Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Lucena City
LUCENA DALAHICAN NATIONAL HIGH SCHOOL
Senior High School
Dalahican Lucena City

PROBLEMS ENCOUNTERED IN WORK IMMERSION

In Partial Fulfillment
Of the Requirements for
Practical Research I

By:

Araneta Marc Jarvin

Baracael Karl Matthew P.
Luania Sunshine
Ocaya Ezra Kyle
Tiosan Ramona S.
 CHAPTER I

INTRODUCTION

Work immersion, according to the DepEd, is a key subject under the Senior High School

curriculum that may be conducted in different ways and time frame as needed by SHS learners.

The subject provides learners opportunities to familiarize themselves with the workplace; to

simulate employment, and to apply their competencies in areas of specialization/applied subjects

in authentic work environments.

The DepEd noted that K-12 Basic Education Program was created to equip graduates

with values, knowledge and skills that communities, businesses and industries need.

Though the intention of Work Immersion is to provide SHS learners with

opportunities to become familiar with the workplace, simulate employment, and to apply

their competencies in areas of specialization/ applied subjects in actual work

environments, DepEd recognizes other options that may equally prepare learners for all

curriculum exits.

Specifically, DepEd Order No. 30, series of 2017 or Guidelines for Work Immersion

provides learners with access to industry partners’ facilities and employment simulation where

they are given opportunities to apply their competencies, gain practical industrial skills and

develop good work ethics and values relevant to pursuing further education and/or joining the

world of work.
Background of the Study

Work immersion is one of the best training methods since it is well-organized and

conducted in a place where students will become productive and well-developed. It exposes them

to the actual work related to their course. It helps them to learn and understand more the concept

they had discussed in class.

One of its downside is safety. Since work immersion is done outside the campus,

supervision from teachers is necessary. Less or no supervision at all is risky on the students side

and there are cases that the school is not liable to anything that will happen to the student. This is

not just a burden to the parents but to the school as well. Another one is the variety of results.

Though one of the purposes of having immersions is for the student to develop its abilities and

capabilities related to the subject matter, we cannot deny the fact the development varies from

person to person. To some it might be a very productive immersion but to others, it might be

stressful. So constant evaluation and monitoring is needed.

To achieve the above objectives, work immersion is a requirement for graduation from

secondary education. Learners are immersed in actual work environment such as workshops

offices and laboratories in which their prior training is relevant. Students undergo immersion,

which may include earn while you learn opportunities to provide relevant exposure and actual

experience in their chosen track. It enables the student to acquire skills and abilities essential for

independent life met up with personal and family needs especially in the economic difficulties.

Connelly 2013 cited that schools have always played vital role in ensuring that students

have the skills needed for the job or career they have chosen. The key function of education is to
fully prepare students for life after schooling preparation for the world of work is a necessary and

vital part of that equation. As our society and economy continues to evolve it may be the time to

rethink how public education aids students in choosing career and education pathways

additionally, due to the present economic and social changes our government is dealing with, it is

imperative that we think more deeply about the future of those students who will enter the

workplace immediately after high school additionally, due to the present economic and social

changes our government is dealing with, it is imperative that we think more deeply about the

future of those students who will enter the workplace immediately after high school.

Statement of the Problem

This study aims to determine the problems that the students encountered in work immersion and

its effect to their choice of work:

Furthermore, it seeks to answer the following questions:

1. What are the other fields of students in work immersion?

2. What are the obstacles that the students encountered during work immersion?

3. What are the effects of work immersion to the students choice of work?

Scope and Limitation

The respondents of the research are the Grade 12 students of Lucena Dalahican National

High School that undergo a job training and work immersion. This research took place in Lucena
Dalahican National High School because the Grade 12 students here have already experience

work immersion and job training.

Significance of the Study

The researchers of this undertaking desire to make a significant contribution to help

students undergo to a real life work place environment. To the senior high school students who

are enrolled in different courses, the different factors that would affect in their immersion

performances, will undergo work immersion which include the influence to students choice of

work, learning opportunities to provide relevant exposure and actual experience in their chosen

course.

To the students,

It will improve and build students performance, skills and discipline. They will become

familiar with what they are heading in their field and have a work that is related to their field of

specialization that will enhance their competencies.

To the teachers,

It will help to improve the knowledge and skills of students in terms of job training.

To the future researchers,

The future researchers will have a prior knowledge problems that the students

encountered in work immersion that they might use in the future.

Definition of Terms

For the clarity of the study, the following terms are defined either conceptually or operationally.

Competencies- defined by behaviors that provide structured guide enabling the

identification, evaluation and development of the behavior in individual

employees.

Courses - relatively skills or knowledge of one person regarding to the career he chooses.

Curriculum - the subject comprising course of study in a school or college.

Department - particular are that the workers take in work immersion.

Enhance - is an increase or improvement in quality value or extent.

Ethics - moral principle that govern a person’s behavior or conducting an activity.

Influence - is a impact or a factor that affects one’s belief or behavior.

Immersion - refers to the program that letting their students experience the actual work

scenario Eroles (2018).

Knowledge - defined by Webster Dictionary as the factor of condition of knowing

something in familiarity gained through or association.

Skills - an ability and capacity acquired through deliberate, systematic and sustained

effort to smoothly and adaptively carryout complex activities or job functions

involving ideas.

smoothly and adaptively carryout complex activities or job functions involving

ideas (Bebida, Doria & Zarsuelo 2018).

Track – is a academic profession in K2 program. It is a non specific courses but have a

relative connected skills in choosing course in college.

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

prospects (The Asia Foundation, 2018).

 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDY

Related Literature
Mendoza (2017) stated that the acquired skills of the senior high school students gained

after adding two years to basic education through the K to 12 Curriculum, the Department of

Education (DepEd) has released the guidelines for the conduct of work immersion activities for

SHS students in the country. According to DepEd Secretary Leonor Briones, the work

immersion is a key feature in the senior high school curriculum. It can be conducted in different

ways depending on the purposes and needs of the learners. It was stated in the guidelines that

work immersion will help develop among learners life and career skills, and will prepare them to

make decisions on postsecondary education or employment gearing towards the four exits

envisioned for SHS graduates to choose from --- employment, entrepreneurship further skills

training through TESDA and college education.

According to Ronda (2018) The Department of Education (DepEd) is banking on the

“strong partnerships” it has forged with the Philippine Chamber of Commerce and Industry

(PCCI) and other industry groups as the Grade 12 students under the K-12 basic education

curriculum take their work immersion course requirement. Work immersion, according to the

DepEd, is a key subject under the Senior High School curriculum that may be conducted in
different ways and time frame as needed by SHS learners. The subject provides learners

opportunities to familiarize themselves with the workplace; to simulate employment, and to

apply their competencies in areas of specialization/applied subjects in authentic work

environments.

According to the study of Fortune (2015) over nearly half a century, research on language

immersion education has heralded benefits such as academic achievement, language and literacy

development in two or more languages, and cognitive skills. This research also exposes some of

the challenges that accompany the immersion model, with its multilayered agenda of language,

literacy and intercultural skills development during subject matter learning. This chapter outlines

key findings for both advantages and challenges.

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.

According to Garrido & Gahera (2018) work immersion sounds stressful for senior high-

school students. Yet, as part of the K to 12 curriculum, we science, technology, engineering and

mathematics (Stem) students were required to gain relevant learning experiences through actual

work. We were assigned to specific partner institution, business organization or establishment

parallel to our specialization’s order to help us reinforce our knowledge from classrooms and

enhance our skills

Related Study

.Immersion is focuses on education and its role in shaping the future ofstudents in K to 12Curriculum in re

sponse to global competitiveness particularlyin ASEAN Economic Community by 2015. Ramos (2015) stated tha

t the literaturewill also discuss issues about job market, job mismatch, competitivenessand marketability or employ

ability. At this pace of this changing society andeconomy a lot of actions should take place. They have to face a lot

of challengesespecially educators who are being asked to do more with less due to rapidlyevolving technologies a

nd ongoing shifts in global economy and demography. Asuccessful education system will need to be of paramoun

t importance if amulticultural society to succeed and prosper in the future. Education is a gateway to a better job an

d greater earning potential.

According to Wood & Bandura (1989) as cited in Mach mud (2018) states that perception

in completing a job is self-efficacy. Moreover, self-efficacy relates to someone's confidence in

achieving his/her duties in uncertainty.

While Bandura (1997) as cited in Domenech-Betoret et al. (2017) defined self-efficacy as “an

individual’s belief in his or her own ability to organize and implement action to produce the

desired achievements and results”. Self-efficacy is one’s faith in accomplishing task

successfully. Learners automatically adjust and adopt the new environment they are in for them

to finish the immersion program while developing their efficiency.

 According to the study of Elnaga and Imran (2013) entitled students expectation on the

job training through work immersion training is a necessity in a workplace. without it, employees

don't have a firm grasp on their responsibilities and duties.

According to Rifol (2016) in the approved latest draft of the SHS curriculum, students

that choose Technical- Vocational- Livelihood and the arts and sports track are expected to spend

1, 104 hours outside the campus, doing immersion.

According to Schreiber (2012) immersions trip are presumed to afford lay teacher-

leaders important formative experience in constructing meaning and further exploring ones

vacation.

According to Trade Congress of the Philippines (2015) the word “immersion” as it

applies to the K to 12 curriculum is defined in the Department of Education (DepEd) Order No.

40, series of 2015:

“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.” Immersion is done outside the school campus in a “Workplace Immersion Venue,”

defined as “the place where work immersion of students is done. of work immersion venues

include office.
 CHAPTER III
METHODOLOGY

This chapter presents the outlines the research design, research sample, research

locale, research instrument, data gathering procedure, and statistical treatment, data gathering

procedure, and statistical treatment.

Research Design

The researchers employed the quantitative method of research and used survey method through

the use of questionnaire to collect the responses of the students. The descriptive method was used

in finding facts with adequate interpretation method and the meaning of data collected from the

point of view of the objective.

Research Locale

The survey will take place at Lucena Dalahican National High School. Since, the school

implements the immersion program at the institution. For Grade 12 students it is easy to identify

what are problems that the students encountered in work immersion they already undertaken the

work immersion.
Research Sample

The participants of this study is limited only to the Grade 12 student who are currently enrolled

in Lucena Dalahican National High School. The sample consists of 60 participants, 20 students

from Humanities and Social Science (HUMSS), 20 students from Accountancy and Business

Management (ABM) and 20 from Technical Vocational Livelihood (TVL) with the total of 60

students. The participants are selected through simple random sampling.

Research Instrument

In order to gather information, a survey questionnaire was developed and utilized by the

researchers. The researchers used a table consisting of statements with a level of responses,

strongly agree, agree, disagree and strongly disagree.

Data Gathering and Procedure

The researchers will conduct an interview to the students of Senior High school of

Lucena Dalahican National High school about their experience in work immersion.

The researchers will give a survey questionnaire to the students of Senior High

school and the data will be tallied and analyzed with the use of statistical method and will be

presented through tables and charts.

Title: “PROBLEMS ENCOUNTERED IN WORK IMMERSION”

Researchers: Araneta Marc Jarvin, Baracael Karl Matthew P., Luania Sunshine,
Ocaya Ezra Kyle, Tiosan Ramona S.

Demographic Profile of the Respondents

Age:

o 15 – 16.

o 17 – 18

o 19 - 20

o 21 and above

Below are the different fields of students in work immersion.

( ) School ( ) Pharmacies

( ) Social worker ( ) Factories

( ) Community health worker ( ) Constructions

( ) Bakeries ( ) Gas Stations

( ) Catering Services ( ) Small and Medium Enterprises

( ) Accounting Department

Others: