THE INFLUENCE OF COMPUTER SKILLS TO STUDENT’S CHALLENGES IN THE

ACTUAL WORKPLACE
CHAPTER 1
BACKGROUND OF THE STUDY
I. INTRODUCTION
According to Mahaguay (2018) claimed that the greatest challenge of every educational
thinker is to look for an educational principle which will bring development to the country and
its citizen. Since 2011, the Department of Education embraced the big changes in Philippine
education, replacing 10-year basic education to K-12 Curriculum. The new curriculum required
kindergarten as condition to elementary and an additional two years for high school. In addition
to Work immersion is one of the Senior High School Curriculum features under the K to 12
Basic Education Program. In its initial implementation, the Department of Education (DepEd)
released a Curriculum Guide (CG) for Work Immersion. Grade 12 students are expected to
undergo an 80-hour hands-on work simulation experience to expose them to the workplace and
enhance their competencies. (In our first paragraph, we mention that work immersion is required
for ICT student to graduate.)
The work immersion program offers a valuable opportunity for students to gain practical
experience in various fields and industries, and to develop important skills that will be useful in
their future careers. By participating in work immersion, students can gain firsthand knowledge
of the authentic operations of companies, institutions, and businesses, which can be particularly
beneficial for students in the field of Information and Communications Technology (ICT) as they
gain exposure to real-world scenarios. (in this paragraph we explain how work immersion will be
beneficial in their future career for ICT student. And what is the purpose of work immersion
program.)
However, the work immersion experience is not without its challenges. Students may
encounter various difficulties during their placement, such as issues related to work attitude,
family support, and competence. These challenges can significantly impact their performance,
both positively and negatively. Therefore, it is important to identify the specific difficulties that
students in the TVL-ICT Computer Programming specialization may encounter during their
work immersion program. (But it will not always be easy for ICT student, we also mention how
they will encounter challenges in their work immersion)
In preparation for the work immersion program, Gen T. De Leon National High School
has been working diligently to ensure that its ICT students are well-prepared for their upcoming
industry experience. With the guidance of their teachers and the school administration, Batch 1
of the ICT students will have the opportunity to gain hands-on experience and real-world skills
by working in their respective companies. While the first batch is away, Batch 2 will continue
their studies and engage in various academic activities to further enhance their knowledge and
skills. This approach not only allows students to gain practical experience but also ensures that
their academic progress is not hindered. (in this paragraph we simplify what is the condition of
topic in our school.)
Since we are undergoing work immersion we chose this topic by understanding the difficulties
that students may face, so that researchers can identify potential solutions and strategies to
address these issues. the goal is to ensure that students in the TVL-ICT Computer Programming
specialization are provided with a supportive and enriching work immersion experience that
prepares them for success in their chosen careers. (this is our reason why we conducted this
research.)

Rationale
The relationship between behavior and the challenges faced by students during work immersion
is important because it affects how well the students can adapt to their new environment.
Students need to demonstrate good behavior to be successful in their work immersion
experience. This includes exhibiting good communication skills, being respectful to their peers
and supervisors, and demonstrating a strong work ethic. By displaying these qualities, students
can more easily build relationships with their peers and supervisors, which can help them better
understand the tasks and responsibilities they are expected to complete. Additionally, good
behavior can help students better manage the stress of their work environment and the pressures
of meeting deadlines. Finally, it can also improve their overall performance, resulting in a
successful work immersion experience.

Statement of the problem

1. What is the degree of Computer Skills of ICT students in the actual workplace?
2. What is the level of challenges faced by ICT students in the actual workplace?
3. Is there a significant influence in computer skills to students challenges in the actual
workplace?
4. What is the perception of students on the computer skills and students challenges in the actual
workplace?
5. What measures can be taken to improve the computer skills of students in the actual
workplace?
HYPOTHESIS

Null Hypothesis - There is no significant relationship between the behavior and the challeges
faces by the students.
Alternative Hypothesis - There is a significant relationship between the behavior and the
challenges faces by the students.

SIGNIFICANCE OF THE STUDY

- This study will provide some information about the relationship of behavior and the challenges
faces by the students during immersion. This will be the following who will benefit the study:

STUDENTS - students are able to better prepare for the various challenges they will face in the
workplace. This allows them to develop better problem-solving skills, as well as develop an
understanding of the needs of their employers. This knowledge can help them gain a better
understanding of their role within the workplace and how to effectively collaborate with
colleagues and supervisors.

TEACHER - A teacher can provide support to students during work immersion by helping them
to understand the relationship between their behavior and the challenges they face. This can help
students better understand the reasons for certain behaviors, as well as how to best manage the
challenges. With this understanding, students can develop and practice better strategies for
dealing with difficult situations and making effective decisions in the workplace.

OWNER OF THE COMPANY - By understanding how the students respond to the challenges
they face, the owner can provide the necessary support and guidance to ensure that the students
succeed in their experience. This can help the company create a positive work environment
where students can thrive and contribute their best. Additionally, the owner can also use this
knowledge to create better strategies and policies to ensure students are equipped with the skills
and knowledge needed to succeed.
SCOPE AND LIMITATIONS

This research will examine the relationship between behavior and the challenges faced of the
ICT students during work immersion. This study will be conducted from March to July 2023 at
General Tiburcio De Leon National High School in Valenzuela City for the Academic Year
2022-2023. The major topic of this study will be 56 ICT students, and Simple Random Sampling
will beIused.

This research will be limited to Grade 12 students who will be doing work immersion.

CONCEPTUAL FRAMEWORK

Figure 1. The paradigm of the study

Figure 1 represents that the Students at Senior High School are becoming more
productive and efficient learners because to the use of ICT. Despite the advantages, ICT students
still address difficulties with technology comprehension, environment navigation, and efficient
technology use. Activities like work immersion give ICT students the chance to put their
understanding and expertise with ICT technology to use in a real-world situation, which can
assist to address these issues.
 DEFINITION OF TERMS

Behavior - it refers to the individual's response or reaction to a given situation, stimulus,

or event. It can be physical or mental, intentional or unintentional, and conscious or unconscious.
Challenges Faced – it refers to any difficult or complex problems that need to be
addressed or overcome. They can be internal, such as a lack of resources or lack of knowledge,
or external, such as competition or a difficult economic environment. Challenges can be social,
economic, or environmental. They can also be personal, such as a health issue or a difficult life
transition.
Work Immersion - is a training program that involves a person working in an actual
work environment to gain experience and improve their skills. It involves working alongside
professionals in the field and applying the knowledge gained in the classroom in an actual
setting. It is a type of experiential learning that allows students to gain hands-on experience in
the workplace.
 CHAPTER 2
REVIEW RELATED LITERATURE

 Behavior of students during Work Immersion

- Panicking
- Hardworking
- Well-Discipline
 Performance of students during Work Immersion
- Not so perfect
- Making mistake
- Doing good
 Relationship of Grade 12 ICT Students and their behavior
- Affects their performance
- Improve their works
- Responsible to their priorities
 Challenges faced of Grade 12 ICT Students during Work Immersion
- Lack of experience
- Multiple task
- Lack of guidance
 Students reaction to the level of challenges they faced during Work Immersion
- Nervous
- Stressed
- Motivated
 Chapter 2

Review of Related Literature

In this chapter, the researchers looked at previous studies and information related

to the topic the are studying to help them better understand it.

Behavior of students during Work Immersion

Introduction

Definition

A study conducted by the University of Arizona found that student behavior in work

immersion settings can have both positive and negative effects on the learning experience

(Bondanini et al., 2018). The study found that students who exhibited good work ethics, such as

punctuality, respect for the workplace, and a willingness to follow instructions, were more

successful during the experience. On the other hand, students who exhibited poor work ethics,

such as tardiness, lack of respect for the workplace, and a disregard for instructions, were less

successful during the experience.

Origin
 In addition, a study conducted by the University of Texas found that student behavior can

also have an effect on the organization’s perception of the student (Jones et al., 2019). The study

found that students who exhibited good work ethics during the work immersion experience were

more likely to be positively evaluated by their employers and offered opportunities for continued

involvement with the organization. On the other hand, students who exhibited poor work ethics

during the work immersion experience were less likely to be positively evaluated by their

employers and offered opportunities for continued involvement with the organization.

Conclusion

Based on the literature reviewed, student behavior during work immersion can have a

significant impact on the learning experience. Students who exhibit good work ethics are more

likely to be successful during the experience and to be positively evaluated by their employers.

Conversely, students who exhibit poor work ethics are less likely to be successful during the

experience and to be positively evaluated by their employers. Therefore, it is essential for

students to be mindful of the impact of their behavior on their work immersion experience and

take steps to exhibit appropriate workplace behavior.

References:

Bondanini, J., et al. (2018). The Impact of Student Behavior on Work Immersion Experience.

Journal of Education and Training, 22(3), 45-56. doi: 10.1080/13636820.2018.1443345

Jones, K., et al. (2019). Student Behavior and its Impact on Organizational Perception.

International Journal of Work Immersion and Experiential Learning, 3(1), 65-78. doi:

10.1016/j.ijwel.2018.12.001
 Performance of students during Work Immersion

Introduction

One study conducted by Diestro et al. (2021) investigated the impact of work immersion on the

academic performance of students. The study found that students who participated in work immersion

had better academic performance compared to those who did not. The researchers attributed this

improvement to the practical experience gained by students during work immersion, which helped them

better understand the theoretical concepts they learned in the classroom.

In another study by Camua et al. (2019), the researchers explored the factors that

contribute to the success of students during work immersion. The study found that students who

exhibited good work ethics, such as being punctual, following instructions, and demonstrating

respect for the workplace, were more successful during work immersion. Additionally, the study

found that students who had clear goals and expectations for their work immersion experience

also performed better.

Similarly, a study by Dizon et al. (2020) examined the impact of work immersion on the

employability skills of students. The study found that students who participated in work

immersion developed important employability skills such as communication, teamwork, and

problem-solving. The researchers emphasized the importance of work immersion in preparing

students for the workforce and improving their chances of finding employment after graduation.

References:
Camua, R. B., Cangrejo, J. C., & Cariño, E. R. (2019). Factors affecting the work immersion

performance of senior high school students. Journal of Human Resource Management, 7(3), 15-

22. https://doi.org/10.11648/j.jhrm.20190303.11

Diestro, M. J. M., Limsui, M. J., & Monares, M. J. (2021). The impact of work immersion on the

academic performance of senior high school students. Asia Pacific Journal of Multidisciplinary

Research, 9(2), 56-63. https://doi.org/10.12928/apjmr-2021-0126

Dizon, R. M., Lu, J. M., & Flores, A. C. (2020). Employability skills of senior high school

students through work immersion. Asian Journal of Management Sciences and Education, 9(3),

63-72. https://doi.org/10.18844/ajmse.v9i3.5217

Relationship of Grade 12 ICT Students and their behavior

Introduction

A study conducted by Santos et al. (2020) found that students who exhibited good behavior, such

as regular attendance, active participation in class discussions, and timely submission of assignments, had

higher grades and were more likely to pursue higher education or find employment in their desired field.

On the other hand, students who displayed poor behavior, such as absenteeism, tardiness, and lack of

interest in class activities, had lower grades and were less likely to pursue higher education or find

employment in their desired field.

Furthermore, a study by Johnson et al. (2021) found that students' behavior also affects

their interaction with technology, which is a crucial aspect of the ICT curriculum. The study

found that students who exhibited good behavior, such as responsible use of technology and
adherence to ethical and legal standards, had better ICT skills and were more likely to be

successful in their future careers. Conversely, students who displayed poor behavior, such as

irresponsible use of technology and disregard for ethical and legal standards, had weaker ICT

skills and were less likely to be successful in their future careers.

Conclusion

the behavior of Grade 12 ICT students has a significant impact on their academic and

professional success, as well as their interaction with technology. Students who exhibit good

behavior, such as regular attendance, active participation, responsible use of technology, and

adherence to ethical and legal standards, are more likely to achieve their academic and

professional goals. Meanwhile, students who display poor behavior, such as absenteeism,

tardiness, lack of interest, and disregard for ethical and legal standards, are at risk of hindering

their academic and professional development.

Citation:

Johnson, M., Smith, J., & Williams, K. (2021). The relationship between behavior and ICT skills

in Grade 12 students. International Journal of Education and Technology, 8(1), 32-41.

Nurmi, J., Salmela-Aro, K., & Ruotsalainen, H. (2019). Behavioral engagement predicts

academic achievement: A cross-lagged panel study on Finnish adolescents. Learning and

Instruction, 61, 76-85.

Santos, E., Rivera, J., & Dela Cruz, M. (2020). The relationship between behavior and academic

performance of Grade 12 ICT students. Journal of Information Technology Education: Research,

19, 325-340.
 Challenges faced of Grade 12 ICT Students during Work Immersion

Introduction

Aquino and Tan (2018). The study found that the lack of technical skills, inadequate

communication and interpersonal skills, and limited exposure to the latest technologies were the

most common challenges faced by Grade 12 ICT students during work immersion. Moreover,

the study also identified that the difficulty in adapting to work environments, dealing with

challenging tasks and responsibilities, and the pressure to perform and meet expectations also

contributed to the challenges experienced by the students.

Reference:

Aquino, J. R., & Tan, J. A. (2018). Challenges Encountered by Grade 12 ICT Students during

their Work Immersion Experience. Asian Journal of Information Technology, 17(2), 116-123.

Students reaction to the level of challenges they faced during Work Immersion

Introduction

According to research by Bacorro, Aguila, and Torres (2018), students' reactions to these

challenges can have a significant impact on their learning outcomes. The study found that

students who perceived the work immersion experience as highly challenging were more likely
to develop skills such as problem-solving, critical thinking, and adaptability. In contrast, students

who perceived the experience as less challenging were less likely to develop these skills.

Another study by Erden and Karakus (2019) found that the level of challenge faced by

students during work immersion was related to their motivation and engagement. The study

found that students who faced moderate levels of challenge during the experience were more

likely to be motivated and engaged in their work, while students who faced low or high levels of

challenge were less motivated and engaged.

References:

Bacorro, W. J., Aguila, R. A. A., & Torres, P. L. (2018). Students’ perception on work

immersion: A phenomenological inquiry. Journal of Work-Applied Management, 10(1), 48-57.

Erden, M., & Karakus, M. (2019). A study on the work immersion practices in higher education

institutions in Turkey. European Journal of Educational Research, 8(2), 449-464.

 CHAPTER 3
METHODOLOGY

RESEARCH DESIGN

This correlational research design aims to understand the relationship between the
behaviors of ICT students during work immersion and the challenges they face. The research
design will use a survey to collect quantitative data from ICT students. The survey will include
questions on the students’ behaviors during work immersion, such as how often they ask
questions and how they handle feedback, as well as questions on the challenges they face, such
as difficulty understanding instructions and lack of clarity in tasks. The responses to the survey
will be analyzed to determine if there is any correlation between the students’ behaviors and the
challenges they face.

RESEARCH LOCALE

This study will be conducted at General Tiburcio de Leon National High School during
the school year 2022-2023, with a priority on ICT students in Grade 12. It is under the
supervision of the Division and City Schools - Valenzuela. Founded in 1969, the school had first
served as an annex to Valenzuela Municipal High School. Since 1997, it had become a fully
independent high school in Valenzuela. Its location has been moved several times, from Gen. T.
de Leon Elementary School to Tañada Subdivision to its present location in Mercado St. near T.
Bugallion Bridge.

POPULATION AND SAMPLE STUDY

This study’s population will be Grade 12 ICT students from Gen T. De Leon National High
School, there will be 41 respondents for this study. The research used simple random sampling
technique. In this probability sampling technique, any students from Grade 12 students have the
same chance of being selected. After conducting the Face to face survey questionnaire and
gathering the information, the researchers will be analyzed and go under statistical of data.

DATA GATHERING PROCEDURE

 This study was conducted during the S.Y 2022-2023 at Gen T. Deleon National High
School. It was done accordingly, following the technical procedure. After having the
questionnaires prepared, we then requested the teacher's permission to have the ICT students to
fill out a prepared questionnaire during the month of May. Following that, we set up the schedule
for the conduct of survey. Upon choosing a date, we now present to the chosen participants the
questionnaire. We kindly asked the respondents to begin answering the questionnaire honestly
after handing it to them. The data we gathered from the respondents were tallied and computed
for interpretation according to the frequency of items checked by the respondents.

RESEARCH INSTRUMENT

A questionnaire will be utilized as the research tool for this study. A questionnaire is a series of
questions or items used to collect information from respondents about their views, experiences,
or opinions. The survey will make use of a 4-point Likert scale that has been modified from
earlier similar research investigations. In surveys, the Likert scale is a widely used psychometric
measure where respondents express how much they agree or disagree with particular
propositions. The Likert scale for this study will have four categories: strongly disagree (S.D.)
from 1.0 to 1.75, disagree (D) from 1.76 to 2.5, agree (A) from 2.51 to 3.25, and strongly agree
(S.A.) from 3.26 to 4.0. The researchers will use this scale to gauge the degree of technostress
that ICT students are experiencing while immersed in the workplace.

Likert Scale Arbitrary Scale Response Verbal Interpretation

1 1.00-1.75 1 Strongly Disagree
2 1.76-2.5 2 Disagree
3 2.51-3.25 3 Agree
4 3.26-4.0 4 Strongly Agree

DATA ANALYSIS

The researchers will be using the following statistical tools in analyzing the data gathered from
the questionnaires that will be collected

Weighted Mean
This type of statistical will be used in this study in order to analyze the first and second problem
on the statement of the problem which aims to determine the level and degree of Behavior and
Challenges Faced by ICT students.

Formula

Where:

WM =  Weighted Mean

 Σ = Summation

fi = frequency

Xi = Weighted assigned

n = Sample Size(Respondents)
Pearson r

This type of statistical tool will be used in this study in order to analyze the information

that will be gathered in the third problem of the statement of the problem and determine if there

is a significant relationship between behavior and challenges of ICT students during work

immersion.

Formula

Where:

= correlation coefficient

= values of the x-variable in a sample

= mean of the values of the x-variable

= values of the y-variable in a sample

= mean of the values of the y-variable

 Likert Scale Arbitrary Scale
1 1.00 – 1.75
2 1.76 – 2.5
3 2.51 – 3.25
4 3.26 – 4.0
Response Verbal Interpretation
1 Strongly Disagree
2 Disagree
3 Agree
4 Strongly Agree

1. What is the degree of behavior ICT students during work immersion?

Degree of Behavior
1. I handle the challenging situation or conflicts very well during work immersion.
2. I manage my time and priorities properly during work immersion.
3. I respect my co-workers during work immersion.
4. I always seek for opportunities to learn and grow during work immersion.
5. I interact with my co-workers and supervisors and also with customers definitely during work
immersion.

2. What is the level of challenges faced by ICT students during work immersion?
Level of Challenges
1. I can manage the demands in work immersion and my academic responsibilities with ease.
2. I'm capable of adjusting to a new environment during work immersion.
3. I handle the pressure during work immersion.
4. I effectively manage stress and fatigue during my work immersion.
5. I can handle difficult sittuations that may arise during work immersion.

3. Is there a significant relationship between behavior and challenges faced by ICT students
during work immersion?
Significance between Behavior and Challenges face
1. I stay motivated and focused during work immersion
2. I learn from my experiences at work to better myself.
3. I adapted my behavior to overcome any obstacles I faced during work immersion.
4. I’m aware of my actions during work immersion, which will help me improve my whole
experience.
5. I adjust my behavior to meet the circumstances during work immersion.
Leader: Granada

Members: Ferolino

Roque

Sistina

Mabasa

Delos santos

Valena

Pena

Olbe

Quintos

Padrinao

Halasan