Wesleyan University - Philippines Maria Aurora, 3202 Aurora: Senior High School

Wesleyan University – Philippines
Maria Aurora, 3202 Aurora

Senior High School
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“ FACTOR THAT AFFECT THE WORK IMMERSION OF GRADE 12
STUDENTS IN WESLEYAN UNIVERSITY PHILIPPINES”
A Senior High School Research
Presented to the faculty of
the High School Department of Wesleyan University –
Philippines Maria Aurora, Aurora Campus
In the partial fulfillment of the Requirements for
the strand
“HUMANITIES AND SOCIAL SCIENCES”
Arlene Mae Soriano Donato
Cinder Kian Montero
Joana Mangaoang
Kristine Diane Seradoy
John Michael Bontoyan
Myra Wayasen
Atrich Joy Rapal
NOVEMBER 2020
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Approval Sheet
This thesis entitled, “FACTORS THAT AFFECT THE
WORK IMMERSION OF GRADE 12 STUDENTS IN WESLEYAN UNIVERSITY
PHILIPPINES” prepared and submitted by John Michael
Bontoyan,Atrich Joy Rapal Arlene Mae Donato, Cinder Kian
Montero, Joanna Mangaoang, Kristine Diane Seradoy, Myra
Wayasen, Myra Wayasen in partial fulfillment of the
requirements for the strand, HUMANITIES IN SOCIAL SCIENCES
is hereby accepted.
Prof. JANICE B. AGUINALDO

Adviser
___________________________
Date Signed
Accepted as partial Fulfillment of the Requirements
for the Strand,
HUMANITIES IN SOCIAL SCIENCES
Prof. LUCELIA DP. CAMPOS

SHS, Supervisor
_______________________
Date Signed
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Acknowledgment
The researcher of this study would life to take this
opportunity to give thanks and praise to our almighty God
for giving us the source of strengths, wisdom, and
knowledge to finish this study and sincerely appreciates
and gratefully acknowledge the cooperation and assistance
of the following persons;
To our teacher in research Prof. Janice B. Aguinaldo
for her patience, who has rendered invaluable assistance,
guidance and encouragement, teachings, and instructions
accorded for;To our parents for giving us financial and
moral support who gives inspirations in all the tasks
that we do for the completion of this piece of work and
for inspiring us to finish this study.
To Mr. Aldwin Sam Duarte for helping and support for
providing material to finish this study.
To Mr. Recom Avance Valdez and Harrold Mijares for
helping us to critique and finalize our research study.
To Mr. Elton Amatorio for helping us for preparing,
printing and encode all data that our gathered in our
research study.
Researchers
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Dedication
We would like to dedicate this piece of work to all
Senior High School Students, for those who support us to
finish this kind of research study, teachers, friends,
family who aspire to be a researcher. And to our
parents who give a support to finish this study, to my
group mate and to our almighty god.
Researchers
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ABSTRACT
Title : “FACTORS THAT AFFECT THE WORK IMMERSION
OF GRADE 12 STUDENTS IN WESLEYAN UNIVERSITY

PHILIPPINES”
Researchers : Arlene Mae Soriano Donato ,Cinder Kian
Montero ,Joanna Mangaoang ,Kristine Diane Seradoy ,John
Michael Bontoyan ,Myra Wayasen
Strand : HUMANITIES IN SOCIAL SCIENCES
Institution : Wesleyan University- Philippines Aurora
Adviser : Prof. Janice B. Aguinaldo
Summary
The general problem of the study is to determine the
different work experiences of grade 12 Humanities and
Social Sciences in Wesleyan University Philippines during
work immersion. Specifically, the study seeks to answer
the following questions:
1. What is the profile of the student in terms of the
following:
1.1 Name
1.2 Age
1.3 Gender
2. What are the factors affecting to the work immersion of
grade 12 student in Wesleyan University Philippines?
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3. How does work immersion help the student when they work
in real place?
PERCENTAGE
In order to fined. The researcher verifying the
intelligence of the respondents, the percentage was use.
Where:
P= Percentage
F= Frequency
N= Number of Respondents
MEAN
Mean was used to determine the level of proficiency of the
respondents in terms of their vocabulary and
comprehension.
The following formula was applied:
AMW = TWF
N
Where:
AWM = stands for average weight mean
TWF = stands for the total weight mean and
frequency
N = stands for the total number of respondents
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Summary and Findings
The results show that:
1. Most of the respondents were female, while the
rest is male.
2. The students that were mostly at age 19 – 20
years of age.
3. Most of the students have critically express
their ability to improve and knowledge about
having work immersion.
4. Most of the student wants to expand their
ability and discover more in terms of office
work.
5. Among the problem that students encountered,
some of the work in the field of humanities are
intended for women most affect the work immersion
of Grade 12 (HUMMS) as it ranked 1. Then, LGBT
students are not welcome to the work place also
affects the work immersion as it ranked 2. Also,
the ability to demonstrate the knowledge and
skills needed in by the student and conduct a
return demonstration to evaluate the
effectiveness of students understanding and
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comprehension also affects the work immersion of
Grade 12 as it ranked 3.
6. Students need to acquire to learn about the
environment of being employee.
Conclusion
1. Most of the respondents was grade 12 students,
encountered about factors that affect the work
immersion of the students and capability to
comprehends what are the way to be the trainee
student.
2. To be the best trainee student should be
responsible at all times.
3. Students of grade 12 Humanities and Social Science
are still encountered and experience unwell being
trainee at the certain work place.
4. To be a good trainee they must be respect one
another for better work place and to build
friendship.
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Recommendations
1. Provide adequate guidelines to train the trainee
student who having work immersion.
2. Implement proper rules and regulation for those
students that need proper orientation before
taking work immersion.
3. Before entering in the work place student must be
orient to handle the big situation and the
pressure and exposure will not lead to them to
quit in the work place.
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Table of Contents
Title Page 1
Approval Sheet 2
Acknowledgment 3
Dedication 4
Abstract 5
Table of Contents 11
Chapter 1: Problem and Its Setting 13
Introduction 13
Statement of the Problem 16
Significance of the study 16
Definition of Terms 17
Scope and Delimitation 18
Conceptual Framework 19
Chapter 2 : Review of Related Literature and 20
Studies
Foreign Literature 20
Foreign Studies 24
Local Literature 29
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Local Studies 32
Chapter 3 : Methods, Procedure and Source of Data 39
Selection and Location of the Study 39
Data Gathering 39
Respondents 40
Instrument Used 40
Statistical Treatment 40
Chapter 4: Presentation,Analysis,and Interpretation
43
Chapter 5 : Summary, Conclusion, and Respondents
57
Summary 58
Conclusions 59
Recommendation 60
Bibliography 61
Appendices 62
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CHARTER I
PROBLEM AND IT’S SETTING
INTRODUCTION
In addition to that, these same skills can also be
reinforced through on-the-job training programs. On-the-
job training (OJT) programs are providing an opportunity
to apply the theories, principles and ideas learned in the
academe under supervision. These training programs expose
the students to work realities which will ideally hone
their skills and prepare them once they get out the
university or college. According to Lubiano 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 12 and 12 students
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. According to Department of
Education Order No.30s. 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
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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, has been incorporated in the curriculum.
Magno (2018) stated that they will be competent to
their respective field of interests and will they be skill
full and knowledgeable enough to help suffice the economic
needs of the Philippines Specially in the man power field.
The Government comes up to implementing work immersion
that will be conducted depending on what the Learners
purpose or needs. And before further discussing, I totally
agree on this stand for it will be one of the key
practices on improving Students performances.
According to Llego. Though the intention of Work
Immersion is to provide Senior High School 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 equally
prepare learners for all curriculum exits.
For all tracks, schools may different forms of learning
materials to devise unique delivery model with a minimum
of 80 and maximum of 320 hours following the curriculum
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guide.
The researcher is conduct this research paper to determine
the factors affecting the work immersion of grade 12 in
Wesleyan University Philippines.
STATEMENT OF THE PROBLEM
1. What is the profile of the student in terms of the
name, age, sex?
2. What are the factors affecting to the work immersion of
grade 12 student in Wesleyan University Philippines?
3. What are the work experiences encountered of the
students during their work immersion?
4. How does work immersion help the student when they work
in real place?
SIGNIFICANCE OF THE STUDY
The ultimate purpose of this study is to determine
the “FACTORS THAT AFFECT THE WORK IMMERSION OF GRADE 12
STUDENTS IN WESLEYAN UNIVERSITY-PHILIPPINES”. The research
hopes that the study could give significant contribution
to all students, teachers and parents.
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DEFINITION OF TERMS
Simulation- It provides an important method of analysis
which is easily verified, communicated, and understood.
Senior- a student in the final year of high school.
Submerge- to make (yourself) fully involve in activity or
interest.
Supervision- to provide a safe, supportive opportunity for
individuals to engage in critical reflection in order to
raise issues, explore problems, and discover new ways of
handling both the situation and oneself.
Immersion – the action that student aims to provide
student with opportunities in the work place.
K-12 – “K” stand for kindergarten and “12” refers to the
succeeding 12 years of basic education from 6 years of
elementary, 4 years of junior high school, 2 years of
senior high school.
Curriculum – is broadly defined as totality of student
experience that occurs in the educational process.
Opportunity – a situation or condition favorable for
attainment of a goal
Senior High School – is 2 years of specialize upper
secondary education they are grade 11 and 12 students.
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SCOPE AND DELIMINATION
The research focused on the different experiences of
grade 12 Humanities and Social Sciences students in
Wesleyan University Philippines (WUP) during their work
immersion. It includes 30 Senior High School students
whose 15 are female and 15 are male. They are taking a
track Humanities and Social Science (HUMSS) at Wesleyan
University Philippines (WUP) Senior High School in the
year of 2018-2019. The study knowing the different
experiences of Grade 12 HUMSS Students in Wesleyan
University Philippines (WUP). The researchers will use a
sampling method with inquiries which is not answerable by
yes or no. The researcher uses questionnaire to get some
data to supplement this study that will make this correct
and support the data that we collected.
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CONCEPTUAL FRAMEWORK
To further discuss the conceptual framework of this
study. The input, the process and the output dealt with
the research entitled the “FACTOR THAT AFFECT THE WORK
IMMERSION OF GRADE 12 STUDENTS IN WESLEYAN UNIVERSITY
PHILIPPINES” of the respondents taking up Grade 12. The
process of the study that dealt with distinguish the
quality of WORK IMMERSION OF GRADE 12 STUDENTS (HUMSS).
Input Process Output
“FACTOR THAT  Providing Distinguish the

AFFECT THE questionnaire quality of factors
WORK  Descriptive that affect the
IMMERSION OF method was work immersion
GRADE 12 applied of grade 12
STUDENTS IN  Normative students in
WESLEYAN survey Wesleyan
UNIVERSITY University
PHILIPPINES” Philippines
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CHAPTER II
REVIEW AND RELATED LITERATURE
FOREIGN LITERATURE
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 grade 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
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the designated personnel of the partner.
Meanwhile, work immersion is somewhat similar in
internship or on-the-job training done by college
students. They have things in common like letting students
undergo and experience actual works in particular
workplace. On the other hand, they differ in some loads
and number of hours they will consume. Therefore, most of
the following studies discusses about the on-the-job
training.
Department of Education (DepEd) Secretary, Mr.
Armin Luistro quoted “We want our students to be aware of
the importance of choosing a track that suites their
interest while at the same time matches the available
resources as well as job opportunities that await them.”
He also added that through work immersion, the students
are exposed to and become familiarized with work related
environment related to their field of specialization.
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 the theories taught in the
school; enhance their technical knowledge and skills; and
prepare them to meet the needs and challenges of
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employment or higher education after their graduation.
One of the goals of the K to 12 Basic Education
Program is to develop the learners the competencies, work
ethic, and values relevant to pursuing further education
and/or joining the word 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. This subject
will provide learners with opportunities to become
familiar with the work place; for employment simulation;
ant to apply their competencies in areas of
specialization/applied subjects in authentic work
environments. To achieve the said objectives, Work
immersion is thus a requirement for the graduation from
secondary education. Learners are immersed in actual work
environments such as workshops offices and laboratories in
which their prior training is relevant.
In the Philippines, Youth Economic Development.
Also the different sectors lack of knowledge, skill and
work experience puts them at a disadvantage. One way to
address this is through the Department of Education’s
Senior High School (SHS) program, ushered by the K-12
education reform. One of its components the work immersion
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program, provides students real work place experience,
giving students a set of technical vocational livelihood
skills that can help them make more informed career choice
and improve their employment prospects.
The purpose of this paper is to investigate and
study the efficacy of foreign immersion programs in terms
increasing cross culture awareness among the different
university student in business, accounting human resources
and agriculture. The authors extrapolate from their
populations to the practice of developing business
professional on international assignments
This paper present findings of a four-years
government sponsored university exchanges program
involving 40 professional management and agriculture
science students from four US and Brazilian top research
universities who experience. Pre-departure and post-
exchange data were collected using the well-stablished
Intercultural Development Inventory (IDI). In addition,
the authors collected academic performance data and verbal
mid and end project personal assessment. To of the authors
of this paper served as project directors, the third as
evaluation specialist.
Generally, every section of social as well as European
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students strongly encourage its students to spend some
time at a university where their target language. Below
you will find information about the various exchange
possibilities that are offered through the School and the
university. Student will receive University of Guelph
credits for courses that they successfully complete at the
exchange institution for more information, consult the
faculty advisor of your language section and Center for
International Programs on campus.
In addition the response to the academic college
of national and international significance, higher
education system needs to focus on systemic reform to
strengthen and make more competitive their output and
service (Buted, Felicen & Manzano 2014). The university
may continue implement the outcome- based education
further strengthen the capability of the students compete
with the graduates of member countries. Most
universities in the country are already under taking some
of the educational practices involved in OBE. What they
really need know in proper documentation evidences of
assessments and evaluation of the effectiveness of the
program educational objectives which well prove that the
graduates a really equipped with essential knowledge,
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values (behavior) and skills that can contribute to the
development of the community (Laguador & Dotong 2014)
According to Valdez (2010), the curriculum may
continue to revisit periodically to align the skills
needed by the industry. The curriculum should be designed
to prepare the graduates and demonstrate the core
competencies expected of them in the work place. On-the-
job training is the best method as the economical simple
and affective and everybody can do it. It doesn’t need
wide-ranging budgets, complex training course, devoted
training staffs or absence from the work place. Its
effectiveness the significantly enhanced by applying and a
method approach based on Collective data rendering to
this, importantly, each on-the-job model has its own
merits and weaknesses but they all serve the same purpose
of providing the trainees with the opportunity to practice
and learn by doing, they added. UKEssay researchers relate
this to Confucius’ perception, all it do is hear, I will
forget. If I hear and see, I will remember. If I hear, see
and do, I will understand.”
Foreign Study
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Work immersion teachers and coordinators,
industry partners as well as parents and guardians played
a vital role in developing learners’ self-efficacy.
Parent’s upbringing influenced the level of learner’s
self-efficacy. Home is a primary place where learner
personality development taka place. Proper parenting
contributed a lot to learner’s self-esteem. Teachers at
school nurture the talents and skills of every learner.
They are responsible in instilling the required
competencies in very strand of senior high school
curriculum. Proper orientation of learners before work
immersion deployment contributed a lot to the readiness of
the trainees emphasizing the importance of task completion
and self-efficacy to each trainee helped in accomplishing
the work immersion program successfully.
Work immersion teachers and coordinators should
develop a program focusing on the development of self-
efficacy of the learners before their deployment to
different industry partners. This program would help
learners to trust their own ability and develop their
self-confidence. Thus, learners would be encouraged and
satisfied to be active and motivated to finish work
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immersion program.
Engaging undergraduates in publishable research
is challenging skills including researching topics,
statistical knowledge, and writing abilities are
necessary, however, students often face time constraints
are financial challenges that impede them from engaging in
these experiences. Conducting research with
underrepresented students can be an even bigger challenge,
as these groups are known to face additional financial or
family burdens that the traditional student does not face.
This essay reports on the development of an international
field study with the goal of producing publishable
research by undergraduates. To date, 27 students (68%
Hispanic, 52% first generation) have participated in a
week-long immersion field experience in Roatan, Honduras.
As an interdisciplinary field study, students were expose
to animal behavior, ecology concepts, and research methods
through a two-course sequence that incorporated the field
experience. In this essay, we share our best practices for
conducting a field study with students from
underrepresented population with the goal of producing
publishable research. We include the evolution of the
course curriculum that was informed by self-reported
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student experiences and a brief description of some of the
projects students designed. Students reported that the
field experience highlighted the importance of adjusting
research plans and expectations. Ultimately, this program
exposed students to advantages and disadvantages of
conducting field research while increasing confidence in
their ability to conduct effective and meaningful
research. A minimum of two semesters may be needed to
create publishable research projects and 1 week of data
collection is not sufficient for successful research
projects.
According to 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, then 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. Was stated in the guidelines
that work immersion will help develop among learner’s life
and career skills, and will prepare them to make decisions
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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.
The globalization of the economic has created an
urgent need for business schools to better prepare
graduates with the knowledge, skills perspectives they
need in their working lives for a board understanding of
international business practices. In order to full fill
this demand, Researcher have been focusing-among others-on
how a curriculum could be structure and by whom students
should be instructed. Instead, how the programs should be
taught has attracted less attention. This paper introduces
an Innovative Concepts of immersive teaching methods by
building an immersive learning framework. The immersive
learning framework includes four immersive learning
processes which are separated base on the closeness and
degree of similarity to the environment that students
immersed in to during the learning, contiguous and
practical learning. These learning processes are suggested
to be include step by step in order to reach the best
learning outcomes because each process have students to
form different skills and types of knowledge, explicit or
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some type of tacit knowledge.
Studies show that a larger number of the
students than ever are participating in learning
experiences abroad. However, such programs are not always
as immersive and intensive as participant’s faculty,
program directors, and administrators would wish. This
study examines the ways in which students created
sustained opportunities to interact with members of the
host community as well as episodes of cultural clash,
miscommunication, and misunderstanding experienced at the
intersection of two cultures that led to diminishing
willingness to interact with members of the host
community. The article concludes with recommendations for
pre-departure experiences that are designed to have
students become more away of the social cultural
identities, cultural values, learning goals, and program
expectations as well as to invest in their own learning
and prepare to engage in sustained and meaningful ways
with members of the host culture.
The goal of increasing the understanding of
other cultures’ worldviews has resulted in increased
numbers of study abroad programs for university student in
Humanities and Social Sciences and health-related
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disciplines. Concurrently, goals to increase Family health
promotions and decrease health disparities in vulnerable
populations have become global concerns. Much of the
vulnerability seen in global populations is directly
related to chronic health conditions, social inequities,
and lack of health promotion services available to
families. In an effort to understand complexity of chronic
illness and its impact on vulnerable families, an
international research partnership to conduct cross-
cultural research was created. The intent was to explore
and compare family health issues, disparities in existing
chronic illnesses, social inequities and health care
solutions in multiple countries.
Local Literature
The Senior High School work immersion forum was
held a Marco Polo Hotel, Ortigas, Pasig City last
September 22, 2016 Representatives from Department of
Education people management association of the Philippines
(PMAP), Philippine chamber of Commerce and industry
(PCCI), Department of Labor and Employment (DOLE), and Rex
Book store were present. With the intent of developing
more meaning full work immersion experiences for student,
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the organizations discussed the current state and the
further of employment for the Filipinos. They also talked
about who to the programs can benefit vote the educational
sector as well as the economy.
Basically, in the issue is the Differences of
expectations that an employer has as Compared to the
expectation that a student has when entering a work
experience program as Park of an expanding school to work
high school work based curriculum. White work experience
program have become an Integral Park of high school
curriculums since, theirs programs seem to falter to a
lack or understanding from both the students prospective
and the employers prospective. Their for this literature
review is attentive to investigate both sides of this
issue. Student and employer. First, employer expectations
as found in the literature will be reviewed. Before this
expectation are reviewed it necessary to review literature
recording SCANS (secretary commission on achieving
necessary) and its relationship to the necessary
employment skills perceived on the part of employments and
students. This study is mainly anchored on issuance of
DepEd Order No. 30, s. 2017, the Department of Education
(DepEd), in support of its K-12 program, mandated academic
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institutions that offer Senior High School (SHS) education
to implement work immersion programs. 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 claims 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
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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 go on the
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. Jesuit, 2015, many authors and
legal basis has similar concepts of work immersion 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.
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Local Study
The implementation of the K-12 educational
reform institutionalized the Lead relation toward a
bachelor degree program. One of the goals of the K-12
basic education program is to develop the competencies,
work ethics and values relevant to pursuing further
education and joining the work immersion program is to
become familiar with the workplace employment simulation
and to apply competencies in areas of specialization in
authentic work immersion program (WUP) of whose interest
for pursing career in physical therapy two and two
physical therapy professor that handle the subject that
also assigned to handle and supervised Senior High School
students. Senior High School students underwent an 80
hours of orientation, simulation activities about PT
subject and practice. At the same time, the investigation
looked into the surrounding issue and problem influencing
the decision making of the SHS students leading physical
therapy profession. Crucial to understanding an agency in
the preparation of program toward a successful work
immersion program of the situation of physical therapy
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profession as to nature of work, work ethics and
discipline and to apply the competencies in physical
therapy with authentic work
Jeanilla (2018) The first batch of senior high
school students strode into their respective school halls
nearly two years ago, complying with the new K-12
curriculum. Stipulated in the new program is the Work
Immersion. The Department of Education (DepEd) had planned
the Work Immersion to enrich the K-12 experience, with its
overall goal being to better prepare senior high school
students for their future goals and careers. Now, with the
school year drawing to a close, how did the country’s
first senior high school students fare?
The announcement of two additional years in high
school had been met with mixed responses. Some had praised
the new curriculum. Former Interior and Local Government
Secretary Mar Roxas had been firm in his belief that the
reform was necessary, and was “something we need to do.”
Others had opposed it. A common issue cited was the
country’s capability (or rather, incapability) of
accommodating the senior high school students, in public
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high schools, in particular. Sen. Antonio F. Trillanes had
even filed motions against the “ambitious” legislation in
the Supreme Court with other lawmakers in 2015. The case,
and other similar motions, were eventually dropped.
Despite the opposition, the program was still implemented.
In an effort to cope with the influx of
additional high school students, schools across the nation
had scrambled to construct additional buildings and to
hire additional teachers. The DepEd had planned to build
5,899 senior high schools nationwide, granting 1,866
provisional permits to private schools who would offer
senior high school. It had also supposedly hired 37,000
teachers for senior high school in 2016.
Implemented during the administration of Benigno
“Noynoy” Aquino III , the new K- 12 program was meant to
raise Philippine education to global standards. Prior to
the implementation of K- 12, the Philippines was the only
Asian country which was still adopting the basic 10- year
curriculum, and one of the three remaining in the world
( Angola and Djibouti being the other two remaining
countries). Senior high school, as of SY 2016- 2017, was
made legally compulsory. However, students who only
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complete junior high school will only be considered as
Grade 10 completer, not a high school completer. An SHS
diploma would allow a student to be admitted into college.
According to the DepEd website, the revised curriculum is
comprised of kindergarten, elementary, junior high school
and the two year senior high school. This applies to both
private and public schools.
Once a student reaches senior high school
(Grades 11 and 12), they are given a choice of the
following tracks: Academic Track, Technical-Vocational
Livelihood (commonly referred to as Tech-Voc), Sports, and
Arts and Designs. The Academic Track is further divided
into five strands, namely the Accountancy, Business and
Management (ABM) Track; Science, Technology, Engineering
and Mathematics (STEM) Strand; Humanities and Social
Sciences (HUMSS) Strand; General Academic (GA) strand; and
Pre-Baccalaureate Maritime specialization. The TechVoc
track is also further divided into several strands,
specifically Agri-Fishery Arts, Home Economics,
Information and Communications Technology (ICT),
Industrial Arts and TVL Maritime. All students would study
core subjects that are common to all the strands, and
specialized subjects which are specified for the chosen
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strand of students. Despite the range of tracks, not all
schools will be able to offer all the tracks. They would
only offer the tracks that are within the capacity of
their resources.
The school year 2017-2018 would see its first
batch of graduating senior high school students. Before
the march towards the diploma though, the students must
complete Work Immersion, one of the highlight innovations
of K-12. Similar to the On-the-Job Training (OJT) programs
students undergo in colleges, senior high school students,
no matter what the strand, must complete an 80hour work
shift in a company that is aligned to their planned
career. Prior to the Work Immersion, they must take at
least four specialized subjects. The Work Immersion’s main
goal is to give students an in-depth learning experience
of their supposed future workplace. For example, a STEM
student aspiring to be a doctor would then have their Work
Immersion in a hospital, while an ABM student aiming to be
an entrepreneur would “work” in a business. The Work
Immersion acts as a preparation for students, both for
college and actual employment (since, another supposed
benefit of K-12 is to make students more employable even
if they did not go to college).
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There is no specific guideline or law that
dictates that a company is obliged to entertain senior
high school students who need to undergo this program.
Schools themselves are to collaborate with companies that
would accept their students for the Work Immersion,
competing therefore with college students undergoing the
OJT program.The DepEd with the Department of Labor and
Employment (DOLE), had set guidelines to protect students
undergoing Work Immersion (although, they do not consider
Work Immersion as employment).
In an advisory issued on June 30, 2016, it
states that Work Immersion would only be allowed from 8
a.m. to 5 p.m. Children bellow 15 will also require a
permit from their parents, and they cannot be in work for
more than four hours a day. All students though,
regardless of age, cannot work in industries that DOLE
considers “hazardous.”
Before the Work Immersion proper, schools are
expected to prepare the students by, for example, teaching
them how to create a resume, secure clearance documents,
conduct orientations, etc. The Work Immersion itself
though would require a narrative of the workplace (which
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could include charts, photos, or illustrations), written
report of activities, supervisor’s rating, and more.
Work Immersion
By the end of the students’ Work Immersion, they
should be able to use the skills they have learned in
school and apply them to real-life situations in an actual
workplace. The impact of the Work Immersion would of
course vary per school, and per student. For some, it
would most likely feel like a huge step forward, a glimpse
into their future. For others, it could be a sign towards
a different direction.
A case of an actual Work Immersion, the
Philippine Daily Inquirer had welcomed the senior high
school students of St. Theresa’s College, Quezon City,
last Jan. 29 to Feb. 23 for their Junior Intern Program,
or Onthe-Job Work Immersion (OJI).
The 16 students have varying aspirations, from
journalists to lawyers to psychologists and doctors. All
of the fields the students aspire were present, giving
students a chance to truly be engrossed in the workplace.
To be able to provide the students a more focused learning
experience, they were divided into two batches. Batch 1
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interned from Jan. 29 to Feb. 9 while Batch 2 had their
Work Immersion from Feb. 12 to 23. All of the students
were assigned to the department that is most closely
aligned to their supposed career, namely the Research
Department, Marketing Department, Corporate Affairs, Human
Resources, Central Desk, Finance, and PDI’s own clinic.All
of the students were showed the ropes of their respective
departments, as well as PDI as a whole. Students assigned
to the Research Department, for example, had been given
the chance to assist in writing necessary background
information and researching fast facts. Most of the
students were also allowed to sit in during meetings,
observing department heads, editors, and more. Last Feb.
12 and 13, the students had served as volunteers for the
Democracy and Disinformation Conference in Ateneo de
Manila, Rockwell Campus, assisting speakers and guests
alike.This not only allowed them to do their Work
Immersion, but to learn from the leading experts the
impact of disinformation on our country. Last March 6, as
a culmination of their Work Immersion, a small ceremony
was held at the PDI office. Selected students shared their
personal experiences and the knowledge that they gained.
Personnel from PDI had also given their messages, bidding
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the students a farewell while urging them to pursue their
passions.
CHAPTER III
METHOD, PROCEDURE AND SOURCE OF DATA
This chapter presents the research method,
respondents, instrument used, data gathering, and
statistical treatment.
SELECTION AND LOCATION OF THE STUDY
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The students of Senior High School were
being selected at Wesleyan University – Philippines
Aurora Campus. Selection of this was made primarily
because it is convenient to the researchers.
DATA GATHERING
Data gathering was made by using survey
questionnaire. Personal observation was also noted to
acquire additional information. Questionnaire were
distributed as the researcher conducted.
METHOD OF RESEARCH
The researcher used the descriptive
quantitative method in gathering the information in
this study, a fact finding study with adequate and
accurate interpretation of the finding. It describes
with emphasis to what actually existed such as
current condition practices or situation.
RESPONDENTS
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There are 30 selected students of Grade 12
Senior High School of Wesleyan University –
Philippines Aurora Campus.
THE INSTRUMENT USED
The researcher made used of a questionnaire
in getting the data. This was used because it gathers
the data faster than the other method. Beside the
respondents were very knowledgeable they could read
and answer the question easy.
STATISTICAL TREATMENT
The data gathered after administration of
the test were tallied, tabulated, and treated by
means of some statistical techniques like percentage,
mean, standard deviation and weighted average.
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PERCENTAGE
In order to fined. The researcher verifying
the intelligence of the respondents, the percentage
was use.
P = F 100
N
Where:
P= Percentage
F= Frequency
N= Number of Respondents
MEAN
Mean was used to determine the level of
proficiency of the respondents in terms of their
vocabulary and comprehension.
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The following formula was applied:
AMW = TWF
N
Where:
AWM = stands for average weight mean
TWF = stands for the total weight mean and
frequency
N = stands for the total number of
respondents
RANGE SCALE AND VERBAL INTERPRETATION
For better interpretation of data, the following
weights, range, interval or numerical respondents and
verbal interpretation are shown as follows.
Weight Range Description Verbal
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interpretation
1 3.51 – 4.00 The statement is Strongly Agree
Strongly Agree (SA)
2 2.51 – 3.50 The statement Agree
is Agree (A)
3 1.50 – 2.50 The statement is Disagree
Disagree (DA)
4 1.00 – 1.50 The statement is Strongly
Strongly Disagree
Disagree (SD)
CHAPTER IV
Presentation, Interpretation and Analysis of Data
This chapter contained presentation,
interpretation and analysis of the data gathered.
Profile of the Respondents
Table 1
Distribution of Respondents
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Age Frequency Percentage Rank
(Students)
15 – 16 0 0 0
17 – 18 9 30% 3
19– 20 11 37% 1
20 – 21 10 33% 2
22 Above 0 0 0
Total 30 100%
Gender
Male 15 50%
Female 15 50%
Total 30 100%
The table 1 presented the distribution of the
ranges of age. There were 9 or 30% of the respondents who
were at the age of 17 – 18, rank 3. There were 11 or 37%
of the respondents who were at the age range of 19 – 20,
rank 1. There were 10 or 33% of the respondents who were
at the range of 20 – 21, rank 2.
And the distribution of respondents in terms of
gender. There were 15 or 50% of male respondents and there
were 15 or 50% of male respondents.
Findings
It showed that the majority of the respondents who were at
the age range of 19 – 20 followed by 20 – 21 age of
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respondents and 17 – 18 age of the respondents. And also
the data showed that the majority in terms of gender was
fair were 15 male and 15 female.
Table 2
Factors that can Affect the work immersion of grade 12
students
Indicators Mean Verbal Rank
interpretation
1.The work place 3.3 Agree 8
location is too far
from our home and it
takes an hour to
travel.
2.Late riser in the 3 Agree 9
morning that may cause
laziness to prepare for
work.
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3.Affected by weather 3.5 Agree 5
changes such as heavy
rain and flood.

4.Insufficient budget 2.5 Agree 12
for transportation and
allowance per day.

5.Teacher is not well 2.3 Disagree 13
educated to enhance the
students knowledge in
the field or area of
concentration.
6.His/her level of 1.75 Disagree 14
experience is less than
the required number of
experience in the field
especially TechVoc.
7.Instead of explaining 2.75 Agree 11
the related the related
skills in the field
he/she let the students
to discover of what is
does and don’t.

8.No participation 2.8 Agree 10
during on the job
training exposures.
9.He/she conduct 1.5 Strongly Disagree 15
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supervision when the
students rendered a
special skills in the
work area.
10.Developed reports 3.75 Strongly Agree 4
between the students
and the working
environment.
11.Always support the 3.4 Agree 6
students to increase
their self-esteem and
self confidence in the
work place.
12.Able to demonstrate 4 Strongly Agree 3
the knowledge and
skills needed in by the
student and conduct a
return demonstration to
evaluate the
effectiveness of
students understanding
and comprehension.
13.The work place is 3.25 Agree 7
design only for
specific gender. Such
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as office work is for
girls and technical
work is for men.

14.LGBT students are 3.8 Strongly Agree 2
not welcome to the work
place.
15.Some of the work in 4 Strongly Agree 1
the field of humanities
are intended only for
women.
Total 3.21 Agree
The table 2 showed that the first in rank was some of the
work in the field of humanities are intended only for
women with the 4 mean and the verbal interpreted as
strongly Agree. Second in rank is LGBT students are not
welcome to the work place with the mean of 3.8 with the
verbal interpretation is strongly Agree. Third is Able to
demonstrate the knowledge and skills needed in by the
student and conduct a return demonstration to evaluate the
effectiveness of students understanding and comprehension
with the mean of 4 with the verbal interpretation of
strongly Agree. Fourth is Developed reports between the
students and the working environment with the mean of 3.75
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and the verbal interpretation is Strongly Agree. Fifth is
Affected by weather changes such as heavy rain and flood
with the mean of 3 and the verbal interpretation is Aree.
Sixth is Always support the students to increase their
self-esteem and self confidence in the work place with the
mean of 1.75 and the verbal interpretation is Disagree.
Seven is The work place is design only for specific
gender, Such as office work is for girls and technical
work is for men with the mean of 3.25 with the verbal
interpretation is Agree. Eight is The work place location
is to far from our home and it takes an hour to travel
with the mean of 3.3 and the verbal interpretation of
Agree. Nine is Late riser in the morning that may caused
laziness to prepare for work with the mean of 3 and the
verbal interpretation is Agree. Ten is No participation
during on the job training exposures with the mean of 2.8
and the verbal interpretation is Agree. Eleven is Instead
of explaining the related the related skills in the field
he/she let the students to discover of what is does and
don’t, with the mean of 2.75 with the verbal
interpretation is Agree. Twelve is Insufficient budget for
transportation and allowance per day, with the mean of 2.5
with the verbal interpretation is Agree. Thirteen is
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Teacher is not well educated to enhance the students
knowledge in the field or area of concentration, with the
mean of 2.3 and with the verbal interpretation is
Disagree. Fourteen is His/her level of experience is less
than the required number of experience in the field
especially TechVoc. with the mean of 1.75 and the verbal
interpretation is Disagree. Fifteen is He/she conduct
supervision when the students rendered a special skills in
the work area, with the mean of 1.5 and with the verbal
interpretation is Disagree
Findings
It only showed the factors that affect in students when
they are taking immersion on a certain place. And also it
showed the conflict of being fresh employee in the certain
department. And it showed the particular situation of
every student having immersion. And it showed the
particular factor that affect the student is Some of the
work in the field of humanities are intended only for
women.According to Gemmar Anthony Guimba (2018) Work
immersion teachers and coordinators should develop a program
focusing on the development of self-efficacy of the learners
before their deployment to different industry partners. This
program would help learners to trust their own ability and
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develop their self-confidence. Thus, learners would be
encouraged and satisfied to be active and motivated to finish
work immersion program. The satisfaction that the learners’
experienced, the knowledge, skills and attitude they acquired
from the actual work environments would inspire them to pursue
higher education, others would engaged in entrepreneurship and
some would find an employment.
Table 3. Problem of students in Improving Work Immersion
Items Mean Rank Verbal
Interpret
ation
1.Luck of orientation and 2.7 2 Agree
guidelines.
2.Some of students used their phone 3.9 1 Strongly
while they are in work place. Agree

3.Some of the student didn’t follow 2.6 3 Agree
the rules and regulation of a
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certain department.
Total 3.06 Agree
This table 3 showed the problem of the students in
improving work immersion of Humanities and Social Sciences
(HUMSS). First in rank is Some of students used their
phone while they are in work place with the mean of 3.9
and with the verbal interpretation is Strongly Agree.
Second is Luck of orientation and guidelines with the mean
of 2.7 and the verbal interpretation is Agree. Third is
Some of the student didn’t follow the rules and regulation
of a certain department with the mean of 3 and the verbal
interpretation is Agree.
Findings
Table 3 showed that most of student when having immersion
is encountered this situation. Hope to improve this
problem the next student taking this kind of immersion
particularly in Humanities and Social Sciences (HUMSS) of
Wesleyan University Philippines – Maria Campus. And the
most and particular that student encountered is, Some of
students used their phone while they are in work place.
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Table 4
Work experiences encountered of the Students during
their Work Immersion
Item Mean Rank Verbal
Interpretation
1. Luck of knowledge 2.6 4 Agree
about assigned work (A)
or activity.
2. If they command you 3.1 3 Agree
to get some paper in (A)
a particular place.
3. Miss interpret the 3.8 1 Strongly Agree
gesture of person (SA)
that they command on
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you.
4. Expect the pressure 3.4 2 Strongly Agree
and exposure to the (SA)
work place.
Total 3.22 Agree
The table showed that the first in rank is Miss
interpret the gesture of person that they command on you,
with the mean of 3.8 and the verbal interpretation is
Strongly Agree. Second is Expect the pressure and exposure
to the work place, with the mean of 3.4 and the verbal
interpretation is Strongly Agree. Third is If they command
you to get some paper in a particular place, with the mean
of 3.1 and the verbal interpretation is Agree. Fourth is
Luck of knowledge about assigned work or activity, with
the mean of 2.6 and the verbal interpretation is Agree
Findings
Table 4 showed that most work experience encountered
of the Students during their Work Immersion is Miss
interpret the gesture of person that they command on you.
Lewinian (1951) concept of unfreezing – confronting
implicit theories of leadership and teams, creating a
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perception where skills such as these are not already
maximized among overconfident students and that
improvement is not only possible but also needed. The
opportunity to meet with students day-to-day, in
experience, seems to create a better opportunity for
students to become open to behavioral skills learning.
Immersion creates not only a strong situation but also a
sustained, intensive alternate reality where implicit
theories and overconfidence can be directly and
consistently challenged and overcome, thus generating
emotional activation and momentum and receptiveness to the
cognitive and behavioral components of executive skill
education. We hope that this perspective adds to the
repertoire of ABSEL scholars and to practitioners of
experiential learning and business simulation.
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Table 5
How does work immersion help the student when they work in
real place
Item Mean Rank Verbal
interpretation
1. Expand knowledge and 3.6 3 Agree
experience. (A)
2. Understand the 2.6 5 Agree
environment of certain (A)
work place.
3. Get more information . 3.7 2 Strongly Agree
(SA)
4. Enhance skills and 4 1 Strongly Agree
ability. (SA)
5. Discover more about 2.8 4 Agree
what skills and ability (A)
you have.
Total 3.38 Strongly Agree
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The table showed that the first in rank is Enhance skills
and ability, with the mean of 4 and the verbal
interpretation of Strongly Agree, second is Get more
information, with the mean of 3.7 and the verbal
interpretation is Strongly Agree, third is Expand
knowledge and experience with the mean of 3.6 with the
verbal interpretation is Agree, Furth is Enhance skills
and ability with the mean of 2.8 and the verbal
interpretation is Agree, Fifth is Understand the
environment of certain work place with the mean of 2.6 and
the verbal interpretation is Agree.
Findings
Table 5 showed that immersion can help and improve the
Grade 12 students taking up Humanities and Social Sciences
(HUMSS) in Wesleyan University Philippines. And to be
acquire every student to learn more about the environment
of work immersion in certain work place. And the most
helpful experience of the students that they get and use
in real place is Enhance skills and ability, with the mean
of 4 and the verbal interpretation is Strongly Agree.
According to Meredith Farkas (2010) Work immersion is a
chance to experience new things, beyond what is in the
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usual class room set up. It helps us to apply what you we
have learned in school. Learning through immersion
includes mistakes,we commit during immersion help us build
new learnings. Immersion help us realize self development
in new life. Not just by grades but by insight, which can
help us from action plans for the future.
Summary and Findings
The results show that:
1. Most of the respondents were female, while the rest
is male.
2. The students that were mostly at age 19 – 20 years of
age.
3. Most of the students have critically express their
ability to improve and knowledge about having work
immersion.
4. Most of the student wants to expand their ability and
discover more in terms of office work.
5. Among the problem that students encountered, some of
the work in the field of humanities are intended for women
most affect the work immersion of Grade 12 (HUMMS) as it
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ranked 1. Then, LGBT students are not welcome to the work
place also affects the work immersion as it ranked 2.
Also, the ability to demonstrate the knowledge and skills
needed in by the student and conduct a return
demonstration to evaluate the effectiveness of students
understanding and comprehension also affects the work
immersion of Grade 12 as it ranked 3.
6. Students need to acquire to learn about the
environment of being employee.
Conclusion
The following were drawn based on the findings of this
study:
1. Most of the respondents was grade 12 students,
encountered about factors that affect the work
immersion of the students and capability to
comprehends what are the way to be the trainee
student.
2. To be the best trainee student should be responsible
at all times.
3. Students of grade 12 Humanities and Social Science
are still encountered and experience unwell being
trainee at the certain work place.
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4. To be a good trainee they must be respect one another
for better work place and to build friendship.
Recommendation
Based from the findings and conclusions of the study,
the following are recommended:
1. Provide an adequate guidelines to train the trainee
student who having work immersion.
2. Implement proper rules and regulation for those
students that need proper orientation before taking
work immersion.
3. Before entering in the work place student must be
orient to handle the big situation and the pressure
and exposure will not lead to them to quit in the
work place.
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Bibliography
https://www.vcis.edu.ph
http://www.coursehero
http://www.scribd.com
https://www.teacherph.com
https://www.scribd.com
www.omicsonline.org
scholar.google.com.ph
http://www.uoguelph
http://www.academia.edu
http://www.academia.edum.grin.com
iafoudaition.org
fronticrisn.org
http://asiafoundation
http://www.scribd.com
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http://ecommons.luc.eduncbi.nlm.nih.gov
www.onisconline.org
https://www.grin.com/document/456670
APPENDICES
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Questionnaire
Please answer the following question by checking (/)
by your own choice in every item.
I. Personal information
Name:_______________________________
Age:________
Gender: Male ( ) Female ( )
Direction: Please check the columns that correspond to
your answer.
(4) Strongly Agree
(3) Agree
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(2) Disagree
(1) Strongly Disagree
Item 4 3 2 1
1.The work place location is to far
from our home and it takes an hour to
travel.
2.Late riser in the morning that may
caused laziness to prepare for work.

3.Affected by weather changes such as
heavy rain and flood.

4.Insufficient budget for
transportation and allowance per day.

5.Teacher is not well educated to
enhance the students knowledge in the
field or area of concentration.

6.His/her level of experience is less
than the required number of experience
in the field especially TechVoc.

7.Instead of explaining the related the
related skills in the field he/she let
the students to discover of what is
does and don’t.

8.No participation during on the job
training exposures.
9.He/she conduct supervision when the
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students rendered a special skills in
the work area.

10.Developed reports between the
students and the working environment.

11.Always support the students to
increase their self-esteem and self
confidence in the work place.

12.Able to demonstrate the knowledge
and skills needed in by the student and
conduct a return demonstration to
evaluate the effectiveness of students
understanding and comprehension.

13.The work place is design only for
specific gender. Such as office work is
for girls and technical work is for
men.
14.LGBT students are not welcome to the
work place.
15.Some of the work in the field of
humanities are intended only for women.
December 2,2020
Lucille Capos
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Supervisor of Senior High School

Maria Aurora, Aurora
Dear Ma’am,
Warm Christian Greetings!
The undersigned is Grade 12 students of Wesleyan

University– Philippines taking up Humanities and Social
Sciences presently undertaking a research study entitled
“FACTORS THAT AFFECT THE WORK IMMERSION OF GRADE 12
STUDENTS IN WESLEYAN UNIVERSITY– PHILIPPINES”, as partial
requirements for the strand.
In this regard, my we request your goof office to allowed

us to conduct as surveying gathered the data in Wesleyan
University- Philippines.
Very truly yours,
John Michael Bontoyan Arlene Donat Kristine Diane Saradoy
Cinder Kian Montero Myra Wayasen Joana Manganan Atrich Joy

Rapal
Researchers
Noted by:
Janice Aguinaldo
Researcher Teacher
Approved by:
Lucelia Capos
Supervisor, SHS
December 2,2020
Dear Respondents,
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Warm Christian Greetings!
The undersigned is Grade 12 students of Wesleyan

University– Philippines taking up Humanities and Social
Sciences presently undertaking a research study entitled
“FACTORS THAT AFFECT THE WORK IMMERSION OF GRADE 12
STUDENTS IN WESLEYAN UNIVERSITY– PHILIPPINES”, as partial
requirements for the strand.
Accordingly, researcher seeking your cooperation to answer

the attached questionnaire which will be very vital in the
completion of said study. Please do not leave any item
unanswered.
Rest assured that whatever data to be gathered shall keep

with utmost confidentially.
Thank you, in participation for your favorable permission.

God bless!
Respectfully yours,
John Michael Bontoyan Arlene Donato Kristine Diane Saradoy
Cinder Kian Montero Myra Wayasen Joana Manganan

Atrich Joy Rapal
Researchers
Noted by:
Janice Aguinaldo
Researcher Teacher
Approved by:
Lucelia Capos
Supervisor, SHS
Curriculum Vitae
Personal Identification
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Name: John Michael Bontoyan
Address: Brgy. Florida Maria Aurora, Aurora
Birthday: February 14, 2000
Birth Place: Cavite City
Civil Status: Single
Age: 20
Citizenship: Filipino
Father: Edgar Bontoyan
Mother: Josie Bontoyan
Educational Background
Senior High School: Wesleyan University-Philippines

Brgy. 01 Maria Aurora, Aurora
(S.Y. 2019-2020)
Junior High School: Rodrigo D. Palmero Memorial
National High School
(S.Y. 2018-2019)
Primary School: Bagong Buhay A Elementary School
(S.Y 2014-2015)
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Name: Cinder Kian Montero
Birthday: January 2, 2003
Birth Place: Brgy. Bayanihan Maria Aurora,Aurora
Age: 17
Father: Rolando Montero
Mother: Alma Montero

(S.Y. 2019-2020)
Junior High School: Maria Aurora National High School
(S.Y. 2018-2019)
Primary School: Cabituculan East Elementary School
(S.Y.2014-2015)
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____________________________________________________________________________
Name: Arlene Donato
Birthday: January 4, 2003
Birth Place: Brgy, Malasin Maria Aurora,Aurora
Age: 17
Father: Arcelis Donato
Mother: Marites Donato

(S.Y. 2019-2020)
(S.Y. 2018-2019)
Primary School: Maria Aurora Central School
(S.Y. 2014-2015)
73
Senior High School
____________________________________________________________________________
Name: Joana Mangaong
Address: Baubo Maria Aurora
Birthday: September 15, 2003
Birth Place: Rosario Launion
Age: 17
Father: Devino Mangaong
Mother: Glenda Mangaong

(S.Y. 2019-2020)
(S.Y. 2014-2015)
Primary School: Jose Zavalia Memorial Elementary
School
74
Senior High School
____________________________________________________________________________
Name: Kristine Saradoy
Address: Brgy, San Jose Maria Aurora, Aurora
Birthday: December 24, 2002
Birth Place: Borlongan Dipaculao Aurora
Age: 18
Father: Lorito Saradoy
Mother: Vilma Saradoy

(S.Y. 2019-2020)
(S.Y. 2018-2019)
Primary School: Borlongan Elementary School
75
Senior High School
____________________________________________________________________________
Name: Myra Wayasen
Address: Dinadiawan Dipaculao Aurora
Birthday: March 4, 2002
Birth Place: Dinadiawan Dipaculao, Aurora
Age: 18
Father: Danilo Wayasen
Mother: Marita Wayasen

(S.Y. 2019-2020)
Junior High School: Dinadiawan National High School
(S.Y. 2018-2019)
Primary School: Francisco Q. Dagyapen Memorial
Elementary Scool
(S.Y. 2014-15)
76
Senior High School
____________________________________________________________________________
Name: Atrich Joy Rapal
Address: Brgy, Florida Maria Aurora, Aurora
Birthday: March 21, 2001
Birth Place: Baler Aurora
Age: 19
Father: Freide Rapal
Mother: Lisa Rapal

(S.Y. 2019-2020)
(S.Y. 2018-2019)
Primary School: Brgy, Florida Maria Aurora, Aurora
77

Wesleyan University - Philippines Maria Aurora, 3202 Aurora: Senior High School

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Wesleyan University - Philippines Maria Aurora, 3202 Aurora: Senior High School

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Wesleyan University – Philippines

Maria Aurora, 3202 Aurora

“ FACTOR THAT AFFECT THE WORK IMMERSION OF GRADE 12

STUDENTS IN WESLEYAN UNIVERSITY PHILIPPINES”

A Senior High School Research

Presented to the faculty of

the High School Department of Wesleyan University –

Philippines Maria Aurora, Aurora Campus

In the partial fulfillment of the Requirements for

“HUMANITIES AND SOCIAL SCIENCES”

Arlene Mae Soriano Donato

Cinder Kian Montero

Kristine Diane Seradoy

John Michael Bontoyan

Atrich Joy Rapal

This thesis entitled, “FACTORS THAT AFFECT THE

WORK IMMERSION OF GRADE 12 STUDENTS IN WESLEYAN UNIVERSITY

PHILIPPINES” prepared and submitted by John Michael

Bontoyan,Atrich Joy Rapal Arlene Mae Donato, Cinder Kian

Montero, Joanna Mangaoang, Kristine Diane Seradoy, Myra

Wayasen, Myra Wayasen in partial fulfillment of the

requirements for the strand, HUMANITIES IN SOCIAL SCIENCES

Prof. JANICE B. AGUINALDO

Accepted as partial Fulfillment of the Requirements

for the Strand,

HUMANITIES IN SOCIAL SCIENCES

Prof. LUCELIA DP. CAMPOS

The researcher of this study would life to take this

opportunity to give thanks and praise to our almighty God

for giving us the source of strengths, wisdom, and

knowledge to finish this study and sincerely appreciates

and gratefully acknowledge the cooperation and assistance

of the following persons;

To our teacher in research Prof. Janice B. Aguinaldo

for her patience, who has rendered invaluable assistance,

guidance and encouragement, teachings, and instructions

accorded for;To our parents for giving us financial and

moral support who gives inspirations in all the tasks

that we do for the completion of this piece of work and

for inspiring us to finish this study.

To Mr. Aldwin Sam Duarte for helping and support for

providing material to finish this study.

To Mr. Recom Avance Valdez and Harrold Mijares for

helping us to critique and finalize our research study.

To Mr. Elton Amatorio for helping us for preparing,

printing and encode all data that our gathered in our

We would like to dedicate this piece of work to all

Senior High School Students, for those who support us to

finish this kind of research study, teachers, friends,

family who aspire to be a researcher. And to our

parents who give a support to finish this study, to my

group mate and to our almighty god.

Title : “FACTORS THAT AFFECT THE WORK IMMERSION

OF GRADE 12 STUDENTS IN WESLEYAN UNIVERSITY

Montero ,Joanna Mangaoang ,Kristine Diane Seradoy ,John

Michael Bontoyan ,Myra Wayasen

Strand : HUMANITIES IN SOCIAL SCIENCES

Institution : Wesleyan University- Philippines Aurora

Adviser : Prof. Janice B. Aguinaldo

The general problem of the study is to determine the

different work experiences of grade 12 Humanities and

Social Sciences in Wesleyan University Philippines during

work immersion. Specifically, the study seeks to answer