The Factors of

Having Poor

Performance in

Work Immersion
 INTRODUCTION

Rationale

“Proper Preparation Prevents Poor Performance” by Charlie Batch. According to

Erin L. Robinson, Immersion having one form of experiential education and has a great

utility in social work education. However, this is a limited research on student courses in

social work education. This work immersion is part of the Senior High School program pf

DepEd which the students need to hour 320 hours of hands-on experience or work

simulation and 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 partners. Immersion is done outside the campus. The

example of work immersion venue are office, factories, shops and project sites.

Some of the grade 12 students are having poor performance during work

immersion hours due to the sleep deprivation, lack of time management, doing household

chores during night time. These are some reason base on my observation during their

work immersion days.

Therefore, time management is the only thing because it is the process of planning

and conscious control of time spent on specific activities, especially to increase

effectiveness, efficiency, productivity. So that student who have work immersion it will

easily to them to do the school works, household chores, and work immersion. Having a

good time management allows you to accomplish more in a shorter period of time, which

leads to more free time, which let you take advantage of learning opportunities, lower

your stress, and helps you focus, which leads to more career success.
 As a researcher, I can help the respondents by encourage them to make the task

they will do during that time because it will cause stress, and it will affect the mental and

physical health.
Review Related Literature

This paper describes a study that evaluates fifteen-year-old Chilean students

Information and Communication Technology (ICT) skills. The paper presents an
operational definition of ICT skills, an instrument measuring these skills as well as the
students' results in the test. The definition of ICT skills used considers Chile's curricular
framework, functional and cognitive skills. Specifically, ICT skills were defined as the
capacity to solve problems of information, communication and knowledge in digital
environments. A performance-based assessment was designed in a virtual environment
to measure these skills. The analysis of the results showed that the majority of students
were able to solve tasks related to the use of information as consumers, i.e.,
approximately three quarters of the students were able to search for information and half
of them were also able to organize and manage digital information. Additionally, they
show that very few students were able to succeed in tasks related to the use of information
as producers, i.e., only one third of the students were able to develop their own ideas in
a digital environment and less than one fifth were able to refine digital information and
create a representation in a digital environment. Socioeconomic group, access, daily use
and confidence in doing ICT-related activities were all positively associated with higher
scores, showing the need to implement strategies to compensate this inequality, possibly
by explicitly defining these aims in the national curriculum.

(https://www.sciencedirect.com/science/article/pii/S0360131512000887)

The purpose of the study was to investigate Finnish elementary and high school
students’ skills and practices of using the new information and communication
technologies (ICT). Beliefs about the importance of ICT were also assessed. Five
hundred and fifteen students responded to a self-report questionnaire. The students
attended 25 schools that used ICT intensively and represented all provinces of Finland.
From the analysis, there emerged three factors that represented these students’
relationships to ICT. Characteristic of the first factor was a belief that computer supported
learning makes learning more meaningful and encourages one to make more efforts to
study. Self-reported competence in using ICT was strongly loaded on the second factor,
together with intensive reported use of ICT at home as well as networking with expert
cultures and coaching of other people to improve their ICT skills. The third factor
represented intensity of using ICT at school and appears to be determined more by the
availability of equipment and the extent to which ICT is used in the school than by a
student’s expertise in ICT.
(https://www.sciencedirect.com/science/article/pii/S0360131500000075)
 A survey was conducted among a sample of school guidance counselors in Metro
Manila, the Philippines, to determine their level of awareness, attitudes, and extent of
practice of ICT in the conduct of their work. The respondents showed a higher level of
awareness of communication technologies than of information technologies. They spent
an average of 1.2 h per day using a computer in the workplace. Most used ICT for writing
letters and reports, calling parents, and keeping records. Appraisal and counseling were
conducted frequently but these were done mainly using paper-based and face-to-face
methods respectively. Their primary sources of guidance-related information were print-
based, but a few also cited the Internet. The respondents had a positive attitude to the
use of ICT in guidance. They reported confidence and productivity in using ICT in their
work, while also reporting a need for further training. They also believed that ICT
proficiency should be a required skill for professional counselors. However, costs,
confidentiality, and security were important issues that the respondents identified as
needing to be addressed.

(https://link.springer.com/article/10.1007/s10447-010-9110-4)

Given their role in the current transformation of advanced economies, information

and communication technologies (ICTs) offer the promise of new business and
employment opportunities along with higher productivity gains, but also make new
demands on skills. OECD countries are thus confronted with the dual challenge of
ensuring that the growth of new industries and activities is not stifled by labour bottlenecks
and skill mismatches and that their population is equipped to master the basic IT skills
which these transformations require. Despite recent claims of a widespread IT worker
shortage, this study argues that although there is indeed some evidence of tightness in
labour markets for particular categories of IT workers, the main issue of concern for policy
makers and firms should be the gap between the skills of current and future IT workers
and those sought by firms.

(http://www.oecd-ilibrary.org/science-and-technology/ict-skills-and-employment_110542373678)
 Statement of the Problem

This investigation aims the reason of having poor performance in Senior High

School Students and to know what would be the effect in their work immersion. This

research sought to answer the following question:

1.
Signification of the Study

The following entities will benefit from this study are students, parents, teacher,

and future researcher:

Students- through the help with this research the student will be able to know what will

be the factors of having poor performance.

Parents- through this study the parents will be know what will be the cause if they give a

lot to do things in the son/daughter during work immersion hours.

Teachers- through this study, teacher will be able to know what the factors that can affect

during work immersion are.

Future Researchers- through this study the future researcher will serve this as a guide

in their research.
Definition of Terms

Performance- The definition of poor performance varies. Poor performance

typically means not doing as well as required or doing less than a person is capable of.

Work Immersion- It is a work simulation, or how other students in their comfort

called it as “OJT” that consists of 80 hours basic time allotment up to 320 hours maximum

time for grades 11 and 12 students.