PRES.

SERGIO OSMEÑA HIGH SCHOOL

Pampanga, Gagalangin, Tondo, District II,
MANILA
Senior High School Department

The Attitude Of Senior High School Students Of Osmeña For Work Immersion
Experience

A Research Paper
in
Iinquiries, Investigation and Immersion
(Research Project)

Submitted to
MARIETA ACIBAR DAR,MA-Ap Ling, MA-SpEd
Research Mentor

Submitted by

John vennedick A. Pio

Rodlet G. Palma

January 2019
ABSTRACT

This study will design to investigate on the impact of the work immersion in the students
of Senior High School. This research wanted to find out the behavior or attitude of the
students during work immersion. The purpose of this study was to determine if a
relationship exists between students' backgrounds, motivations, and attitudes and their
performance success or failures while working. Immersion students perform as well as
or better than non-immersion students on standardized tests. And the students
prepared to the college curriculum.
Keywords
Work immersion learning, worker’s attitudes and perception.
 Introduction

Work immersion is one of the necessary subjects for graduating students.

Wherein the senior high school students must undergo practicum that relates to the
students.(Bramley,1997) In this subject, the students are able to learn and experience
things since, they are exposed with the work-related environment to their field of
specialization. Hence, it will be a great help to enhance their competency level. They
can also develop work ethics such as; good work habits, attitudes, appreciation, and
respect for work, applying all the theories and concept that they’ve learned in school,
acquire new skills and help to develop their communication skills and interpersonal skills
through the help and guidance of industry experts and workers.
These will help every students to be prepare to meet the needs and standards of
employment every students to be prepare to meet the needs and standards of
employment Training can be defined as‘ The systematic development of the
attitude/knowledge/skill/behavior pattern required by an individual to perform adequately
a given task or job’ (Bramley,1996). Over the past three year, the interest of investment
in training has been increasing. Problematically, the mainstream training and HR
literature has neglected the issue of how companies assess the effectiveness of training
investments and in particular employees’ attitudes towards training effectiveness
(Santos and Stuart, 2003:27). Because of this gap in the literature, this research project
will be an exploratory research with attempt to present evidence from a detailed study
designed to explore the cleaning staff’s attitudes towards the effectiveness of training in
a large university that has a training policy in place. the purpose of present study will
tend to explore the possible link between employee attitudes and levels of training
effectiveness instead of investigating the cause-and-effect relationship between training
effectiveness evaluation levels.
Related Literature

This literature review presents the current state of research on structured on-the-
job training (S-OJT) and proposes a research agenda for future research activities on
this form of workplace learning. In the past three decades, S-OJT has emerged as an
integral part of human resource development practice. The literature review seeks to
identify the nature of S-OJT as it is described in the literature, categorize the existing
research and practices of S-OJT, provide overview of three dimensions (audience,
location, and conclusion) of each study involving S-OJT, and develop a conceptual
framework for conducting research on S-OJT. Online databases including Business
Source Premier & Complete, Academic Source Premier, Scopus, Primo Articles, were
used for the reviews. The results of this literature review provide a theoretical framework
for understanding S-OJT as a means to promote future research and theory building.
Guiding this study was the socialization theoretical framework. Socialization was
defined by Merton, Reader, & Kendall as “the processes through which a person
developed a sense of professional self, with characteristic values, attitudes, knowledge,
and skills…which governed his/her behavior in a wide variety of professional and extra
professional situations.”6 The use of the socialization theoretical framework construct in
developing the UIC-COP -PWP program structure especially provided a vehicle for
understanding the influence of the contextual forces that impacted on the health career
decision-making processes of URM students. We reviewed the expectations and
developmental theories of socialization7-20 and Astin's need-based sociopsychological
model of career choice found in f higher education literature. The literature review
served to deepen our understanding of the complexities involved in the career decision
processes of underrepresented minority high school students and provided a framework
for our study (eg, work motivation and expectations) and cultural-environmental factors
(eg, socialization and structure of opportunity) could be translated into expectations
about work, career choice, and work behavior.21The comprehensive Theoretical and
Conceptual Framework Model for Success in Pathways to Pharmacy High School
Program was developed. Embedded in the model was the Pathways to College Network
concept of high expectations, which incorporates inclusive leadership, collaborative
partnerships, flexible resources, and professional development.22 The uniqueness of
this model is its grounding in epistemological framework with adaptability and
applicability for use in other high school pathways to careers programs. To our
knowledge

Significance of the study

The researchers of this undertaking desire to make significant contribute to the
better improvement and further development of the work immersion program. To the
student who are enrolled in their practicum in senior high this will give them brighter
understanding and deeper awareness to the difference factor that would affect their
work immersion performance. this study will help practicumers improve specific areas
among themselves to become professionals. To the academe, this would provide
insights and recommendations on how to help the practicumers work immersion
effectively properly managed. To the professor and work immersion coordinators it
would also provide information regarding the status of the practicumers that would
encourage them to help the student by giving prompt, specific and helpful feedback. To
the cooperating firms, industries and companies who accepts student trainees this
would guide them how to handle and supervised practicumers.
Research Questions

1. What is the effect of student discipline on job satisfaction among teaching

staff in public secondary schools in district II in Manila?
2. What is the influence of student school attendance on the job training during
Work immersion among grade 12 students district II in Manila?

Participants

The participants of this research project will be the grade 12 students who
undergo work immersion.

Methodology
The method of research that will be use is the descriptive quantitative inferential
method.

Hypothesis
Is there a significant relationship between the attitude of the students towards
their performance during work immersion?
Research design

The researchers utilized a descriptive method of research in conducting the

study. This methods is intended to find existing facts that shall serve as an information
process in the study. According to Calmorin (2000) descriptive research are valuable in
providing facts on which scientific judgment maybe based; providing practices,
behavior, methods and procedures; playing a large part in the development of
instruments for the measurement of many things; and formulating policies in the local,
national or international level. This study is designed to assess the factors affecting the
on – the - job training of the BSBA Practicumers of Pres. Sergio Osmena. Research
Design.
Theoreticalframework

Before outlining the theoretical framework of this paper, it is appropriate to

explain what we understand as e-learning. E-learning has been defined by many
authors in recent decades (Wilson, 1996; Piccoli, et al., 2001; Rosenberg, 2001; Nisar,
2002; Ruipérez, 2003; Taylor & Osorio, 2005; Bates, 2008; Sangrà, et al., 2012). In our
paper, following research by Piccoli, et al. (2001), Ruipérez (2003), Taylor and
Osorio(2005), and Sangrà, et al. (2012), we define e-learning as the distance training
methodology based on the use of information and communication technologies that
allows interaction and asynchronous communication amongst participants as well as the
access to a broad set of teaching resources. Thus, the student becomes the centre of
the training process, managing his/her own learning with the help of external tutors.The
use of on-the-job e-learning, in constant growth in recent decades, is a relatively new
form of providing training to workers (Lim & Kim, 2003; Brewer et al., 2008). Likewise,
most of the scientific community recognizes e-learning as an efficient and valid strategy
(Nisar, 2002). The goal of e-learning is to ensure that technology contributes
effectively to developing the workers’ skills and knowledge and to support their career
progression (Pantazis, 2002; Ong et al., 2004).According to Nisar (2002), e-learning
allows an efficient response to the following specific objectives: to identify and record
training needs of workers, so as to facilitate the development of ad-hoc training
processes; to provide up-to-date training and support to workers who need it, allowing a
personalized interaction between user and tutor; to evaluate through digital technologies
the established training objectives, via a process of continuous assessment in order to
facilitate the assimilation of knowledge acquired by the worker; and, finally, to establish
a registry and record of training activity and of each participant’s assessment. Several
studies have identified the main benefits that e-learning can bring to organizations
which use this methodology (Carnoy, 2004; Wang et al., 2006; Hodges, 2009). These
can be divided into four categories: cost reduction, flexibility and adaptability, permanent
updating, and personalized attention. According to Grollman and Cannon (2003), a well-
designed e-learning course is usually as efficient as face-to-face training and much less
costly if applied to large groups. Other cost reductions commonly quoted by scientific
literature refer to the reduced cost of trips, the minimization of lost working hours and,
consequently, of less productivity loss (Clarke etal., 2005; Shankar, 2007; Wurtmann &
Galli-Debicella, 2008). There is also more flexibility regarding the time taken for
employees to plan work (Clarke et al., 2005) and also the possibility of adjusting each
individual’s pace of work (Ashmalla et al., 2001; Grollman & Cannon, 2003; Shankar,
2007). These are the main benefits associated with e-learning. Pulley (2005) further
underlines that e-learning is the only methodology which allows workers to take part in
the training process from their workplace, including from different and distant
geographical locations, in a synchronous or asynchronous way. Such asynchronicity
makes access to learning resources possible 24 hours a day 365 days a year (Childs et
al., 2005). Zhang and Nunamaker (2003) estimate that skills and knowledge used by a
worker today will be obsolete in three to five years time, whereas corporate education
using virtuality allows the worker to keep his/her skills continuously updated. E-learning
facilitates the customization of learning according to each worker’s needs, choosing the
most suitable learning materials and making continuous updating possible (Shankar,
2007) due to the fact that electronic content makes it possible for teachers to update
content instantly and easily through the network (Grollman & Cannon, 2003).A study by
Ruiz et al. (2006) suggests that e-learning is more effective in the acquisition of new
skills and attitudes than face-to-face methodology. Bachman (2000) states that training
based on virtuality has between 50-60% better results than face-to-face due to the fact
that there is greater control over the learning process. E-learning can deal with
individual differences by virtue of the wide blend of resources and activities which can
be utilized, such as games, tests, and practice exercises, among others (Shankar,
2007; Peretti, 2008).According to the above evidence, it appears clear that, from the
point of view of the organization, virtual learning has many advantages, but what are the
perceptions of e-learning from the employee’s standpoint? And, which are the workers’
motivations regarding training received in-company? The worker can evaluate the
received training,whether face-to-face or virtual, according to perceptions of the training
components; this may depend to a greater extent on the company (Rabak & Cleveland-
Innes, 2006) and tend to be in line with the attitudes, beliefs, and personal values linked
to the training which are more difficult to distinguish (Daneshgar, et al., 2008). Among
the features, external to the worker, attributed to virtual training, we can include course
design, the ability of teachers to attract and maintain the attention of the participants,
the existence of interactive and collaborative training activities, how up-to-date and
relevant the content is, and the flexibility and adaptability of courses (Bonk, 2002;
Baldwin-Evans, 2004). Academic literature identifies several intrinsic motivations that
the worker possesses in order to take part in training activities. Bonk (2002), in a study
of over 201 companies who invest in training, in which both employees and employers
participated, concludes that personal growth and the feeling of belonging to the
organization are two highly valued aspects. Doo and Hyunjoong (2003) include emotion
among the motivational variables that they identify in their research. This has an
influence on employee attitudes when it comes to being trained. Emotion depends on
the corporate atmosphere or culture, the viewpoints of fellow workers and of
management, and personal attitudes to change, and so on. Baldwin-Evans, in research
carried out in 2004, points out several aspects that have an influence on a worker’s
motivation to be trained, such as the obligatory nature of the training offered by the
company and the career progress they can expect to attain.
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