I.

Research Title : WORK IMMERSION DELIVERY MODEL “A”: IT’S SCHOOL

SCHEDULE, PARENTS INVOLVEMENT, STUDENTS SELF RATING
AND PARTNERS INSTITUTIONS PERFORMANCE FEEDBACK
(ACTION RESEARCH)
II. Proponent : Dr. Leslie Elisa S. Cobilla
III. Implementing Agency (ies): SLSU- CTE SENIOR HIGH SCHOOL
IV.Collaborating Agency (ies):
V.Project (PPS) Duration:October 2017-march 2018(6 months)
VI.Proposed Budget:Php 50,000.00
VII. Research Agenda:

Introduction:

According to Department of Education Order No. 30 s. 2017, 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. 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.
Under Annex A of Work immersion Curriculum Guide, it was emphasized that through
work immersion, students are exposed to and become familiar with work related environment
related to their field of specialization to enhance their competence .This is for the purpose that
the students can relate directly to their postsecondary goal.
Based from these facts, this study claim on the focus of the objectives of work Immersion
that by the time learners reach senior High School, they would have already acquired almost all
the competencies and skills that would prepare them for the curriculum exits (higher education,
employment, middle-skills development and entrepreneurship) Work immersion provides them
with an avenue to test themselves and apply what they have learned in a non-school scenario. In
work immersion, learners are not only able to apply their previous training but are also able to
experience the social interactions in a work environment. Their experiences during work
immersion will develop many skills and values that would help them as they transition from high
school to real life. In addition, Dep.Ed. Order No. 40,s.2015 believed that in order to achieve its
desired goals and objectives work immersion needs to establish partnerships for work immersion
opportunities for students among others.
There are many different delivery models offered by Dep. Ed to be chosen according to
learners purposes, needs and partnership arrangement yet great challenges are being faced by
many internal stakeholders .Many authors and legal basis has similar concepts of work
immersion(Baldoz,2016,Dep.ed. 2017) 16-18 years old students should undergo at least 80 hrs
for work immersion. However, many challenges cropped in its implementation which the internal
stakeholders like school, teachers, parents ,students and partner institutions concern on the
achievements of the objectives remains a challenge .Schools face challenges on the effect
whether their chosen models can really have a positive outcomes specifically on the students
performances.
Hence, this study will focus on the schedule use under Model A, parent’s involvement,
Work Immersion Self-rating of students and Partner Institutions’ performance feedback towards
the students based on the Work immersion objectives.
This research is believed to be a great contributions to curriculum revision and
development specifically on the content of Work immersion subject .Output of this could be an
enhanced students output through well design content entries on portfolio based on the work
immersion objectives fitted to the situations which promote competencies on knowledge, skills
an attitudes by the school and the partnering institutions.

Research Problems/ Objectives:

1. What is the schedule use of the schools following Delivery Model A scheme?
2. What is the level of involvement extend by parents following Delivery model A
scheme?
3. What is the level of performance of students based on their self-rating?
4. What is the level of student’s performance according to the partner institution
feedback?
5. Is there a significant relationship between the schedule use of the schools following
Delivery Model A scheme to the level of performance of students based on self-rating
and level of student performance according to the partners institutions feedback?
6. Is there a significant relationship between the level of involvement extend by internal
stakeholders to the level of performance of students based on their self-rating and the
level of students performance according to the partner institution feedback?
CONCEPTUAL /THEORETICAL FRAMEWORK:

DepEd Order No. 30 S. 2017 Experiential Learning Theory

Student/Work
Parents
Immersion Self
Involvement
Rating

WORK
IMMERSION
DELIVERY
MODEL A for
STEM and
HUMMS
Partner
Schedule
Institutions
Feedback

Curriculum Enhancement /Manual /Workshop Based on CHED College Readiness

Standard

This study will be using DepEd order No. 30 S. 2017, Guidelines in the Implementing Work
Immersion. According to Department of Education Order No. 30 s. 2017, 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. 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.
Under Annex A of Work immersion Curriculum Guide, it was emphasized that through
work immersion, students are exposed to and become familiar with work related environment
related to their field of specialization to enhance their competence .This is for the purpose that
the students can relate directly to their postsecondary goal.
 On the other hand, Experiential Learning Theory, defines as the process whereby
knowledge is created through the transportation of experience. Knowledge results from the
combination of grasping and transforming experience (Kolb, 1984, p. 451.) Learning is best
facilitated by a process that draws out the learners’ beliefs and ideas about a topic so that they
can be examined, tested and integrated with new, more refined ideas. Piaget called this
proposition constructivism-individuals construct their knowledge of the world based on their
experience.
Learning is not just the result of cognition but involves the integrated functioning of total
person-thinking, feeling, perceiving and behaving. It compasses other specialized models of
adaptation from the scientific method to problems solving, decision making and creativity. In
Piaget’s terms, learning occurs through equilibrium of dialectic process of assimilating new
experiences into existing concepts and accommodating existing concepts of new experience.
According to Cruz 2015, it is expected that students after immersion who will go to higher
education must possess the CGED College Readiness Standards. It is combination of knowledge,
competencies and reflective thinking necessary for K to 12 graduates to participate and succeed
without remediation in entry level undergraduate courses in higher education.

METHODOLOGY:
This action research will use quantitative and qualitative data which will be obtained
through triangulation among the answered questionnaire, interview and portfolio analysis and
interpretation. The research environment will be in the Senior High School within So. Leyte
offering academic tracks of both STEM and HUMMs under Delivery Model A. Respondents will
be chosen with the use of purposive random sampling. The research instruments will be adapting
questionnaires from Dep. Ed. Order 30, s. 2017 Curriculum Assessment Tool and Experiential
Learning Course. For the interview, the researcher will interview the school, teachers, parents,
students themselves and the heads of partnering institutions. The gathering of data will follow the
three step procedures. First is the construction of adapted questionnaires, then respondents will
be interviewed and relevant data will be drawn. Finally, for the statistical tools, the researcher will
use the frequency counts, weighted mean and percentages and for the portfolio entries, thematic
analysis based on the objective of work immersion will be done.

References

Memoranda and Orders

Baldoz,Rosalinda (2016).Labor Advisory No.08,s. 2016.Protection for Senior High

School Students and K to 12 Work Immersion Program.
Cruz, Isagani R 2015 Teaching Senior High School Retrieved from K to 12
http://kto12plusphilippines.com/wp-content/uploads/2015/06/CEFI-SHS-teachers-
Los-Banos-2015.pdf

Dep.Ed.Order No.8, s .2015.Learners Performance .Policy Guidelines on Classroom

Assessment for the K to 12 Basic Education Program.
 Dep.Ed.Order No .40, s .2015. Guidelines on K to 12 Partnership

Dep.Ed. Order No. 30, s .2017.Guidelines for Immersion

Annex A. work immersion Curriculum Guide
Annex F. Work Immersion Monitoring and Evaluation Tool

SCHEDULE AND DETAILS OF ACTIVITIES:

October, 2017 Pre-immersion activity
1. Meeting with parents and Students on work Immersion concerns
and important matters, this is also the time of identifying research
respondents.
.
2. Listing of partner Institutions where students live, this is also the
time of identifying research locale and applying sampling technique
November 2017 Proper Immersion Activity
Making of questionnaires, gathering of data
December, 2017 Post immersion Activity
Retrieving of data
Jan and Feb 2018 Statistical analysis, result discussion, interpretation and making of
findings, recommendation and conclusion
March, 2018 Making of final manuscript of the action research

Expected Output/Deliverables:

1. Planning, crafting and curriculum revision on implementation of work immersion

subject.
2. Making of work immersion manual for delivery model A scheme.
3. Training workshop for teaching work immersion.

Budgetary Requirement:

ITEM PLEASE PROVIDE ALL REQUESTED INFORMATION. USE COUNTERPART FUNDING (IN PHP)
ADDITIONAL SHEET IF NECESSARY

Venue Rentals
Accommodation 600 x 7 x 2 = 8, 400
Food 200 x 10 x 2 = 4, 000
Honoraria 10, 000
Transportation 100 x 15 x 2 x = 3, 000
Materials 10, 000
Communications 2,000
Research 7, 600
Miscellaneous 5, 000
Total 50, 0000