HANDS ON WHEELS (HOW):A WORK IMMERSION

AVENUE FOR STUDENTS UNDER MDL

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 8
Issue: 4
Pages: 482-487
Document ID: 2023PEMJ667
DOI: 10.5281/zenodo.7871520
Manuscript Accepted: 2023-04-27 18:28:37
Psych Educ, 2023, 8(4): 482-487, Document ID: 2023PEMJ667, doi:10.5281/zenodo.7871520, ISSN 2822-4353
Research Article

Hands on Wheels (HOW):A Work Immersion Avenue for Students Under MDL
Paul Angelo Robles*
For affiliations and correspondence, see the last page.

Abstract

This study aimed to determine the impact of the teacher-initiated Work Immersion Avenue for students under the Modular
Distance Learning by determining the Level of Performance of the students under MDL and face-to-face classes during SY
2021-2022. The participants were the 17 Grade 12 students under the Modular Distance Learning as experimental group and
11 Grade 12 Automotive Servicing Students under the face-to-face classes as the control group. The researchers included the
100% of the population in conducting the study. The study utilized a standardized TESDA’s Self-Assessment Guide in
Automotive Servicing with the inclusion of a 5-point scale to determine the level of performance of the students which served
as the primary source of data. The intervention made for students under the Modular Distance Learning to cope up with the
expected competencies to be performed helped to attain the readiness of the students performing the set competencies in
Automotive Servicing. In conclusion, Hands on Wheels (HOW) greatly helped the students under the MDL to meet the
expected competencies in Automotive Servicing NC I. The theoretical inputs of the teacher, the availability of the tools,
equipment and vehicles, enough time for practicum can greatly contribute on the performances of the students.

Keywords: Philippines, Pandemic, Work Immersion, Hands On Wheels, Students Under MDL

Introduction As COVID-19 Pandemic happened, all sectors of the

Senior High School Program which is under the K to
12 Curriculum is the additional two years in the basic
education which prepares the learners on their target
curriculum exits namely, Higher Education,
Employment, Entrepreneurship and Middle Level
Skills Development.The SHS Program is the
realization of the K to 12 mantra “Trabaho, Kolehiyo
at Negosyo” where it broadens the goals of high
school education for college preparation, vocational
and technical career opportunities as well as creative
arts, sports, and entrepreneurial employment in a
rapidly changing and increasingly globalized
environment.
As part of the Technical-Vocational-Livelihood (TVL)
Track, Automotive Servicing NCI is one of the courses
offered. It is a short TESDA course in the Philippines
that will train you in performing gas and diesel tune-
up, servicing in automotive battery service ignition
system, testing and repairing the automotive
wiring/lighting system, performing under chassis
preventive maintenance and automotive shop
maintenance.To complete a particular TVL course like
in Automotive Servicing NC I, Work Immersion is one
of the banner subjects of the Senior High School
Program of the Department of Education. It is an
avenue for the students to be exposed in the world of
labor based on their chosen strand or course.
Moreover, the aim of Work Immersion is to adhere to
employment readiness of the students and readiness to
take National Certificate Assessment of TESDA.
society were affected including education. The TVL
Track as one of the tracks which need to have hands-
on and practicum experiences is truly affected by the
present situation of Distance Learning. The
competencies were not directly attained, and the
learnings of the students were compromised.The
researchers believed that innovation is needed to help
the education especially in the TVL Track which needs
to have materials and avenues that will equip the
learners with the expected competencies without
compromising the quality of education.
Research Questions
This study aimed to determine the performance of
students attending Hands on Wheels as an avenue for
Work Immersion of students under the Modular
Distance Learning.
Specifically, the researchers sought to answer the
following questions:
1. What is the profile of the respondents with respect
to:
1.1. Work Immersion Delivery Mode?
2. What is the level of performance of students
attending Hands on Wheels (HOW) as an avenue for
Work Immersion in the Modular Distance Learning
and students attending the face-to-face classes with
respect to the following competencies:
2.1. Removing and Tagging Vehicle Components;
2.2. Performing Diesel Engine Tune Up;
2.3. Performing Gas Engine Tune Up?

Paul Angelo Robles

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Research Article
3. Is there a significant difference on the performances
of the two groups of respondents in terms of the given
aspects?
Literature Review
On April 18 of 2022, Tanay Senior High School
officially opened its participation in the Expanded
Limited face to face classes which jived on the pilot
week of Second Semester Set 2 of SY 2021-2022
where Work Immersion is one of the remaining
subjects for Grade 12 students.The School’s Learning
Continuity Plan for SY 2021-2022 and the
Contingency Plan and documents relevant to the
opening of limited face-to-face classes served as
reference of all the transactions and processes in the
implementation of Modular Distance Learning and
Limited Face to face classes.According to the updated
report of LIS, a total of 28 Grade 12 students under
TVL – Industrial Arts Automotive Servicing NC I with
17 students under Modular Distance Learning and 11
students who are attending face-to-face classes.To
address the needs in Work Immersion for students
under MDL, Hands On Wheels (HOW) was
conceptualized which is an avenue in allowing the
students to have their practicum and hands-on
activities adhering to the Learning Outcomes.
The Work Immersion Teacher in Automotive visited
and reached the students under MDL to extend the
practicum at home utilizing the materials and
equipment available in school. HOW let the students
under the MDL to perform practicums and hands-on
activities even they were taking the subject in the
distance learning. The WI teacher visited the MDL
students every Tuesday and Thursday to teach the
procedures and process of the three main competencies
of the course which are Removing and Tagging
Vehicle Components, Performing Diesel Engine Tune
Up and Performing Gas Engine Tune Up.On the other
hand, students under the face-to-face classes attended
their Work Immersion Schedule every Wednesday and
Thursday at the school’s Automotive Shop Room
performing the same three main competencies of the
subject. The developed training boards, available
materials and equipment, and an actual vehicle were
brought to the nearest areas of the students under MDL
to perform the expected competencies.Moreover, the
students under the MDL were also asked to provide
parental consent regarding their participation in the
activity. Minimum Safety Protocols were still followed
in conduct the activity. In determining the
performances of the students, TESDA’s Self-
Assessment Guide in Automotive Servicing with the
Paul Angelo Robles
inclusion of a 5-point scale was used by the WI
Teacher.The innovation aimed to determine that
students can still perform hands-on activities and
practicums even they are in the distance learning. It
also wanted to determine that the performances of the
students in the MDL utilizing the HOW and the
students in the face-to-face classes have the same
attainment of the expected learning competencies.
Methodology
A quantitative descriptive type of research was used in
the study to determine the respondent’s level of
performance of students attending Hands on Wheels
(HOW) as an avenue for Work Immersion in the
Modular Distance Learning and students attending the
face-to-face classes with respect to the identified
competencies. This study aimed to determine the
performance of students attending Hands On Wheels
as an avenue for Work Immersion of students under
the Modular Distance Learning. The study was
conducted at Tanay Senior High School during the
school year 2021-2022.
Participants
The subjects of the study were the 17 Grade 12
students under the Modular Distance Learning as
experimental group and 11 Grade 12 Automotive
Servicing Students under the face-to-face classes as
the control group. The researchers included the 100%
of the population in conducting the study.
Instruments of the Study
The researchers used the TESDA’s Self-Assessment
Guide in Automotive Servicing with the inclusion of a
5-point scale to determine the level of performance of
the students which served as the primary source of
data. The respondents were assessed and evaluated
using the instrument by their Work Immersion
Teacher. The study utilized a standardized TESDA’s
Self-Assessment Guide in Automotive Servicing with
the inclusion of a 5-point scale to determine the level
of performance of the students which served as the
primary source of data. The SAG concentrated on the
three main competencies of Automotive Servicing NC
I which are Removing and Tagging Vehicle
Components, Performing Diesel Engine Tune Up and
Performing Gas Engine Tune Up.
Procedures
To determine the profile of the respondents in terms of
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Research Article

delivery mode, frequency and percentage were used
for the computation. To determine the level of
performance of students attending Hands On Wheels
(HOW) as an avenue for Work Immersion in the
Modular Distance Learning and students attending the
face-to-face classes with respect to the following
competencies; Removing and Tagging Vehicle
Components, Performing Diesel Engine Tune Up and
Performing Gas Engine Tune Up, mean was used. To
determine if there is a significant difference on the
performances of the two groups of respondents in
terms of the given aspects, Independent t-test was
used.
On the Level of Performance of Students attending
Hands On Wheels (HOW) as an Avenue for Work
Immersion under the Modular Distance Learning
and Students attending the Face-to-face Classes
with respect to the Three Competencies
Table 2.Level of Performance of Students attending
Hands On Wheels (HOW) as an Avenue for Work
Immersion under the Modular Distance Learning and
Students attending the Face-to-face Classes with
respect to the Three Competencies

Ethical Considerations

The results of the study can be used to continuously

improve the processes and the use of this as Work
Immersion Scheme in teaching Automotive Servicing
Competencies especially during distance learning in
reaching the students during Work Immersion. Further,
the avenue aims to be utilized in other strands of TVL
Track. The continuous implementation of Hands On
Wheels as avenue for Work Immersion helps the
school in addressing the needs of the learners during
the distance learning. Moreover, the Adoption of the
avenue may be done to other strands in TVL. With
proper provision of the needed tools, equipment and
most especially the functional automotive vehicle shall
be prepared. The program regarding Work Immersion
avenue shall be created considering the results and
conclusions of the study.

Result

On the Profile of the Respondents in terms of Work

Immersion Delivery Mode Figure 2. .

Table 1.The Profile of the Respondents in terms of
Work Immersion Delivery Mode
Table 3.Level of Performance of Students attending
Hands On Wheels (HOW) as an Avenue for Work
Immersion under the Modular Distance Learning and
Students attending the Face-to-face Classes with
respect to Performing Diesel Engine Tune Up

Figure 1. .

Paul Angelo Robles

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Research Article
Figure 3. .
Table 4.Level of Performance of Students attending
Hands On Wheels (HOW) as an Avenue for Work
Immersion under the Modular Distance Learning and
Students attending the Face-to-face Classes with
respect to Performing Gas Engine Tune Up
Figure 4. .
Table 5.Composite Table on the Level of Performance
of Students attending Hands On Wheels (HOW) as an
Avenue for Work Immersion under the Modular
Distance Learning and Students attending the Face-to-
face Classes with respect to the aspects
Paul Angelo Robles
Figure 5. .
On the Significant Difference on the Level of
Performances of the Two Groups of Respondents in
terms of the given aspects
Table 6.Significant Difference on the Level of
Performances of the Two Groups of Respondents in
terms of the given aspects
Figure 6. .
Discussion
It can be seen on the table that out of 28 respondents,
there were 17 or 60.71% of the respondents took the
Work Immersion subject thru the initiated Hands On
Wheels (HOW) mode while 11 or 39.29% have taken
the Work Immersion thru face-to-face. The number of
the respondents in each Work Immersion Delivery
Mode were identified based on the preference of the
students together with the consent of their parents.
Work Immersion is part of the curriculum of the senior
high school program that allows the students to see the
workplace of their selected strand or course.Due to the
limited access to actual performances in Work
Immersion, the school carefully planned the mode and
possible tasks to be done during the subject. Students
under the face-to-face class performed the
competencies at the Automotive Shop Room while
students under the Modular Distance Learning thru
Hands On Wheels (HOW) performed the
competencies when the Work Immersion teacher
visited them in their respective locale. The said
delivery modes of Work Immersion prepared the
necessary documents for a smooth run of the program
especially that crucial situations can be happened due
to pandemic.
Table 2 presents Level of Performance of Students
attending Hands On Wheels (HOW) as an Avenue for
Work Immersion under the Modular Distance
Learning and Students attending the Face-to-face
Classes with respect to Removing and Tagging
Vehicle Components.It can be gleaned from the table
that both Work Immersion Delivery Mode resulted
positive results on the readiness of the students for
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Research Article
competencies under the Removing and Tagging of
Vehicle Components obtaining the overall mean of
4.638 for HOW and 4.645 for F2F mode which are
verbally interpreted as Very Much Ready. Removing
and Tagging of Vehicle Components is one of the
three major competencies for Automotive Servicing
NC I. The Work Immersion teacher who happened to
be the Automotive Servicing Teacher as well provided
the necessary skills in helping the students to acquire
the competencies under removing and tagging of
vehicle components.The provision of the teacher of
video lessons, online consultation, worksheets, and
activities before the Work Immersion subject started
enabled the students to theoretically understand the
competencies. It only implies that the activities and
lessons provided by the teacher in Automotive
Servicing NC I 1 to 4 with a total number of 640 hours
greatly helped the students to fully understand the
competencies and easily helped them to perform the
competencies indicated in the first major competency.
Table 3 presents Level of Performance of Students
attending Hands On Wheels (HOW) as an Avenue for
Work Immersion under the Modular Distance
Learning and Students attending the Face-to-face
Classes with respect to Performing Diesel Engine tune
Up. It can be gleaned from the table the readiness of
the students in performing Diesel Engine Tune Up.
Students under the face-to-face class achieved better
results compared to students under the HOW. Thus,
competencies 4 and 5 obtained Much Ready
considering that the competencies are classified as
high and challenging competencies in Automotive
Servicing. Overall, both groups of students under the
two Work Immersion Delivery Modes were
determined as Very Much Ready with overall means
of 4.206 and 4.312 respectively.It only implies that the
students’ readiness can be determined through the
conducted assessment during the Work Immersion
subject and the practical and actual applications of the
theories learned during the Modular Distance Learning
in Automotive Subjects were attained during the Work
Immersion since Second Semester of 2021-2022
allowed the students to undergo hands-on and actual
performances of competencies.The conducted video
lessons, online classes, demonstrations of the teacher
during the Automotive Servicing Classes enabled the
students to familiarize the components and procedures
in performing the competencies despite the challenges
occurred due to pandemic and hindered the students to
perform the competencies in actual with the absence of
the tools and equipment at home.
Table 4 presents Level of Performance of Students
attending Hands On Wheels (HOW) as an Avenue for
Paul Angelo Robles
Work Immersion under the Modular Distance
Learning and Students attending the Face-to-face
Classes with respect to Performing Gas Engine tune
Up. It can be seen on the table on the next page the
performances of the students under the two Work
Immersion Delivery Modes concentrating on the third
major competency which is performing Gas Engine
tune up.Out of seven competencies for performing gas
engine tune up only competencies 1 and 2 obtained
Very Much Ready both HOW and F2F groups of
students while the remaining competencies achieved
Much Ready garnering overall means of 4.057 for
HOW with a verbal interpretation of Much Ready and
4.257 for F2F with verbal interpretation of Very Much
Ready. The competencies for performing gas engine
tune up can be classified as high and challenging
competencies to perform especially that students were
limited to perform the competencies on actual during
the modular distance learning of all the automotive
servicing classes. The absence of the tools and
equipment at home and the limited opportunities of the
students in performing the competencies affected the
readiness of the students in performing the
competencies. It only implies that the practicums and
actual tasks really affects the readiness of the students
in performing the competencies in specialized subjects
like Automotive Servicing.
Table 5 presents composite table on the level of
performance of students attending Hands On Wheels
(HOW) as an Avenue for Work Immersion under the
Modular Distance Learning and Students attending the
Face-to-face Classes with respect to the three major
competencies in Automotive Servicing NC I. It can be
seen on the table that students on both Work
Immersion Delivery Modes obtained Very Much
Ready level of performance with overall means of
4.300 and 4.405 respectively. The performances of the
students under the F2F are higher compared to the
students under the HOW due to the reality that
students in the F2F can perform the tasks with
complete tools, equipment, and well-functioning
automotive vehicles. There is also a maximum time
allotted for the students under the F2F since their class
schedule on the practicum was properly scheduled. On
the other hand, although the performances of the
students under the F2f are higher compared to the
students under the HOW, the performances of the
students under the HOW are also Very Much Ready
and not that far from the performances of the F2F
students.This made possible that the Automotive
Servicing Teacher provided the same learning
competencies and theoretical inputs before the start of
the Work Immersion Subject. Moreover, the Work
Immersion teacher provided the maximum efforts in
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Research Article
providing the same inputs despite the hurdles
encountered like limited access to the vehicle,
insufficient time of practicum and limited tools and
equipment that can be brought at home during the
HOW schedule. It only implies that various aspects
and elements can affect the readiness of the students in
performing various competencies especially in
Specialized subjects in TVL Track like Automotive
Servicing.
Table 6 shows the Significant Difference on the level
of performance of the two groups of respondents in
terms of the given aspects. It can be gleaned from the
table that the computed p-value of 0.517272 is greater
than 0.05 level of significance therefore the null
hypothesis that there is no significant difference on the
level of performance of the two groups of respondents
attending the Work Immersion is Failed to Reject.It
implies that the intervention made for students under
the Modular Distance Learning to cope up with the
expected competencies to be performed helped to
attain the readiness of the students performing the set
competencies in Automotive Servicing. Hands On
Wheels (HOW) as Work Immersion Avenue for MDL
students enabled them to be ready for National
Certificate Assessment for Automotive Servicing
which has the same readiness for students who took
Work Immersion subject thru face-to-face classes.The
preparations made by the Automotive Servicing
teacher on the theoretical sides during the MDL of all
the students, the personal vehicle used by the Work
Immersion teacher as well as the developed training
boards and other interventions, tools and equipment
and the arrangement of schedule greatly helped the
students to be very much ready for the TESDA
assessment.
Conclusion
Hands on Wheels (HOW) greatly helped the students
under the MDL to meet the expected competencies in
Automotive Servicing NC I. The theoretical inputs of
Paul Angelo Robles
the Automotive Servicing Teacher, the availability of
the tools, equipment and vehicles, enough time for
practicum can greatly contribute on the performances
of the students
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Affiliations and Corresponding Informations
Corresponding: Paul Angelo Robles
Email: paulangeloa.robles@deped.gov.ph
Phone:
Paul Angelo Robles:
Tanay Senior High School, Department of
Education - Philippines
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