City, Alabang February 15 – May 11, 2018
EDUCATIONAL BACKGROUND
Tertiary: CITI Global College 2015-Present
#J.P Rizal St., Bayanwalk, Arcade, Poblacion

69
Course: Bachelor of Technical Teacher Education
Major in Food Preparation
Secondary: Applied Academics for Excellence (APEX) 2011-2015
Market Area, City of Santa Rosa, Laguna
Elementary: Santa Rosa Elementary School Central I 2006-2011
Santa Rosa City, Laguna
This is to certify that the information stated above is true and correct.
Tagalag, Jaznyl Roshe C.
Applicant
70
Blk 8 Lot 16 Southville4 Brgy.Caingin
City of Santa Rosa, Laguna
Mobile: 09363421291
Email:shaneriel_03@yahoo.com
Age: 19 years old
Sex: Female
Birth day: July 26, 1999
Height: 5’
Weight: 54 kl
SEMINARS ATTENDED
• Bellevue Manila Immersion Program

North Bridgeway, Filinvest City, Alabang, Manila
September 22, 2017
• B Hotel Student Immersion Program
Ayala Alabang, Muntinlupa City
January 27, 2017
71
• Culinary tour
Mexico Pampanga
October 2016
• Hotel Supreme Front Office and Tourism Development Overview
Convention Plaza, Baguio City
March 5, 2016
TRAININGS
• Practicum training and observation in various aspect of Food and Beverage
Km 58 Gen. Emilio Aguinaldo Highway, Tagaytay City
May 27, 2017
• Practicum training
Prime Café, Bhotel Alabang
2107 Prime St. Madrigal Business Park, Ayala Alabang
March 14, 2018
REFERENCE
• Dr. Edwin Buraga Ph.D
School Administration
Citi Global College
921-1818
EDUCATIONAL ATTAINMENT
Tertiary Education Don Bosco Global College
(2015-PRESENT)
72
Secondary Education Laguna Eastern Academy of

Santa Rosa Inc.
(2010-2015)
Primary Education Caingin Elementary School

City of Santa Rosa, Laguna
(2006-2010)
I hereby certify that the above information’s are true and correct to the best of my
knowledge and belief.
Labaya, Clearshemae S.
Applicant

Thesis 101

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Thesis 101

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CITI GLOBAL COLLEGE INC.

(Former Don Bosco Institute of Arts and Sciences Inc.)

STUDENTS’ PERCEPTIONS ON INTERNSHIP

PROGRAM IN CITI GLOBAL COLLEGE:

EFFECTIVENESS AND CHALLENGES

A Special Research Project Presented to the

Faculty of CITI Global College

In Partial Fulfillment of the Requirements for the

Degree Bachelor of Technical

Mary Grace A. Alcober

“In the midst of difficulties lie endless opportunities”

help and encouragement for the furtherance of the study.

To our classmates, who helped us in times of difficulties, we treasured every

moment of it, and

Friends, for the inspiration, encouragement and generous help and

served as our inspiration.

strength to do this research successful.

us unending blessings, strength and source of knowledge. This research is also

wholeheartedly and lovingly dedicated to the following persons:

and financial support.

To our friends, colleagues, Professors of CITI GLOBAL COLLEGE and the

persons involved in this research.

TITLE : STUDENTS’ PERCEPTIONS ON INTERNSHIP

RESEARCHERS : MARY GRACE A. ALCOBER

ADVISER : NOEL G. SEQUITO, Ph.D

COURSE : BACHELOR OF TECHNICAL TEACHER

SCHOOL : CITI GLOBAL COLLEGE

The main purpose of this research was to determine the students’

perceptions on internship program in CITI Global College: Effectiveness and

Challenges. Specifically, it describes the demographic profile of the respondents in

students comprises of nineteen (19) Bachelor of Science in Computer Science,

fourteen (14) Bachelor of Technical Teacher Education, thirteen (13) Bachelor of

Science in Entrepreneurship and fifteen (15) Bachelor of Science in Psychology in CITI

which includes the following: frequency distribution, percentage statistics and

were dominated by female students.

Personal Growth of the students will be useful.

Skills of the students will be useful.

The internship program in terms of Problems that Affects the Performance,

The internship program in terms of Professional Growth, The overall means

Professional Growth of the students will be useful.

The internship program in terms of Professional Skills, The overall means

Professional Skills of the students will be useful

selected 5 lowest answered questions by the respondents on the Personal Growth:

I changed professionally as a result of my internship training involvement gets the

The researcher gathered led to the formulation of the following conclusions:

years. Majority of the respondents came from Bachelor of Computer Science.

Most students of CITI Global College Students performed well in their

internship program with an overall grade description of High.

wider understanding on what is internship program all about.

Based on the conclusions made the following are hereby recommended:

On the basis of the findings the majority of students experienced problems

Focusing on the needs of the students in terms of their personal development

problems/challenges in the field.

future internship program.

students for their future internship.

And lastly, further research was recommended to supplement or extend the

findings of this research to other settings both urban and rural.

List of Tables xiii

List of Figures xiii

1- The Problem and Its Setting

Background of the Study 3

Statement of the Problem 8

Significance of the Study 9

Scope and Limitation of the Study 10