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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

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 is a key feature of the Senior High School (SHS) Curriculum. It can be

conducted in different ways depending on the purposes and needs of learners.

Aiming to improve the quality of education, the Department of Education (DepEd).

In line to this students undergo immersion, which may include earn-while-

you-learn opportunities, to provide them relevant exposure and actual experience

in their chosen track. By the Act of the Philippine Congress through Republic Act

No. 6590 in 1972, also provides; “That only General Curriculum with Practical Arts

shall be offered in the First and Second Year and Vocational Courses for training

in occupations needed by the community and as soon as possible to open Post-

Secondary Technical Courses”.

According to the 2016 presentation of Department of Education (DepEd)

the Senior High School is two years of specialized upper secondary education;

students may choose a specialization based on aptitude, interests, and school

capacity. The choice of career track will define the content of the subjects a
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student will take in Grades 11 and 12. Senior High School subjects fall under

either the Core Curriculum or specific Tracks.

Each student in Senior High School can choose among three tracks:

Academic; Technical-Vocational-Livelihood; and Sports and Arts. The Academic

track includes three strands: Business, Accountancy, Management (ABM);

Humanities, Education, Social Sciences (HESS); and Science, Technology,

Engineering, Mathematics (STEM).

Immersion is done outside the school campus in a “Workplace Immersion

Venue,” defined as “the place where work immersion of students is done.

Examples of work immersion venues include offices, factories, shops and project

sites” (DepEd, 2016).

What could lead to confusion is that the word “immersion” actually has two

meanings in K to 12. The first meaning refers to a required Senior High School

subject in the curriculum. The second meaning refers not to a subject but to a

preferred mode of delivery of Technical-Vocational subjects added by (DepED,

2016).

Going along with its mandated mission of providing the community with the

technical expertise as know-how in the area of technology, the school authority is

charting out plans and sourcing resource to use in its pursuit providing ample
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facilities trust by the students, faculty and staff towards producing quality

graduates (DepEd, 2016).

The importance of work immersion must be seen as vital point of giving

students a venue to improve themselves through experiencing real work firsthand.

This is the very highlight of the Senior High School program. It helps students to

acquire knowledge and experience that can help them grow as professional

individuals (DepEd, 2016).

Furthermore, Work Immersion Course provides opportunities to go through

the actual methodologies of a specific job using the real tools, equipment and

documents. In effect, the work place becomes a development venue for student

trainee to learn more about their chosen field and practice what they have learn

from schools.

Experience is considered to be one of life’s greatest teachers. Work

Immersion can use as an inspiration as they gain expertise in their respective

fields. This experience will surely help them not only for their present job as a

student but also for their future job as a professional employee of this society. 

Background of the Study

The researcher conduct the study to four (4) local private schools in

Taguig; St. Francis of Assisi College- Taguig, Saint Francis of Assisi College is
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one of the top schools in South Manila offering complete education from pre-

school to the graduate level. Over nine (9) schools located in South Manila.

Taguig Campus offers programs from High School down to Preschool.

As they quote “they have rich and responsive curriculum represented by

well-trained professional teachers and administrators making them one of the top

schools in Manila today”. They are located at Holy Family Village, Bagumbayan,

Taguig City, Metro Manila.

Work Immersion in St. Francis of Assisi College- Taguig deployed in

different private and public sector assisted by their Work Immersion Teachers as

their coordinators, and they usually start early as November before the second

semester.

STI College- Global City is located in University Parkway Drive, Bonifacio

Global City, STI was organized in 1983, when entrepreneurs Augusto C. Lagman,

Herman T. Gamboa, Benjamin A. Santos and Edgar H. Sarte set up

the Systems Technology Institute to train people in programming and IT. At first

there were two schools, and now there are more than 70.

In 2006, the acronym of STI no longer stands as Systems Technology

Institute because it offers not just Technology and Science courses, but also

Health, Arts, Managements, Businesses, Hospitality, and Culinary, albeit that up

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to this present time though, IT and CS courses are still the largest population in

the institution. The initials STI therefore has been orphaned and becomes a

pseudo-acronym, STI Global City once the Head Office of STI Campuses and

transferred to STI Ortigas- Cainta Branch last 2015, with over 31 years of

providing real life education, STI pioneers in implementing the Senior High School

program in campuses nationwide. Build a strong academic foundation and

practice your chosen specialization in STI’s wide range of academic and

technical-vocational-livelihood tracks. They quote “with the knowledge you will

learn from certified faculty members, training in state-of-the-art facilities, and STI’s

unique learning supplements, an STI Senior High School graduate will be well-

equipped to go to college, seek employment, and start his or her own business

worldwide”.

Work Immersion in STI College- Global City ensure the students about

deployment process since they have Alumni Placement Office (APO) students

assisted like its slogan “Enrollment to Employment System” helping students to

immerse to their chosen track such as Academic and Technical Vocational.

St. Ives School Taguig is located in Severina Subd., Brgy. Bagumbayan

and school was established in 1994 one of their vision is to provide quality

education from pre-school to high school, since Department of Education

implement K-12 program, Senior High School was established and added to their

program offerings.
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Work Immersion in St. Ives School Taguig prepared their students to face

the immersion process since they have small number of students they prioritized

the documents and requirements of students in work immersion.

Moreh Academy is an educational institution as they quote that they are

providing quality education founded in 2002 it is located in A. Bonifacio Ave. Cor

Ricahuerta Street, Upper Bicutan. It is known to produce graduates capable of

becoming effective leaders and citizens that will help uplift the nation.

Moreh Academy offers education for pre-school, elementary, junior high

school, and the academic track and technical-vocational-livelihood track for senior

high school.

Work Immersion in Moreh Academy gives emphasize to teachers impact in

every students, showcase their career in work immersion with the same usual

process but they are equipping students form Grade 11 to get ready with their

Work Immersion, it has a good point for preparation and time management for

work immersion team.

Work Immersion Course 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
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the supervision of the School Head and the designated personnel of the partner,

the work immersion guidelines consist of the following such as; the Department of

Education (DepEd) issues the enclosed Guideline for Work Immersion as basis

for the implementation of work immersion in all Senior High Schools (SHSs); Work

Immersion is a key feature of the SHS Curriculum. It can be conducted in different

ways depending on the purposes and needs of learners.

Enclosed are the documents pertinent to its implementation; these

guidelines will take effect starting School Year 2017-2018 for all Senior High

Schools; these guidelines will remain in force and in effect for the duration of the

program, unless sooner repealed, amended, or rescinded. All existing Orders and

memoranda that are inconsistent with this Order are hereby rescinded; immediate

dissemination of and strict compliance with this Order is directed.

The researcher was inspired to undertake this study because he is

handling grade 12 students in senior high school in a mainstream classroom,

researchers study focuses on Work Immersion Course of Senior High School he

saw that education is on the frontline of the battle for the Philippine’s future

competitiveness. With the help of a new curriculum there will be a productive

education. The researcher will mainly focus the organization of Work Immersion

Course in four schools that has been associated with the idea of the new

curriculum and the evaluation of the program for enhancement.

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Theoretical Framework

This study is anchored on the Constructivist Theory in education which in a

21st century classroom, the philosophy of teaching is built around constructivism

therefore is vital that understand all facets and how to put it into practice.
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Figure 1. Constructivist Theory (Bruner 1986)

These theory is a general framework for instruction based upon the study

of cognition where it is a mental process of acquiring knowledge and

understanding through thought experiences (Bruner 1986).

In order to help the work immersion students succeed and to feel

part of their chosen profession interaction and motivation is a fundamental aspect

of successful learning, it gives learners the opportunity to use new learning and to

measure their progress against the requirements.

Also Instructional Strategies, Engagement with their work immersion

teachers, Assessment to them and Good Training Environment are keys for

learning in Work Immersion, and they can focus directly on their training instead of

sitting in the classroom throughout the day it should be Learning by Doing to

develop their skills.

Taking a closer look in how important it is to create the right training

environment. It creates a comfortable space for work immersion students to learn.

Aside it is part of a Senior High School curriculum that aims to train and orient

students about the work and their future career. It is very important not only to

teach students their chosen career but to show students the reality about the

working environment. Work Immersion is very important when applying for a job.

Constructivist Theory strength Work Immersion Course to be more reliable,

people learn best by trying to make sense of something on their own, with the

teacher as a guide to help them along the way (Gerding, 2008). The role of the
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teacher should not be to teach information by rote learning, but instead to facilitate

and guide the learning process with the help of corporate partners to feel the real

life situation in work.

Table 1. The 21st Century Essential Skills (Trilling & Fadel 2009)

Core skills of 21st century learning that is essential in Work Immersion

Course, the skills that people need in order to succeed as individuals in the 21st

century, they argue that whereas every educated person should have an

appreciation of core skills in literacy and numeracy to succeed in the 21st century,
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an educated person must also have skills that enable to think logically and to

solve problems effectively and independently (Trilling & Fadel, 2009).

Consequently, they propose that the essential 21st century skills comprise a

domain of a core of skills plus three other domains as summarized in Table 1.

Conceptual Framework

Figure below shows research framework of this study which used by the

researcher in assessment of the Work Immersion Course of grade 12 students

and work immersion coordinators in selected private schools at Taguig city.

INPUT PROCESS OUTPUT

The Work Immersion

Course of senior high
school as evaluated
by one group of
Senior High School
Teachers.
Student population;
program offerings; Administration
senior high school of standardized
track; number of research
teachers in the senior survey
high school? questionnaires Enhancement
of the Work
The Figure 1
teacher- Use of Immersion
respondent’s statistical tools
evaluation of the K-12 Course
and treatment
Work Immersion
Course with regards
to: curriculum Analysis and
implementation and Interpretation
compliance; work
immersion delivery
process; assessment
of student’s
progress;
supervision of work
immersion
implementation; and
administrative
concerns?
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Figure 2
The research paradigm

Figure 2 shows the Input-Process-Output (IPO) Framework in describing

the flow of this study. The Input Box contains the study variables- Profile of the

School in terms of type, student population, program offerings, senior high school

track program and number of teachers in the senior high school.

This study also assessed the Work Immersion Course by Senior High

School Teachers. These make up the Input Box.

The Process Box explains how the gathered data are processed-

administration of survey tool/ instrument to target respondents, tally and coding of

data, and use of statistical tools and techniques. And finally, the Output Box

engages how these data were used to offer enhancement of the program.

Statement of the Problem

This study evaluated the Work Immersion Course as perceived by the

senior high school teachers in selected private schools. The result of the study

may used to offer enhancements in the program.

This paper specifically sought answers to the following questions:

1. What is the profile of the private schools in terms of the following:

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1.1 student population;

1.2 program offerings;

1.3 senior high school track;

1.4 number of teachers in the senior high school?

2. What is the teacher- respondents evaluation of the K-12 Work Immersion

Course with regards to:

2.1. curriculum implementation and compliance;

2.2. work immersion delivery process;

2.3. assessment of student’s progress;

2.4. supervision of work immersion implementation; and

2.5. administrative concerns?

3. Is there significant difference in the Work Immersion Course evaluation of

the selected schools?

4. Is there significant relationship of program offerings, number of senior

high school teachers, and senior high school track program?

5. What are the challenges/problem encountered by the teachers in the

implementation of the Work Immersion Course?

6. Based on the findings of the study, what recommendations can be produce

to evaluate Work Immersion Course?

Hypothesis
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There is no significant difference in the Work Immersion Course of senior

high school teachers in selected private schools, and the areas of

evaluation of the respondent-school.

Scope and Limitations of the Study

This study focused on the “The Senior High School Work Immersion

Course in selected Private Schools in Taguig, the evaluation of Work Immersion

Course underscored curriculum implementation and compliance; work immersion

delivery process; assessment off student's process; supervision of work

immersion implementation; and administrative concerns.

Respondents in this study were Senior High School Teachers for each

respondents-school such as St. Francis of Assisi College- Taguig, STI College-

Global City, St. Ives School Taguig and Moreh Academy Taguig. The data

gathering instrument used in this study were questionnaires particularly the

DepEd Work Immersion Monitoring and Evaluation Tool and the target was 85

senior high school teachers but only 50 respondent returned the questionnaire.

Significance of the Study

The study is beneficial to the following groups of individuals:

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Department of Education. This study will provide guidelines and provide a

clear outline of the needs and problems of work immersion in terms of human and

material resources used in Work Immersion, Research, Culminating and

Community Immersion subject for better implementation of senior high school in

the following school year.

School Division Office – Taguig and Pateros. This study can be a base

reference for implementing the Work Immersion, Research, Culminating and

Community Immersion in private and public schools in Taguig will provide

recommendations and offer a flawless shape of the needs of work immersion of

senior high school in the following school year.

School Administrators and Academic Heads. The results of the study

will guide the school administrators attend to the needs of the Senior High School

Students which can be the basis in creating enhanced work immersion plan.

Industry Partners. This study will serve as a reference for industry

partners to give clear information about the needs of students in terms of their

competencies in facing 21st Century Essential Skills for their future for the

betterment of the economy and competencies needs.

Parents. The results of the study will help the parents to guide and

understand their children in their work immersion it also gave encouragement for

them to properly understand that Senior High School requires physical, mental

and cognitive skills.

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Work Immersion Coordinators. This study can be used to persuade and

encourage the work immersion coordinators that they should straight focus with

the Work Immersion, Research, Career Advocacy and Culminating Activity

documentations and implementation thoroughly.

Students. The results of the study will guide the students attend to their

needs in Work Immersion Course which assist them when they are in field.

Future Researchers. This study will provide baseline information that

could be beneficial in the future research for students who desire to conduct a

study of similar topic. The result may serve as a related study to connect the gap

that may left unresolved. It might serve as springboard for further researchers into

the other subjects included in the Secondary Education Development Program, as

well as into other areas of educational research, while this particular study may

have certain inadequacies, at least, this may give insights and encouragement to

undertake a validation and follow up study.

Definition of Terms

The following terminologies were conceptually and/or operationally defined

for better understanding of this research.

Curriculum Implementation and Compliance. This includes how

curriculum Guide is being followed, class schedule and student's output, if the

objectives of the program are achieved at the end of the semester, and how
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schools evaluate the Work Immersion Course. This also knows if the offerings are

appropriate to the community, shows list of offerings versus community

demographics, specialization are aligned to the work immersion partner institution

and lastly, list of Partner Institutions and their nature of business versus student’s

specialization.

Work Immersion Delivery Process. This tackles about activities of the

students are programmed based on the competencies, prescribed template of

student’s activities and matrix of students’ competencies per specialization,

students are being prepared before the actual work immersion, evaluation of

student’s readiness for work immersion which should be tailored to the context of

the school, students are given feedback about their performance in the work

immersion, student’s evaluation with stated remarks and plan of action on the part

of students, students’ personal agenda/goals are being channeled for their

knowledge, skills and values development in the work immersion, student’s

statement of personal goals in the work immersion versus list of competencies

and activities that will identified together with partner institution supervisor.

Assessment of Student’s Progress. It is about if are students are

oriented on how their performance will be measured, documentation of student’s

orientation about the assessment of their performance, assessment results are

explained to the students, leading to the realization of the areas for improvement,

documentation of conference with the students regarding their performance,

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students can keep track to their progress in work immersion, students’ checklist of

competencies with remarks of the partner institution supervisor.

Supervision of Work Immersion Implementation. a clear monitoring

plan (work immersion, school partnership focal person and school head) before

the start of the work immersion is evident, monitor plans of school head,

school partnership focal person and work immersion teacher, monitoring plan is

properly implemented, documentation of the actual monitoring, which includes

utilized budget, venues visited, monitoring results and the like, monitoring results

are discussed with the concerned personnel so as to encourage actions needed

to improve work immersion delivery, minutes of meeting with the concerned

personnel, monitoring results are utilized to improve work immersion delivery,

matrix of monitoring results and actions taken, proper coordination, planning and

a feedback system are being enforced, minutes of meeting and post conference

documentation, capacity building for work immersion is being conducted,

documentation of teachers and personnel training with the attached utilized

budget.

Administrative Concerns. students accomplish their parental consent

before the actual work immersion, compiled accomplishment parental consents,

orientation for students and their parents is conducted by both the school and

partner institution before the start of work immersion, documentation of students

and parents’ orientation on work immersion, adequate budget is allotted for work

immersion expenses, approved budget versus financial report of work immersion,

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profiles of confirmed work immersion partners are organized and available for

reference by students, parents and teachers, display of the profile of confirmed

work immersion partners, memorandum of agreement (moa) is duly notarized

compilation and properly documented/ dole requirements are properly followed,

organized compilations of memorandum of agreement and if it is strictly followed

by both school and partner institution, documentation of school partner

institution’s compliance to memorandum, inventory of supplies and materials

versus reports of utilization, the school has a joint working group which is formed

before the start of work immersion, list of the approved joint working group,

minutes of meeting.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

The following literature and studies, both foreign and local, establish a

comprehensive background for this study, a survey of related literature and

studies has been conducted and have drawn out some concepts, ideas and data

a bases in formulating approaches, formats, instruments and necessary

information in the conduct of the study.

Work Immersion

In the Curriculum Guides posted on the DepEd website in 2016, the word

“immersion” occurs in the Specialized Subjects of the tracks (Academic,

Technical-Vocational-Livelihood or TVL, Sports, and Arts and Design).

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Immersion is only one of four options under “Work Immersion, Research,

Career Advocacy, and Culminating Activity.” In the Academic Track, Work

Immersion, Research, Career Advocacy and Culminating Activity is the ninth

required specialized subject in the Accountancy, Business and Management

(ABM), Humanities and Social Sciences (HUMSS), and Science, Technology,

Engineering, and Mathematics (STEM) strands. Work Immersion, Research,

Career Advocacy and Culminating Activity is not listed in the General Academic

Strand (GAS), but since two Electives may be taken from the other strands, it may

be required also by particular schools (Edward, 2008).

Work Immersion, Research, Career Advocacy and Culminating Activity is a

required specialized subject in the Sports Track. In this particular track, the phrase

“Apprenticeship (off-campus)” is added as an example of a Work Immersion,

Research, Career Advocacy and Culminating Activity. The use of this phrase is

unfortunate, because the word “apprenticeship” has a legal meaning in RA 1826

(National Apprenticeship Act of 1957) (Secondary Education Curriculum, 2010).

Legally, an apprentice is “a worker of at least 16 years of age who is

covered by a written apprenticeship agreement with an employer, an association

of employers, an organization of workers, or an apprenticeship committee

registered with the Apprenticeship Division, which contract provides for not less

than two thousand hours of reasonably continuous employment for such worker

and for his participation in an approved schedule of work experience through

employment and supplemented by related classroom instruction. No person shall

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work or be engaged as apprentice unless he is at least sixteen years of age, has

completed the high school course or such course or courses as the Secretary of

Labor may prescribe (Sison, 2011).

Further there are two things that show that the word “apprentice” cannot be

used within the Sports track. First, the apprentice must already have finished high

school, and second, the apprentice must render at least 2,000 hours. Immersion

as a subject covers only 80 hours, or if the student spends all day Monday to

Friday, only two weeks out of the school year (Tang et. al, 2016).

Enhancing the quality of basic education in the Philippines is urgent and

critical. Due to that, one of the discussions of Department of Education is to

enhance the basic education program of the country in a manner that is least

disruptive to the current curriculum, most affordable to government and families,

and aligned with international practice through the K-12 policy (Montebon, 2016)

The ASEAN Economic Community is set to be formed by the ten ASEAN

member countries by December 2015, which allows for the free flow of goods,

services and skilled labor across ASEAN countries, and the harmonization of

qualification frameworks throughout the region (24th ASEAN Summit. 2014.

Myanmar. Nay Pyi Taw Declaration). This means the Philippines will follow the

same qualification standards that other countries in the region follow, and Filipino

workers' qualifications will be measured against those coming from other ASEAN

countries (Aquino, 2009).

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Work Immersion, Research, Career Advocacy and Culminating Activity is a

required specialized subject in the Arts and Design Track. In this track, there is

another required specialized subject called “Apprenticeship and Exploration of

Different Arts Fields.” Here, the word “apprenticeship” does not fall under RA

1826, because the word has an established meaning in the field of arts (DepEd,

2016).

In the US, for example, a “Fine Arts Apprentice Program provides

specialized experiences beyond the regular art, music and drama curriculum for

selected high school students (rising 10th, 11th, or 12th graders). Opportunities

for students may include ensemble works, master classes, attendance at

professional rehearsals and performances, museum courses, small group

instruction, seminars, exhibit and performance opportunities.” In the UK, there are

apprenticeships for new media, such as “animation assistant, archive assistant,

broadcast assistant, junior designer, production runner, digital assistant.” The use

of the word “apprentice” in the Arts and Design track may lead to legal confusion,

but there is no choice. The word has a longer history in the arts than it does in our

laws (Kerr, 2009).

The House of Representatives has approved a bill amending both RA 1826

and the Labor Code, but the equivalent Senate Bill has not yet been passed. In

House Bill 5303, the word “apprenticeship” refers to “a training within an

enterprise involving a contract between an apprentice and an enterprise on an

approved apprenticeable occupation.” This House Bill specifies that it is the

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Technical Education and Skills Development Authority (TESDA) that will

supervise apprentices, as it does today, not DepEd (Tai, 2008).

As one of the options for Work Immersion, Research, Career Advocacy

and Culminating Activity, immersion is limited to at most 80 hours, because it is

merely one subject. It may not even be chosen by the student or the school to

comply with the requirement. DepEd Order No. 40 covers the procedures for a

school that has decided to use immersion as their Work Immersion, Research,

Career Advocacy and Culminating Activity. The other meaning of the word

“immersion” in K to 12 refers to a mode of delivery of Tech-VOC subjects.

Immersion is not limited to 80 hours. In fact, the TVL curriculum posted on the

DepEd website specifies that immersion should take at least 640 hours (Isagani,

2015).

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, but

issues and problems encountered by students doing work immersion (Secondary

Education Curriculum, 2010).

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 student’s side and there are cases that the school is not liable to
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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 (Sison, 2011).

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 (DepEd, 2016).

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

stressful. So constant evaluation and monitoring is needed. Problems

Encountered by the Trainees During their Immersion the three most serious

encountered problems by the trainees are the time conflicts between classes and

trainee’s schedule, lack of self-confidence and the distance of the cooperating firm

is too far from school (Salaam, 2009).

Factors of the trainees which needs improvement the three factors which

were rated lowest by the trainees are Linkage, Cooperating Firm and Evaluation

System. On Linkage, the improvements to be implemented must be “There is an

orientation of the trainees to the cooperating firm” and “There is a direct linkage of

the school and the office/industry where you conduct training” (Tapang, 2012).

Strategic and active engagement of students in opportunities to learn

through doing, and reflection on those activities, which empowers them to apply

their theories and knowledge to practical endeavors in a multitude of settings

inside and outside of the classroom (Frazer, 2008).

Customer service skills of frontline employees is considered as an

integral part of any facet of industry and it defines the future of any organization.
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The rapid advances in technology based systems related to internet are leading to

fundamental ways in how different organizations interact. This applies to the

relation of an organization with its customer (Heyes, 2008).

Moreover there is also a study anchored on the essential skills in 21st

century skills of the students to be Job-Ready as Michael Fullan (2015) so

cogently asserts, the moral purpose of education is to equip students with the

skills that will enable them to be productive citizens when they finish school.

Whereas pre-21st century learning paradigms catered reasonably well for

the pursuit of this moral purpose in turning out school leavers with specialized

skills that were applicable in highly compartmentalized and specialized Industrial

Age economies, 21st century skills require a new paradigm. In their seminal book

entitled 21st Century Skills: Learning for Life in Our Times, Trilling & Fadel (2009)

eloquently elaborate on the essential skills for 21st century learning and

occupations. I call the adoption of these essential skills the pedagogical paradigm

shift.

In order to help the work immersion students succeed and to feel part of

their chosen profession interaction and motivation is a fundamental aspect of

successful learning, it gives learners the opportunity to use new learning and to

measure their progress against the requirements (Mays, 2008).

Also Instructional Strategies, Engagement with their work immersion

teachers, Assessment to them and Good Training Environment are keys for

learning in Work Immersion, and they can focus directly on their training instead of
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sitting in the classroom throughout the day it should be Learning by Doing to

develop their skills (Plante et al. 2009).

Let's take a closer look at how important it is to create the right training

environment. It creates a comfortable space for work immersion students to learn.

Aside it is part of a Senior High School curriculum that aims to train and orient

students about the work and their future career. It is very important not only to

teach students their chosen career but to show students the reality about the

working environment. Work Immersion is very important when applying for a job

(Avery et al. 2008).

Furthermore, all brain functions do not mature at the same rate. A

young child with highly advanced verbal skills may develop gross and fine motor

control more slowly and have trouble learning to write clearly. Another child may

be advanced physically but not know how to manage his/her social skills. Others

may be cognitively advanced but show emotional immaturity (Arnerdo, 2009).

Suggests that students will likely engage in good teamwork during training

if it is set up as a high-stakes companies or professions. Additionally, good

teamwork will likely result in higher team performance and satisfaction. The

evidence should encourage more widespread adoption in workplace as a means

for teaching and assessing teamwork in addition to learning outcome based

concepts (Hwang 2018).

Team Work as part of delivery process defined by as an Individual Skill will

equip students with the mental skills and behaviors that will help them achieve
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personal goals while contributing to their team's success, how and why your

ability to assume personal responsibility-for your own work on a team and for the

team's collective work-is the most important factor in ensuring a productive team

experience (Aaker, 2009).

On the contrary of the positive side of teamwork collaboration and

teamwork in the workplace or immersion can lead to dull employees in the future.

Include the specific roles of individuals in the workplace despite a team-oriented

culture, how solitude and quiet moments can help workers enhance creativity, and

tips to build a better balance between individual time and teamwork (Kahnweiler

2018).

As with socio-economic status, ethnic minority group status can at times

provide a student with a “language variety which differs from that used for

instructional purposes” these students will experience the same entry level

difficulty in Notes Gaffney “Is Immersion Education Appropriate for All Students”

February 2010 ACIE Newsletter immersion as they would in non-immersion

classrooms (Genesee, 2015).

Studies have shown that African American immersion students have

scored on a similar level to their African American non-immersion peers and

White immersion students score similarly to White non-immersion students.

Moreover, when tested in the target language, African American immersion

students did as well as their White immersion peers (Kahnweiler, 2018).

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On interpersonal communication skills (listening comprehension and

speaking), the lower ability students placed at the same level as their average or

above counterparts. This outcome also held true for the control group, English-

medium students, which, Genesee noted, is not surprising considering the

attainment of the two types of skills in first language acquisition—interpersonal

communication always precedes literacy based skills. The difference between the

two is that literacy based skills are context/experience-reduced, and cognitively

demanding language skills, which require more complex thought, whereas

interpersonal communication is context/experience- embedded and uses simple

language skills (Cummins, 2010).

On-the-job or work immersion training could be defined as those types of

training for employees to assist them develop their skills in particular occupation,

vocation or discipline. Such types of training normally take place after an

individual has begun his work responsibilities. On the field of education, this

training is supposed to update the teacher’s knowledge, sharpens his/her skills

and changes their attitude towards the teaching job as their field of business. The

various forms to which on-the-job or work immersion training may take

encompass workshops, refresher courses, seminars and induction courses,

(Owusu et al. 2009).

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(Cole, 2009) Writing on Human Resource Management in institutions, give

a more comprehensive differences among the three concepts; education, training

and development as follows;

(Farrant, 2009) defined on-the-job or work immersion education and

training as a lifelong process in which a teacher is constantly learning and

adapting to new challenges of his or her job. This type of education and training

he observed is undertaken through various means. These includes reading books

and articles on education, discussion with colleagues and supervisors on matters

concerning teaching, attending courses and conferences.

According to (Spears, 2008) internship or immersion is often described as

a time when theory is applied to real-life seeing; we believe that the relationship

between theory and practice is more complex than that. Thus internship is a

chance to develop the relationship between theory and practice for each should

inform the other.

Sullivan (2010) explained that theories are transformed through their

application" and one will be actively involved in that process as an intern or

trainee.

Curriculum Implementation and Compliance

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(Leap & Crino, 2009) found that curriculum policies are expressions of the

training philosophy of the organization. They provide guidelines on the amount of

training that should be given. For example everyone in managerial professional or

technical position should undergo at least five days formal training every year as

per the curriculum guide. The public sector training policy states that, the main

focus is to strengthen the relevance of numerous efforts to improve human

capacity within the public service through training taking into consideration the

current reform program, challenges, dynamism and compliance required to cope

with the speed of events.

Policy emphasize that, Tanzania should be self-sufficient in trained and

skilled manpower required to man its economy (URT, 2008). Curriculum

requirement is important because it indicates the institutions goals on the

intentional to develop its employees, to guide the design and implementation of

training programme; to identify the critical areas where training is to be given on a

priority basis; and to provide appropriate opportunities to employees for their own

betterment (Gupta, 2009).

In order to achieve the training objectives and compliance, an appropriate

training policy is necessary. A training policy represents the commitment of the

top management to employee training. It consists to rules and procedures

concerning training such as to indicate the company’s intention to develop its

employees, to guide the design and implementation of training programmes, to

identify the critical areas where training is to be given on a priority basis and to
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provide appropriate opportunities to employees for their own betterment (Asare,

2009).

The sound of training policy clearly defines the following results expected

to be achieved through training the responsibility for training function, the priorities

of training required; the time and place of training, the payment to be made to

employees during the training period; the outside agencies to be associated with

the training and relationship of training to the company’s labour policy (Ibid, 2009).

It is affirmed by (Adentwi, 2009) that some of these allegations are true. To

him the fact is that due to the frequent changes in textbooks and the syllabi, some

of these newly employed teachers, if they go to the classroom and meet slightly

different syllabi and textbooks than the ones which were used to train them back

at college, they are found wanting. These changes affect their work output.

In an article by Morrant (2009), “on-the-job or work immersion training is

taken to include all those activities and courses in which a serving teacher may

participate for the purpose of extending his professional knowledge, interest or

skills”.

Preparation for a degree, diploma or other qualifications subsequent to the

initial training is included in this definition (Cane, 2009).

As noted by (Ghoka, 2009) the educational change whether caused by

curriculum development or the adoption of innovative practices always places the

teacher in some new roles. This situation he concluded calls for on-the-job or

work immersion training and education.

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Ghoka stated:

“Limited training and traditional concepts of teaching lead to a

considerable number of teachers being unaware of the range of roles that is

required of them even in the conventional teaching, and to their being unable to

fulfill these roles adequately even when they are aware of them. This situation

cries out for more on-the-job or work immersion training and education. (p. 210)”.

According to (Torrington et. al., 2010) competence refers to the ability to

carry out a specific task. Competencies are skills and abilities described in terms

of behaviours that are coachable, observable, measurable and critical to individual

performance.

Work Immersion Delivery Process

(De Simone & Harris, 2008) explained the concept training as a planned

and systematic activity designed by an institution or an organization to provide its

members with the necessary skills to meet both the current and future job

demands and aspirations.

UNESCO (2009) explained on-the-job or work immersion training,

especially on the education field, as a type of training designed for teachers who

are already in professional practice and which they receive in the context of or in

the course of their work, either in their off-duty time or during periods of varying

length when their normal duties are suspended.

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Training, according to (Morrant, 2009) is concerned with the acquisition of

skills and techniques using standardized procedures and sequences. On the other

hand, on-the-job or work immersion education deals 24 with teachers‟

professional, academic and personal development through the provision of a

whole series of study experiences and activities of which training should be

related as one aspect.

The Ministry of Education (MOE) Policies and Strategic Plans for

Educational Sector (2009) outlines the objectives for on-the-job or work immersion

education and training as the one that seeks to; provide professional and

academic training for pupil-teachers, provide briefing, and refresher courses for

teachers of all levels of pre-university education. It also seeks to expose teachers

to new methods, approaches and techniques of teaching, assist teachers in the

preparation and use of audio-visual aids and helps heads, tutors and teachers to

meet to discuss professional matters related to their levels of teaching.

According to (Arthur, 2008) training is a process that attempts to improve

employee performance on a current held job by providing them with knowledge

and skills needed for their present job. It is designed to bring about changes in

specific knowledge, skills, attitudes, or behaviour.

Simply said, the underlying deficiencies that cause difficulties in the native

tongue carry over into the second language. These students would experience

difficulties no matter what the program, monolingual or bilingual. It is important to

remember that if learning a second language is considered valuable for all

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students, immersion education may be more appropriate for language disabled

students than a traditional foreign language program introduced later in the

student’s school experience and more effective for these students, because

immersion programs follow a natural path of language acquisition, one that

mirrors the path taken for their first language acquisition. He also stated it

succinctly: “It is important that learning disabled children not be counseled out of

early work immersion, as this may be their only opportunity for bilingualism” (Wiss,

2010).

When Immersion may not appropriate although research has consistently

shown that immersion education is an effective option for most learners, studies

have indicated that there may be a subgroup of students who do not succeed in

immersion programs. This subgroup is labeled as “developmentally immature”

(Jayaram & Engmann, 2014).

The cognitive and linguistic skills of these students have not developed

enough to deal with “…the demands of the bilingual academic environment”

(Armstrong, 2009). Cognitively and linguistically immature students will

experience academic problems in either language.

If a student has problems recognizing phonetic sequences in English, this

will also happen in the target language. It is not the immaturity that is necessarily

the problem, but the fact that immersion in a foreign language places too great a
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demand on the less developed cognitive and linguistic skills of that student

(Robert, 2008).

In an English classroom, a student such as this would need to work on

developing these skills, but he would experience greater control over the

language in order to express his needs (Kahnweiler, 2018).

ACIE Newsletter February 2009 Is Immersion Education Appropriate for All

Students Gaffney Notes Generally, when the academic demands are less

complex, such as using the language in the home or preschool setting, the

student has little difficulty in communicating in the target language (Amrs, 2009).

This is why Kindergarten performance may not be a good predictor of

continued success in later grades of immersion. A good example of this was

described in a case study of a girl in an early/full French immersion program

(Berg, 2008).

At the end of Kindergarten, Stacey showed normal signs of growth and no

apparent problems adapting to the target language classroom. By the end of

grade one, however, Stacey’s teacher had advised that she be held back to

repeat grade one due to the difficulty she experienced in developing literacy skills

(spelling and reading) (Logan 2016).

Through Stanford Benet testing in English and similar adapted French

testing, it was shown that Stacey was most likely not succeeding in the immersion

program “…because she was developmentally young and because she was slow

to acquire comprehension skills” (Mustapha, 2009).

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They were able to identify her inadequate development in cognitive and

linguistic skills through the English tests, which were then substantiated through

the French tests. It was agreed that Stacey was not a good candidate for

continuing in the program and was transferred to an English-medium classroom.

Stacey’s own words testify to the appropriateness of being pulled from the

immersion classroom: “[I like it] because I am in English and the books are in

English. Now I can understand what the teacher says. Before I had to guess what

the teacher wanted and now I know” (Woods, 2010).

Immersion staff may not have enough training, experience, or knowledge to

identify early on a student who may be developmentally immature both

linguistically and cognitively (Plante et al. 2009).

It is important to identify as early as possible those students who will not

experience success due to their inadequately developed linguistic and cognitive

skills. Of course in order to do so, appropriate assessment tools need to be

utilized and the assistance of a specialist in the area of learning difficulties is

paramount. Parents, specialists, administrators, and teachers together then need

to decide what is best for that student (Rowh, 2009).

Transferring such students to a school where English is used may limit

their school anxiety and ensure that they not lose ground academically. Yet

transferring out of immersion programs may not be the only option (Tang, 2018).

Becker (2010) has noted that once identification has taken place, there is

“…some indication that certain remedial strategies can transfer across languages
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if children are explicitly taught to do so”. It is not known yet whether remediation in

one language alone will suffice. More research is necessary.

Considering that there are unique phonetic systems for the native and

target languages, there is a good chance that remediation would need to take

place in both languages. In my furor (which is equal to that of some of my

colleagues) to have equality in immersion education, I worry that we might

actually impair a student who would fair better in a non-immersion setting. As

professionals we must remember to make informed decisions with the child’s best

interests foremost in our minds. Implement a staff development model that will

continually prepare teachers in instructional techniques that will prove effective

with all learners (Roszkowski et al. 2008).

From the research cited above and Genesee’s analysis, it is logical to say

that a student who demonstrates some at-risk characteristics will not be impaired

in terms of cognitive development and academic achievement if placed in an

immersion program. In fact, in some instances, placement in an immersion

program might be seen as beneficial, since it may be the students’ only chance at

second language acquisition (Acemoglu & Pischke, 2008).

Another possible benefit of placing such students within an immersion

program is the teaching methods used in particular by immersion teachers (Dodds

et al. 2018).

Because delivery is always in the target language, an immersion teacher

cannot assume that students understand once the information has been
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presented. Immersion teachers rely heavily on multiple forms of delivery to

communicate new concepts in the target language, using audio, visual, and many

times, kinesthetic methods to deliver the same information (Gerding, 2008).

Specific attention is given to three important team behaviors on a

workplace such as leadership, trust, and communication pointing out workplace

communication is very important to companies especially in immersion because it

allows organizations to be productive and operate effectively. Employees can

experience an increase in morale, productivity and commitment if they are able to

communicate up and down the communication chain in an organization (Logan

2016).

When Immersion May Not Be Appropriate although research has

consistently shown that immersion education is an effective option for most

learners, studies have indicated that there may be a subgroup of students who do

not succeed in immersion programs. This subgroup is labeled as

“developmentally immature” (Jayaram & Engmann, 2014).

The cognitive and linguistic skills of these students have not developed

enough to deal with “…the demands of the bilingual academic environment”

(Lynch, 2008). Cognitively and linguistically immature students will experience

academic problems in either language.

If a student has problems recognizing phonetic sequences in English, this

will also happen in the target language. It is not the immaturity that is necessarily

the problem, but the fact that immersion in a foreign language places too great a
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demand on the less developed cognitive and linguistic skills of that student

(Koontz, 2008).

In an English classroom, a student such as this would need to work on

developing these skills, but he would experience greater control over the

language in order to express his needs (Dodds et al. 2018).

ACIE Newsletter February 2010 Is Immersion Education Appropriate for All

Students Gaffney Notes Generally, when the academic demands are less

complex, such as using the language in the home or preschool setting, the

student has little difficulty in communicating in the target language (Zechmeister,

2009).

This is why Kindergarten performance may not be a good predictor of

continued success in later grades of immersion. A good example of this was

described in a case study of a girl in an early/full French immersion program

(Facun, 2011).

Assessment of Students Progress

To (Green et al., 2009) on-the-job or work immersion training is “a planned

programme of continuing learning which provides for the growth of teachers

through formal and informal on-the-job or work immersion experience for all

professional personnel. It provides for a setting to keep a continuing focus on

curriculum for the instructional improvement of professional staff members”.

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According to Manu as cited in (Adentwi, 2009), the school focused Model is

based on three important concepts: An emphasis on the teacher as a developing

person capable of designing and implementing his personal and professional

development. The school focused on-the job training essentially demands that a

close link is forged between the development of the school as a whole and the

development of the individual staff working within it to ensure quality education for

the learners.

(Sen Gupta, 2014) emphasized that in order to improves some

experiences whether in the immersion or in the classroom" it is necessary to

understand the students" it is not advisable to criticize students for their fault"

much less cold them for their inadequacy" establish harmonious relationship and

they should be supervised.

According to (Cortez et. al, 2008) the immersion program is a good

program for augmenting the knowledge skills and competencies of the task and

activities included are routine that do not really require the application of the

higher knowledge" skills and competencies learned in the classroom. Initially the

respondents are not familiar and have difficulties in using the modern devices and

equipment used in their immersion.

Training has direct relationship with the employees’ performance. Basically

training is a formal and systematic modification of behavior through learning which

occurs as result of education, instruction, development and planned experience

(Armstrong, 2009). It is important to have training that is effective. Studies have

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proven that more costly but effective training can save money that is wasted on

cheap but inefficient training (Glance et. al, 2008). Therefore, training has

acquired a strategic value for hotels since service quality depends on employee

customer care effectiveness (Zechnrister, 2009).

According to (Gupta, 2008) training is an organized process of for

increasing the knowledge and skills of people for doing a particular job. It’s a

learning process involving the acquisition of skills and attitudes. The purpose of

training is to improve current performance.

According to (Adam & Komuzora, 2008) training is defined as the

systematic acquisition of skills, rules, concepts or attitudes that result in improved

performance in another environment. Training is a learning experience in that it

seeks a relatively permanent change in an individual that will improve the ability to

perform the job. Training can involve the changing of skills, knowledge, attitudes

or behaviour. This means that changing what employees know, how they work,

their attitudes towards their work or their interaction with their coworkers or

supervisors.

Training is an ongoing and continuous process to meet and adapt changes

effectively and quickly. It’s an attempt to improve current and future performance

by increasing an employees’ ability to perform through learning, usually by

changing and their attitude or increasing his skills and knowledge (Van, 2009).

(Brooks & Roberts, 2016) found that training is a learning process that

involves acquisition of skills, concepts, rules or attitudes to enhance the

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performance of employees. Generally the new employees, manager has the

primary responsibility for job training, sometimes this is delegated to senior

employee in the department. Initial training can have significant influence on the

employee’s productivity and attitudes towards the job.

Skill is the capacities needed to perform a set of tasks that are developed

as a result of training and experience (Drummond, 2009).

A skill is a proficiency at doing something beyond just knowing what

something is about. Employee skill is the set of abilities enabling a person to

interact positively and work effectively with others. Development of the

interpersonal skills of employees is a key goal of training and development

initiatives for many companies, and is considered a constructive manner in which

to handle office disputes and other personnel issues. These skills include the

areas of communication, listening, delegation of tasks and leadership (Armstrong

2009).

(Thomas, 2008) argues that employee training involves teaching

employees skills that can help them become more efficient and productive

workers. Most careers include some type of on-the-job or work immersion training,

and a trained work force has benefits for employees and employers. Training is

often conducted to familiarize new employees with the roles and responsibilities of

their positions as well as company policies. Many companies offer continuing

training opportunities for employees, focusing on skills that can improve efficiency.

Employees who are well trained often have higher motivation and morale because
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they feel that the company has invested in their ability and development. This also

results in lower turnover rates.

According to (Barbour, 2009) development and evaluation refers to

learning opportunities directed toward helping employees to grow. It is generally

used to refer to new learning experiences provided to managerial employees, and

hence, it is also called management development. The development opportunities

are not limited to improving employee’s performance rather, efforts to help an

individual acquire capabilities beyond those required by the current job.

Development is defined as the growth or realization of person’s ability and

potential through the provision of learning and educational experiences

(Amstrong, 2008).

It reflects the activities of intended to improve competencies over a longer

period of time (Jackson & Schuler, 2009). The major objective of development is

to prepare the workforce for roles they may improve performance in one’s current

job that is not typically the objective. In fact, s common approach to development

is giving people “stretch” assignments, this is because when employees are given

stretch assignment, often the expectations is that performance may not be optimal

but a great deal of valuable learning will occur that should prove useful in future.

Development and Assessment initiatives are nowadays commonly referred

to as “career development” or “leadership development” with the main purpose of

enabling employee to grow in the career or to prepare employees takes up

leadership position in future (Best & Kahn, 2008).

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Personal development includes activities that improve awareness and

identity, develop talents and potential, build human capital and facilitates

employability, enhance quality of life and contribute to the realization of dreams

and aspirations. The concept is not limited to self-help but includes formal and

informal activities for developing others, in roles such as teacher, guide,

counselor, manager, coach, or mentor. Finally, as personal development takes

place in the context of institutions, it refers to the methods, programmes, tools,

techniques, and assessment systems that support human development at the

individual level in organizations within many professions and occupations may

refer to this sort of training as professional development (West, 2009).

According to (Prassad, 2010) development refers broadly to the nature and

direction of change induced in employees, particularly managerial personnel,

through the process of training and educative process.

(Becker, 2009) found that, development is a long run educational process

utilizing a systematic and organized procedure by which managerial personnel get

conceptual and theoretical knowledge. An executive development program aims

at increasing the capacities of individuals to achieve the desired objective.

(Gupta, 2009) found that development involves philosophical and

theoretical educational concepts and it is designed for managers. It involves

broader education and its purpose is long term development.

Learning refers to any relatively permanent change in behaviour those

results from practice or experience. The process of learning is inherent to training,

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development, education, and experience, in that each seeks to bring about a

change in behaviour of an individual (Agarwala, 2008).

According to Burke (2008) training is probably the hardiest strategy to

improve employee’s determination towards the organization’s performance.

(Kothari, 2009) views substantiates Brum’s (2008) claim regarding

employee performance that is provided by training.

(Bolang et al., 2016) discovered that training has an optimistic association

between motivations along with job engagement involving personnel doing work in

organizations.

(Mzumbe, 2008) indicates that, to increase the employee’s performance, it

is crucial to inspire the employees by means of satisfying the space in between

skills necessary and the owned or operated by means of staff through delivering

applicable training.

(Fjeldstad et. al, 2010) concluded that the role of the valuable training is to

improve the quality of task process that brings improvement in the performance of

employees. (Employee Performance & Organization Performance Manu 2009)

focuses on the importance of skillful workers that is very necessary for the

improvement of the organization.

(Back et. al, 2008) investigated that employees develop their sense of self-

confidence, dignity, self-worth as well as wellbeing when they find themselves to

be a valuable asset to the organizations.

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These factors provide them with a sense of satisfaction based on their

achieved company goals and continue to encourage them to augment effort

towards the enhancement of the organization to add value in its performance.

According to (Barrett & O’Connell, 2009) state employees’ performance as

fundamental foundation associated with an organization that employees the

knowledge intended for better effectiveness that can be analyzed through the

organization performance.

(Porter, 2009) outlined the employee as a key element of the organization.

Success or failure of every organization depends on employee performance.

Employee performance ultimately affects the organizational performance. High

performance organization is the role model for the other organization.

(Owan, 2009) suggests that training is major activity of human resources

development for employees’ development. In this competitive world, training is the

key strategy to achieve the organizational objectives. Training benefits

employees’ performance and organizational effectiveness.

(Ndunguru, 2008) said in his study that training is beneficial for both

employee and organization. Trained employees can face the current and future

challenges of organization and achieve the competitive advantages.

Through Stanford Benet testing in English and similar adapted French

testing, it was shown that Stacey was most likely not succeeding in the immersion

program “…because she was developmentally young and because she was slow

to acquire comprehension skills” (Kothari, 2009).

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They were able to identify her inadequate development in cognitive and

linguistic skills through the English tests, which were then substantiated through

the French tests. It was agreed that Stacey was not a good candidate for

continuing in the program and was transferred to an English-medium classroom.

Stacey’s own words testify to the appropriateness of being pulled from the

immersion classroom: “[I like it] because I am in English and the books are in

English. Now I can understand what the teacher says. Before I had to guess what

the teacher wanted and now I know” (Thampi, 2017).

Immersion staff may not have enough training, experience, or knowledge to

identify early on a student who may be developmentally immature both

linguistically and cognitivel (Bentley, 2009).

It is important to identify as early as possible those students who will not

experience success due to their inadequately developed linguistic and cognitive

skills. Of course in order to do so, appropriate assessment tools need to be

utilized and the assistance of a specialist in the area of learning difficulties is

paramount. Parents, specialists, administrators, and teachers together then need

to decide what is best for that student (Connie, 2009).

Transferring such students to a school where English is used may limit

their school anxiety and ensure that they not lose ground academically. Yet

transferring out of immersion programs may not be the only option. Wiss (2010)

has noted that once identification has taken place, there is “…some indication that

certain remedial strategies can transfer across languages if children are explicitly
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taught to do so”. It is not known yet whether remediation in one language alone

will suffice. More research is necessary (Colarelli, 2008).

Clikemean (2009) emphasize as he quote “Considering that there are

unique phonetic systems for the native and target languages, there is a good

chance that remediation would need to take place in both languages. In my furor

(which is equal to that of some of their colleagues) to have equality in immersion

education, I worry that we might actually impair a student who would fair better in

a non-immersion setting. As professionals we must remember to make informed

decisions with the child’s best interests foremost in our minds. Implement a staff

development model that will continually prepare teachers in instructional

techniques that will prove effective with all learners”.

The immersion students faired just as well as their non-immersion

counterparts, even though all of their science instruction, since Kindergarten, work

immersion strengthen the punctuality and reducing tardiness in classes as well as

their work place (Hamblin, 2009).

The important concept here, and the one that needs to be conveyed to

immersion parents and district administrators, is the idea of transference. In

summary, according to the research, immersion students not only acquire second

language skills and learn the academic subject matter and concepts, they also

maintain a level of English language development comparable to that of their non-

immersion peers (Kaufman & Hotchickss, 2008).

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Compared with attendance, punctuality was somewhat more highly

correlated with impressions of overall job performance from the perspective of the

worker as well as the supervisor (Roberts, 2008).

The relationship between attendance and participation in trainings may

also increase understanding of the dynamics of small work groups, attendance

and punctuality towards work help the students in the future (Tang 2009).

Punctuality is an important social behavior at the workplace and in

everyday life. This study analyzed the influence of personality on behavioral

indicators of punctuality in a real-life setting. The big five personality factors

predicted punctuality: conscientiousness was related to all aspect of punctuality,

agreeableness predicted time of arrival as well as earliness and neuroticism was

related to earliness (Back et. al 2008).

On preparing for a successful career of a Senior High School in the future

and on boosting one's work ethic. It emphasizes the importance for future

employees to get to work on time, not leave early, and to be punctual for work

commitments. Future Employees are also advised to show a willingness to do

more than the minimum to demonstrate that they care about their work. It

describes ways by which a future employee can show respect to others in the

future workplace (Rothwelle et. all, 2008).

Ability to carry out instructions correctly, punctuality, honesty and ability to

work effectively as a member of a group are attributes learners will need to be

equipped with in preparation for future work (Arnedo, 2009).

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Casasola, et al., 2008; (Alliance for Excellent Education, 2009).College and

career readiness has become a key priority for the K12 education community and

the nation at large. The increasingly competitive global economy makes it

imperative that more students enter career fields that enable higher wages and

greater potential for growth, but institutions of higher education and the business

community have long expressed concerns about the inadequacy of a traditional

high school education in preparing students for the postsecondary education or

training necessary to succeed in these careers, training and programs with

preparation for future job.

All Work Immersion teachers must be masters of the vocation they teach. It

is also important that they be skillful in the techniques of teaching and be able to

develop in the learners the desirable work attitudes (Diericlex & Cool, 2009).

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 (Montebon, 2016).

To ensure further that the objective would be met, DepEd included

two (2) Academic; Technical-Vocational-Livelihood; and Sports and Arts Tracks in

the curriculum; one the Academic Track which includes various Strands for those

students who wants to pursue higher education in college and second, the
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Technical Vocational Livelihood Track for students that would opted to work or

find job after senior high school. The very purpose of these Tracks is to further

hone their interests and develop and enhance skills and knowledge of senior high

school in their chosen field of interest for them to be ready, competent and

equipped to confront the realities and challenges that lay ahead (Facun, 2011).

Furthermore, a Work Immersion Course was also conceptualized.

Basically, it aims to expose the students to the harsh realities of environment in a

workplace. This exposure also aims to develop and enhance the work ethics and

habits of senior high school students. It would also serve as an assessment tool

on the affectivity of the module designed for the purpose (Braathen et. al, 2010).

All Work Immersion Course exposures shall observe strict

compliance of all Philippine Laws and other Guidelines and Orders issued by

proper government agencies to ensure that the exposure program would protect

the interest and welfare of the students engaged in Immersion Work Program

(Black & Lynch, 2008).

The present study and the studies of Pala (2012) and Facun (2011) are

similar because the three studies dealt with identifying the proficiency level of the

students on different special skills and productivity in line with TLE. However, the

three studies are different because the local studies dealt with determining

whether the grade six pupils were ready for their secondary training in TLE while

the present study dealt with the identification of the Grade 9 students Technology
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and Livelihood Education specializations vis-à-vis school’s preparation for Grades

11 and 12 (Blau & Boal, 2009).

People are ignorant of the importance of the vocational subjects and

importance of work immersion which could help male and female students receive

formation and were able to work solution to problems. Also, it enables the

students to acquire skills, abilities essential for independent life met up with

personal and family needs more especially in this economic difficulties (Groen,

2008).

Newsletter research that the immersion students demonstrate similar

development to their English-only peers. Other testing has demonstrated that

bilinguals sometimes show increased cognitive skills (metalinguistic awareness,

cognitive flexibility, and creativity) over monolinguals (Mathias & Jackson, 2008).

In fact, in some cases, immersion students have been shown to surpass

their English-only peers, as in the study in French medium schools in Montreal.

The “English language development was superior to that of students in non-

immersion programs...” (Lincoln & Kalleberg, 2008 supported by Leed & Omrod,

2009). It needs to be stated that for this to occur, English has to be introduced at

some point in the curriculum, which is the case in most if not all immersion

programs. It has been shown, though, that this introduction can be successfully

delayed until grade four without fear of impairing English language development.

On the other hand Talambayan (2008) entitled “Readiness of General High

School in the Implementation of Technical-Vocational Program in the Division of

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Laguna: Inputs to Skill Development Training Model”, insists in his salient findings

that in terms of level of readiness as to managerial skills particularly in planning,

the school heads and the teachers are in agreement and that the school heads

involve their staff in policy formation regarding the implementation of technology

instruction. In terms of physical plant and facilities specifically adequacy of

Technical-Vocational textbooks and manuals, adequacy of school buildings and

workshop, an implementation of computer technology to become competent to

handle classes involving electronic devices like computers it was revealed that

there are inadequacies on the level of preparedness as perceived by the

respondents.

Supervision of Work Immersion Implementation

Training is considered as the process of improving the existing skills,

knowledge, exposure, and abilities in an individual. According to (Porter, 2009),

training is an organized increase from the know-how skills and sensations needed

for staff members to execute efficiently in the offered process, as well as, to

operate in underling situation. Moreover, it also enhances the capabilities of a

panel of employees in very effective way by motivating them and transforming

them into well organized and well-mannered employees that ultimately affects the

performance of organization (Mason, 2008).

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(Leowenstein, 2008) defines training as an indicator to enhance superior

skills, knowledge, capabilities and outlook of the employees that results in

effective performance of the workers. However, he adds one thing more that it

(training) extends the production of the organization.

(Mathias & Jackson, 2008) argued that training is an active means to

enable an individual to make use of his capability and his potential capability.

Teacher training is very important for development of student’s knowledge and

learning. Education is the backbone within the development of a new society and

a teacher plays a pivotal role within the education system. Every community

invests inside the teacher schooling by creating the teachers’ prospective in

training methodologies and ways of ensuring maximum outcomes through the

system.

In Pakistan key teacher’s education is a pivotal thought of diverse national

and also international companies. These institutions are continuously adding to

develop the teacher’s skills at fundamental level (Tannenbaum, 2008).

Undoubtedly good quality and flawless observation connected with

immersion can be directly related to the improvement connected with instructional

aims, training applications, curricula, services, tools in addition to management

design nonetheless it is the teacher who puts life straight into the frame (Porter,

2009).

(Ohabunwa, 2008) identify the training as being important because it

increases productiveness, improves the good quality of work, increases skills,

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knowledge, develops the attitude, enhances using tools, reduces waste, mishaps,

turnover, lateness, absenteeism and also other overhead costs, eradicates

obsolesce in knowledge, technologies, methods, items, capital, management and

so forth. It brings incumbents to that level of effectiveness which needs the

performance with the job, enhances your implementation of brand new policies

and regulations; prepares people for achievement, improves the employees’

growth and ensures survival and growth of the organization.

Appropriate Planning, Training and Organization Performance help the

students trainees for professional development According to (Torrington et al.,

2010) the goal of training is to enhance the organization effectiveness. It also

demands an influence on employee’s performance, as well as in relation to

organizational performance which is mediated by means of employee’s

performance.

(Aguinis & Kraiger, 2009) said that training improves the overall

organization profitability, effectiveness, productivity, and revenue and other

outcomes that are directly related to the training in improving the quality of

services.

(Rebore, 2008) claimed that organization performance is measured

through financial and non-financial measures like sale, profit, and market share

and nonfinancial factors measures are efficiency, quality of service, productivity of

organization, satisfaction of employees and commitment.

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These factors can increase through training. (Olaniyan & Lucas, 2008)

believe that training enhances the employees’ capacity to contribute to the optimal

performance of the organization.

The selection of method for training need to be based on identified training

needs, training objectives, an understanding on the part of the trainees, the

resources available and an awareness of learning principles. (De Cauza et al.,

2008) explained that the most popular training and development method used by

organizations can be classified as either on-the-job or work immersion or off-the-

job.

According to (Ghosh, 2009) various specific training methods have been

identified. On the job training, whereby it’s done on the job. An executive is

expected to learn his work while working. The other method is off the job training;

where is commonly used to train the employees outside the job. Immersion is a

training in which the trainee is placed on a regular job and taught the skills

necessary to perform it. The trainee learns under the guidance and supervision of

the superior.

The trainee learns by observing and handling the job that is learning by

doing (Gupta, 2009). 16 The choice of training methods and programmes is

influenced by several factors such as availability of trainer, trainer skills,

characteristics of participants, sociocultural environment, programme objectives,

principles of learning, and available infrastructure. Some training methods are

more appropriate for use with non- managerial employees while others may be
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better suited for managerial employees. Methods used for managerial employees

are called management development while those directed to non-managerial

employees are called training methods (Agarwala, 2008).

According to (Aquino, 2009) identified several methods of on job training

such as coaching, job rotation, apprenticeship, job instruction training and

internship. Through coaching the trainee relieves the executive of certain

responsibilities, performs several duties under coach, and in the process learns

the ropes of the job. Job rotation involves moving employees or management

trainees to various positions from department to department to broaden their

understanding of different aspects of business. It prepares employees for

assuming a higher responsibility through promotions.

Apprenticeship training is the one in which individuals entering industry,

particularly skilled workers are given thorough instruction and experience in both

theoretical and practical aspects by experienced worker. It involves some offthe-

job training. Apprentices earn a stipend during the training period. Job instruction

training is a systematic method of on job training where an experienced employee

teaches the job to the newcomer in a stepwise manner. It consists of four steps

which are preparation of the learner, presentation of skill or knowledge,

performance try- out by the learner and follow-up by trainer to assess learning

(Ghosh, 2009).
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Internship is the type of on job training in which students pursuing a course

in a college or universities are offered an opportunity to get a real world

experience by an organization (Agarwala, 2008).

According to (Chandan, 2010) on the job training is achieved in the

following methods such as coaching, job rotation and through junior board

meetings and committees methods. In coaching the trainer coaches and guides

the trainee and the purpose is to explain the “whys” and “hows” of particular job

functions and providing feedback to the trainees regarding their performance and

any grounds for improvement. Job rotation refers to the movement of executives

from on job to another within the organization on some planned basis in order to

familiarize the trainee with different aspects of the organizational functions which

results in broadening of outlook and exposure on various management skills.

Junior meetings and committees method involves participation in junior

board meeting and decision making committees where the information is shared

and discussed involving real life organizational problems. It helps the trainee in

widening his respective and he is initiated to the managerial process of

understanding, comprehension, analysis and decision making.

According to (Facun, 2011), immersion enables the trainee learns on the

actual machine in use and in the real environment of the job. Trainee feels the

actual job and therefore better motivated to learn and there is no problem in

transfer of training skills to the job. The method is also very economical because

no additional space, equipment, personnel or other facilities are required for

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training skills to the job. The method is also very economical because no

additional space, equipment, personnel or other facilities are required for training.

Also trainee learns the rules, regulations and procedures by observing their day to

day applications. It is also a more suitable method for teaching knowledge and

skills which can be acquired through personal observing their day to day

applications. It is also a more suitable method for teaching knowledge and skills

which can be acquired through personal observation in a relatively short time

period. It is widely used for unskilled and semi-skilled jobs egg. Clerical and sales

jobs. Moreover it enable supervisors take an active part in training their

subordinates.

According (Owan, 2009), in his book Personnel and Human Resource

Management, training is a learning activity directed towards the acquisition of

specific knowledge and skills for the purpose of an occupation or task. The focus

of training is the job or task for example, the need to have efficiency and safety in

the operation of particular machines or equipment, or the need for an effective

sales force to mention but a few.

According to (Woods, 2008), training and development is important as it

leads to higher productivity, better quality of work, less learning period, cost

reduction, reduced supervision, high morale, personal growth and organizational

climate.

Training and development helps to improve the level of performance as the

employees perform better by using better method of work. Also the trained
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employees are less likely to perform operational mistakes and hence better quality

of the products (Gupta, 2009).

On the job training plays a significant role in the development of

organizations, enhancing performance as well as increasing productivity, and

ultimately putting companies in the best position to face competition and stay at

the top. This means that, there is a significant relationship between organizations

that train their employees and organizations that do not (Evans, 2008). Every

organization that is committed to generating profits for its owners (shareholders)

and providing quality service for its customers and beneficiaries must invest in the

on the job.

Mays (2008), argues that on the job training is most suitable when the aim

is to improve on the job behaviour of executives. Such training is inexpensive and

time saving. The motivation to learn is high as training takes place in the real job

situation. The trainee can size up his subordinates and demonstrate his

leadership qualities without artificial support. But neither the trainer nor the trainee

are free from the daily routine and pressure of their respective jobs.

Training enhances capacity building. For example Kilimanjaro Regional

Educational Officer conducted a workshop on capacity building for rural teachers

to improve academic performance. The work shop has enabled the primary and

secondary schools to share knowledge, skills and experiences. Professional

development will have great impact on students during their approaches to

learning process, adding that participatory method applied to all disciplines could
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help both fast learners in different ways in a shift of paradigm (Daily News 29th

January 2013).

(Armstrong, 2009) contends that trained employees often work better as

teams because everyone is aware of the expectations and can achieve them

together smoothly. Trained employees are also more confident in their

performance and decision-making skills. In addition, employees who receive

regular training are more likely to accept change and come up with new ideas.

Employees who learn new skills through training make good candidates for

promotions because they have shown their ability to learn, retain and use

information. Reliable, skilled employees can also be empowered to train other

employees, the fact that reduces pressure for the management team.

According to (Agarwala, 2011), the major purposes served by training of

managerial and non-managerial employees is to improve performance of

employees, updating skills, solving problems, orientation of new employees,

preparation for promotion and opportunities for personal growth. When employees

are unable to perform in accordance with the expected standards due to

deficiency in skills training often becomes an instrumental in minimizing those

problems. Employees who fail to adapt to changes in the nature of jobs and the

way jobs are performed become obsolete. Managerial obsolescence is the failure

to keep with new methods and processes that enable employees to remain

effective. Training helps in upgrading employee skills to meet the challenges of

technological advancements and prevents managerial obsolescence. New

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employees perform below their potential since they are still getting familiar with

the job and the organization. Orientation training helps new comers adjust faster

to the organization in their run-up to become fully functional members of the

organization. Organizations design their training and management development

programmes to prepare and enable employee to acquire the skills needed for

promotion. Employee growth leads to improved job performance as well as

greater organizational effectiveness (Aquino, 2009).

Berg, (2008) found that the main environmental factors, which make it

necessary for organizations to continue training, their employees are discussed

below. These factors are presented in a form, which easily provides an answer to

the question: why do organizations train employees?

(Capasso, 2009) pointed out the three major goals to achieve effective

internship. First, it should provide you with an opportunity to experience

leadership activities involving problem solving and decision making. This should

give you a realistic understanding of how to apply theory to practice. Second, by

the time you have completed the experience you should have a clear and

articulate understanding of whether or not you really want to be an educational

leader. Your graduate classroom studies will help you understand the scope of the

task educational leaders performs. Your internship will help you understand

whether you like performing them (personal reflection). Finally, the internship

should give an opportunity to work on meaningful projects that will ultimately help

your sponsoring school district develop and deliver better services to its students.
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In the study of Talambayan (2008) and the present study are similar

because both studies dealt with Technical-Vocational and Work Immersion

Courses. However, the local study is different from the present study because it

dealt with the readiness of the students while the present study dealt with the

Grade 9 students Technology and Livelihood Education specializations vis-à-vis

school’s preparation for Grades 11 and 12

From the view of Arnedo (2009) it is said that in order to improve the

vocational teacher ‘s teaching techniques he would give greater attention to the

developmental stages of a student during which he should be exposed in a

formal way to different learning materials. He should provide educational

stimulation when the student in ready to profit from it and when it adds to the joy

of learning as well as to its effectiveness. He should consider the psychological

value to the learner in having the ideas presented in a sequence that will enable n

him to understand. It is within this purview that teaching techniques be developed

by any vocational teacher in order to ‘‘put over’’ the subject matter to the learner.

Casasola (2008) Conducted a study about Technical Skills,

Behavioral Response and Academic Performance of Secondary Vocational

School, she concluded that higher learning was mandated to produce graduate

who will not only perform well in academics but also in the development of their

technical and communication skills. It is hoped that these graduates will be

managers or skilled technicians in their respective fields of specialization.

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During the hearing of the crafting and Enhancement Basic Education Act of

2013, many Filipinos expressed opposition from both parents and

educators/academes as well. Those who were against the proposed Act cited

different reasons, from additional years of school years and additional expenses

from the parents and readiness of the Department of Education as what are being

pointed out by the educators/academe. With due recognition given to the valid

reasons of the oppositions, the lawmakers see the urgency of amending the age-

old education system of the Philippines for the students to cope up with the

challenges of 21st century. Thus, the proposed Act was approved and enacted

into law May of 2013 (Secondary Education Curriculum, 2010).

Many definitions of school readiness can be found in the research

literature. For some, school readiness relates to students’ cognitive abilities

(Nobel, et al. 2008). For others, readiness is more related to maturational, social,

and emotional domains of development (Ray & Smith, 2010) or to whether or not

students have the tools necessary to work effectively in a classroom setting

(Carlton & Winsler, 2008). For the purposes of this study, school readiness was

defined as students and teachers preparedness for what they are expected to

know and do in academic domains and processes of learning when they enter the

senior high setting.

Aquino (2009) as an educator says ‘regardless of view of which the

curriculum maybe considered, the success or lack of success of that curriculum

primarily lies in the hands of the classroom teacher. In this regard, it is believed
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that work immersion instruction depends on the teacher’s preparation in teaching

for immersion to be prepared for work, the teaching methods and techniques,

evaluation instruments and the resourcefulness in solving problems met in

instruction.

Rocco (2009) stated that the reconstructing the curriculum is part of an on-

going effort to improve the quality of learning. There is focus on the basics of

improving the literacy and numeracy while inculcating values across learning

areas to make it dynamic. Change is the only permanent thing, the Department of

Education must open its mind and strive to do things better. The quality of what

the students learn depends on how teachers and students operationalized the

curriculum.

Angara (2008) Man power development is the top most concern of every

sector of society. Thus, education should be given more focus in immersion. It is

for this reason why the Presidential Commission on Education has given priority

to the retooling of manpower to meet the demand for trained manpower.

Hersherson (2008) Vocational development may be conceived of as a

decision-making process which creates 2 trends: narrowing the range of

possibilities, and strengthening the possibilities which remain. Through the

successive refinement of these trends, events are experienced, construed, and

acted upon until a career choice was arrived at. The steps through which these

trends are produced and operate are outlined. Research on factors which
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influence the decisional process was needed; the possible factors of information

and commitment, and implications for counseling practice are suggested.

Cooper (2008) in his incubator organizations and other Influences on

Entrepreneurship” said that more than entrepreneurial spirit and traits are

necessary in increasing the success of any successful venture. If the total

environment provides a conducive atmosphere, success in the entrepreneurial

venture is possible.

Creative and critical thinking have been identified by (Isaksen et. al 2008)

as the ability to "perceive gaps, challenges, or concerns; think of many varied or

unusual possibilities; or elaborate and extend alternatives," as well as make

meaningful connections that include analyzing, evaluating, and developing

options.

Many programs teach students how to follow a deliberate creative problem

solving method and decision making hence they also nurture inquiry skills by

involving students in creative exploration, providing them with an opportunity to

apply these skills to real-life problem solving (Sison, 2011).

Job need workers with higher levels of skills than those of current

employees. These skills include the ability to communicate, reason, problem

solve, make decisions, function within a team format, and become leavders.

Creative and critical thinking are included within all of these skills. Gifted young

people often become tomorrow's innovators thru various programs and immersion

(Gould & Schoonover 2009).

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Administrative Concerns

The Circuit Supervisors Hand Book (2009) of the Ghana Education Service

asserts on-the job education and training are any planned act (Mustapha, 2009)

noted that “Investment in education, training and health is related to an increase in

productivity. Training, education and insurance are so important that their neglect

will lead to the collapse of an organization”.

Writing on staff development programmes for the instructional staff in

schools, colleges and universities, (Rebore, 2008) indicated that unlike the past

when teachers were encouraged to earn a baccalaureate degree, (either a degree

or a diploma with a lower status than a degree) the current thrust aims at

providing teachers with the opportunity to maintain a favorable outlook on

teaching and to improve their effectiveness in the classroom.

According to him the new trend of staff development programmes which

generally emphasizes the remediation of teacher deficiencies can offer the

teacher opportunities to update skills and knowledge in a subject area, keep

teachers abreast of societal demands, and become acquainted with the advances

in instructional materials and new methods of teaching (Hamblin, 2009).

An increase in knowledge and skills of an employee is the major reason for

a staff development programme. In the long run this will help the organization to

attain its goals and objectives. The need of an employee is the gap between the
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employee‟s current competencies and what needs to qualify him for a position of

higher responsibility (Adam & Kamuzora, 2008).

According to (Morrant, 2009) the starting point for any on-the-job or work

immersion education and training is aimed at meeting the stakeholders specially

the parents of students and teacher’s professional need which is predictably many

and varied. (Morrant, 2009) identifies four major professional needs of teachers.

These needs incidentally parallel the career life-cycle of teachers which create

scenarios that call for further-training and education.

Human resource development and training as the process of facilitating

organizational learning and performance is no longer a luxury but a necessity

since it is used to tap the innate ability and potential of human resources. Training

is used as a tool by management to improve performance by reducing the gap

between expectation and achievement.

(Asare, 2009) stated:

“On-the-job or work immersion training and education is now considered an

essential part of teacher education and professional development. Education

authorities have seemed to agree that increasing standards for pre-service

education of teachers will not necessarily lessen the need for continued on-the-job

or work immersion preparation and professional growth (p. 9).

Performance is the accomplishment of a given task measured against

preset known standards of accuracy, completeness, cost, and speed. In a

contract, performance is deemed to be the fulfillment of an obligation, in a manner

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that releases the performer from all liabilities under the contract, (Kenney &

Donelly 2009). Performance refers to what an employee does or does not do on

the job. When employees do not perform according to expectations it is difficult for

a firm to achieve its objectives. The firm will not be able to achieve its competitive

advantage (Agarwala, 2011).

According to (Koontz, 2008) many opportunities for development can be

found on-the-job or work immersion. Trainees can learn as they contribute to the

aims of the enterprise. However, because this approach requires competent

higher – level managers who can teach and coach trainees, there are limitations

to do on-the-job or work immersion training. Planned progression is a technique

that gives managers a clear idea of their path of development. It may be

perceived by trainees as a smooth path to the top, but it really is a step-by-step

approach which requires that task to be done well at each level. Trainees learn

about different enterprise functions by job rotations. They may rotate through:

non-supervisory work, observation assignments (observing what managers do,

rather than managing themselves) and therefore has positive aspects and should

benefit the trainees. “Assistant-to” positions are frequently created to broaden the

viewpoint of trainees by allowing them to work closely with experiences managers

who can give special attention to the developmental needs of the trainees.

On-the-job or work immersion training is a never-ending process. Patience

and wisdom are required of superiors, who must be able to delegate authority and

give recognition and praise for jobs well done. Effective coaches will develop the
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strength and potentials of subordinates and help them overcome their

weaknesses (Mays W, 2008).

As mentioned by on-the-job or work immersion training is one of the oldest

and most used types of informal training. It is considered informal because it does

not necessarily occur as part of a training program and because managers or

peers can serve as trainers. He further stated that if on-the-job or work immersion

training is too informal, learning will not occur (Mays J, 2008).

On-the-job or work immersion training has several advantages over other

training methods. It can be customized to the experiences and abilities of trainees.

Training is immediately applicable to the job because immersion occurs on

the job using actual tools and equipment also relevant supplies and materials

need before the immersion starts. As a result, trainees are highly motivated to

learn. There are several disadvantages in the immersion approach (Koontz,

2008).

Managers and peers may not use the same process to complete the task.

They may pass on bad habits as well as useful skills . Also, they may not

understand that demonstration, practice and feedback are important conditions for

effective on-the-job or work immersion training (Koontz, 2008).

Moreover, (Rothwell & Kazanas, 2008) pointed out that planned immersion

holds great promise as a means to accelerate the speed by which both training

and learning occur in organizations assurance and profile of host training

company necessary in reference by the teachers, parents and students. It will not
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solve every performance problem because it is inappropriate when the problem

stems from a cause other than the performer’s lack of knowledge or skill or the

performer’s poor attitude. If the cause of the problem is rooted in factors beyond

the worker’s control, then other actions should be taken. At the same time, the

trend is to consider blended learning methods rather than to rely on one

approach, such as e-learning or classroom-based training (Berg, 2008).

Many methods of instruction have been catalogued to enliven teaching in

classroom settings, and many of them lend themselves, with some modification,

to immersion. The lecture, a planned presentation on a chosen topic, remains a

common delivery method for classroom training (Drummond, 2009).

Lecture is usually an appropriate method of delivering instruction when the

need exists to convey much information, especially to a group, in a relatively short

time; the instructor is a subject-matter expert whose ideas are worth conveying to

a group; key points or features of an activity, tool, or piece of equipment are to be

addressed; or information changes so rapidly that lecture is a viable means of

updating many people on the same topic simultaneously (Khotari, 2009).

Lectures can be used effectively in immersion when any of these some

condition exists, and it can even be used in one-on-one instruction. Through

lectures, learners who are beginning immersion can be given background

information about essential job functions by their trainers, learning what the

functions are, when, where, why, and how they should be performed, and how

results should be measured (Lynch, 2008).

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Nevertheless, the lecture method can be used effectively in immersion

when appropriate conditions exist and when it is relies on techniques designed to

involve learners. To achieve learner involvement, trainers can ask learners to:

read about the job function or work-related problem in appropriate procedure

memos, equipment manuals, or other written sources of information before a

lecture is given; prepare a list of questions and bring it with them to a lecture;

compile examples of problems or situations they or their more experienced co-

workers have encountered in real situations; work-through a difficult problem or

example, supplied by the trainer before the lecture; survey experienced co-

workers about the most common problems these workers have encountered; and

complete a brief quiz or instrument prepared by trainers to surface gaps in

learners’ knowledge (Isagani, 2015).

Synthesis of Reviewed Literature and Studies

In establishing insight and information derived from related literature and

studies; the researcher delves on the significant ideas with regard to Work

Immersion Course of senior high school, since the study is newfangled in

research field, researcher connect the studies and literature in on-the-job training

program and Work Immersion Course were highlighted by the following reviewed

literature and studies

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Work Immersion, Research, Career Advocacy and Culminating Activity

(WRCC) is a required specialized subject in the Arts and Design Track. In this

track, there is another required specialized subject called “Apprenticeship and

Exploration of Different Arts Fields” (DepEd, 2016).

Emphasizing in Curriculum Implementation and Compliance (Leap & Crino,

2009) found that training policies are expressions of the training philosophy of the

organization. They provide guidelines on the amount of training that should be

given, practicing the policies and needs in the implementation provides an avenue

for the Work Immersion Course.

Further, according to (Morrant, 2009) the starting point for any on-the-job or

work immersion education and training is aimed at meeting teacher’s professional

need which is predictably many and varied, in connection to administrative

concerns that faculty members should hired license professional teachers and

knowledgeable about the Work Immersion Course.

On a careful inspection in assessment of students learning (Farooq &

Khan, 2011) concluded that the role of the valuable training is to improve the

quality of task process that brings improvement in the performance of employees-

students during Work Immersion Course.

Finally, 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, but
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issues and problems encountered by students doing work immersion (Secondary

Education Curriculum, 2010).

Chapter 3

RESEARCH METHODOLOGY

This chapter discusses the methods and procedures used in this study, the

procedure of how the study is investigated; tools use to gather the data as well as

the statistical treatment employed.

Research Methods Used

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This study used the descriptive- comparative research method due to the

appropriateness to the problem. The researcher assessed the Work Immersion

Course for the purpose of having a reference in strategic plan.

Descriptive Comparative research is a type of research that describes and

compare what exists in a current situation and may help to uncover new facts and

meaning through observation, description and documentation of the situation as it

normally occurs (Polit & Hungler 1999). This involves the collection of data that

will provide an account or description of individuals, groups or situations.

Respondents of the Study

The Senior High School teachers as respondents of the study evaluated

the Work Immersion Course in selected private schools in Taguig City such as

STI College- Global City; St. Ives School; St. Francis of Assisi College and Moreh

Academy. Below is the distribution of the respondents of the study.

Table 2
Distribution of Respondents' School as to Number of Teachers in Senior
High School

School Population Sample Percentage

STI College- Global

34 18 36
City
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St. Francis of Assisi

11 9 18
College- Taguig

St. Ives School 8 8 16

Moreh Academy 32 15 30

Total 85 50 100

The Table 2 above enumerates the Number of Teachers in Senior High

School. Most (f= 2, 50 percent) of the respondent-schools has a number of

teachers from 17 and above, while all respondent-schools (f= 4, 10 percent) offers

senior high school. On the other hand, few (f= 2, 2 percent) offers Tertiary

education. This data infers that respondent-schools offered majority of the

programs for education.

Sampling Technique

Best and Khan (1993:13) defines a population as a ‘group of individuals

that have one or more characteristics in common that are of interest to the

researchers’. The population is a ‘group of people who are the focus of a

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research study and to which the results would apply (Cardwell 1999: 179). Thus,

the population is the group to which the researcher would like to make references .

Purposive sampling technique was used in this study. A purposive sample

is a non-probability sample that is selected based on characteristics of a

population and the objective of the study. This type of sampling can be very useful

in situations when you need to reach a targeted sample quickly, and where

sampling for proportionality is not the main concern. Purposive sampling method

may prove to be effective when only limited numbers of people can serve as

primary data sources due to the nature of research design and aims and

objectives.

Instrumentation

The research instrument is based on the standardized instruments of

Department of Education (DepEd) order no. 30 series 2017 of Guidelines of Work

Immersion Annex F. Work Immersion Monitoring and Evaluation Tool which is

divided into 5 components that effectively measures the areas of the said target

respondents.
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The instrument is tailor-fitted by the researcher to gather the profiles of the

respondents that are deemed necessary. The parts in the said instrument

followed the same sequence as the specific questions posed in Chapter 1.

Data Gathering Procedures

The data were gathered starting on the third week of October 2018, after

the Schools Division Office provided the approval to administer the research

instrument in four (4) selected private schools in Taguig City. The researcher

distributed 50 instruments to the Senior High School teachers.

The researcher administered the questionnaires to the teachers on the first

two days of the five-day survey works. It shall be noted that Senior High School

Teachers are all full- time teachers of the school under study. Afterwards, the

gathered data were organized, tallied, analyzed and interpreted.

Statistical Treatment of Data

The frequency distribution, percentage, weighted mean, T-test were the

statistical tools used in the study through the Statistical Package for Social

Science (SPSS) version 20.0.

Frequency Distribution (f). This tool was used to facilitate the tallying and

counting of frequencies falling under the profile categories.

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Percentage (%). This tool was used to find out the part of the whole

respondents’ assessment based on the frequency/tally gathered. The following

formula was used to determine the same based on the variables determined.

----------------------- x 100 = Percentage

Where:
f = Frequency
N = Total Population
100 = constant

Weighted Mean (WM). This was used to determine the Work Immersion

Course in selected Private Schools in Taguig City. The Weighted Mean was

computed using the formula:

TWF

WM = -------------------------

Where:
WM = Weighted Mean
TWF = Total Weighted Frequency
N = Total Population

T-Test of Two (2) Independent Samples. Is a two-sample t-test that

examines whether two samples are different and is commonly used when the

variances of two normal distributions are unknown. This test determined the
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significant differences in the assessments of the two groups of respondents. The

following formula was employed:

Where:

x 1 = mean of sample 1
x 2 = mean of sample 2
n1 = number of subjects in sample 2
s12 = variance of sample 1
s22 = variance of sample 2
Arbitrary Scale of Values

To determine the Work Immersion Course in selected schools in Taguig

City, a four-point Likert scale were used that determined the perception of

respondents. The following rating and verbal interpretation used is presented

below:

Score Verbal Interpretation Description

4 Evident (E) This describes that the

Respondent-Schools manifest the
requirements for Work Immersion.

3 Evident but Inadequate (EI) This describes that the

Respondent-Schools manifest but
insufficient in Work Immersion
requirements.
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2 Not Evident (NE) This describes that the

Respondent-Schools unapparent
in Work Immersion requirements.

1 Not Applicable (N/A) Not applicable to the

Respondent-Schools at this time.

Chapter 4
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PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This Chapter presents the analysis and interpretation of data pertaining to

the assessment of Work Immersion Course at selected Private Schools in Taguig

City.

Table 3
Distribution of Respondent-Schools as of
Population of Senior High School Students

School Frequency Percentage

STI College- Global City 1388 40
St. Francis of Assisi
College- Taguig 473 15

St. Ives School 165 5

Moreh Academy 1388 40
Total 3414 100

Table 3 above enumerates the Population of Senior High School Students.

Respondents’ schools from STI College- Global City and Moreh Academy (f=

1388, 40 percent) has higher population of Senior High School students

comparable to St. Francis of Assisi College- Taguig has (f= 473, 15 percent) and

St. Ives School Taguig has (f= 165, 5 percent) of population. This data infers that

respondents’ schools has huge differences in the number of enrollees for this

school year.
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Table 4
Distribution of Respondent-Schools as of Program Offering

Program Offering Frequency Percent

Kindergarten 3 22

Elementary 3 22

Secondary 3 22

Junior High 3 22

Senior High 4 10
Tertiary 2 2
Total
Table 18 3 100

3, 22 percent) of the respondents’ schools like St. Ives School Taguig, St. Francis

of Assisi College- Taguig and Moreh Academy offers Kindergarten, Elementary,

Secondary, Junior High, while all respondent-schools (f= 4, 10 percent) offers

senior high school including STI College- Global City. On the other hand, only STI

College- Global City and St. Francis of Assisi College (f= 2, 2 percent) offers

Tertiary education. This data infers that respondent-schools offered majority of the

programs for education.

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Table 5
Distribution of Respondents as to Senior High School Track Program
Senior High School Track Frequenc
Percent
Program y
Academic Track 4 50
Technical-Vocational Track 4 50
Total 8 100

Table 5 above enumerates the Senior High School Track Program.

Respondents’ schools (f= 4, 50 percent) for Academic Track same with (f= 4, 50

percent) for Technical- Vocational offers in STI College- Global City, St. Francis of

Assis College- Taguig, St. Ives School Taguig and Moreh Academy. This data

infers that Senior High School Track Program are capable to conduct a Work

Immersion Course related to the study.

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Table 6
Evaluation of the K-12 Work Immersion Course as to Curriculum
Implementation and Compliance

Indicator WM VI

 Curriculum
Implementation and Evidence
Compliance…
Curriculum Guide is being Class schedule and student's 3.66 E
1 followed properly. output/portfolio
Objectives of the program Student’s outputs and partner
are achieved at the end of institution’s feedback about 3.52 E
2 the semester. student’s performance.
The offerings are appropriate List of offerings versus 3.4 EI
3 to the community. community demographics.
Specialization are aligned to List of Partner Institutions and
the work immersion partner their nature of business versus 3.62 E
4 institution. student’s specialization.
Overall Mean 3.55 E
Legend: 3.26- 4.00= Evident (E); 2.51- 3.25= Evident but Inadequate (EI); 1.76- 2.50= Not Evident (NE); 1.00- 1.75=
Not Applicable (NA); WM= Weighted Mean; VI= Verbal Interpretation

Table 6 reflects the evaluation of the respondents on K-12 Work Immersion

Course is ‘evident’ (Overall Mean= 3.55) as to curriculum implementation and

compliance. According to the data divulged in the table, ‘the offering are

appropriate to the community’ (WM=3.4) is ‘evident however inadequate’, while to

name a few, it is ‘evident’ that ‘curriculum guide is being followed properly’

(WM=3.66) and ‘the offerings are appropriate to the community’ (WM=3.4).

This affirms the study of Fraser (2008) in which he conjectured that

strategic and active engagement of students in opportunities to learn through

doing, and reflection on work immersion activities, empowers them to apply

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theories and knowledge to practical endeavors in a multitude of settings inside

and outside of the classroom.

Further, training policy emphasize that, Tanzania should be self-sufficient

in trained and skilled manpower required to man its economy (URT, 2008).

Training policy is important because it indicates the institutions goals on the

intentional to develop its employees, to guide the design and implementation of

training programme; to identify the critical areas where training is to be given on a

priority basis; and to provide appropriate opportunities to employees for their own

betterment (Gupta, 2009).

Moreover, as noted by (Farrant, 2009) the educational change whether

caused by curriculum development or the adoption of innovative practices always

places the teacher in some new roles. This situation he concluded calls for on-the-

job or work immersion training and education.

Table 7
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Evaluation of the K-12 Work Immersion Course as to

Delivery Process

Indicator WM VI

Work Immersion Delivery

Evidence
Process
Activities of the students are Prescribed Template of
programmed based on the Student’s Activities and
competencies. Matrix of Students’ 3.48 E
Competencies per
1 specialization.
Students are being prepared Evaluation of Student’s
before the actual Work readiness for Work
Immersion. Immersion which should be 3.46 E
tailored to the context of the
school.
2
Students are given feedback Student’s Evaluation with
about their performance in the stated remarks and plan of
Work Immersion. action on the part of 3.42 E
students.
3
Students’ personal Student’s statement of
agenda/goals are being personal goals in the work
channeled for their knowledge, immersion versus list of
skills and values development in competencies and activities 3.4 EI
the Work Immersion. that will identified together
with partner institution
4 supervisor.
Overall Mean 3.44 E
Legend: 3.26- 4.00= Evident (E); 2.51- 3.25= Evident but Inadequate (EI); 1.76- 2.50= Not Evident (NE); 1.00- 1.75= Not
Applicable (NA); WM= Weighted Mean; VI= Verbal Interpretation

Table 7 presents that the evaluation of the respondents on K-12 Work

Immersion Course in terms of assessment of student’s progress (WM=3.44) is

‘evident’. With the data presented on the table, respondents agreed that ‘activities

of the students are programmed based on the competencies’ (WM=3.48),

‘students are being prepared before the actual Work Immersion’ (WM=3.46), and
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‘students are given feedback about their performance in the Work Immersion’

(WM=3.42) are all ‘evident’. However, respondents believe that ‘students’

personal agenda/goals are being channeled for their knowledge, skills and values

development in the work immersion’ (WM=3.4) is also ‘evident but inadequate’.

This is in accordance to the study of De Simone & Harris, (2008) in which

they explained that concept training as a planned and systematic activity designed

by an institution or an organization is intended to provide its members with the

necessary skills to meet both the current and future job demands and aspirations.

Furthermore, according to Agarwala (2008), training is a process that

attempts to improve employee performance on a current held job by providing

them with knowledge and skills needed for their present job. It is designed to bring

about changes in specific knowledge, skills, attitudes, or behaviour.

Immersion staff may not have enough training, experience, or knowledge to

identify early on a student who may be developmentally immature both

linguistically and cognitively (Plante et al. 2008). It is important to identify as early

as possible those students who will not experience success and share their

personal goals due to their inadequately developed linguistic and cognitive skills.

Of course in order to do so, appropriate assessment tools need to be utilized and

the assistance of a specialist in the area of learning difficulties is paramount.

Parents, specialists, administrators, and teachers together then need to decide

what is best for that student (Rowh, 2009).

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Table 8
Evaluation of the K-12 Work Immersion Course as to
Assessment of Student’s Progress

Indicator WM VI

Assessment of Student’s
Evidence
Progress
Students are oriented on how Documentation of
their performance will be student’s orientation about 3.8 EI
measured. the assessment of their
1 performance.
Assessment results are Documentation of
explained to the students, conference with the 3.66 E
leading to the realization of students regarding their
2 the areas for improvement. performance.
Students can keep track to Students’ checklist of
their progress in Work competencies with 3.42 E
Immersion. remarks of the partner
3 institution supervisor.
Overall Mean 3.62 E
Legend: 3.26- 4.00= Evident (E); 2.51- 3.25= Evident but Inadequate (EI); 1.76- 2.50= Not Evident (NE); 1.00-
1.75= Not Applicable (NA); WM= Weighted Mean; VI= Verbal Interpretation

Table 8 shows that the evaluation of the respondents on K-12 Work

Immersion Course (WM=3.44) is ‘evident’ in terms of assessment of student’s

progress. With the data presented on the table, respondents agreed that ‘students

are oriented on how their performance will be measured’ (WM=3.48), ‘assessment

results are explained leading to the realization of the areas for improvement and’

(WM=3.46), and ‘students can keep track to their progress in work immersion’

(WM=3.42) are all ‘evident’. However, respondents believe that ‘students’

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personal agenda/goals are being channeled for their knowledge, skills and values

development in the work immersion’ (WM=3.4) is also ‘evident but inadequate’.

This affirms the study of Rocco (2009) wherein he stated that the

reconstructing the curriculum is part of an on-going effort to improve the quality of

learning. There is focus on the basics of improving the literacy and numeracy

while inculcating values across learning areas to make it dynamic. Change is the

only permanent thing, the Department of Education must open its mind and strive

to do things better. The quality of what the students learn depends on how

teachers and students operationalized the curriculum.

In addition, Development and Assessment initiatives are nowadays

commonly referred to as “career development” or “leadership development” with

the main purpose of enabling employee to grow in the career or to prepare

employees takes up leadership position in future (Shomari, 2009).

According to (Agarwala, 2008) development and evaluation refers to

learning opportunities directed toward helping employees to grow. It is generally

used to refer to new learning experiences provided to managerial employees, and

hence, it is also called management development. The development opportunities

are not limited to improving employee’s performance rather, efforts to help an

individual acquire capabilities beyond those required by the current job.

Development is defined as the growth or realization of person’s ability and

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potential through the provision of learning and educational experiences

(Amstrong, 2008).

Table 9
Evaluation of the K-12 Work Immersion Course as to Supervision

Indicator WM VI

Supervision of Work
Evidence
Immersion Implementation
A clear Monitoring Plan (Work Monitor Plans of School
Immersion, School Partnership Head, School Partnership
Focal Person and School Focal Person and Work 3.76 E
Head) before the start of the Immersion Teacher.
1 Work Immersion is evident.
Monitoring Plan is properly Documentation of the
implemented. actual monitoring, which
includes utilized budget, 3.54 E
venues visited, monitoring
2 results and the like.
Monitoring results are Minutes of Meeting with the
discussed with the concerned concerned personnel.
personnel so as to encourage 3.62 E
actions needed to improve
3 Work Immersion delivery.
Monitoring results are utilized to Matrix of Monitoring Results
improve Work Immersion and actions taken. 3.42 E
delivery.
4
Proper coordination, planning Minutes of Meeting and
and a feedback system are Post Conference 3.36 E
5 being enforced. documentation.
Capacity building for Work Documentation of teachers
Immersion is being conducted. and personnel training with
the attached utilized 3.46 E
budget.
6
Overall Mean 3.52 E
Legend: 3.26- 4.00= Evident (E); 2.51- 3.25= Evident but Inadequate (EI); 1.76- 2.50= Not Evident (NE); 1.00- 1.75=
Not Applicable (NA); WM= Weighted Mean; VI= Verbal Interpretation
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Table 9 displays that the evaluation of the k-12 Work Immersion Course as

to supervision (WM=3.52) is ‘evident’ as perceived by the respondents. As

reflected on the table, ‘clear monitoring plan (work immersion, school partnership

focal person and school head) before the start of the work immersion’ (WM=3.76),

‘discussing results with the concerned personnel so as to encourage actions

needed to improve work immersion delivery’ (WM=3.62) and ‘monitoring plan is

properly implemented (WM=3.54), to name a few, are all ‘evident’.

The result validates that undoubtedly good quality and flawless observation

connected with immersion can be directly related to the improvement connected

with instructional aims, training applications, curricula, services, tools in addition to

management design nonetheless it is the teacher who puts life straight into the

frame (Shah & Rehana, 2011).

On the other hand, appropriate Planning, Training and Organization

Performance help the students trainees for professional development According

to (Tharenou et al., 2008) the goal of training is to enhance the organization

effectiveness. It also demands an influence on employee’s performance, as well

as in relation to organizational performance which is mediated by means of

employee’s performance.

Indicator WM VI
Administrative Concerns Evidence
1 Students accomplish their parental Compiled Accomplishment Parental 4 E
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consent before the actual Work Consents.

Immersion.
Orientation for students and their Documentation of students and parents’ 3.64 E
parents is conducted by both the orientation on Work Immersion.
School and Partner Institution
2 before the start of Work Immersion.
Adequate budget is allotted for Approved budget versus Financial 3.12 EI
3 Work Immersion expenses. Report of Work Immersion.
Profiles of confirmed Work Display of the profile of confirmed Work 3.3 EI
Immersion partners are organized Immersion partners.
and available for reference by
4 students, parents and teachers.
Memorandum of Agreement (MOA) Organized compilations of MOAs. 3.46 E
is duly notarized compilation and
properly documented/ DOLE
5 requirements are properly followed.
MOA is strictly followed by both Documentation of School Partner 3.46 E
School and Partner Institution. Institution’s compliance to MOA (e.g.,
safety guidelines of partner institution for
students, minutes of meeting both
6 parties).
Materials and relevant supplies are Inventory of supplies and materials 3.12 EI
available for the students and versus reports of utilization.
7 teachers of Work Immersion.
The school has a Joint Working List of the approved Joint Working 3.24 EI
Group which is formed before the Group, Minutes of Meeting and other
8 start of Work Immersion. relevant documentation.
The facilities and venues are Map of facilities and venues in relation 3.88 E
accessible to teachers and to the school location.
9 students.
Students are provided with Insurance documents of students and 3.06 EI
1 insurance during their Work budgetary allotment.
0 Immersion.
1 Duties and responsibilities of Documentation of orientation for the 3.68 E
1 personnel are clearly defined. personnel and teachers.
1 Correct reports are submitted. Mid-year and year-end reports by the 3.78 E
2 school.
1 Issues and concerns based on the Matrix of issues and concerns from the 3.62 E
3 reports are acted upon. reports and actions taken.
Overall Mean 3.48 E
Legend: 3.26- 4.00= Evident (E); 2.51- 3.25= Evident but Inadequate (EI); 1.76- 2.50= Not
Evident (NE); 1.00- 1.75= Not Applicable (NA); WM= Weighted Mean; VI= Verbal Interpretation
Table 10
Evaluation of the K-12 Work Immersion Course as to Administrative Concerns
Table 10 reveals that the evaluation of the K-12 Work Immersion Course

as to administrative concern (WM=3.48) is ‘evident’ according to the respondents.

As shown on the table, respondents agreed that ‘facilities and venues are
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accessible to teachers and students’ (WM=3.88), ‘correct submission of reports’

(WM=3.78) and ‘well-defined duties and responsibilities of personnel’ (WM=3.64)

are all evident.

According to (Morrant, 2009) the starting point for any on-the-job or work

immersion education and training is aimed at meeting the stakeholders specially

the parents of students and teacher’s professional need which is predictably many

and varied.

Training is immediately applicable to the job because immersion occurs on

the job using actual tools and equipment also relevant supplies and materials

need before the immersion starts. As a result, trainees are highly motivated to

learn. There are several disadvantages in the immersion approach (Koontz,

2008).

Moreover, (Rothwell & Kazanas, 2008) pointed out that planned immersion

holds great promise as a means to accelerate the speed by which both training

and learning occur in organizations assurance and profile of host training

company necessary in reference by the teachers, parents and students.

The Circuit Supervisors Hand Book (2009) of the Ghana Education Service

asserts on-the job education and training are any planned act (Mustapha, 2009)

noted that “Investment in education, training and health is related to an increase in

productivity. Training, education and insurance are so important that their neglect

will lead to the collapse of an organization”.

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Table 11
Evaluation of K-12 Work Immersion Program by the School- Respondents
School School School School
A B C D
Areas of Evaluation
V V
WM I WM VI WM I WM VI
1. Curriculum Implementation and
3.51 E 3.28 E 3.32 E 3.53 E
Compliance.

2. Work Immersion Delivery E

3.28 E 3.18 EI 3.20 3.40 E
Process. I

3. Assessment of Student's E
3.24 3.30 E 3.32 E 3.28 E
Progress. I

4. Supervision of Work Immersion E

3.20 3.18 EI 3.28 E 3.29 E
Implementation. I

E
5. Administrative Concerns. 3.28 E 3.20 EI 3.18 3.25 EI
I

General Weighted Mean 3.30 E 3.22 EI 3.26 E 3.35 E

Table 11 reflects the K-12 Work Immersion Program by the school-

respondents, School A shows that the evaluation is ‘Evident’ (Overall Weighted

Mean= 3.30) including in the areas of evaluation in curriculum implementation and

compliance (WM= 3.15) that shows evidences in student outputs and partner

institution feedback, work immersion delivery process (WM= 3.28) which displays

evaluation of students’ readiness for work immersion program which tailored to

the context of the school and administrative concerns (WM= 3.28) that they

conducted and document profile from students, parents and stakeholders.

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However to a few it is ‘Evident but Inadequate’ in terms of assessment of

student's progress (WM= 3.24) with absence of assessment in their performance

and in students orientation documentation and supervision of work immersion

implementation (WM= 3.20) dearth in terms of minutes of meeting and post

conference documentation.

School B shows different interpretation where the K-12 Work Immersion

Evaluation assessment of student's progress (WM= 3.30) and curriculum

implementation and compliance (WM= 3.28) are ‘Evident’, conversely there are

points wherein it is expressions as ‘Evident but Inadequate’ in areas of work

immersion delivery process (WM= 3.18), supervision of work immersion

implementation (WM= 3.18) and administrative concerns (WM= 3.20) because of

that it come up with the overall result as ‘Evident but Inadequate’ for the School B.

School C reflects ‘Evident’ with (General Weighted Mean= 3.26) the data

gathered it also demonstrates ‘Evident’ results in areas of assessment of

student's progress (WM= 3.32) curriculum implementation and compliance (WM=

3.32) and supervision of work immersion implementation (WM= 3.28), however it

shows ‘Evident but Inadequate’ in work immersion delivery process (WM= 3.20)

and in administrative concerns (WM=3.18).

K-12 Work Immersion implementation in School D is ‘Evident’ (General

Weighted Mean= 3.35) it also applies in some areas of evaluation in terms of

curriculum implementation and compliance (WM= 3.53), work immersion delivery

process (WM= 3.40), supervision of work immersion implementation (WM= 3.29),

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assessment of student's progress (WM= 3.28), nevertheless in the areas of

evaluation it express ‘Evident but Inadequate’ in administrative concern.

Table 12
Relationship between K-12 Work Immersion Evaluation and the School's
Profile in terms of Student Population

Chi-
Square P-
Areas of Evaluation Decision Remarks
(x ¿¿ 2)¿ Value
Value
1. Curriculum
Implementation and 27.034 .082 Accept H0 Not Significant
Compliance.
2. Work Immersion
Delivery Process. 32. 361 .002 Reject H0 Significant

3. Assessment of
Student's Progress. 38.942 .095 Accept H0 Not Significant

4. Supervision of Work
Immersion 18.375 .043 Reject H0 Significant
Implementation.
5. Administrative
Concerns. 51.354 .000 Reject H0 Significant

Table 12 shows the relationship between K-12 Work Immersion Evaluation

and School’s Profile in terms of Student Population, the work immersion delivery

process has significant relationship with the school profile in terms of the students

population there is also significant relationship between the Supervision of Work

Immersion implementation and the student population of the school, likewise the

evaluation of the administrative concern have significant relationship, however the

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evaluation of the curriculum implementation and compliance and assessment of

student’s progress do not have significant relationship with the profile of school in

terms of student population.

Table 13
Relationship between K-12 Work Immersion Evaluation and the School's
Profile in terms of Program Offerings

Chi-
Square P-
Areas of Evaluation Decision Remarks
( x ¿¿ 2)¿ Value
Value
1. Curriculum
Implementation and 28.221 .921 Accept H0 Not Significant
Compliance.
2. Work Immersion
34.346 .037 Reject H0 Significant
Delivery Process.

3. Assessment of
40.125 .083 Accept H0 Not Significant
Student's Progress.
4. Supervision of Work
Immersion 21.802 .000 Reject H0 Significant
Implementation.
5. Administrative
38.006 .008 Reject H0 Significant
Concerns.

Table 13 shows the relationship between K-12 Work Immersion Evaluation

and School’s Profile in terms of Program Offerings, the work immersion delivery

process has significant relationship with the school profile in terms of the program

offerings there is also significant relationship between the Supervision of Work

Immersion implementation and the student population of the school, likewise the
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evaluation of the administrative concern have significant relationship, however the

evaluation of the curriculum implementation and compliance and assessment of

student’s progress do not have significant relationship with the profile of school in

terms of program offerings.

Table 14
Relationship between K-12 Work Immersion Evaluation and the School's
Profile in terms of The Number of Senior High School Teachers

Chi-
Square P-
Areas of Evaluation (x ¿¿ 2) ¿ Decision Remarks
Value
Value
1. Curriculum
Implementation and 33.421 .103 Accept H0 Not Significant
Compliance.
2. Work Immersion
25.372 .082 Accept H0 Not Significant
Delivery Process.
3. Assessment of
19.420 .002 Reject H0 Significant
Student's Progress.
4. Supervision of Work
Immersion 38.652 .018 Reject H0 Significant
Implementation.
5. Administrative
28.341 .059 Accept H0 Not Significant
Concerns.

Table 14 shows that the null hypothesis of no significant relationship

between the evaluation of the work immersion program and the school’s profile in

terms of the number of senior high school teachers shows that it was rejected in

Assessment of Student Progress ( x 2=19.420 P=.002); and in Supervision of Work

Immersion Implementation ( x 2=38.65 P=.018 ) in both items, the p-value is less

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than the alpha value of .05, thus, the null hypothesis is rejected. The Assessment

of Progress Evaluation and the evaluation of the Supervision of the Work

Immersion Implementation are significantly dependent on the number of senior

high school teachers.

The other three areas of evaluation such as Curriculum Implementation

and Compliance; Delivery Process, and Administrative Concerns are not

significantly affected by the number of teachers in the senior high schools.

Table 15
Relationship between K-12 Work Immersion Evaluation and the School's
Profile in terms of Senior High School Track Program

Chi-
Square P-
Areas of Evaluation (x ¿¿ 2)¿ Decision Remarks
Value
Value
1. Curriculum
Implementation and 38.311 .003 Reject H0 Significant
Compliance.
2. Work Immersion
27.232 .064 Accept H0 Not Significant
Delivery Process.
3. Assessment of
18.634 .120 Accept H0 Not Significant
Student's Progress.
4. Supervision of Work
Immersion 31.040 .000 Reject H0 Significant
Implementation.
5. Administrative
29.524 .046 Reject H0 Significant
Concerns.
Table 15 indicates that there is significant relationship between the K-12

Work Immersion Evaluation visible in the areas of Curriculum Implementation and

Compliance ( x 2=38.311 P=.003 ); then it shows in Supervision of Work Immersion

Implementation ( x 2=31.040 P=.000 ) and the school’s profile in terms of senior high
 STI COLLEGE GLOBAL CITY
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school Track Program. In both areas the p- value is less than significant than the

p- value of .05, then, thus the null hypothesis is rejected.

The null hypothesis of no significant relationship between the evaluation of

the work immersion program and the school profile in terms of K-12 Senior High

School Track Program is accepted in the areas of Work Immersion Delivery

Process; Assessment of Student Progress and in Administrative Concerns.

Table 16
Analysis of Variance of the Difference in Evaluation of the Work Immersion
by the School Respondents

P-
Areas of Evaluation F-Value Decision Remarks
Value
1. Curriculum
Implementation and 7.068 .000 Reject H0 Significant
Compliance.
2. Work Immersion
5.563 .084 Accept H0 Not Significant
Delivery Process.
3. Assessment of
12.912 .002 Reject H0 Significant
Student's Progress.
4. Supervision of Work
Immersion 6.042 .000 Reject H0 Significant
Implementation.
5. Administrative
8.334 .063 Accept H0 Not Significant
Concerns.

The ANOVA test as shown in the Table 16 used to determine whether

there is a significant difference among the evaluation of the Work Immersion as

done by the four schools indicates that the null hypothesis of no significant

difference was rejected in the areas of Curriculum Implementation and

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Compliance; Assessment of Students Progress and in Supervision of Work

Immersion Implementation. The p- value on significant value at 5% were all less

than .05, resulting to the rejection of the null hypothesis.

The 4 schools evaluation of the Delivery Process, and Administrative

Concerns did not demonstrate significant difference, thus the null hypothesis was

accepted.

Proposed Enhancement to
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The Work Immersion Course

Proposed Enhancement
to the Work Immersion Course
Objectives Program/Action/ Person Timetable Remarks
Project Included
1 To Provide Community School 1st week of
enhancement of Engagement Administrator, November
curriculum Program that can Principal, before the
offerings that extend agreements Assistant start of 2nd
highlights to all stakeholders Principal, Semester
community needs for Work Alumni
and relevant Immersion Course: Placement
competencies. "Work Office and
Immersion for Work
Community Immersion
Progress". Teachers
2 To Provide Career Planning Subject Last Week
personal goals Program in Teachers in of 1st
activities in Personality Personality Semester
Personality Development Development
Development Subject: "My
subject for Career
competencies and Pathways!"(pleas
activities that e see sample
students can handout 01)
channeled their
knowledge skills
and values.
3 To Promote a Guide the students Homeroom Whole
one-on-one in understanding Advisers, Month of
consultation/ their answers on Subject February
orientation to the My Career Teachers and Before
work immersion Planning Guidance Entrance
students on how Worksheet Councilors Exams for
their performance particularly their Colleges
will be measured responses in the and
and proper self-assessment of Universitie
documentation. their knowledge s
and skills. Note
that their answers
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may not truly

reflect their level
but may be
affected by their
self-esteem; "My
Career Plan"
4 To Provide a Checklist of things Work Every 2nd
pre/post to accomplish Immersion Month of
conference for documents to Teachers and Work
proper submit prior to, Coordinators Immersion
coordination and during and after Course
planning and a the Work
feedback system. Immersion
Activity (please
see handout 2)
5 To Promote Literacy about School 2nd week
school about Joint Working Administrator, of
Joint Working Group as Partner Principal, November
Group which for Students Assistant before the
formed before Development: Principal, start of 2nd
Work Immersion. "JWG for Work Alumni Semester
Immersion Placement
Progress" Office and
Work
Immersion
Teachers
6 To Provide the General School Last Week
importance of Orientation in Administrator, of October
complete Preparation for Principal,
materials and Work Immersion: Assistant
relevant supplies "Work Principal,
availability. Immersion Alumni
Course: Complete Placement
Materials and Office and
Supplies, Work
Complete Immersion
Students Future" Teachers
7 To Strategic Planning School 3rd Week
Acknowledgement for Budgeting the Administrator, of October
of Budget Work Immersion Principal,
allocation for Course. Assistant
work immersion Principal,
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compared to Alumni
approved budget. Placement
Office and
Work
Immersion
Teachers
8 To Insure Biweekly Work During
students health observation and Immersion Work
and condition visitation in Teachers and Immersion
during the Work Corporate Partners Coordinators Course
Immersion during Work
Course. Immersion Course.
9 To Promote Display of the Work Before the
harmonious profile of Immersion Work
relationship and confirmed Work Teachers and Immersion
transparency to Immersion partners Coordinators Course
the Work and Company
Immersion Information.
Partners,
Teachers,
Students and
Teachers.

Handout 1

Direction: Complete the table below by giving the details of what is being

asked from you.

Influenced by the What will be Possible How do you want to go

following your choice result of about it, therefore?
of course? you follow
Why? their advice
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A. Parents

B. Friends

C. Teachers

[Link]

Counselor

Reference: Magalona, E & Salting-Sadsad E. (2016). Personal Development:

Theory and Practice. Manila, Philippines: Mindshapers Co., Inc.

Handout 2

CHECKLIST OF THINGS TO ACCOMPLISH/DOCUMENTS TO SUBMIT PRIOR TO,

DURING AND AFTER THE WORK IMMERSION ACTIVITY
Work Immersion
Week Number Requirements Teacher/Coordinators
Signature
1. Pre-Immersion orientation
1- 3 2. Preparation of required
documents/credentials
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a. essay on how to conduct oneself

inside the company/ business
establishment during the Immersion
period,
b. résumé,
c. application letter,
d. clearance documents, and

e. checklist of things to do and

documents needed for pre-Immersion,
during, and after Immersion

3. Attendance in company orientation

4. Participation in company activities

5. Written reports on the activities

performed
6. Supervisor’s ratings

7. Written narrative profile of the

company/ business establishment (may
contain charts, photos, or illustrations)
and organizational chart
4- 15

8. Written narrative on the business

processes of the
company/establishment (may contain
charts, photos or illustrations) and
business process flowchart/s

9. Daily tasks record

10. Written narrative of what the
student learned
11. Photos or illustrations
** 1st Periodical Exam on Week 9
12. Portfolio
13. Gallery
16 14. Updated résumé
15. Reflection paper
16. SHS Expo Presentation
17 17. Reflection Paper
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18 Second Periodical Exam

** 2nd Periodical Exam
Integrated Paper Rubric
Criteria Score Remarks

Evidence of Learning
40%

Self- Reflection 30%

Timeliness of
Submission 20%

Adherence to the
prescribed format 10%
Total

Sample Rubric for Handout 2

Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS, AND

RECOMMENDATION
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This section shows the summary, findings, conclusions, and

recommendations on the study pertaining to the assessment of Work Immersion

Course at selected Private Schools in Taguig City.

Summary

The Work Immersion Course of senior high school in selected schools in

Taguig City were to evaluate by the senior high school faculty members as they

are part of development of senior high school students in the curriculum to be job

ready specially in preparation for work immersion. Specifically, questions on

respondents in terms of curriculum implementation and compliance, work

immersion delivery process, assessment of student’s progress, supervision of

work immersion implementation and administrative concerns were answered.

Further, the null hypothesis that there is no significant difference in the Work

Immersion Course of senior high school teachers in selected private schools, and

the areas of evaluation of the respondent-school was tested.

This study used the descriptive research method due to the

appropriateness to the problem where the sample- respondents were purposively

chosen. The research instrument is based on the standardized instruments of

Department of Education (DepEd) order no. 30 series 2017 of Guidelines of Work

Immersion Annex F. Work Immersion Monitoring and Evaluation Tool which is

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divided into 5 components that effectively measures the areas of the said target.

The frequency, percentage, weighted mean, and the T-Test of an Independent

Samples.

Findings

Following are the findings of this study:

Curriculum Implementation and Compliance

The overall mean of 3.55 rated as ‘Evident’ according to the school-

respondents in terms of curriculum implementation and compliance, points to

‘Evident’ Work Immersion Course as of Curriculum Guide is being followed

properly with Class schedule and student's output/portfolio as evidence

(WM=3.66), specialization are aligned to the work immersion partner institution

and list of partner institutions and their nature of business versus student’s

specialization as evidence (WM=3.62), objectives of the program are achieved at

the end of the semester and student’s outputs and partner institution’s feedback

about student’s performance as evidence (WM=3.52). However, Work Immersion

Course in curriculum implementation and compliance as ‘Evident but Inadequate’

in terms of offerings are appropriate to the community and list of offerings versus

community demographics as evidence (WM=3.4).

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Delivery Process

The overall mean of 3.44 rated as ‘Evident’ according to the school-

respondents in terms of delivery process, points to ‘Evident’ Work Immersion

Course as of delivery process is activities of the students are programmed based

on the competencies with prescribed template of student’s activities and matrix of

students’ competencies per specialization as evidence (WM=3.48), students are

being prepared before the actual work immersion with evaluation of student’s

readiness for work immersion which should be tailored to the context of the school

as evidence (WM=3.46), students are given feedback about their performance in

the Work Immersion with student’s Evaluation with stated remarks and plan of

action on the part of students as evidence (WM=3.42). However, Work Immersion

Course in delivery process as ‘Evident but Inadequate’ in terms of students’

personal agenda/goals are being channeled for their knowledge, skills and values

development in the Work Immersion with student’s statement of personal goals in

the work immersion versus list of competencies and activities that will identified

together with partner institution supervisor as evidence (WM=3.4).

Assessment of Student’s Progress

The overall mean of 3.62 rated as ‘Evident’ according to the school-

respondents in terms of assessment of student’s progress, points to ‘Evident’

Work Immersion Course as of assessment of student’s progress assessment is

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results are explained to the students, leading to the realization of the areas for

improvement with documentation of conference with the students regarding their

performance as evidence (WM=3.66), students can keep track to their progress in

Work Immersion with students’ checklist of competencies with remarks of the

partner institution supervisor as evidence (WM=3.42). However, Work Immersion

Course in assessment of student’s progress as ‘Evident but Inadequate’ in terms

of students are oriented on how their performance will be measured with

documentation of student’s orientation about the assessment of their performance

as evidence (WM=3.8).

Program as to Supervision

The overall mean of 3.52 rated as ‘Evident’ according to school-

respondents in program as to supervision, points to ‘Evident’ Work Immersion

Course as of program as to supervision is a clear Monitoring Plan (Work

Immersion, School Partnership Focal Person and School Head) before the start of

the Work Immersion is evident with monitor Plans of School Head, School

Partnership Focal Person and Work Immersion Teachers as evidence

(WM=3.76), monitoring results are discussed with the concerned personnel so as

to encourage actions needed to improve work immersion delivery with minutes of

meeting with the concerned personnel as evidence (WM=3.62), monitoring plan is

properly implemented and documentation of the actual monitoring, which includes

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utilized budget, venues visited, monitoring results and the like as evidence

(WM=3.54), capacity building for work immersion is being conducted and

documentation of teachers and personnel training with the attached utilized

budget as evidence (WM=3.46) monitoring results are utilized to improve work

immersion delivery with matrix of monitoring results and actions taken as

evidence (WM=3.42), proper coordination, planning and a feedback system are

being enforced and minutes of meeting and post conference documentation as

evidence (WM=3.36).

Administrative Concerns

The overall mean of 3.48 rated as ‘Evident’ according to school-

respondents in administrative concerns, points to ‘Evident’ Work Immersion

Course as of administrative concerns is students accomplish their parental

consent before the actual work immersion and compiled accomplishment parental

consents as evidence (WM=4.0), the facilities and venues are accessible to

teachers and students with map of facilities and venues in relation to the school

location as evidence (WM=3.88), correct reports are submitted with mid-year and

year-end reports by the school as evidence (WM=3.78), duties and responsibilities

of personnel are clearly defined with documentation of orientation for the

personnel and teachers as evidence (WM=3.68), orientation for students and their

parents is conducted by both the school and partner institution before the start of
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work immersion with documentation of students and parents’ orientation on work

immersion as evidence (WM=3.64), issues and concerns based on the reports are

acted upon with matrix of issues and concerns from the reports and actions taken

as evidence (WM=3.62), memorandum of agreement (MOA) is duly notarized

compilation and properly documented/ dole requirements are properly followed

with organized compilations of MOAs’ as evidence (WM=3.46), moa is strictly

followed by both school and partner institution with documentation of school

partner institution’s compliance to moa (e.g., safety guidelines of partner institution

for students, minutes of meeting both parties) as evidence (WM=3.46). However,

Work Immersion Course in administrative concerns as ‘Evident but Inadequate’ in

terms of the school has a joint working group which is formed before the start of

work immersion with list of the approved joint working group, minutes of meeting

and other relevant documentation as evidence (WM=3.24), adequate budget is

allotted for work immersion expenses with approved budget versus financial report

of work immersion as evidence (WM=3.12), materials and relevant supplies are

available for the students and teachers of work immersion with inventory of

supplies and materials versus reports of utilization as evidence (WM=3.12),

students are provided with insurance during their work immersion with insurance

documents of students and budgetary allotment as evidence (WM=3.06) profiles of

confirmed work immersion partners are organized and available for reference by

students, parents and teachers with display of the profile of confirmed work

immersion partners as evidence (WM=3.3).

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Conclusions

The respondents- school in terms of Curriculum Implementation and

Compliance, assessed the Teachers of Senior High School as ‘Evident’. This

means that they believed that they followed curriculum guide properly including

schedule of classes and students portfolios or outputs during work immersion, and

they assure that specialization are aligned to the partner institutions as they have

the list of partner institutions that nature of business versus students

specialization, and at the end of the semester the objective of the program are

achieved including the students output and partner institutions feedback about the

students’ performance. However, the respondents- school needs to focus more as

in ‘Evident but Inadequate’ in terms of the offerings appropriate to the community

such as the list of offerings versus community demographics.

The respondents- school in terms of delivery process, assessed the

Teachers of Senior High School as ‘Evident’. This means they believed that they

followed delivery process as they provide programmed based activities to

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students thru the competencies with the prescribed template of student activities

and matrix of students competencies per specialization, and student are prepared

before the actual work immersion since evaluation of students readiness for work

immersion tailored to the context of respondents- school. On the other hand

delivery process turns to improve further ‘Evident but Inadequate’ about the

students personal agenda and goals should be channeled for their knowledge,

skills and values development in work immersion.

The respondents- school in terms of assessment of students’ progress,

assessed the Teachers of Senior High School as ‘Evident’. This means they

believed that they followed assessment of student’s progress by the result of the

assessment are being explained to the students and leading realization of the

areas of improvement strengthen thru documentation of conference with the

students regarding their performance, and students can also track their progress

during the work immersion with the complete checklist of competencies with

remarks of the partner institution supervisor. On the other hand, the items that

need further ‘Evident but Inadequate’ is in the area on how students are being
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oriented with their performance during the work immersion with documentation of

students orientation about the assessment of their performance.

According to the respondents- school in Supervision of Work Immersion

Implementation assessed by the Teachers of Senior High School as ‘Evident’,

they believed that the supervision of work immersion implementation shadowed

by the a clear monitoring plan such as work immersion, school partnership focal

person and school before the start of work immersion is evident thru monitor plans

of school head, school partnership focal person and work immersion teachers,

also they monitored results discussed with the concerned personnel so as to

encourage actions needed to improve work immersion delivery including minutes

of the meeting with the concerned personnel, and proper implementation of

monitoring plan with documentation of the actual monitoring, which includes

utilized budget, venues visited, monitoring results and the like, and they are also

considering the capacity building for work immersion is being conducted with

documented utilized budget of teachers and training personnel, and monitoring

results are utilized to improve work immersion delivery by the matrix monitoring

results and what are the actions taken, lastly proper coordination , planning and a
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feedback system are being enforced done with the minutes of meeting and post

conference documentation.

The respondents- school in terms of administrative concerns, assessed the

Teachers of Senior High School as ‘Evident’. This means they believed that they

followed administrative concerns that students accomplished their parental

consent before the actual work immersion compiled by their work immersion

teacher, and they have map of facilities and venues in relation to the school

location also it is accessible to all teachers and students of work immersion, and

mid-year and year-end reports by the school are correct and submitted, and

duties and responsibilities of personnel are clearly defined and documented, and

documented orientation for students and their parents is conducted by both the

school and partner institution before the start of work immersion, and issues and

concerns based upon reports are acted upon and matrix are created of issues and

concerns from the reports action taken, memorandum of agreement is duly

notarized compilation and properly documented, Department of Labor and

Employment requirements are properly followed and organized, and

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memorandum of agreement is strictly followed by both school and partner

institution and prepared documentation of school partner institutions compliance

to memorandum of agreement such as safety guidelines of partner institution for

students, minutes of the meeting both parties. However, the respondents- school

needs to focus more in administrative concerns as reflected to ‘Evident but

Inadequate’ in terms of joint working group which can formed before the start of

work immersion can check the list of approved joint working group, minutes of the

meeting and other relevant documentation, and adequate budget for work

immersion expenses can compare the approved budget versus financial report for

work immersion, and materials and relevant supplies must be available all the

time for students and work immersion teachers it will help to provide an inventory

supplies and materials versus reports of utilization, and students are provided with

insurance during their work immersion and documents of insurance per student

and budgetary allotment, and lastly should be the weakest point for administrative

concerns is profiles of confirmed work immersion partners are organized and

available for reference by students, teachers and parents by displaying the profile

of confirmed work immersion partners.

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The evaluation of Work Immersion Course in selected schools is

significant. This infers the respondents- school are one in pronouncing that Work

Immersion Course for senior high school can further improve in some point can be

developed through trainings and education so as to reach their fullest potential in

fully understanding that needs of the Work Immersion Course.

Recommendations

Following are the recommendations to improve the Work Immersion

Course for Senior High School:

1. That Work Immersion Course Coordinators and department concerns

can provide a training program towards the further enhancement of the

Work Immersion Course including areas such as curriculum

implementation, delivery process, assessment of student progress,

implementation and administrative concerns. Standard Operating

Procedures or Orientation before and after work immersion must be

followed as part of improvement plan. Investments in these training and

development programs may increase the potential of Work Immersion

Course, teachers and specially senior high school students.

2. The training programs for enhancing Work Immersion Course be used

as reference for all educational entities engaged in all senior high

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school teachers or any related concerns that involves student

interaction.

3. Work Immersion Coordinators and all Senior High School Teachers

proactively engage and submit themselves in trainings, seminars,

workshops that may enhance their capabilities. That they inculcate in

themselves transparency and openness to change carry out the

expected output of their profession.

4. Future Researchers engage in similar topics of hybrid focus that

effectively connect the gap that may be left unresolved. Certain

inadequacies, at least, may give insights and encouragement to

undertake a validation and follow up study.

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[Link] Just another [Link] site

[Link] – TVE Curriculum Guidelines

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Philippines
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APPENDICES

Endorsement Letter
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Letter to School Division Superintendent

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Letter to the School Head

Taguig City University

Gen. Santos Avenue, Bicutan, Taguig City

October 22, 2018

Dr. EMERSON C. FLORES

Academic Head and concurrent Principal
STI College- Global City

Dear Sir,

As a final requirement for the Degree of Master in Arts in Education (MAED),

Major in Educational Management, I am presently conducting a research entitled
“THE SENIOR HIGH SCHOOL WORK IMMERSION PROGRAM IN SOME
SELECTED PRIVATE SCHOOLS IN TAGUIG: AN EVALUATION TOWARDS
PROGRAM ENHANCEMENT”.

In connection with this, may I request from your good office the permission to
conduct a survey at your school. This will include the assessment of the work
immersion program of grade 12 students and work immersion coordinators. Rest
assured that the information gathered will be treated with utmost confidentiality.

Your most valuable approval will be highly appreciated.

Sincerely yours,

CARLO S. PATRICIO
Researcher

Noted by:

NORMITA A. VILLA, Ph. D.

Adviser
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Letter to the School Head

Taguig City University

Gen. Santos Avenue, Bicutan, Taguig City

October 22, 2018

Dr. GILBERT C. SIBALA

Principal
St. Francis of Assisi College- Taguig Campus

Dear Sir,

As a final requirement for the Degree of Master in Arts in Education (MAED),

Major in Educational Management, I am presently conducting a research entitled
“THE SENIOR HIGH SCHOOL WORK IMMERSION PROGRAM IN SOME
SELECTED PRIVATE SCHOOLS IN TAGUIG: AN EVALUATION TOWARDS
PROGRAM ENHANCEMENT”.

In connection with this, may I request from your good office the permission to
conduct a survey at your school. This will include the assessment of the work
immersion program of grade 12 students and work immersion coordinators. Rest
assured that the information gathered will be treated with utmost confidentiality.

Your most valuable approval will be highly appreciated.

Sincerely yours,
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Letter to the School Head

Taguig City University

Gen. Santos Avenue, Bicutan, Taguig City

October 22, 2018

Ms. Amelia Berdan

Principal
St. Ives School

Dear Mam,

As a final requirement for the Degree of Master in Arts in Education (MAED),

Major in Educational Management, I am presently conducting a research entitled
“THE SENIOR HIGH SCHOOL WORK IMMERSION PROGRAM IN SOME
SELECTED PRIVATE SCHOOLS IN TAGUIG: AN EVALUATION TOWARDS
PROGRAM ENHANCEMENT”.

In connection with this, may I request from your good office the permission to
conduct a survey at your school. This will include the assessment of the work
immersion program of grade 12 students and work immersion coordinators. Rest
assured that the information gathered will be treated with utmost confidentiality.

Your most valuable approval will be highly appreciated.

Sincerely yours,

CARLO S. PATRICIO
Researcher

Noted by:

NORMITA A. VILLA, Ph. D.

Adviser
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Letter to the School Head

Taguig City University

Gen. Santos Avenue, Bicutan, Taguig City

October 22, 2018

Dr. ROSE MARIE J. AQUINO

Principal
Moreh Academy

Dear Mam,

As a final requirement for the Degree of Master in Arts in Education (MAED),

Major in Educational Management, I am presently conducting a research entitled
“THE SENIOR HIGH SCHOOL WORK IMMERSION PROGRAM IN SOME
SELECTED PRIVATE SCHOOLS IN TAGUIG: AN EVALUATION TOWARDS
PROGRAM ENHANCEMENT”.

In connection with this, may I request from your good office the permission to
conduct a survey at your school. This will include the assessment of the work
immersion program of grade 12 students and work immersion coordinators. Rest
assured that the information gathered will be treated with utmost confidentiality.

Your most valuable approval will be highly appreciated.

Sincerely yours,

CARLO S. PATRICIO
Researcher

Noted by:

NORMITA A. VILLA, Ph. D.

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Letter to the Respondents

Taguig City University

Gen. Santos Avenue, Bicutan, Taguig City

October 22, 2018

Dear Respondent,

Peace be with you!

I am working on my thesis entitled: “THE SENIOR HIGH SCHOOL WORK

IMMERSION PROGRAM IN SOME SELECTED PRIVATE SCHOOLS IN
TAGUIG: AN EVALUATION TOWARDS PROGRAM ENHANCEMENT”.

In this regard, I humbly come to you to ask a little of your precious time to devote
in answering the attached questionnaires completely and honestly. I assure you
that your answers/responses will be kept confidential and it will be used for this
sincere purpose only.

Your cooperation will be appreciated and will contribute much to the success of
this endeavor.

Thank you very much and God Bless!

Very truly yours,

CARLO S. PATRICIO
Researcher

Noted by:

NORMITA A. VILLA, Ph. D

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RESEARCH INSTRUMENT

Part I. Respondent’s Profile.

Classification:

____ Private Sectarian _____ Private Non-Sectarian

Student Population:

____ 99 and below ______ 100 to 150 ______ 151 to 199

____ 200 and above

Program Offerings:

____ Kindergarten ______ Elementary _____Secondary

____ Junior High School ______ Senior High School ____ Tertitary

Senior High School Track Program:

____ Academice Track ______ Technical- Vocational Track

Number of Teacehrs in Senior High School:

____ 5 and below ______ 6 to 10 ______ 11 to 16

______ 17 and above

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Part II. Work Immersion Monitoring and Evaluation Tool.

Part II.

Directions: Check the box that corresponds to your answer in each item
using the legend below
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CURRICULUM VITAE

CARLO S. PATRICIO

239 Paso St., Bagumbayan, Taguig City

Mobile no. 09567069929

[Link]@[Link]

PERSONAL DATA

AGE: 23 yrs. Old

BIRTHDAY: October 23, 1995

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GENDER: Male

NATIONALITY: Filipino

RELIGION: Born Again Christian

EDUCATIONAL BACKGROUND

Graduate Study: Taguig City University 2015-2018

Master of Arts in Education

Major in Educational Management

Tertiary: Taguig City University 2011-2015

Bachelor of Secondary Education

Major in English

Secondary: Bagumbayan National High School 2007-2011

Elementary: C.P Sta. Teresa Elementary School 2001-2006

ELIGIBILITY

Licensure Examination for Teachers

September 27, 2015

Manila City, Philippines

SEMINARS/ TRAININGS ATTENDED

Leader Enhancement of
Attributes Program Sept. 20-26, 2018 STI College- Ortigas
(LEAP) Cainta

Student Engagement
Educational Development Aug. 20-26, 2018 STI College- Ortigas
(SEED) Cainta

Club Supervisors June 13-15, 2018 STI College- Ortigas

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Training Seminar
Cainta
Teaching and Non-
Teaching Staff Seminar June. 5, 2018 STI College- Global City

Multi-Diciplanary
Approach in Education
with Current Trends and Jan. 20, 2018 Taguig City University
Issues in Education