Escolar Documentos
Profissional Documentos
Cultura Documentos
Immersion Program
Introduction
The Department of Education has been trying to implement changes in the Philippine
unemployment and under-employment rate in the country every year. Some of which include
change in teaching time and the usage of both English and Mother Tongue as a medium of
instruction and the most controversial and flabbergasting program was put to effect, the K to
12 program.
One of the goals of the K to 12 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. To achieve greater congruence between basic education and the nation’s
development targets, Work Immersion, a required subject, has been incorporated into the
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. (Dep. Ed Order No. 40, series of 2015)
According to the Department of Labor and Employment, this program when fully realizing its
goal will produce job-ready graduates equipped with industry-based skills. DOLE strongly
affirms that work immersion contributes to the full realization of the objectives of the K to 12
Program. Furthermore, work immersion is useful as it enables Senior High students to decide if
what they have chosen in school is what they want to have as a career. Being able to test their
skills and knowledge in practice will help them develop their career choice. (Capulong, S.R.
2018) In this view, the researchers are motivated to know the challenges and opportunities
This research study attempts to find out the Challenges and Opportunities Encountered
1. What is the demographic profile of the Senior High School Students in terms of:
1.1 Age;
1.2 Gender;
2. What are the experiences of Senior High School Students during their immersion
program?
3. What are the challenges the Senior High School Students encountered during the
immersion program?
4. What measures the Senior High School Students employ to address the challenges?
5. What are the opportunities the Senior High school Students perceived after the
immersion program?
6. What are the best practices observed by the Senior High School Students in the
Public and Private Schools in the Province of Aklan, Philippines. This study will be conducted
School Administrators - This study can be inferring to acquire the judgment on what actions
are suitable to help the Senior High School Students in their Immersion Program.
Teachers - Findings may help teachers to create their own strategies and style with regards
Students - This study will provide data that will help them understand their struggles
encountered in the immersion program and also will enhance their knowledge and skills to
Curriculum planners - The outcome of this study will gain ideas to perceive what to include
Future Researchers - The ideas presented will perform as a reference for future researchers
who would intent to make further studies or in testing the validity of other related findings
particularly in the Challenges and Opportunities Encountered by Senior High School Students
CHAPTER 2
literature and studies has been conducted and have drawn out some concepts, ideas and data
In 2012, the DepEd started to implement the K-12 education system. The high school
from the former system will now be called junior high school, while senior high school will be the
11th and 12th year of the new educational system. It will serve as a specialized upper secondary
education. With the senior high school, students may choose a specialization based on the
aptitude, interest and school capacity. The choice of career track will define the content of the
subjects a student will take in Grade 11 and 12. Senior high school subject fall under either the
There are seven Learning Areas under the Core Curriculum. These are Languages,
Current content from some General Education subjects are embedded in the SHS curriculum.
Each student in Senior High School can choose among three tracks: Academic;
Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three
developing a flexible a well – educated work force to address current and emerging industry and
provide them relevant exposure and actual experience in their chosen track. The Department of
Education (DepEd) strengthens its K-12Basic Education Program with the issuance of the
DepEd Order No. 30 s. 2017 that also describe as the Guidance of Work Immersion, this was
issued last June 5, 2017 as the basis for the implementation of work immersion in all Senior
High Schools. The work immersion is a required subject that provides the learners with different
opportunities like become familiar with the work place, employment simulation, and apply their
competencies in areas of specialization. The program aims to help develop among the learners
life and career skills, and prepare them to make decisions on employment. Through partnership
building, DepEd hopes that the Partner Institutions will provide learners with work immersion
opportunities.
Caraig (2017) believe that learning takes place beyond the four corners of the classroom
and students must be exposed in other ways of learning new skills can be gained through
training.
Practicum, on-the-job training (OJT), internship, externship, field exposure and /or
experiential learning, regardless of how it is called, the essential element is that students learn
by doing. This educational program aims to provide students with hands-on experience in all
aspects of basic job tasks and responsibilities and while doing this; the students also observe
and participate in the essential aspects of the business. (Moreno and Mapa, 2014).
As cited by Fuller (2015) recommends that a student select an internship that requires
substantial work; act professionally; network; ask questions; set goals; volunteer; and follow up
The quality of internship learning heavily depends on the quality of feedback and
supervision by both the company and the schools (Narayanan et. al., 2010). However, Martin
and Wikerson (2006) cited that student attitudes and perceptions are important. According to
Feldman (2009), attitudes are commonly referred to as ―personal attributes or states that
evaluate any particular behavior, belief, or concept of a person. On the other hand, Aceron
(2015) states that attitude is a verbal expression, intention, and mental position with regard to a
fact or state, or a feeling or emotion toward a fact or a state. In addition, Laguador (2013) cited
that work values and attitude are necessary to achieve the ultimate goal of education to produce
CHAPTER 3
METHODOLOGY
Research Design
The researcher used the descriptive method to find out the Challenges and
Opportunities Encountered by Senior High School Students during their Immersion Program.
The researchers collected and analyze the gather data through Focus group Discussion and
structured interview.
Research Participant
The participants of the study will be 15 students from Vocational, Public and Private
Schools in the Province of Aklan, Philippines. The respondents of the study are enrolled in
plays a major role in developing a flexible a well – educated work force to address current and
b. interview guide
c. informed consent
3. Schedule of interview
4. Transcription of data
2. Grouping of themes
4. Validation of meaning
Data Instrumentation
The Memorandum DM-CI 2018 (Monitoring and Evaluation of Work Immersion) will be
Data Collection
The assigned Work Immersion Teacher will b OJT coordinators deploy student-trainees
in different host
Data Analysis
The use of mean and Pearson product-moment correlation coefficient will be utilized to
describe the results of the study. To determine the results of the data on the challenges and op
by Senior High School, scale and ranges will be presented below and their corresponding verbal
Summary
Conclusion
Recommendation
REFERENCES:
3. Moreno, R.B. and Mapa, M.L. 2014. Workplace Performance of Hotel and
4. Martin, D.R., Wikerson, Jr., J.E. 2006. An Examination of the Impact of Accounting
aejournal.com/ojs/index.php/aej/article/viewFile/70/49
5. Feldman, R.S. 2009. Understanding Psychology, 9th Edition, McGraw Hill: New
York.
6. Narayanan, V.K., Olk, P. M. and Fukami, C.V. 2010. Determinants of internship
Education,9(1): 61–80
8. Aceron, R.M. 2015. Freshman Students’ Attitudes and Behavior towards Advanced
3(4): 85-92.
http://search.proquest.com/openview/dc750915e253ba3733c947355ddbd094/1?pqo
rigsite=gscholar