Synthesis New Post Immersion

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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Education and training systems have a key role to play in ensuring
that opportunities are provided for all individuals to develop their skills
continually in a lifelong learning perspective, enabling them to adapt to
rapidly changing labor market requirements and conditions. Training and
labor market policy makers decide on the configuration of education and
training system, employment policies and investments. Training institutions
decide on the type and content of the training courses to be delivered.
Individuals and their families decide on their own education and training,
while employers take decision on how to enhance the skills of their workers.
For the better employability, the students must undergo in senior high
school.
Senior High School or SHS refers to the last two years of the K to 12
which have been implemented by the Department of education here in
the Philippines since 2012 namely grade 11 and 12. Students are now
required to choose their preferred senior high strands upon their entrance
and to begin studying the subjects that are going to introduce them to the
career path that they want to take. Work Immersion play a key role in
Effects of the Work Immersion to the Senior High School Graduates at Tanauan City College:
A Basis for Proposed of the Post-Immersion Activities
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declaring whether the students are competent enough in their learning. It
also helps the students to choose different courses in college or to apply
various jobs. In general, it is the total learning development of the students
in relation to knowledge, comprehensive, skill and transferring or learning
through application in a real situation.
Work Immersion is one of the courses requirements for graduation. A
Senior High School Students must undergo Work Immersion in an industry
that directly relates to the student’s postsecondary goal. Through Work
Immersion, the students are exposed to and become familiar with work-
related environment related to their field of specialization to enhance their
competence. Specifically, the students are able to; gain relevant and
practical industrial skills under the guidance of industry experts and workers;
appreciate the importance and application of the principles and theories
taught in school; enhance their technical knowledge and skills; enrich their
skills in communications and human relations; and develop good work
habits, attitudes, appreciation, and respect for work. These prepare them
to meet the needs and challenges of employment or higher education
after graduation.
Immersion focuses on education and its role in shaping the future of
the students in K to 12 Curriculum in response to global competitiveness
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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
must 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 a paramount importance in a multicultural society to succeed
and prosper in the future.
Immersions prepare the students for the real world by training them
how to work in a company and eventually excel in a specific career. The
school need to ensure that each student gain various competencies that
would have these future professionals ready for employment.
Mango (2018) stated that students will be competent to their
respective field of interest and will be skillful and knowledgeable enough to
help suffice the economic needs of the Philippines especially in the
manpower field. The government comes up to implementing Work
Immersion that would be conducted depending on what the learners’
purpose or needs. And before further discussing, he totally agrees of this
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stand for it will be one of the key practices on improving student
performance.
The transition from being student to be a part of working class could
be a challenge to new graduates. Therefore, on-the-job trainings and
immersions are provided by educational institutions to help prepare
students explore their chosen careers. Immersion is focuses on education
and its role in shaping the future of students in K to 12 curricula in response
to global competitiveness particularly in ASEAN Economic Community by
2015.
In the K to 12 basic education curricula, a Senior High School student
has undergone Work Immersion in an industry that directly relates to the
student’s postsecondary goal. Through this, the students are exposed to
become familiar with work-related environment to their field of
specialization in order to enhance their competence and to prepare them
to meet the needs and challenges of employment.
Initially, the students have undergone orientation on office mandate,
programs, functions, policies, processes and procedures in preparation for
their eventual assumption to simulate offices of the different divisions for
thirteen working days as part of their work immersion program.
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The program which lasted for 80 hours since February 1-3 is aimed to
enhance the students to gain relevant and practical industrial skills under
the guidance of industry experts and workers; to appreciate the
importance and application of the principles and theories taught in school,
to enhance their technical knowledge and skills in communications and
human relations, and to develop good work habits, attitudes, appreciation,
and respect for work.
The things mentioned above were all the reason why the researchers
chose this topic as their research study. They want to determine how work
immersion affects to the SHS graduates’ current status. Moreover, at the
end of this study, the result will be a great help when it comes to enhancing
the work immersion curriculum so it could be even better for future
purposes.
Theoretical Framework
The study will be anchored on the Social Learning Theory of Bandura
(1977) and Experiential Learning Theory of Kolbs (1984). These theories help
the researchers to reflect and understand the effects of work immersion to
the Senior High School Graduates at Tanauan City College.
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Based on Albert Bandura’s Social Learning Theory as cited from
Iroegbu (2015), which integrates behavioral and cognitive theory to create
a more comprehensive model that accounts to the learning experience
that occurs in the actual world.
The theory is mainly explained in to three (3) parts. First, the
Observation and Direct Experience which explains that behavior simply rely
on the human stimulus and reciprocal determinism. This notion implies that
an individual's behavior is influenced by the environment; the environment
is also influenced by the individual's behavior. Bandura simply explains it by
using the example of a child who plays violent video games will likely
influence their peers to play as well, which then encourages the child to
play more often.
Second is Modeling and Underlying Cognitive Processes which states
Social Learning Theory draws heavily on the concept of modeling and is
outline into 3 types of modeling stimulus (live models, verbal instruction,
symbolic). Live models are used by the person to demonstrate the desire of
behavior. Verbal instruction describes the desired behavior in detail and
instructs the participant in how to engage in the behavior and Symbolic
modeling which occurs by means of the media, including movies,
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television, Internet, literature, and radio. Stimuli can be either real or fictional
characters.
Lastly the Evolution and Cultural Intelligence states that the
cultural intelligence hypothesis argues that humans possess a set of specific
behaviors and skills that allow them to exchange information
culturally. These pivots on a model of human learning where social learning
is the key, and that human have selected for traits that maximize
opportunities for social learning. The theory creates on existing social theory
by suggesting that social learning abilities, like Bandura's cognitive
processes required for modeling, correlate with other forms of intelligence
and learning. Experiential learning theory differs from cognitive and
behavioral theories in that cognitive theories emphasis the role of mental
processes while behavioral theories ignore the possible role of subjective
experience in the learning process.
According to the Kolb’s Experiential Learning Theory (1984), this type
of learning can be defined as “the process whereby knowledge is created
through the transformation of experience. Knowledge results from the
combinations of grasping and transforming the experience.”
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It encourages the students to have first-hand experiences with the
materials rather than learning through someone else’s experience in
textbook or lecture. Students learn not to fear mistakes, but to value them.
Experiential learning is designed to engaged students’ emotions as well as
enhancing knowledge and skills.
The theories are related in the study for it dwells with the effect of
work immersion to the students specifically to those who graduated
already. Furthermore, the theory strongly reflects that in order to learn the
basic concepts, one should be able to experience what needs to be
learned.
Research Paradigm
In order to have better presentation of the variables included in the
research, a model which serves as the backbone of this study is expressed
in the conceptual paradigm below. The figure at the next page illustrates
the independent variable – dependent variable (IV – DV) model that will fit
to the ideas of the researchers.
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Independent Variable Dependent Variable
Effects of the work

Respondents’ immersion in terms
profile in terms of: of:
 Experience
 Current  Degree
Status subject
 General knowledge
Weighted and abilities
Average  Generic skills
 Emotional
intelligence
Figure 1. The Research Paradigm
Figure 1 shows the independent variable and dependent variable.
Wherein, the first box is the independent variable which is the profile of the
respondent in terms of general weighted average. While the second box is
dependent variable show the effects of work immersion in terms of:
Experience Degree subject knowledge and abilities, Generic skills and
Emotional intelligence and lastly the suggestion for work immersion.
The figure 1also shows the correlational research design to test if there
is a significant relationship about the independent variable and dependent
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variable. This will test the profile of the students and the current status to the
effects of the work immersion to the graduates of the Senior High School.
Statement of the Problem
This study aims in knowing the Effects of Work Immersion to the Senior
High School Graduates at Tanauan City College: A Basis for Proposed of
the Post-Immersion Activities A. Y.2017-2018 and 2018 – 2019. Especially it
will answer the following questions:
1. What is the profile of respondents in terms of:
1.1. Current status; and
1.2. General weighted average?
2. To what extent is the effect of the work immersion program to
the graduates in terms of:
2.1. Experience;
2.2. Degree subject knowledge, skills and abilities;
2.3. Generic skills; and
2.4. Emotional intelligence?
3. What is the relationship between the senior high school’s profile
and the effects of the work immersion?
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4. Based on the findings of the study, what activity will be
proposed for the students to realize the post immersion has an
effect with their profile?
Hypothesis
There is no significant relationship between the senior high school
graduates’ profile and the effects of the work immersion.
Significance of the Study
The researchers of this study made a substantial contribution are
beneficial to the following:
Office of the Student Affairs (OSA) - It can be their guide to provide
trainings and seminars to find a better and appropriate learning
environment in work immersion.
Teachers - The findings of the study will likewise be useful as the
teacher will know what the knowledge and skills of students and what
programs are is fitted for them.
Work Immersion Coordinator. Through this study, the coordinators will
be able to develop and to implement better work immersion curriculum.
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Senior High School Students. The findings of the study will have great
benefits to the students. This is to enhance their knowledge and skills that
will help them to the near future. It will give them a motivation to strive for
excellent performance not only in academic performance and workplace
but also in a real-world situation.
Future Researchers. It provides them information about what is the
impact of work immersion in enhancing the student’s knowledge and skills
related with their concerns.
The outcome of the study is beneficial to the present researchers, in
providing them the information a basis for enhancement of Work Immersion
Curriculum at Tanauan City College.
Scope and Limitation
The focus of the study is only limited to those who already took and
have experiences on Work Immersion. This study also focused on the profile
of the students according to their current’s status and general weighted
average. Also, it will answer the effect of work immersion in terms of
experience, degree subject knowledge and abilities, generic skills and
emotional intelligence. And so, with this, the study’s participants are the
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Tanauan City College SHS alumni of the previous academic year 2017-2018
and 2018-2019. This study will be conducted in Tanauan City College.
The results of the study will serve as a basis for proposed of the post-
immersion activities. Furthermore, this will also determine the effect of work
immersion to the current status of the SHS graduates.
Definition of Terms
For a clear understanding of this study, the following terms are
conceptually and operationally defined.
Curriculum. It is a subject comprising a course of study in a school or
college.
Degree subject Knowledge. It refers to the body of knowledge and
information that the teachers teach and that students are expected to
learn in each subject or content area.
Emotional Intelligence. It is the capacity to be aware of control and
express one’s emotions and handle interpersonal relationship judiciously
and empathetically.
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Generic Skills. It is a skill which can be applied across a variety of
subject domains and takes longer to acquire than dominant-dependent
skills.
Immersion. It is an instruction based on extensive exposure to
surroundings or conditions that are native or pertinent to the object of study
and refers to the program that letting the students experience the actual
work scenario.
Post-immersion. It refers to the experience that an individual have
taken on a designated job.
Strand. It is an academic profession in K-12 program. It is a non-
specific course but has a relative and connected skill in choosing course in
college. This also defined as the program taken by the respondents in the
present study.
Training. A process by which someone is taught the skills that are
needed for a profession or job.
Vocational education. It is education that prepares people to work
as technician or a various job such as a trade or a craft.
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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 foundation.
Work Immersion Curriculum. It consists of 80 hours of hands-on
experience work simulation which grade 11 and 12 students will undergo to
exposure them to actual workplace setting and to enrich competencies.
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Chapter 2
A REVIEW OF RELATED LITERATURE AND STUDIES
This chapter, the study describes the part of the main problem, its
present situation and its variables through related printed and unprinted
materials such as books, journals, the internet, and other studies that are
relevant to this study. All materials have provided the researchers further
understanding in establishing the framework and methodology for this
study. The review includes: The Senior High School; Effects of Work
immersion in terms of experience; Degree subject knowledge; skills and
abilities; Generic Skills; and emotional intelligence.
The Senior High School
Based on the study of Montemayor (2018), despite many challenges,
the two-year implementation of the senior high school in the country has
exceeded the expectations of the Department of Education. One of the
SHS requirement for graduation is OJT or work immersion. Its aim is to provide
them skills they will need as they become part of the labor force. However,
the DepEd noted it still needs strengthen its collaboration with the
community and private sector to improve on the alignment of education
with the companies’ employment requirements.
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In the article of Llego (2019) the senior high school students needed
to follow the guidelines of work immersion program according to DepEd
order no.30, s.2017 guidelines for work immersion. The TVL or the Technical-
Vocational-Livelihood learners are required to complete their competency
before going their work immersion. The DepEd is also concerned for the
health, financial and learnings for the students. That is why lots of
requirements to follow by the students.
According to the study of Tagunicar (2017) As cited to the article
Diwa, said that the senior high school students must have unique work
immersion experience. The senior high school students all over the
Philippines now have opportunity to be trained under a business simulation
program that is used by most Swiss and German school across Europe and
south America. Senior high school students are engaging with technology
in their work place aligned to the 21st century learners of education.
According to Monceda (2019), senior high school strand has the
Technical-Vocational course wherein it requires training opportunity to
prepare students and other clients for employment. In accordance to
Republic Act 7796. It also addresses the skills training requirements of those
who are already in the labor market and would need to upgrade or
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develop new competency to enhance employability and improve
productivity.
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
According to Magno (2018), students will be competent on their
chosen field because they will be able to experience the field of the track
they chose to. They would be skillful and knowledgeable in meeting the
economic needs of our country. In support to the abovementioned study,
Trade Congress of the Philippines (2015) stated that immersion should be
accomplished outside the school premise. This defines as “Workplace
Immersion Venue.”
Moreover, YKS (2018), mentioned that students will be able to learn
work ethics, will gain intelligence about work safety in the area, rights, duties
and responsibilities. Through this, they will be able to acquire the most
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effective way to resolve conflicts among the co-workers. At the same time,
through work immersion, they will no longer find the workplace hard as they
move up to the real-life work situations.
According to Cabrillas (2018), Senior High School’s work immersion
must have an agreement with the institution who provide trainings and to
the school. They are advised by work immersion coordinators which
supervise them with the workplace. These coordinators are responsible for
training foe the students and have a safe working environment for them.
According to Guimba (2018), one of the goals of k-12 basic
education program is to develop the learners’ competencies, work ethics
and values relevant to pursuing further education and joining the world of
work. To achieve greater congruence between basic education and the
nation’s development targets, work immersion, a required subject, has
been incorporated into the curriculum.
Work immersion is based on DepEd Order no. 30 series 2017 or
otherwise known as “The Guidelines for Work Immersion.” In these students
are 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,
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our research offers two key implications for private-sector managers. First,
our quantitative analysis 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.
According to Acar (2019), work immersion is advantageous to
students who want to experience and learn more about life of being
employed. It prepares them to the bigger world after graduation and
makes them equipped with relevant skills. It also teaches a lot of valuable
lessons that they cannot get inside the classroom. One example is having
a work in a team and interacting with real managers and bosses. This
experience can help the trainability level of a student. It also gives a little
push on the assertiveness and confidence of an individual. Accomplishing
a task that they know has a real impact on the company will boost their
self-esteem as a team player.
Experience
In the statement of Baartman (2018), students learn in different
school-based and workplace-based learning environment and engage
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with different types of knowledge in these environments. Students are
expected to integrate these experiences and make meaning of them in
relation to their own professional knowledge based. This study focuses both
on what types of knowledge students learn in these environments and how
they integrate these different types of knowledge.
Moreover, the article of Business Mirror (2018), working immersion sound
stressful for senior students. Yet, as part of the k-12 curriculum the tracks
require to gain relevant learning experiences through actual work. Students
were assigned to specific partner institution, business organization or
establishment parallel to their specializations in order to help them reinforce
their knowledge from classroom and enhance their skills.
According to Ahmadzai (2018), in the Philippines youth unemployment
hampers meaning economic development. The sector’s lack of
knowledge skills and work experience put at a disadvantage. On way to
address this is through the department of education’s senior high school
program assured by the k-12 education reform. One of its components, the
work immersion program, provides students “real work place” experience,
giving students a set of technical-vocational and livelihood and skills that
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can help them make more informed career choices and improve their
employment prospects.
In the article of Balan (2017), the students learn from their experience
in work immersion are gaining relevant and practical industrial skills under
the guidance of industry expert and workers, appreciating the importance
and application of the principles and theories taught in school, enhancing
their technical knowledge and skills, enriching their skills in communication
and human relation and lastly developing good work habits, attitudes,
appreciation and respect for work.
According to Lowden, et al. (2011), the other research has found
overwhelming evidence for the value of work-based and work-related
learning experiences in providing the employability of graduates.
In the study of Martin et al. (2009), work integrated learning experiences
provide a bridge for the students between the academic present and their
professional future-an opportunity to apply the merge theoretical
knowledge gained in academic studies to real world work place practical
experiences, and to prepare the student for a career by providing an
opportunity to develop professional skills
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Degree Subject Knowledge and Abilities
According to the Reddy (2016), the students learn from their work is
how to make a better planning or decision making in the workplace. They
learn how to handle the level and style of decision and its’ process.
However, the main purpose of this study is how the student blend learning
from the schools and the work immersion wherein they become wise in
decision making. Addition to this, the study stated that student must think
about the possible ways to handle the situation in their work place and the
knowledge gain from their school. It is necessary to have wise decision
making because students can improve themselves.
In the statement of Karera (2017), one of the learning gain form
workplaces by the students is being attentive. It is important because it
helps prevent mistakes and make success in the work place easier. The
students become organized, they learned to make list, focused on work
and prioritized the quality of work.
According to Cash (2016), tapping into a student’s passion is a sure
way to engage their learning. Those who enjoy what they do and feel in
control of their work are said to be in harmony with their passions. Those
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who feel controlled by their passions or as if their passions conflict with their
lives possess obsessive passion.
According to Fleischner et al. (2017), the value of field study is vast,
where field experience creates not only better scientist, citizens and
people. However, it also affecting the human-nature relationships that the
basis for sustainability. Moreover, it promotes the development of place-
based understanding. And for students who engage in field experiences
have greater opportunity to cultivate the critical connections to real place
that transform abstract concepts into tangible realities. This study related to
research because it emphasizes about experiences, where the researchers
research is about work immersion which involved an experience that can
help to develop in individual’s abilities and to be a better person soon.
Students must be engaged in work immersion in order to enhance their
knowledge and skills and to apply their learning in academic knowledge
to a real-life situation.
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Generic Skills
According to the Victory Christian School (2015), work immersion
prepares students for employment where students gain new skills on their
immersion that improves their existing capabilities. It allows the students to
discover themselves in preparing for their professional growth, immersion
also improve the students’ communication skills, as well as having
knowledge in managing finances effectively. Immersion trains the students
how to achieve the goal by giving an opportunity to work with and be
supervised by the superior.
Based on the study of Selvadurai, et.al (2012), generic skills have a
variety of definitions from one country to another. These skills are also
known as employability skills, transferable skills, common skills, indispensable
skills and others.
In relation with the study of Jones (2009), there has been
considerable interest in generic attributes in higher education for over a
decade and yet while generic skills or attributes are important aspects of
policies, there is often a lack of consistency between beliefs about
importance of these skills and attribute and the degree to which exist in
teaching practice. There has been assumption that these attributes exist
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outside the disciplinary context. Yet the findings of this study suggest that
they are strongly influence buy the disciplinary culture which they are
taught. The study ideal notions of generic attributes. It says that the
attributes are a highly complex and while attributes such as critical thinking,
problem solving, and communication are valued. Furthermore, it can be
explained by the finding that generic skills are part of the epistemic culture
of the disciplines and often remain tacit.
In the study of Livaccari (2019), students improve their
communication skills with their workplace. The student learns to improve
their communication skills from socialization and interdisciplinary leaning. In
these skills, the students learn how to motivate their fellow student, ability to
ask open-ended questions and ability to think strategically.
According to Caleb (2013), generic skills are key competencies that
can be used across many different occupations and they provide a
platform for the development of employability skills needed by young
people and adults.
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Emotional Intelligence
According to Yazdanifard (2014), Emotional intelligence improves
the skills leaders need to understand the behavior of workers and
motivation of co-workers with different values and to find the common
ground that can build a cohesive, effective team to tackle the tasks at
hand. Today’s multigenerational workplaces require that organizations
understand and value diversity in order to benefit from it; after all, the need
to feel important and respected cuts through all generations. In the current
period, employee needs are significantly changing, and organizations are
in a constant search of motivation. Emotional intelligence is very significant
to a multigenerational workplace in that it enhances employee
productivity, employee happiness, job satisfaction and leadership
proficiency; in addition, it creates mutual employee employer relationships
which increase employee’s commitment to an organization
Based on Akduman (2014), Emotional intelligence involves the
capacity to accomplish faithful analysis about emotions and the capacity
to employ feelings, emotions, and emotional knowledge to augment
thought, incorporating particular expertness and suggesting that this
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distinctive expertness may also be considered as constituting a united,
general emotional intelligence.
Based on the article of Profiles Asia Pacific (2015), emotional
intelligence has quickly risen in popularity as more and more organizations
recognize its importance. With value in employee retention, job
satisfaction, collaboration and conflict resolution, emotional intelligence
plays into nearly every part of the modern workforce. Moreover, it’s difficult
to test for, with the aspects of self-awareness, self-management, social
awareness and relationship management being vastly different from
scoring skills such as math and software engineering. Work immersion is all
about students’ interaction and training them to navigate their interaction
to navigate their ability to work, manage stress, manage people, and
improve their private and personal lives.
According to the study of Pappas (2017), emotional intelligence
involves self-awareness, empathy and interpersonal skills. It is the ability to
understand is able the team to the learner’s own feeling a show they affect
your actions and behaviors. An individual with a high degree emotional
intelligence can lead the team effectively and resolve conflicts with ease.
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This is because the students acknowledge and respect the emotions of
those around them. As such, it’s an essential trait for the students to have.
Based on the study of Ifelebuegu, et al. (2019), the emotional
intelligence of workers, however, has the potential to influence some of the
human factors that predispose to accidents in the workplace. In addition
to this the emotional intelligence has been defined as the ability to
understand, perceive and manage emotions. It can be direct or indirect
derivative of many factors. Through the careful measurement and
management of personal emotions and indeed the emotions of others, it
may be hoped to successfully influence or control human behavior in order
to achieve improve occupational health and safety performance.
According to Gupta (2014), emotional intelligence is a set of qualities
and competencies that captures a broad collection of individual skills and
dispositions, usually referred to a soft skills or inter and intra-personal skills,
that are outside the traditional areas of specific knowledge, general
intelligence, and technical and professional skills. Emotional intelligence
refers to the ability to perceive, control, and evaluate emotions.
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Synthesis
The related studies and concepts that had been presented were
selected on the basis of their significance in promoting direction for the
presented study. Through the use of these literatures and studies as
references, the researchers wished to further improve skills and
development training in immersion program of senior high school students
of Tanauan City College.
As to the nature of the respondents the current study is same as the
studies of Acar who used secondary students as his respondents;
predominantly most of the researchers conducted the study in tertiary level.
Like the study of Jones, Livacari, and Caleb
All of the said studies made use of oral descriptive method of
research in determining the results of their studies. It is the same as the
current study which also use of descriptive method to assesss the degree
subject knowledge, abilities, skills and emotional intelligence of the senior
high students.
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The articles of Montemayor, Llego, Taguricar, Moncela, and Carlos,
emphasized the importance of senior high school in molding the students
holistically and preparing for the growing demand of industrialization.
According to Montemayor, Llego, Tagunicar and Monceda senior
high school students additional years will be beneficial towards the students
academic growth and well being.
On the other hand studies of Magno, Yks, Cabrillas and Guimba,
stated immersion as a tool that enables students to gain hands on
knowledge that are more meaningful while inculcating values of ethics and
professionalism.
In relation with this, studies of Baartman, Business Mirror, Asia
Foundation and Balan showed that students who under went an immersion
program becomes active learner. Immersion integrates learning gained
from schools, and enhance their skills and abilities in the work place. This
allows them to become knowledgeable, interactive and respectful.
In the studies of Reddy, Karera, Cash and Martin, cognitive
development of students are learnt from their work immersion it also stated
that it improvement of their psychomotor skills. The studies is same as the
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present study to identify the learnings and improvements of the students
undergoing with their work immersion.
In agreement with the studies of Victory Christian, Selvadurai, Jones
and Livaccari stated that the important role of work immersion is to improve
the skills of the senior high school students in terms of their social skills,
technology skills, communication skills, and leadership skills wherein those
skills will be their lifelong companion in everyday task and experience.
Alternatively Yazdanifard, Akduman, Asia Pacific, Pappas and
Ifelebuegu, identifies that emotions plays a big role in the learning process.
The study of (author & title), helped the researcher to identify
immersion as a part of the specified strategies in developing and
inculcating skills. In support to this the studies made by (author1 2 3 4,
explained researchers point of view and insights on immersion program.
This study has identified the effect of immersion to the senior high
school graduates. This was same with the study of (author) articles of
(author 1 2 3 4 )which identify the relationship of immersion and holistic
development of graduates.
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In sum the above mentioned related studies, had greatly contributed
to the study as they are all anchored to the senior high, work immersion,
experience anddegree subject knowledge & abilities.
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Chapter 3
METHODOLOGY
This chapter will discuss the method of research to use. This includes
the research design, research locale, population and sampling,
respondents of the study, research instrument, validation of instrument,
data gathering procedures, and treatment of quantitative data.
Research Design
The study will use the quantitative/correlational research design to
test the significant relationship between the dependent variable to the
independent variable. This design is appropriate with the study since this will
determine the relationship between the senior high school graduates’
current status, General Weighted Average and the effects of the work
immersion in terms of their experiences, degree subject knowledge, skills
and abilities, generic skills and emotional intelligence.
According to Bhat (2019), correlational research design is
appropriate non-experimental research design technique which help the
researchers to stablish a relationship between the profile of the student and
the effect of work immersion in the graduates of senior high school
35
Research Locale
The data gathered came from the senior high school students of Tanauan
City College, Tanauan City, Batangas. The location is chosen due to the
accessibility and availability of the respondents.
36
Population and Sampling
The study will use total population sampling to distinguish the 67
graduates of Tanauan City College. It consists of the programs Automotive
Servicing and Mechatronics servicing 2018 and 2019.
Total population sampling is a type of purposive sampling where
the whole population of interest is studied. It is most practical when the total
population is of manageable size, such as a well-defined subgroup of a
larger population.
The researchers prefer to conduct a survey to the chosen graduates
of senior high school because this will help the researchers to determine the
effects of work immersion to their current status and general weighted
average. Moreover, these students will be the biggest contributor in
achieving the purpose of the study.
Respondents of the Study
Since the study deals with the effects of work immersion, the
researchers chose the Senior High School Alumni in Tanauan City College
to be the respondents of their study. They want to identify how work
immersion affects their current status as they move to the real-life situations
or even as they continue their study in the tertiary.
37
Table A
Respondents
Total
Programs number of
populations
Mechatronics Servicing (2018) 17
Automotive Servicing (2019) 25
Mechatronics Servicing (2019) 25
TOTAL 67
The Table A shows the total number of the computed respondents.
The 17 Mechatronics Servicing graduates last 2018, 25 Automotive servicing
graduates (2019) and 25 Mechatronics Servicing Graduates (2019) a total
of 67 respondents.
They are chosen to be the respondents of this study for they will give
inputs with how work immersion affects to their current status. Furthermore,
they will also provide vivid data which is much helpful to the study.
Instruments of the Study
The researchers adopt the questionnaire of Morilla, (2017) from
questionnaire pool (2016). This questionnaire is appropriate to determine
the effects of work immersion. The questionnaire has 20 questions wherein
divided into four (4) sub groups wherein five (5) questions are the
experiences, other five (5) degree subject knowledge, skills and abilities,
five (5) generic skills and lastly five (5) emotional intelligence. The first draft
38
of the questionnaires will be presented to the thesis adviser for comments
and corrections.
The senior high school students will answer the items by rating as to
what extent using a four-point rating scale. The responses will be; 4 as
“Strongly agree”, 3 as “Agree”, 2 as “Disagree”, or 1 as “Strongly disagree”.
The researchers will use the mean ranges and their corresponding
interpretations on the next page to describe the computed weighted
mean and average weighted mean.
Numerical value Mean Ranges Interpretations
4 3.26-4.00 Strongly Agree
3 2.51-3.25 Agree
2 1.76-2.5 Disagree
1 1.00-1.75 Strongly Disagree
The table above will be the interpretation on the computed
weighted mean rage for the effects of work immersion.
Data Gathering Procedure
Afterwards, the researchers will ask the students to answer the
research instrument according to their most honest and respectful manner.
39
The questionnaires will be retrieved and will be immediately tabulated for
data analysis and interpretation.
Ethical Consideration
As the study required the collection of the Senior High School
Students’ Current Status and the Effect of the Work Immersion, ethical issues
will be addressed. The consideration of these issues was necessary to ensure
privacy and security of participants. Among the significant ethical issues to
be considered in the research process included consent and
confidentiality. The researcher relayed all the important details and the aim
of the study to secure consent from the respondents. By explaining these
vital details, the respondents were able to understand their role in the
accomplishment of the study. The confidentiality of the respondents was
ensured by not disclosing their names. Only relevant information needed to
answer the specific research questions were included.
Treatment of Quantitative Data
The following will be the statistical treatments that will be applied to
the study by the statistician.
1. The frequency and percentage were used to determine the
frequency of occurrence in the students’ academic performance.
40
Where;
% = Percent
f = Frequency
N = Number of cases
2. The mean and the four -point Likert Scale were used to evaluate the
effects of work immersion to the Senior High School’s current status.
Responses were made on a five-scale agreement.
Mean = ∑x
N
Where;
x = the grades
N = the no. of students
Mean = w1x1 + w2x2 + … + wnxn

W1 + w2 + … + wn
41
Where;
X = the grade
W = the frequency
3. To determine the significant relationship on the effects of the work
immersion to the Senior High School Graduates’ current status, Chi-
Square will be used.
Chi-square
𝑖
2
(𝑂𝑖 − 𝐸𝑖)2
𝑥 =∑
𝐸𝑖
𝑛=1
𝑥 = 𝑠𝑐𝑜𝑟𝑒
𝑂 = 𝑜𝑏𝑠𝑒𝑟𝑣𝑒𝑑 𝑣𝑎𝑙𝑢𝑒d value
ted value
42
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1

THE PROBLEM AND ITS BACKGROUND

Education and training systems have a key role to play in ensuring

continually in a lifelong learning perspective, enabling them to adapt to

rapidly changing labor market requirements and conditions. Training and

labor market policy makers decide on the configuration of education and

training system, employment policies and investments. Training institutions

decide on the type and content of the training courses to be delivered.

which have been implemented by the Department of education here in

also helps the students to choose different courses in college or to apply

various jobs. In general, it is the total learning development of the students

in relation to knowledge, comprehensive, skill and transferring or learning

through application in a real situation.

Work Immersion is one of the courses requirements for graduation. A

Senior High School Students must undergo Work Immersion in an industry

that directly relates to the student’s postsecondary goal. Through Work

related environment related to their field of specialization to enhance their

appreciate the importance and application of the principles and theories

skills in communications and human relations; and develop good work

to meet the needs and challenges of employment or higher education

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

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

competitiveness and marketability or employ ability. At this pace of this

in global economy and demography. A successful education system will

need to be a paramount importance in a multicultural society to succeed

and prosper in the future.

how to work in a company and eventually excel in a specific career. The

would have these future professionals ready for employment.

Mango (2018) stated that students will be competent to their

respective field of interest and will be skillful and knowledgeable enough to

help suffice the economic needs of the Philippines especially in the

manpower field. The government comes up to implementing Work

Immersion that would be conducted depending on what the learners’

purpose or needs. And before further discussing, he totally agrees of this

The transition from being student to be a part of working class could

be a challenge to new graduates. Therefore, on-the-job trainings and

immersions are provided by educational institutions to help prepare

students explore their chosen careers. Immersion is focuses on education

and its role in shaping the future of students in K to 12 curricula in response

to global competitiveness particularly in ASEAN Economic Community by

In the K to 12 basic education curricula, a Senior High School student

has undergone Work Immersion in an industry that directly relates to the

student’s postsecondary goal. Through this, the students are exposed to

become familiar with work-related environment to their field of

specialization in order to enhance their competence and to prepare them

to meet the needs and challenges of employment.

Initially, the students have undergone orientation on office mandate,

programs, functions, policies, processes and procedures in preparation for

their eventual assumption to simulate offices of the different divisions for

thirteen working days as part of their work immersion program.

the guidance of industry experts and workers; to appreciate the

importance and application of the principles and theories taught in school,

to enhance their technical knowledge and skills in communications and

human relations, and to develop good work habits, attitudes, appreciation,

and respect for work.

immersion affects to the SHS graduates’ current status. Moreover, at the

the work immersion curriculum so it could be even better for future

The study will be anchored on the Social Learning Theory of Bandura

the researchers to reflect and understand the effects of work immersion to

the Senior High School Graduates at Tanauan City College.

Iroegbu (2015), which integrates behavioral and cognitive theory to create

a more comprehensive model that accounts to the learning experience

that occurs in the actual world.

The theory is mainly explained in to three (3) parts. First, the