INFLUENCE OF WORK IMMERSION ON ENHANCING THE KNOWLEDGE

AND SKILLS OF SELECTED GRADE 12 STUDENTS IN

LUIS PALAD INTEGRATED HIGH SCHOOL

A Research Proposal
Presented to
The Senior High School Faculty of
Luis Palad Integrated High School
City of Tayabas, Quezon

In Partial Fulfillment
of the Requirements in
RESEARCH PROJECT

by:

Zaireen Y. Bebida
Jomar C. Daluraya
Danica L. Doria
Deniel R. Lubiano
Merry Aubrey Z. Malaborbor
Geoffrey C. Rivera
Erika C. Zarsuelo

March 2019
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CHAPTER I
THE PROBLEM AND ITS SETTING

Introduction

Work Immersion refers to the part of the Senior High School (SHS)

Curriculum consisting of 80 hours of hands-on experience or work simulation

which the Grades 11 and 12 students will undergo to expose them to the actual

workplace setting and to enrich the competencies provided by the school under

the supervision of the School Head and the designated personnel of the Partner.

According to Department of Education Order No. 30 s. 2017, one of the goals of

the K to12 Basic Education program is to develop in learners the competencies,

work ethics and values relevant to pursuing further education and or joining the

world of work. In order that the nations development target will be realized and to

achieve greater congruence with the basic education, work immersion is a

required subject that has been incorporated in the curriculum.

Magno (2018) stated that they will be competent to their respective field of

interests and will they be skillful and knowledgeable enough to help suffice the

economic needs of the Philippines especially in the man power field. The

government comes up to implementing work immersion that will be conducted

depending on what the learners’ purposes or needs. And before further

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discussing, I totally agree on this stand for it will be one of the key practices on

improving student performances.

Trade Congress of the Philippines (2015) stated that immersion is done

outside the school campus in a “Workplace Immersion Venue,” defined as “the

place where work immersion of students is done. Examples of work immersion

venues include offices, factories, shops and project sites.

According to YKS (2018) they will know about the work ethics, will gain

knowledge about the safety in the workplace, the rights, responsibilities, learning

the effective way to resolve conflicts among coworkers and the work will not be

that hard for them if they apply at the same or related company.. Rarely are OJT

students expected to produce the same products that regular employees

produce. If that’s the case, how are these students going to learn prior to their

expectation with these experts that are going to teach them to be future

professionals.

Based to the study of Valley (2015) Work Immersion Program the Willow

Valley Work Immersion Program (WIP) focuses on helping young adults with

disabilities make a successful transition from school to productive adult life. This

unique one-year immersion program serves students with disabilities who are in

their last year of high school. With the goal of competitive employment, each

student receives classroom instruction and hands-on experience through

internships in as many as three departments within the Willow Valley

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Communities. Through their work immersion experiences, students also develop

employ ability, social, and independent living skills Educational institutions are

expected to prepare students for employment or practice of profession. For

instance, a study on employ ability skills of business students recommended that

educational practices and activities should include those that will enhance the

skills of students in critical thinking and problem solving, systematic information

management, group leadership and motivation, and plan or project development

and implementation.

Immersion is focuses on education and its role in shaping the future of

students in K to 12Curriculum in response to global competitiveness particularly

in ASEAN Economic Community by 2015. Ramos (2015) stated that the literature

will also discuss issues about job market, job mismatch, competitiveness

and marketability or employ ability. At this pace of this changing society and

economy a lot of actions should take place. They have to face a lot of challenges

especially educators who are being asked to do more with less due to rapidly

evolving technologies and ongoing shifts in global economy and demography. A

successful education system will need to be of paramount importance if a

multicultural society to succeed and prosper in the future. Education is a gate

way to a better job and greater earning potential. One key to understand this

issue is an appreciation of the overall land scape education and training.

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For many employees, work can feel like a place where life gets put on

hold, and all of the self improvement we plan to do ends up second string to our

lives as employees. According to Tony (2015) for some workers, long working

days or a constant connectivity to work-related technology can have a powerful

negative impact on quality of life both in and out of the office. The result of this is

a downward spiral of negative energy, where self improvement seems like an

impossible mountain to climb and gets placed by the wayside. But there’s good

news! Companies as a whole are showing a trend towards encouraging

employees to relax, take breaks, exercise, and establish a workflow routine that

compliments employees’ individual work styles. Because of this, employees are

finding themselves more free to shape their work lives to fit around their personal

lives, resulting in happier, more productive employees.

When process improvement knowledge and abilities are effectively utilized

within an organization, it results in better product/service quality, customer

satisfaction and loyalty, enhanced productivity, and ultimately a faster as well as

higher return on investment.

This research seeks to tackle the impact of work immersion in enhancing

the students’ knowledge and skills to know what are the preferences courses

they take in college and what are the best courses fit to them accordingly to their

gained knowledge and skills.

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Statement of the Problem

This study aims to know the influence of work immersion to selected Grade

12 students when it comes to their knowledge and skills.

Specifically, it seeks to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Strand;
1.2 Sex;
1.3 Course preference in college; and
1.4 Department/Offices under you take a work immersion?
2. What is the influence of work immersion on of selected Grade 12 students in
terms of:
2.1 knowledge; and
2.2 skills?
3. What infographic material can be developed based from the result of the
study?

Conceptual Framework

Work immersion is a part of the Senior High School Curriculum where the

Grade 12 students are experiencing the real workplace that they want to choose

in college. It may be considered with great importance to have an experience in

order to gain knowledge and skills. The researchers considered it necessary to

conduct a research study on the said area to know the influence of work

immersion to the grade 12 students that can enhance their knowledge and skills

on their preferences course in college. Work immersion serve as way of gaining

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new experiences for all the beginner students that will take an academic

profession in college. These experiences will lead to have discipline, patience

and good character. Each student will have developed their moral character that

will mostly needed in the near future. Therefore, each school whether private or

public it is should have at least 80hrs of experiences in work to gain a particular

skills and knowledge. In other word, it is expected that this study could have

contribute in making decision in choosing courses in colleges by the influence of

work immersion to gain a new knowledge and skills to the students.

Research Paradigm

INPUT PROCESS OUTPUT

Reading books, Surveying grade 12 The researchers

journals, and other students’ on does work will create an
printed materials. immersion enhance infographic and
Browsing electronic their skills and ability? that will serve as
sources on Impact the research
of work immersion Predicting the impact of output.
to the students work immersion to the
knowledge and grade 12 students’
skills.
Analysis of data

Figure 1. Input-process-output model on the Influence of Work Immersion on

Enhancing the Knowledge and Skills of Selected Grade 12 Students
in Luis Palad Integrated High School
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Based on Figure 1, reading books, journals, and other printed materials.

Browsing electronic sources on Impact of work immersion to the students’

knowledge and skills serve as the input of the study. For the process, surveying

grade 12 students’ on does work immersion enhance their knowledge and skills ,

predicting the impact of work immersion to the grade 12 students’ and analysis of

data. The researchers will create an infographic and that will serve as the

research output.

Significance of the Study

The result of the study will be beneficial to the following:

To the student, the findings of this study will have great benefits to the

students to enhance their knowledge and skills that will help them to the near

future.

To the teachers, the findings of this study will likewise be useful as the

teacher will know what are the knowledge and skills of students and what

courses fits them.

To the school, to acknowledge that the students of this campus was able to

undergo work immersion and enhance their knowledge and skills.

The outcome of the study is beneficial to the present researchers, in

providing them the information about what is the impact of work immersion in

enhancing the students knowledge and skills.

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To the future researchers, this may set as the basis that a new theory in

learning will arise. This also may set a new knowledge to the future researchers.

Scope and Delimitation

This study will be conducted at Luis Palad Integrated High School. Limited

only for those students who already took and have experiences on work

immersion. This study will determine the influence of work immersion to the

students to gain new knowledge and skills that would be useful to choose a

course in college. The participant of this study is limited only on grade 12

students who are currently enrolled in Luis Palad Integrated High School SY:

2018-2019 with the total of 180 students.

The time frame of the study is from November 2018 until March 2019.

Definition of Terms

For the clarity of the study, the following terms are defined either

conceptually or operationally.

Course is a relatively skills or knowledge of one person regarding to the career

he chooses.

Department particular area that the workers take in work immersion.

Enhance is an increase or improvement in quality value or extent.

Infographic is a informative graph regarding to the topic and it is the output

 9

of the study.

Knowledge defined by Webster Dictionary as the factor of condition of knowing

something in familiarity gained through or association.

Immersion refers to the program that letting their students experience the actual

work scenario Eroles (2018).

Influence is a impact or a factor that affects of ones beliefs or behavior.

Sex is state of being female or male.

Skills is an ability and capacity acquired through deliberate, systematic, and

sustained effort to smoothly and adaptively carryout complex activities or

job functions involving ideas (Bebida, Doria, & Zarsuelo 2018).

Strand is a academic profession in K-12 program. It is a non specific courses

but have a relative and connected skills in choosing course in college.

Work Immersion it provides students “real workplace” experience, giving

students a set of technical-vocational and livelihood skills that can help

them make more informed career choices and improve their

employment prospects (The Asia Foundation, 2018).

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CHAPTER II

REVIEW OF RELATED LITERATUREAND STUDIES

This chapter presents relevant literature and research findings that

support the consistency and reliability of the study

Work Immersion

Mendoza (2017) stated that the acquired skills of the senior high school

students gained after adding two years to basic education through the K to 12

Curriculum, the Department of Education (DepEd) has released the guidelines

for the conduct of work immersion activities for SHS students in the country.

According to DepEd Secretary Leonor Briones, the work immersion is a key

feature in the senior high school curriculum. It can be conducted in different ways

depending on the purposes and needs of the learners. It was stated in the

guidelines that work immersion will help develop among learners life and career

skills, and will prepare them to make decisions on postsecondary education or

employment gearing towards the four exits envisioned for SHS graduates to

choose from --- employment, entrepreneurship, further skills training through

TESDA and college education.

Contained in the enclosure of Deped Order No. 30, series of 2017

released on June 5, the guidelines specify that the said work immersion will
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enable students to become familiar with the workplace, experience workplace

simulation and apply their competencies in areas of specialization. The said work

immersion activity can range from 80 to 320 hours. DepEd hopes that partner

institutions will provide learners with work immersion opportunities, workplace or

hands-on experience, and additional learning resources through partnership

building. The schools may partner with recognized institutions or organizations to

come up with agreements on work immersion for students and because the

students are still minors, work immersion requires parental consent. Because the

safety of learners is primary to Deped, the department shall ensure that all

schools and venues for learning are conducive to the education and safety of the

learners.

This endeavor is in collaboration with its partners and stakeholders found

near where the schools are located. The guidelines further provide that the

maximum number of hours spent in the work immersion venue is 40 hours per

week and no more than eight hours per day as provided by law. So as not to

exploit the students who are still minors, DepEd stressed that work immersion

should not be reduced as a mere recruitment tool for a partner institution, saying

that the students should also gain skills that will enable them to qualify for other

job options. Consequently, the schools and students should not be asked to pay

the senior high school partner institution for any work immersion activity

conducted. The guidelines added that fees for work immersion must only be set
 12

after consultation with parents. This Corner hopes that these guidelines will serve

its purpose of providing the students, parents and the stakeholders a document

to refer that will govern the work immersion and a piece of paper that will realized

the full potential of our SHS graduates towards creating a climate of owning and

doing a responsibility.

According to Trade Congress of the Philippines (2015) the word

“immersion” as it applies to the K to 12 curriculum is defined in the Department of

Education (DepEd) Order No. 40, series of 2015:

“Work Immersion refers to the part of the Senior High School (SHS)

Curriculum consisting of 80 hours of hands-on experience or work simulation

which the Grades 11 and 12 students will undergo to expose them to the actual

workplace setting and to enrich the competencies provided by the school under

the supervision of the School Head and the designated personnel of the Partner.”

Immersion is done outside the school campus in a “Workplace Immersion

Venue,” defined as “the place where work immersion of students is done.

Examples of work immersion venues include offices, factories, shops and project

sites.”

What could lead to confusion is that the word “immersion” actually has two

meanings in K to 12. The first meaning refers to a required SHS subject in the

curriculum. The second meaning refers not to a subject but to a preferred mode

of delivery of Tech-Voc subjects. Let us take the first meaning – immersion as a

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subject in the curriculum. In the Curriculum Guides posted on the DepEd

website, the word “immersion” occurs in the Specialized Subjects of the tracks

(Academic, Technical-Vocational-Livelihood or TVL, Sports, and Arts and

Design).

Immersion is only one of four options under “Work Immersion / Research /

Career Advocacy / Culminating Activity.” (Let us call that subject WRCC for

convenience.) In the Academic Track, WRCC is the ninth required specialized

subject in the Accountancy, Business and Management (ABM), Humanities and

Social Sciences (HUMSS), and Science, Technology, Engineering, and

Mathematics (STEM) strands. WRCC is not listed in the General Academic

Strand (GAS), but since two Electives may be taken from the other strands, it

may be required also by particular schools.

WRCC is a required specialized subject in the Sports Track. In this

particular track, the phrase “Apprenticeship (off-campus)” is added as an

example of a WRCC. The use of this phrase is unfortunate, because the word

“apprenticeship” has a legal meaning in RA 1826 (National Apprenticeship Act of

1957). Legally, an apprentice is “a worker of at least 16 years of age who is

covered by a written apprenticeship agreement with an employer, an association

of employers, an organization of workers, or an apprenticeship committee

registered with the Apprenticeship Division, which contract provides for not less

than two thousand hours of reasonably continuous employment for such worker
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and for his participation in an approved schedule of work experience through

employment and supplemented by related classroom instruction. No person shall

work or be engaged as apprentice unless he is at least sixteen years of age, has

completed the high school course or such course or courses as the Secretary of

Labor may prescribe.”

There are two things that show that the word “apprentice” cannot be used

within the Sports track. First, the apprentice must already have finished high

school, and second, the apprentice must render at least 2,000 hours. Immersion

as a subject covers only 80 hours, or if the student spends all day Monday to

Friday, only two weeks out of the school year.

According to Henry (2011) having the immersion was really a good start to

experience how does it feel to be in a work place. These students provide unique

insights into what it’s like to get hands on experience through full time

employment in a technology-driven global work environment. One reason many

of us go to college is to learn the knowledge necessary to acquire a job and

pursue a career after we graduate. We aim to gain the skills that we will need to

work in an industry. This is what really sold me on the GET experience. I was

able to go to work for 40 hours a week, get real, hands on knowledge of

applications, development, and corporate culture, as well as earn credit towards

my major. The best part was that they treated me like a full time employee, not

an intern. This is what really sold me on the GET experience. I was able to go to
 15

work for 40 hours a week, get real, hands on knowledge of applications,

development, and corporate culture, as well as earn credit towards my

major. The best part was that they treated me like a full time employee, not an

intern.

According to Ronda (2018) The Department of Education (DepEd) is

banking on the “strong partnerships” it has forged with the Philippine Chamber of

Commerce and Industry (PCCI) and other industry groups as the Grade 12

students under the K-12 basic education curriculum take their work immersion

course requirement. Work immersion, according to the DepEd, is a key subject

under the Senior High School curriculum that may be conducted in different ways

and time frame as needed by SHS learners. The subject provides learners

opportunities to familiarize themselves with the workplace; to simulate

employment, and to apply their competencies in areas of specialization/applied

subjects in authentic work environments.

The SHS curriculum provides four “exits” for graduates – higher education,

entrepreneurship, employment or middle-level skills development – where the

first batch of Grade 12 learners is expected to become full-fledged contributors to

social development and nation-building. The DepEd noted that the K-12 Basic

Education Program was created to equip graduates with values, knowledge and

skills that communities, businesses and industries need. The DepEd said it

recognized the PCCI’s concern regarding the minimum number of training hours
 16

of SHS graduates, as it maintains its confidence on its partnership with the

business group and continues to foster cooperation with various industry partners

by addressing concerns that could arise as the work immersion subject is

implemented.

Specifically, DepEd Order No. 30, series of 2017 or Guidelines for Work

Immersion provides learners with access to industry partners’ facilities and

employment simulation where they are given opportunities to apply their

competencies, gain practical industrial skills and develop good work ethics and

values relevant to pursuing further education and/or joining the world of work.

Under the DepEd order, a learner is required to render a minimum of 80 hours for

work immersion. Consequently, as provided by law, a child below the age of 18

but older than 15 must spend a maximum of 40 hours per week and no more

than eight hours per day in the work immersion venue. The same issuance does

not limit a learner’s practical work experience hours to 80 hours and offers

several delivery models from which schools may choose based on the number of

hours (80 hours, 240 hours, 320 hours), learner’s purpose and needs, school

capabilities and compliance to the Technical Education and Skills Development

Authority (TESDA), Department of Labor and Employment (DOLE) and DepEd

Work Immersion Guidelines.

Schools may also design their own delivery models as they deem fit for a

specific situation or concern, subject to the approval of the Regional Office. The
 17

K-12 program was crafted in close coordination with the Commission on Higher

Education, TESDA and representatives of the business community. It aims to

produce lifelong learners who are locally and globally competitive, and ready to

pursue their desired path.

Students Gain New Knowledge in Work Immersion

According to the study of Fortune (2015) over nearly half a century,

research on language immersion education has heralded benefits such as

academic achievement, language and literacy development in two or more

languages, and cognitive skills. This research also exposes some of the

challenges that accompany the immersion model, with its multilayered agenda of

language, literacy and intercultural skills development during subject matter

learning. This chapter outlines key findings for both advantages and challenges.

Without question, the issue investigated most often in research on

language immersion education is students' ability to perform academically on

standardized tests administered in English. This question emerges again and

again in direct response to stakeholder concerns that development of a language

other than English not jeopardize basic schooling goals, high levels of oral and

written communication skills in English, and grade-appropriate academic

achievement. The research response to this question is longstanding and

consistent. English proficient immersion students are capable of achieving as

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well as, and in some cases better than, non-immersion peers on standardized

measures of reading and math.

This finding applies to students from a range of socioeconomic and ethnic

backgrounds, as well as diverse cognitive and linguistic abilities. Moreover,

academic achievement on tests administered in English occurs regardless of the

second language being learned. In other words, whether learning through

alphabetic languages (Spanish, Hawaiian, French, etc.) or character-based

languages (Mandarin, Japanese, Cantonese), English-proficient students will

keep pace academically with peers in English-medium programs.

It is important to acknowledge that early studies carried out in one-way

total immersion programs, where English may not be introduced until grades 2–5,

show evidence of a temporary lag in specific English language skills such as

spelling, capitalization, punctuation, word knowledge, and word discrimination.

That said, these studies also find that within a year or two after instruction in

English language arts begins, the lag disappears. There were no long-term

negative repercussions to English language or literacy development.

Does this same finding apply to students in two-way immersion (TWI)

settings whose first language is other than English? In the past fifteen to twenty

years, US researchers found that English learners' academic achievement also

attained the programs' goals. By the upper elementary, or in some cases early

secondary grades, English learners from different ethnicities, language

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backgrounds, socioeconomic levels, and developmental profiles perform at least

as well as same background peers being schooled in English only. Most English

learners in TWI come from Latino families whose home language is Spanish. As

an ethnic minority in the United States, Latinos are both the fastest-growing

student population and the group with the highest rate of school failure. Research

in Spanish/English TWI contexts points to higher grade point averages and

increased enrolment in post-secondary education for this student group,

compared to Latino peers participating in other types of educational programs

such as transitional bilingual education and various forms of English-medium

education.

Although the vast majority of TWI research has been carried out in

Spanish/English settings, Dr. Kathryn Lindholm-Leary recently reported results

from a study of two Chinese/English TWI programs. Students in grades 4–8

whose home language was Chinese tested at or above their grade level and the

same as or well above peers with similar demographic profiles participating in

non-TWI programs. Leary's findings align with those of other TWI programs.

Work Immersion Help the Students to Enhance their Skills

According to Carlos (2018) the Enhanced Basic Education Act of 2013

stipulates that two (2) more years in high school shall be added, hence the

creation of senior high school. The Act is geared towards enhancing further the
 20

skills and knowledge of students for them to be well equipped in facing the

challenges that lay ahead, whether in pursuing higher studies in college or in

entering the very competitive employment field.

It improves and builds new skills. Immersions will have students gain new

skill sets and improve their existing capabilities. Victory Christian International

School (2015) stated that through immersion that students get to discover

themselves and jumpstart their professional growth. Students become good team

players. A person who works well with others can go places. Students who know

this early on are better able to improve their communication skills and can be an

asset to the team in building projects. Students become financially aware at an

early age. By being exposed to the daily operations of a real work environment,

students learn how to think like an adult, manage their finances effectively, and

be exposed to acquiring other related skills such as budgeting and

marketing. Students have goals. Immersion trains them how to achieve these

goals by giving them an opportunity to work with and be supervised by

professionals and highly creative people. These people can inspire students to

discover their capabilities.

To ensure further that the objective would be met, DepEd included two

(2) TRACKS in the curriculum; one the Academic Track which includes various

Strands for those students who wants to pursue higher education in college and
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second, the Technical Vocational Livelihood Track for students that would opted

to work or find job after senior high school. The very purpose of these Tracks is

to further hone their interests and develop and enhance skills and knowledge of

senior high school in their chosen field of interest for them to be ready,

competent and equipped to confront the realities and challenges that lay ahead.

Furthermore, a Work Immersion Program was also conceptualized.

Basically, it aims to expose the students to the harsh realities of environment in a

workplace. This exposure also aims to develop and enhance the work ethics and

habits of senior high school students. It would also serve as an assessment tool

on the affectivity of the module designed for the purpose.

All Work Immersion Program exposures shall observe strict compliance

of all Philippine Laws and other Guidelines and Orders issued by proper

government agencies to ensure that the exposure program would protect the

interest and welfare of the students engaged in Immersion Work Program

According to Garrido & Gahera (2018) work immersion sounds stressful for

senior high-school students. Yet, as part of the K to 12 curriculum, we science,

technology, engineering and mathematics (Stem) students were required to gain

relevant learning experiences through actual work. We were assigned to specific

partner institution, business organization or establishment parallel to our

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specializations in order to help us reinforce our knowledge from classrooms and

enhance our skills.

For us, a group of six students, we were engaged with the Department of

Science and Technology (DOST). Foremost, we learned that the DOST is the

premiere science and technology (S&T) body in the country, in charge with the

mandate of providing central direction, leadership and coordination of all

scientific and technological activities, and of formulating policies, programs and

projects to support national development.

DOST Biliran, officially called Biliran Provincial Science and Technology

Center (DOST Biliran-PSTC), is one of the six provincial centers of the DOST-

Eastern Visayas located inside the campus of Naval State University. As we

commence the work immersion on February 6, little did we know that an exciting

adventure was about to begin. A journey that would make us realize that science

is not a mere concept taught inside a classroom and make us gaze in

amazement how these scientific concepts are applied in the world.

Initially, we were oriented with the nature and mandate of the institution, as

well as the staff who would function as our advisers and supervisors as we

initiated our training. Furthermore, our work environment had become

comfortable with the friendly, approachable and cheerful nature of the staff which

was essential for us to effectively absorb all the knowledge and acquaint

ourselves with the work of DOST personnel.

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As we progressed and became acquainted with the work and processes in

the DOST, we were assigned to make a variety of reports, such as Technology

Needs Assessment (TNA), Yolanda Recovery and Rehabilitation Program

(YRRP) Monitoring and even a Small Enterprise Technology Upgrading Program

(Setup) Project Proposal. But the most exciting part of our work immersion was

the “travels.” Going to different towns and barangays around Biliran was a

delightful experience for us not just because we saw the beauty of this island

dubbed as “Undiscovered Paradise,” but also since we have learned new

techniques on how to handle businesses and technologies that are being used to

help local enterprises grow.

We were introduced to new experiences and tried new products from DOST -

assisted projects. We have also learned about the concept of Project

Deployment of Early Warning System for Disaster-Prone Areas. The project is

undertaken in cooperation with the Advanced Science and Technology Institute;

the Philippine Atmospheric, Geophysical and Astronomical Services

Administration; and the DOST regional offices, and its role in mitigating the

impacts of disasters in the province.

We visited the different installation of hydro-meteorological devices, such as

the automated rain gauge (ARG) in Barangay Talustusan, Naval, Biliran. ARG is

an instrument used by meteorologists to gather and measure the amount of liquid

precipitation over a set period of time. We have also visited the Water Level
 24

Monitoring System (WLMS) installed at Pitogohan Bridge in Almeria. The

instrument is essential in monitoring the rate of change of water level of the river

where it is installed.

Moreover, we have also visited the early warning device installed in

Barangay Santo Niño in Naval, which functions as a receiver of data from the

WLMS on Caraycaray Bridge. It issues a particular warning level to alert all

nearby areas in cases of an impending flood.

In Barangay Villaconsuelo in Naval, we were introduced to a YRRP Project,

the Coconut Sugar Processing Facility. The primary raw material of making this

coconut sugar is the collected coconut sap, which is heated and stirred

continuously until it solidifies and powdered. This is considered a healthy sugar

because it has low glycemic index and is preferable for persons with diabetes.

One of our most challenging travel was when we held a TNA of the Eces

Compunix Center in Biliran town. We were assigned to interview the supervisor

of the business and gather the information to accomplish the specific task

assigned to us: to contribute in formulating a Setup project proposal. Setup is

DOST’s program that helps micro, small and medium enterprises to adopt

technology innovations to improve their business.

Another travel engagement brought us to Culaba town to visit another YRRP

Project, the Fish Processing Facility. We have found out that the area designated

for the installation of the fish dryer that is part of the facility to be established
 25

must be cleared as soon as possible because the project is among those YRRP

projects scheduled for assessment by the National Economic Development

Authority regional inspection group. Though the travels are sometimes

exhausting, we really enjoyed them along with DOST personnel. We have

learned how technological and scientific concepts are applied in the real world—

all for the convenience of humankind. As the quote says: “Experience is the best

teacher”, and nothing compares to the knowledge that it gave us.

According to Brady (2014) immersion is important let me throw out the

year 1986. Feel free to picture your big hair and acid-washed jeans as you sat in

Spanish, French, German, or Latin class. Now try to remember the class itself.

Most likely, it was an uninspiring combination of translating boring sentences out

of a textbook, endless rote verb conjugations taken out of any meaningful

context, and, if you were lucky, the occasional filmstrip of some far away land.

Your confidence would soar after receiving an ‘A’ in Spanish IV Honors and

being elected Vice President of the Spanish National Honor Society. Then, on

your first visit to a Spanish-speaking country, you were served a generous dose

of humble pie. Despite all your exemplary grades and accolades, you found

yourself unable to understand or say even the most basic of things. Maybe this

was only my high school language experience, but I doubt it! Thankfully, like

those acid-washed jeans, the “memorize and translate” style of language

 26

learning is a thing of the past. Today’s language classes are built around the

concept of immersion.

Linguistic pioneers, such as Noam Chomsky and Stephen Krashen, led

the way for immersion instruction. Using their research findings on how language

is acquired, Chomsky, Krashen, and others in their field challenged the traditional

ways of teaching language in the classroom. Krashen’s theory of second

language acquisition posits that true ‘acquisition’ is the product of a subconscious

process similar to that in which children undergo when they acquire their first

language. When young children acquire language naturally, they do so by

reading stories, singing songs, repeating daily routines immersed in a rich

linguistic setting, trying language and getting corrected (--“Mommy, I runned so

fast!” –“Oh wonderful Johnny, you ran so fast!”), and simply by being an active

participant in an all-around barrage of language in context. Exposure, risk-taking,

repetition, and continual practice and correction are the components of natural

language acquisition in children. As language teachers, we can never perfectly

replicate these ingredients due to the constraints of time and context.

Nevertheless, by mimicking the way children learn language in an as authentic

as possible environment, we create a much more valuable experience for today's

learners.

Widespread implementation of the “communicative approach,” a

byproduct of Chomsky and Krashen’s research, also assisted in transforming the

 27

language classroom into one based on immersion theory. The communicative

approach encouraged teachers to elicit spontaneous, non-memorized responses

from the students in the target language by offering a simple question, prompt,

task, or visual. In addition, routine use of “information gap” activities, where the

student must process a scenario and then use his or her language skills to find

missing information or solve a problem, instantly changed the classroom dynamic

from a teacher-centered environment to that of a student-centered one.

Requiring the students to take an active, highly engaged role in language

production, rather than a passive one, dramatically changed language

instruction-- and thus language acquisition-- for the better. By having to

negotiate for meaning and relevance, the students must apply their grammar

rules and vocabulary in a non-rote, creative manner, providing them with a much

more profound understanding of the content.

In an immersion classroom here at PRS, teachers use an extensive (and

typically quite entertaining) array of techniques to best encourage, initiate, and

cultivate language acquisition in our students. On any given day, you can find our

language teachers acting or using art to illustrate meaning without resorting to

English translations, playing immersion games where students must solve tasks

or find meaning, overseeing role-plays, or showing music videos and other

authentic clips, just to name a few of our tried and true activities. Without diving

into the details behind our linguistic buzzwords like "comprehensible input",
 28

"manageable chunks", "the affective filter" and "i + 1", rest assured that our

students are hard at work practicing their budding language skills and working

their way down that oh-so-elusive path toward fluency.

As language teachers who practice immersion instruction, we can attest

that speaking, listening, reading, and writing in the target language, within a rich,

yet controlled, thematic context of vocabulary and culture-- and asking our

students to do the same-- reaps enormous, long-term benefits. The future’s so

bright for our PRS language students.

According to the study of Bersamina, Mills & Plante (2007) the following a

college-based service learning immersion trip, immersion participants reported

better coping with stress in their lives and a stronger sense of vocation relative to

students who did not participate in an immersion trip.

In addition, our results yielded interesting results regarding the ways in

which an immersion trip impacts men and woman differently. Results suggest

that better coping after immersion trips was especially true for males. While

males experienced greater benefits when examining coping with stress, no

significant gender difference was observed for vocational identity.

While post measures of vocational identity suggest an increase for

immersion participants, our follow-up measures yielded no such significance

between groups. A possible explanation for this finding is that discerning one’s
 29

vocation is an involved and ongoing process and that some of the vocational

benefits might disappear over time.

However, many students choose to go on multiple immersion trips during

their time in college. It would be important to examine how a person’s vocation

identity is affected in the long term after participating in multiple immersion trips

during different phases of their college career.

Further research might seek to examine the benefits of experiencing a

more traditional spring break relative to an alternative immersion spring break.

Future research should use larger samples from multiple universities and

investigate more detailed elements of coping and vocational discernment. This

study perhaps represents a first step in examining the possible psychological and

vocational advantages of service learning immersion trips.

According to the study of Alipour (2009) any organization that wants to

succeed, and to continue to succeed, has to maintain workforce consisting of

people who are willing to learn and develop continuously. Training and

developing human capital is tremendously important in the effective management

and maintenance of a skilled workforce. Training is one of the ways of improving

organization’s effectiveness. In order to implement right training methods,

organization should be aware of the training methods and their effectiveness.

Study provides conceptual framework of determining which methods to use when

developing training program. Training is widely understood as communication

 30

directed at a defined population for the purpose of developing skills, modifying

behavior, and increasing competence. Generally, training focuses exclusively on

what needs to be known. Education is a longer-term process that incorporates

the goals of training and explains why certain information must be known.

Education emphasizes the scientific foundation of the material presented. Both

training and education induce learning, a process that modifies knowledge and

behavior through teaching and experience. The research model described here

pertains to both training and education. Therefore, in this document, “training”

refers to both processes.

Training methods could be classified as cognitive and behavioral approaches.

Cognitive methods provide verbal or written information, demonstrate

relationships among concepts, or provide the rules for how to do something.

These types of methods can also be called as off the job training methods. On

the other hand, behavioral methods allow trainee to practice behavior in real or

simulated fashion. They stimulate learning through behavior which is best for skill

development and attitude change. These methods can be called as on-the-job

training methods. Thus; either behavioral or cognitive learning methods can

effectively be used to change attitudes, though they do so through different

means. Cognitive methods are best for knowledge development and behavioral

methods for skills.

 31

The decision about what approach to take to training depends on several

factors that include the amount of funding available for training, specificity and

complexity of the knowledge and skills needed, timeliness of training needed,

and the capacity and motivation of the learner. To be effective, training method

should; motivate the trainee to improve his or her performance, clearly

demonstrate desired skills, provide an opportunity for active participation by the

trainee, provide an opportunity to practice, provide timely feedback on the

trainee’s performance, provide some means for reinforcement while the trainee

learns, be structured from simple to complex tasks, be adaptable to specific

problems, encourage positive transfer from training to the job.

The purpose of the on-the-job training session is to provide employee with

task-specific knowledge and skills in work area. The knowledge and skills

presented during on-the-job are directly related to job requirements. Job

instruction technique, job rotation, coaching and apprenticeship training are the

common forms of on-the job training methods. Job instruction training is a

structured approach to training, which requires trainees to proceed through a

series of steps in sequential pattern. The technique uses behavioral strategy with

a focus on skill development, but there are usually some factual and procedural

knowledge objectives as well. This type of training is good for task oriented

duties such as operating equipment.

 32

Coaching is the process of one-on-one guidance and instruction to

improve knowledge, skills and work performance. Coaching is becoming a very

popular means of development, and often includes working one-on-one with the

learner to conduct a needs assessment, set major goals to accomplish, develop

an action plan, and support the learner to accomplish the plan. The learner drives

these activities and the coach provides continuing feedback and support. Usually

coaching is directed at employees with performance deficiencies, but also used

as a motivational tool for those performing well. Coaching methods solve precise

problems such as communication, time management and social skills.

Training is a substantial organizational investment getting a satisfactory

return on investment means linking the training function and activities to the

company’s overall business activity. The investment in people, both in developing

and maintaining the appropriate skills, is vital part of the organization’s strategy

for the future. Like any investment, investment in training should produce an

effective and measurable payback. Effective training enhances the knowledge,

skills, attitudes and behavior of people and hence their performance. The

improved performance of individuals leads directly to profit. Such a payback can

be rapid and significant, yet it is rarely measured or presented in financial terms.

If an organization wants highly motivated, up to date, creative and productive

workforce, they need to start and build a strategy for the future.
 33

This strategy has to recognize that corporate performance is totally

dependent upon the performance of the organization’s people. This leads to a

clear commitment to invest in these people through training. The results of this

study showed that on the job training has positive affect on managers’ creativity,

achieving organizational objectives, economical benefits. With such advantages

that training dedicates to organizations, any organization those have high

ambitions, have to conduct such training for achieving those benefits.

Organization which implements training gives emphasis on; what

percentage of employees have individual challenge, growth and learning plans,

the number of hours of training that the average worker gets each year. A

training program is not complete until you have evaluated methods and results. A

key to obtaining consistent success with training programs is to have a

systematic approach to measurement and evaluation.

According to the study of Elnaga and Imran (2013) training is a necessity

in the workplace. Without it, employees don't have a firm grasp on their

responsibilities or duties .Employee training refers to programs that provide

workers with information, new skills, or professional development opportunities.

Employee is a blood stream of any business. The accomplishment or disaster of

the firm depends on its employee performance. Hence, top management realized

the importance of investing in training and development for the sake of improving

employee performance. This conceptual paper aimed at studying the effect of

 34

training on employee performance and to provide suggestion as to how firm can

improve its employee performance through effective training programs.

This study begins from the realization of the need to effectively administer

the effect of training on employee performance. Training is a systematic process

to enhance employee’s skill, knowledge and competency, necessary to perform

effectively on job. Overall, training impacts organizational competitiveness,

revenue and performance. Unfortunately, the majority of governmental, private

organization and international organizations are not recognizing the importance

of training to increase their employee's productivity and when the economy slows

or when profits decline, many organizations first seek cuts in their training

budgets. This will leads to high job turnover then increase the cost to hire new

employees which low down the organizational profitability.

This study in hand chiefly focuses on the role of training in enhancing the

performance of the employees. Training plays vital role in the building of

competencies of new as well as current employees to perform their job in an

effective way. It also prepares employees to hold future position in an

organization with full capabilities and helps to overcome the deficiencies in any

job related area. Training is considered as that sort of investment by the firm that

not only bring high return on investment but also supports to achieve competitive

advantage.
 35

Employees referred as the rare, non-imitable and valuable resource of the

firm and the success or failure of any business mainly relies on its employees

performance. Thus, organizations realizing the fact are willing to invest in training

programs for the development of their employees. Effective training is considered

to be a key factor for improved performance; as it can enhance the level of

employee and firm competency. It supports to fill the gap between what

performance if required and what performance is happening, i.e. gap between

desired performance and actual employee performance. Training need referred

to any deficit in performance, which can be relieved by appropriate training.

There are different methods of overcoming deficiencies in employee performance

on job, and training is one of them. Particularly training develops skills,

competency, and ability and ultimately improves employee performance and

organizational productivity.

Training programs is the stimulant that workers require to improve their

performance and capabilities, which consequently increase organizational

productivity. Therefore, training should be designed on the basis of firm specific

needs and objectives. Effective training is the thoughtful intervention designed at

attaining the learning necessary for upgraded employee performance. The

research affirmed the proposition that training has a positive impact on employee

performance.
 36

According to the study of Blake et. al (2008) this study offers implications

for both company managers and public officials hoping to promote the use of on-

the-job training for public purposes. Overall, our work confirmed that for on-the-

job training to be effective it needs to be carefully structured, must contain

specific exercises related to and occurring in the actual work environment, and

must have trained trainers and some predictable scheduling. The introduction of

public dollars into the mix adds more complexity and additional stakeholders. Our

research leads to three key implications for public officials.

First, OJT does have enough potential added value to warrant

subsidisation with public or quasi-public dollars. Interviews with managers and

trainees uncovered numerous examples of specific instances in which

employees performed better as a direct result of the ETP SOST training. The

overall feeling, although not unanimous, was that trainees were significantly more

effective workers as a result of the training. Our findings support previous

research showing that OJT can be a powerful training intervention, particularly for

production workers who may have limited formal education. The effectiveness of

OJT cannot be assumed, however. We did observe SOST that did not appear

effective and we observed some SOST whose effectiveness was difficult to

estimate due to lack of structure. If the experiences are not carefully designed

and managed, they frequently add up to little more than routine supervision.
 37

Secondly, it is harder for a public agency to manage OJT than traditional

classroom training. Classroom training is a familiar model that takes place in a

single location, on a schedule, usually with a set curriculum, an easily-observed

trainer and an identifiable population of trainees. This makes classroom training

relatively easy, though by no means cost-free, to observe and regulate. OJT, on

the other hand, takes place in the workplace in many different contexts and may

be delivered on a highly variable schedule to individuals or to small groups. Thus,

OJT has a greater potential for the misuse of public funds than traditional

classroom training. A company may not be too concerned if its own training

dollars are subsidising routine supervision, since a company training dollar is no

different than a managerial dollar when it comes to viewing the bottom line of the

income statement. However, state policymakers certainly do need to be

concerned if state training dollars are paying for business-as-usual.

Agencies that fund OJT need to recognize that monitoring costs are likely

to be higher than for more traditional state-supported training programs and that

different monitoring strategies will be necessary. For example, certification of

trainee learning is more difficult in OJT due to the inherently hands-on nature of

the learning and due to idiosyncracies of the various workplace settings in which

the training occurs. Whereas it is possible to design a low-cost test to certify

learning across hundreds or even thousands of classroom trainees, testing for

skill mastery resulting from OJT generally must be more customised, often
 38

requiring a human expert as judge. Certifying skill attainment is therefore much

more complex in SOST and far more costly. In addition, certifying competencies

has the effect of helping trainees capture more of the benefits of training by

enabling them to better compete in labor markets – a good result for individuals,

but one that would reduce organizations’ willingness-to-pay. Therefore,

organizations may not desire to certify the competency of trainees following OJT.

For a public or quasi-public agency financially supporting training efforts,

however, certification helps accomplish an accountability objective.

Thirdly, OJT that is carefully structured is both higher quality and easier to

monitor. Our results support earlier research that found OJT that is informal and

ad hoc is not nearly as effective as training that is carefully structured and

planned. Table V shows the four additional characteristics of good structured

OJT that is acceptable under government-funded programs. The five

characteristics of effective OJT programs described by Jacobs & Jones (1995)

give excellent guidance for OJT in general, but those five characteristics were not

intended to be sufficient for OJT supported with state funds. Our data collection

methods have provided rich insights into the complex SOST picture; we have

concluded that public agencies should require this additional degree of structure

before granting public subsidy.

Ensuring that training has the recommended structure helps increase the

likelihood that training will be effective and also creates training, which is easier
 39

to observe and monitor. Thus, ensuring the presence of structure in OJT helps

protect the public’s investment in training. While our study was specifically aimed

at understanding implications for public policy makers, our research offers two

key implications for private-sector managers. First, our quantitative analyses

found clearly that company managers view OJT trainees’ potential for

advancement in the company as being higher when they get prompt formal

feedback from their immediate supervisors on their use of the skills.

When employers choose training agencies and skill practice opportunities

that are removed from the work context, employees do not find increased

opportunity in either the internal or external labor markets. This empirical finding

is consistent with previous models of effective OJT, which suggest that training

should be highly customize to the individual’s particular work context. We do not

know of previous research that has found empirical evidence that could support

or refute this finding.

According Lozada (2017) with all the aspects involved like economics,

health and education, our country has been experiencing big changes lately. For

they say that change is only the constant thing in the world.

In terms of education, the Philippine educational system has been

developed to provide the learner’s the best. It happened the moment we changed

our own curriculum system from the basic form to widely use one – the K-12
 40

curriculum. And just recently, the Department of Education (DepEd) has released

the guidelines for the conduct of work immersion activities for senior high school

students in the country.

Work immersion is a key feature in the Senior High School curriculum

(SHS) and refers to the part of that consists of 80 hours of hands-on experience

or work simulation which Grades 11 and 12 students will undergo to expose them

to the actual workplace setting and to enrich the competencies provided by the

school under the supervision of the School Head and the designated personnel

of the Partner. Work immersion is the counterpart of the internship programs in

the tertiary level.

The said learning experience that the students can get from it which can

range from 80 to 320 hours will surely enable and help students as they

familiarize themselves with the workplace thus experience workplace simulation

and apply their competencies in areas of specialization. The completion of work

immersion is a prerequisite to graduation under the K-12 program. This is a first

rate on the part of DepEd, since young people like to explore and to connect with

the people, this work immersion will provide them to acquire relevant skills by

performing in actual work setting.

The importance of work immersion must be seen as vital point of giving

students a venue to improve themselves through experiencing real stuff

firsthand. This is the very highlight of the Senior High School program. It helps
 41

students to acquire knowledge and experience that can help them grow as

professional individuals.

Experience is considered to be one of life’s greatest teachers. As trainees

they can use it as an inspiration as they gain expertise in their respective fields.

This experience will surely help them not only for their present job as a student

but also for their future job as a professional employee of this society.

Disadvantage and Advantage of Work Immersion

According to Lopez (2018) the K- to- 12 program has equipped the

students with the values, knowledge and skills that the industries need. Strong

partnership with different industries would also enable graduates to strike a

balance between theory and practice.

Work immersion program is the idea presented by the Department of

Education. It is a feature in the Senior High School curriculum (SHS) and refers

to the part of that consists of 80 hours of hands- on experience or work

simulation which the Grades 11 and 12 students will undergo to expose them to

the actual workplace setting and to enrich the competencies provided by the

school under the supervision of the School Head and the designated personnel

of the Partner.

Work immersion is based on DepEd Order no. 30 series 2017 or

otherwise known as “the Guidelines for Work Immersion.” In this students are
 42

required a minimum of 80 hours of work immersion. The agency also pointed out

that under the law, someone below 18 but older than 15 years old must spend

maximum of 40 hours per week and no more than 8 hours per day during work

immersion. And to tackle more deeply what this work immersion is, let’s talk

about some of the advantages and disadvantages of this program.

One of the advantages of work immersion is that this serves as the

internship program of the students who are soon will be stepping up in college.

Internship program is considered to be one of the most effective ways to

enhance students’ skills in their chosen field of specialization. The said learning

experience that the students can get from it which can range from 80-320 hours

will surely enable and help students as they familiarize themselves with the

workplace thus experience workplace simulation and apply their competencies in

areas of specialization.

According to the study of Rifol (2016) in the approved latest draft of the

Senior High School (SHS) curriculum, students that choose to take the

Technical-Vocational-Livelihood and the Arts and Sports tracks are expected to

spend 1,404 hours outside campus, doing “Immersion.” This total is divided into

four. In the first half or semester of Grade 11, the student will spend 270 hours in

a company, field, organization, or other workplace. In the second half or

semester of Grade 11, s/he will spend another 270 hours. In the first half or

semester of Grade 12, s/he will do 324 hours. In the final half or semester of
 43

Grade 12, the student will spend practically all the time (or 540 hours) outside

campus (except for a few monitoring or processing sessions on campus). In

effect, for much of three-fourths of his or her time and for a whole fourth of his or

her time in SHS, the student becomes a de facto full-time employee or worker in

a work place. Our country has had a lot of experience with on-the-job training

(OJT) programs on the collegiate level. Unfortunately, many (if not most) college

OJT students are assigned only to insignificant jobs in a company (answering the

phone, making photocopies, making coffee – that sort of thing). Rarely are OJT

student sex pected to produce the same products that regular employees

produce. Career guidance and counselling immersion can be used as a

facilitative tool for career counselling for students, especially those in

professional courses. By placing them in a real-world work scenario, it gives

them an opportunity to explore the kind of tasks and activities they would like to

do. IMMERSION also matches the candidate’s profile with a list of occupations,

which can be used as a reference point for exploring opportunities. Career

development and internal mobility immersion highlights individuals’ self-

awareness and provides a deeper understanding of their interests and strengths

in a work environment. It guides an individual's career choices by matching their

interests and personality with various job profiles. People’s development within a

company and encourage those who are looking for growth and change
 44

According to the study of Schreiber (2012) immersion trips are presumed

to afford lay teacher-leaders important formative experience in constructing

meaning and further exploring one’s vocation. In this changing environment,

Jesuit schools attempt to support, nurture, and grow the calling of lay teacher-

leaders to own the mission and values of Jesuit education so it is available to

future generations. Calling language does not understand a life’s work as solely

for the individual’s benefit but as a benefit for a worldwide community in need.

For this reason there is a need to know the impact that exposure to a least

developed country has on lay teacher-leader’s sense of his or her vocation.

Some researchers call this component of vocational clarification as “socially-

engaged listening” (Neafsey, 2006). Because of the importance of social justice

in Jesuit education it is essential to consider immersion in an exploration of

vocation for lay teacher-leaders.

The purpose of this case study explores the impact of an immersion

experience to a least developed country on the vocation of lay teacher leaders in

American Jesuit High Schools. Nine lay teacher leaders engaged in a four stage

process of immersion from November 2009 to August 2010. The study employed

the conceptual framework of Edward Hahnenberg’s, “Awakening Vocation” to

develop a self-understanding of a lay teacher leader’s call. The writings of Paulo

Freire, Fredrick Buechner and Parker Palmer informed the study’s exploration of

vocation. Poetry from Mary Oliver and William Stafford functioned as a method
 45

for articulating a lay teacher leader’s vocation both before and after the

immersion to Dodoma Tanzania. The following themes were found to influence a

lay teacher leader’s vocation through an immersion experience: Reverence for

solitude, a unique process of self-discovery, motivation to work in an institution

with a mission of Men and Women for others, solidarity with the poor and

development of adaptability skills.

The immersion created an environment with a context developing from an

experience in Dodoma Tanzania for the nine lay teacher leaders. Emphasis on

the environment is critical to understanding the case study. The participants

spent the majority of their time at St. Peter Claver high school community on the

outskirts of the town Dodoma. This place looked and felt like a desert in the Wild

West with winds, sand and very little trees. The coldness of the night sky brought

a sense of environment to the case along with the habitation feeling like a

landscape resting on the horizon of meaning into the calling of the lay teacher

leader.

The impact of the immersion on the vocation expressed itself through

detailed interview responses to notable authors in the field of calling such as

William Wadsworth, Edward Hahnenberger and Parker Palmer. These nine lay

teacher leaders articulated a desire to continue relationships with people of

Tanzania in which produced beneficial mechanisms for relationships to develop

between schools and institutions. The researcher allowed the voice of the nine
 46

lay teacher leaders to speak a story that reverenced solitude, prayer and

reflection during the immersion process. The value of these practices invited lay

teacher leaders in Jesuit High School a window into their meaning making. A

calling expresses itself from within and will continue to unfold for these nine lay

teacher leaders in Jesuit High Schools.

Synthesis

According to Carlos (2018) the Enhanced Basic Education Act of 2013

stipulates that two (2) more years in high school shall be added, hence the

creation of senior high school. The Act is geared towards enhancing further the

skills and knowledge of students for them to be well equipped in facing the

challenges that lay ahead, whether in pursuing higher studies in college or in

entering the very competitive employment field. Work immersion help to

enhance the skill and knowledge of the Grade 12 students’ because in the

students experiencing the real work place and they can decide on what career

they choose in college. The importance of work immersion must be seen as vital

point of giving students a venue to improve themselves through experiencing real

stuff firsthand. This is the very highlight of the Senior High School program. It

helps students to acquire knowledge and experience that can help them grow as

professional individuals Fortune (2015). Lopez (2018) stated that one of the

advantages of work immersion is that this serves as the internship program of the
 47

students who are soon will be stepping up in college. Internship program is

considered to be one of the most effective ways to enhance students’ skills in

their chosen field of specialization. The said learning experience that the

students can get from it which can range from 80-320 hours will surely enable

and help students as they familiarize themselves with the workplace thus

experience workplace simulation and apply their competencies in areas of

specialization.
48
 49

CHAPTER IIII

METHODOLOGY

This chapter includes the research methodology of thee desertion. In more

details in this part the researchers outlines the research design, research

sample, research locale, research instrument, data gathering procedure, and

statistical treatment.

Research Design

The researchers will employ the descriptive-qualitative method of research

and uses survey method through the use of questionnaire to collect the

descriptive data. The descriptive method was used in finding facts with adequate

interpretation method and the meaning of data collected from the point of view of

the objective.

Research Locale

The study will be conducted in Brgy. Ipilan Tayabas City, the survey will take

place at Luis Palad Integrated High School. Since, the school is already

implements the immersion program at their institution. Also, it is a big help for the

researcher because the school is accessible and convenient in terms of giving

the questionnaires to his respondents and retrieving the data. Also, the
 50

respondents are Grade 12 students its to easy to identify what are the influence

of work immersion in their knowledge and skills because they already undertaken

the work immersion.

Research Sample

The participants of this study is limited only to the Grade 12 student who

are currently enrolled in Luis Palad Integrated High School since Luis Palad

Integrated High School offer the Senior High School and they already finish the

work immersion. Involve in this study were total of 50 participants 50 students

from Humanities and Social Science (HUMSS), 50 students from Accountancy

and Business Management (ABM), Science Engineering Mathematics (STEM),

and 30 students General Academic Strand (GAS) with the total of 180 students.

The participants is selected through random sampling and the researchers

through the use of Slovin’s Formula.

Research Instrument

In order to gather information on the strategies, a survey questionnaire will

be developed by the researchers. The researchers’ instrument will be adopted to

the previous study of Erols (2018). The results and contributions of the impact of

work immersion in enhancing the skills and abilities of the students, the

researchers utilized questionnaire guide as a research instrument.

 51

Data Gathering Procedure

The researchers will seek permission to the research adviser to conduct the

study. After that, the researchers will make a letter to the school where the

researchers will conduct the study. The letter was assigned by the researchers

and was noted by the research adviser. After the letter was approved by the

teachers the researchers signed it off individually. Then, the researchers will give

a brief introduction to the respondent regarding to the topic and they were offered

to answer it honestly. After that researchers will give the questionnaire to the

respondents with the guide questions the researchers will proceed to the survey.

Statistical Treatment

The data were subjected to statistical treatment in order to help the

researcher interpret the results of the study.

To find out the distribution of the respondents according to the given

criteria in the statement of the problem, the percentage formula was used. The

formula is as follows:

f
P  x100
n
Where:
P = Percentage
F = Frequency of Respondents
N = Total Number of Respondents
 52

Weighted mean will be use to determine the influence of work immersion

in enhancing the knowledge and skills of grade twelve (12), Senior High School

students of Luis Palas Integrated High School S.Y. 2018 – 2019.

The formula below will be use:

Wm 
 fx
N
Where:

WM = Weighted Mean

F = Frequency of respondents

N = Total number of respondents

In order to arrive at a define verbal interpretation of result the following will

be utilized.
Scale Mean Range Verbal Description Code

4 3.51 – 4.00 Very Good VG

3 2.51 – 3.50 Good G

2 1.51 – 2.50 Fair F

1 1.00 – 1.50 Poor P

 53

References

Alipour, M.(2009). A study of on the job training effectiveness : Emperical

evidence of Iran . International journal of business and management.4

Bebida, Z. Y., Doria, D. L. & Zarsuelo, E. C. (2018). Senior high school

student’s research experience :A basis for skills improvement. Tayabas:
Luis Palad Integrated High School

Blake, D. et al (2008). An empirical study of the effectiveness of publicly -funded

structured on site training : Implications for policy and practices, Journal of
Education and Training, 56.3,387-408,DOI:10.1080/13636820400200261

Brady, M.(2014). Importance of immersion . Retrieved from

http://www.pacificridge.org/page/news-detailed?pk=707995

Castillo, R. (2015). Contributions of on-the-job training program to the

skills , personal qualities and competencies of tourism graduates.
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 56

QUESTIONNAIRE

Part I – Respondents’ Demographic Profile

Direction: this part bears information about you. Please check (/) the box that

corresponds to your answer.

Sex: Place of deployment:

MALE FEMALE Bank

Government

School

HUMSS ABM STEM GAS

Course Preferences in college

_____________________________

Part II – The listed below are statements which are designed to determine the

problems encountered by the students during their work immersion.

Direction: you are requested to give your honest answer. Please read the

questions carefully and check (/) the box that corresponds to your answer.
 57

Legend:

4 3 2 1
Very Good Good Fair Poor

A. Knowledge 4 3 2 1
1. Understanding Work Immersion
1.1 Understanding the work ethics
1.2 Understanding the work immersion rules and
regulation
1.3 Understanding the workplace and
responsibilities
1.4 Knowing the work ethics
1.5 Knowing the safety in the work place
2. Preparation of the required documents
2.1 Writing a resume
2.2 Filling out application forms
3. Job interview
4. Portfolio content
4.1 Accomplished forms
4.2 Pictures of work site and non-written output/
projects with caption
5.3 Illustrations of activities performed
5.4 Weekly diary (Narrative, Account of learnings
and achievements, issues faced and corresponding
resolutions
5.5 Sample written output
5.6 Work Immersion highlights (if any)
5.7 Other relevant pictures and documents
6. Reflecting on their work immersion experience
7. Participating in the exhibit that displays photos

or illustrations of the activities organized by the

teacher
B. Skills 4 3 2 1
1. Appreciating business processes by observing
and participating in safety/ production/
maintenance/ quality control/ quality assurance/
customer satisfaction/ housekeeping / hygiene and
others
1.1 Reporting to the company based on agreed
 58

timeframe
1.2 Receiving orientation from the company/
establishment on the nature of the business,
description of the product/ services, organizational
structure and rules and regulations
1.3 Participating in the activities of the different
offices that are responsible for the areas mentioned
above
1.4 Preparing a report on the activities performed
2. Applying Skills learned and proper values
acquired in school
2.1 Perform hands-on activities that are related to
the skill acquired in his/her chosen field of
specialization
2.2 Perform other required tasks based on the
agreement
Discussing his/her work immersion experience and
relates it it’s his/her specialization
3. Writing an updated resume taking into
consideration his experience while in the work
immersion venue