The Impact of The Work Immersion Program

Republic of the Philippines
Department of Education
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SCHOOLS DIVISION OF CAMARINES SUR
LOURDES PROVINCIAL HIGH SCHOOL
Lourdes Young, Nabua, Camarines Sur
ABSTRACT
Immersion is used as part of curriculum training in several nations
throughout the world. Immersion programs began many years ago in other
nations. However, the Philippines just began five years ago as a program for
student participation in job simulation. Since the program's inception, there have
been emerging concerns with a lack of documentation to determine the
program's scope of implementation. As a result, the paper assessed the extent of
implementation and impact of a senior high school work immersion program in
selected students at Lourdes Provincial High School during the school year
2021-2022 based on academic strand, immersion location, and implementer
designation in the areas of Curriculum Implementation and Compliance, Work
Immersion Delivery Process, Assessment of Student Progress, Supervision of
Work Immersion and Implementation. Similarly, it addresses the difficulties
encountered by implementers and their recommendations for effective immersion
program implementation.
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CHAPTER I
INTRODUCTION
Former President On May 15, 2013, President Benigno S. Aquino III
signed Republic Act 10533, often known as the "Enhanced Basic Education Act
of 2013." In that order, the program includes at least one (1) year of kindergarten,
six (6) years of primary school, and six (6) years of secondary education.
Secondary education consists of four (4) years of junior high and two (2) years of
senior high school (Official Gazette, 2013). This is one of the most fundamental
elements in the redesigned educational curriculum.
The government has added two years to the applied curriculum. According
to the concept of the new curriculum, this extra time will be an excellent
preparation for students for jobs, college, and life. In accordance with this, the
Department of Education (DepEd) designated Work Immersion as a key aspect
of the K to 12 curriculum.
As grade 12 students under the new government education curriculum,
they were aware that they needed to participate in a work immersion program in
order to fully comply with the required courses. Immersion is a new experience
for them. They are fascinated and apprehensive about the immersion because
they have little information about it.
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Work Immersion is listed as one of the graduate course requirements by
DepEd. Work Immersion in an industry directly related to the student's
postsecondary objective is required for Senior High School students. Work
Immersion exposes students to and familiarizes them with work-related
environments connected to their field of expertise in order to improve their
competency and ethical behavior. Students are able to: I gain relevant and
practical industrial skills under the supervision of industry experts and workers;
(ii) appreciate the importance and application of the principles and theories
taught in school; (iii) improve their technical knowledge and skills; (iv) broaden
their communications and human relations skills; and (v) develop good work
habits, attitudes, appreciation, and respect for work. These prepare students to
meet the demands and challenges of future job or higher education. (Department
of Education, April 2017)
The Department of Education focused not just on a student's academic
ability, but also on his or her communication and social skills, as stated in the
intended results above. As a result, this course truly prepares students to
perform as professionals and may inspire them to strive even harder. This type of
training will open each student's mind to the fact that it is not enough to have
academic knowledge, but also to have greater wisdom about what our life would
be like inside a community and a working environment.
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Work Immersion cannot take place without extensive research and
analysis. As a fundamental component of the Senior High School Curriculum,
this program can be carried out in a variety of ways depending on the goals and
needs of the students (DepEd Order No. 30 s. 2017). This is evidence of the
program's effectiveness.
The program will also assist students in understanding the significance of
credentials by having them write resumes, fill out application forms, receive job
interview skills training, and visit the relevant offices to obtain the following:
barangay clearance, police clearance, mayor's clearance, and medical certificate
(Work Immersion, 2017). This learning outcome will be extremely beneficial to
the students' future applications in life.
Students were terrified of the Department of Education's initiative because
it would force them out of their comfort zones and expose them to the true
meaning of our lives. On the one hand, it would be the greatest honor,
experience, and time for them to help us develop our talents and skills. This will
be accomplished through hands-on lessons and exposure. This type of
involvement will demonstrate to them the true purpose of life in the society in
which we live. However, many people may argue that it was too early for the
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work immersion because they still had to take it during their on-the-job training in
college before graduating.
After extensive investigation and study, this concept has come to fruition.
The grade 12 students witnessed the process of work immersion during the
second semester of the Academic Year 2017-2018. Many people, notably the
Department of Education (DepEd) and the Commission on Higher Education
(CHED), are looking forward to seeing how it affects students' performance and
future prospects. The branch of government will undertake an assessment before
the school year concludes.
They have heard some stories from grade 12 students who have
participated in this new government program. The majority of them have stated
that it is an unforgettable experience. They have undergone significant
transformations as a result of the program. The Grade 12 students are looking
forward to use their experiences as one of their inspirations and weapons in the
future; therefore, they believed that experience is the best teacher we could
have.
The government's new course intends to open up a world of opportunities not
only for students, but also for the country and its future. Many students may be
motivated and courageous about this curriculum as a result of this research. This
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will act as a wake-up call to the students about how fortunate they are to have
this curriculum geared at enhancing our talents and skills. The curriculum may
also serve as a motivator for students to face the realities of life and have a good
perspective on it by working harder in school.
Statement of the Problem
The study was conducted to determine the impact of immersion programs
to the students’ ethic and behaviour in Lourdes Provincial High School of Nabua,
Camarines Sur engaged in.
Specifically, this study aims to answer the following questions;
1. How may the demographic profile of the respondents be described
in terms of:
1.1. Age;
1.2. Gender
1.3. Academic Track
1.4. Work immersion venue
2. What is the status of the performance of the students in work
immersion?
3. What are the learnings acquired by the grade 12 students after
being exposed in a work-related are through work immersion?
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4. What are the positive and negative impacts of work immersion to
the grade 12 students’ ethics and behavior?
Assumption of the Study
The basic assumptions of the study were as follows:
1. The respondents' demographic profile should be described in terms of
age, gender, academic track, and work.
2. Students' performance in the work immersion venue has significantly
improved.
3. There are numerous ways or learnings acquired by grade 12 students
after being exposed to a work-related environment are through work
immersion.
4. Work immersion has both beneficial and bad effects on the ethics and
behavior of grade 12 students.
Objectives of the Study
The study pursues to define the effects of the k to 12 immersion program
to the students’ performance in Lourdes Provincial High School. It has the
following specific objective;
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1. To know how the demographic profile of the respondents may be
described in terms of:
1.1. Age;
1.2. Gender;
1.3. Work immersion venue;
2. to take into account the status of the performance of the students in
work immersion;
3. to have an idea about the learnings gained by the grade 12
students after being exposed in a work-related are through work
immersion and;
4. to evaluate the positive and negative impacts of work immersion to
the grade 12 students
Significance of the Study
Findings of this study will beneficial to the following:
 Students- This research may aid students in developing a thorough grasp
of the new course in the curriculum about which they should be aware and
well-versed. Furthermore, this research will enable them to express their
thoughts on the Work Immersion Program, which they participated in for
80 hours.
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 Teachers- This study might be a beneficial tool to empower their teaching
in such a way that it could become a guide since it will cater the students'
thoughts and opinions based on their hands-on learning experience.
 Curriculum Developer- Because the findings of this study will be shown,
the reached conclusion may become a solid and dependable basis for the
continual improvement of our country's educational curriculum.
 Administrators- The results obtained from this research depicts the voice
of the students; hence, this will open a wide range understanding about
the students. Therefore, the administrators might also open a way to cater
the views and opinion of the students about their experience during the
immersion.
 Future Researchers- Future scholars may utilize this research as a
foundation for furthering academic research.
Scope and Limitation
The study focuses on the effects of the work immersion program on the
ethics and performance of students at Lourdes Provincial High School. This
study will only include 20 respondents (10 for each academic track) who are
currently enrolled in the institution and have participated in a work immersion
program. The research will concentrate on the changes that occurred in each
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student, particularly in their communication and social abilities, before and after
the work immersion program. This study does not take into account the
respondents' specific intellectual abilities.
Conceptual Framework
• Input- The study's input includes issue solving, data collection tools,
questionnaires, and statistical data treatment.
• Process- The distribution of questionnaires, collection of questionnaires,
and analysis of data are all part of the research process.
• Output- The study's purpose was to find an answer to the researcher's
question, to help students comprehend the importance of immersion in their
future occupations, and to provide a proposal or suggestion for student, teachers
and faculty plans.
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OUTPUT
INPUT
PROCESS -Make students
understand the
-Problem Solving significance of
-Data gathering - -Distribution of immersion in their
tools questionnaires future careers.
-Questionnaire -Collecting the -Researcher will
questionnaires provide a
-Statistical recommendation or
Treatment of -Analyzing the
Data suggestion for
Data student, teachers and
faculty plans
FEEDBACK
Fig. 1 Conceptual Paradigm
Theoretical Framework
As the researcher theory, the theoretical framework of this study was
anchored on The Theory of Immersion, Self-Determination Theory, and
Achievement Goal Theory. Figure 2 depicts these notions graphically in a
theoretical paradigm.
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It is represented symbolically by an arrowed cycle, with the first arrow
representing the The Theory of Immersion, the second representing the Self-
Determination Theory, and the third representing Achievement Goal Theory.
These theories were arranged in a cycle to demonstrate their interdependence.
Fig.2- Theoretical Paradigm
The Theory of
Immersion
Achievement Self-
Goal Theory Determination
Theory
It was The Theory of Immersion in the first arrow. The immersions are
designed to engage students by providing them with basic exposure to a set of
cross-cutting skills that will prepare them for clinics, practicum courses, and
eventual entrance to practice. The two-week term provides for a focus on the
sessions and talents. Many litigation abilities are easily transferable to
transactional and other practice settings. For organizational reasons, the fall
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immersion is mostly focused on litigation. We strive to increase students' realistic
perceptions of the work they must perform in order to better their education.
The Self-Determination Theory was highlighted in the second arrow.
The significance of external conditions in enhancing or inhibiting motivation is
emphasized in Self-Determination Theory (SDT). SDT distinguishes between five
extrinsic incentive categories in terms of selfdetermination. This distinction
clarifies the educator's responsibility in enhancing students' feelings of autonomy
and self-regulation. Students who were taught using directed but "noncontrolling"
approaches displayed higher levels of rote learning, curiosity, and conceptual
learning, potentially as a result of higher levels of perceived autonomy.
The Achievement Goal Theory was represented by the third arrow.
Dweck (1986) identifies two types of achievement targets and contends that
students' goals interact with their self-efficacy beliefs to influence how much effort
they put forth in school activities. Dweck (1986) identifies two types of
achievement goals. Positive feedback from others is prioritized in performance
goals, whereas learning goals emphasize obtaining new skills and information.
Students who establish performance goals are more likely to perceive failure as
evidence of ineptitude and to withdraw effort. This extra effort typically enables
students with learning goals to improve their performance (Elliot & Dweck, 1988).
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Definition of Terms
Immersion- Immersion is defined as covering or submerging in something. An
example of immersion is when someone is baptized by being completely dunked
under water. An example of immersion is when you become completely
absorbed in a book and don't look up from reading or pay attention to anything
else.
Ethics- moral principles that govern a person's behavior or the conducting of an
activity.
Academic Performance- is the measurement of student achievement across
various academic subjects. Teachers and education officials typically measure
achievement using classroom performance, graduation rates and results from
standardized tests.
Psychology- is the scientific study of the mind and behavior.
Future- the time or a period of time following the moment of speaking or writing;
time regarded as still to come.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This review of the research aims to study several noncognitive, or
motivational, and conceptions as they relate to learners, academic performance,
and behavior. The chapter will conclude with a review of the new academic work
ethic construct for senior high school students.
Foreign Literature and Studies
Foundations
While noncognitive constructs are crucial to comprehend, further research
into real performance-related actions and outcomes, as well as perceptions
about the worth of linked attributes, is required. Work ethic describes not only an
individual's interior state but also the consequent behaviors, outcomes, and
achievement. Work ethic, according to McCortney and Engels (2003), is a
construct made of two separate parts: internal attitudes or ideals held by
individuals and observable behaviors.
Work drive, as proposed by Lounsbury et al. (2003), indicates an enduring
motivation to complete projects, fulfill deadlines, be productive, and achieve
success. Work drive was discovered to predict distinctive variance in college
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course grades beyond that predicted by intellect and the "Big Five" personality
traits using an innovative measure. The authors stressed the significance of
researching similar variables to predict academic success and achievement.
The academic ethic is a taught tendency that is most commonly found in
children from households that have a strong work ethic as well as maybe strong
religious or ethical convictions. According to Rau and Durand (2000), grades are
tied to an academic ethic and an academic locus of control. Fox and Grams
(2007) developed a Work Ethic Behavior Indicators Inventory to aid in the
development of work ethic lesson plans in the classroom.
Persistence and Work Ethic
Persistence is a well-known attribute or behavior that parents and
educators strive to instill in their children and teenagers. Binder (1996) defined
persistence as the ability to maintain high rates of work completion over
extended periods of time. Padilla-Walker, Day, Dyer, and Black (2012) offer a
more sophisticated description that includes two components. They define
persistence as the ability to persevere and continue pursuing a goal when the
incentive source is mostly internal rather than external. In studies of task
endurance or persistence, the need of an internal "motivational source" is
stressed.
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Just because someone engages in something enjoyable on a regular
basis for an extended period of time does not automatically designate that
person as persistent. Persistence is likely to overlap with categories like as
conscientiousness, work ethic, 15 and achievement, but it is distinguished by the
aspects of self-direction and stamina. According to Peterson and Seligman
(2004), perseverance is the "voluntary continuance of a goal-directed action in
the face of obstacles, challenges, or discouragement." According to Padilla-
Walker et al. (2012), persistence is defined as continuing to work despite delays
and hurdles in order to achieve a specific goal.
Several studies show strong correlations between academic achievement
and persistence (Martin, 2006; Rayle, Kurpius, & Arredondo, 2006; Tracy &
Robbins, 2006). Because it has been determined to be an important predictor of
success, it follows that educators, administrators, and parents would seek to
increase persistence in students.
Self-Efficacy
Outcome and efficacy expectations are crucial in deciding whether people
will put forth effort on a task or persevere in the face of adversity. Students that
have high outcome and efficacy expectations tackle academic assignments with
confidence and perseverance, especially when the tasks are tough. Students
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may believe that certain courses of action will lead to academic achievement, but
they may not believe that they are capable of carrying out the necessary acts.
Individuals create their personal sense of efficacy from four sources,
according to Bandura: 1) performance accomplishment, 2) observation of others'
performance, 3) verbal persuasion and similar sorts of social influence, and 4)
states of physiological arousal. When pupils accomplish a task, they have a
higher anticipation that they will master comparable activities in the future.
However, attributing success to the simplicity of the activity or assistance from
others may not result in improved efficacy expectations.
Schunk (1989) proposed that self-efficacy would be important in academic
settings. Schunk: Students' opinions about their capacities to learn material and
accomplish certain activities fluctuate. Internal and external elements convey to
the student how well they are learning when they are studying or working.
Students evaluate efficacy for future learning based on this. Students must
maintain a sense of self-efficiency as they work on tasks and improve their
performance.
Conscientiousness
Conscientiousness is linked to improved health, longer life, more effort
and achievement at school and job, and long-lasting social relationships. Noftle
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and Robbins (2007) reviewed the findings of 20 studies on the link between
conscientiousness and GPA and discovered a significant, 9 positive relationship
in 15 of the studies. Even after controlling for other characteristics such as
gender, SAT scores, and past GPA, this association persisted. In undergraduate
samples, Bidjerano and Dai (2007) discovered that effort management fully
mediated the predictive validity of conscientiousness on GPA. Using four
additional data sets, Noftle and Robbins (2007) confirmed that the relationship
between conscientiousness and academic effort is stronger than the relationship
between cognitive capacity and academic effort.
Conscientiousness is an important component of grit, which is described
as the proclivity to maintain interest in and effort toward very long-term goals.
Interest consistency implies a personality trait of pursuing goals over a lengthy
period of time. Perseverance requires overcoming obstacles, as seen by
statements on the Grit Scale such as "I finish anything I start."
Engagement
The behavioral intensity and emotional quality of a student's involvement
in a learning activity are referred to as engagement. It is a multidimensional
notion that has been postulated to have three or four distinct, albeit
interconnected, aspects: behavioral engagement, emotional engagement,
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cognitive engagement, and agentic engagement. This involves the student's
positive contribution to instruction, such as clarifying expectations and asking
questions.
Students' classroom engagement is especially essential since it refers to
the behavioral pathway through which motivating processes contribute to
learning and growth. It has been demonstrated that engagement has a major
impact on skill development and grade achievement. When faced with problems,
a disengaged learner becomes distracted, passive, and easily gives up. Negative
feelings and disengagement are also expressed by disengaged students.
An individual's active participation in a task or activity is shown in
engagement (Reeve, Jang, Carrell, Jeon, & Barch, 2004). An individual's active
participation in a task or activity is shown in engagement. Motivation and
engagement are regarded to be distinct but not orthogonal concepts. While it is
commonly assumed that changes in motivation precede changes in engagement,
current study reveals that the effect is reciprocal (Jang, Kim, and Reeve, 2012).
One may be motivated yet not actively involved in a task, for example (Connell &
Wellborn, 1991; Furrer & Skinner, 2003). Thus, motivation is required but not
sufficient for involvement (Appleton, et al., 2008).
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Local Literature and Studies
Work Exposure
The Department of Education's work immersion program is a crucial
component of the newly constructed educational curriculum. This course's
primary goal is to introduce students to active business environments where they
can develop their communication and social skills.
Being exposed in a professional environment is a vital experience for a
student. According to Dr. Dagatan (2017), this job immersion allows learners to
learn about the workplace as well as the actual work environment. Work
Immersion is an important component of the Senior High School program.
Immersion Scheduling
Work immersion, according to the Department of Labor and Employment
(DOLE), is a part of the Senior High School (SHS) Curriculum that consists of 80
hours of hands-on experience or work simulation that Grade 12 students will go
through to expose them to actual workplace settings and enrich the
competencies provided by the school under the supervision of the School Head
and the designated personnel of the partner. The 80 hours may be planned for
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no more than 8 hours per day, cumulatively or consecutively. The DepEd
recommendations on the 80-hour work immersion apply to all Technical-
Vocational institutions that offer Senior High School. All TESDA and DOLE
requirements pertaining to basic education must be followed (Labor Advisory No.
8 S. 2016). In this situation, the 80-hour applied course will undoubtedly have an
impact on the academic scheduling of classes each day at the institution.
Students’ Safety During the Immersion Proper
On the one hand, the government will not prevent parents of students
enrolled in the course from being concerned about their siblings because it will
be the first time the students are out of their comfort zones. Also, people were
used to hearing about On-the-Job Training (OJT), which is designated for college
students, rather than the Work Immersion Program, which is quite new and
distinct in our ears and knowledge. The DOLE, however, also stated in Labor
Code No. 8 that they are prohibiting all Senior High students from participating in
the following types of work immersion: mining, construction, transportation, waste
management, water supply, forestry and logging, security and investigation,
manufacturing (e.g., tobacco, alcoholic beverages), farm-related work, sales and
services industry, and integrated-science-related work, including as personal and
community service.
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Furthermore, the DOLE considers having the circumstances for Work
Immersion of students in the workplace. For the protection of SHS students
undergoing work immersion, the following conditions must be met: (1) Work
immersion shall be permitted only between 8:00 a.m. and 5:00 p.m.; (2) Work
immersion for students under 15 years old, with permission from their parent or
guardian, shall not exceed four hours in any given day; (3) SHS Students,
regardless of whether they are considered hazardous in accordance with DOLE
Department Order No. 149, Series of 2016 (Guidelines in Assessing and
Determining Hazardous Work in the Employment of Persons Under the Age of
18); and (4) Work Immersion shall not result in the replacement or reduction of
benefits of workers in the partner enterprise/company (DOLE Labor Code no. 8).
On the first sentence of this guideline, which is all about working hours, this will
mostly affect students who live far away from the work immersion venue.
Furthermore, those who are merely commuting to complete this course will incur
excessive costs.
The Department of Labor and Employment (DOLE) has implemented
Department Order No. 149, which provides guidelines for assessing hazardous
work areas for working students under the age of 18. This is in accordance with
Republic Act (R.A.) 9231, or the "Special Protection of Children Against Child
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Abuse, Exploitation, and Discrimination Act." They arrive to the prohibitions of the
said work, which are specified in the preceding paragraph.
Meanwhile, the Department of Social Welfare and Development (DSWD)
has underlined the need of each institution having its own child protection policy
that displays a commitment to preventing harm to children. Madamba (2017), a
DSWD social welfare official, emphasized that without the organization's Child
Protection Policy, it would be extremely difficult to determine whether or not there
is abuse.
To be sure and oriented, Dr. Reynaldo Laguna, Executive Director of the
Philippine Business for Social Progress (PBSP), specifies the need for the
academe and the industry to meet to understand the standards required by the
industry, as well as for teachers to immerse themselves in the students' given
workplace to gain a better understanding of the working conditions and
environment.
Immersion Duration
On the duration of the work immersion, both industries and senior high
schools agree that a minimum of 80 hours is insufficient for students to be
thoroughly immersed in industry operations (FREEMAN, 2017). Nonetheless, the
success of the aforementioned course in each individual's talents is not primarily
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dependent on its duration. As a result, fully serving and doing the duty will
undoubtedly make a significant difference on the part of the students, particularly
those enrolled in this Department of Education course.
Immersion Guidelines and Learning Outcomes
DepEd Order No. 30s has been issued by the Department of Education.
On June 5, 2017, the same year. This is referred to as the Guidelines for Work
Immersion in all Senior High Schools (SHSs).
By the time students enter Senior High School, they will have gained
nearly all of the competencies and skills required for the curricular exits (higher
education, employment, middle skills development, and entrepreneurship). Work
immersion allows them to put their knowledge to the test and apply what they've
studied outside of the classroom. Work immersion allows learners to not only use
their past knowledge but also experience the social interactions that occur in the
workplace. Their job immersion experiences will help them develop various
abilities and values that will assist them move from high school to real life
(Section 4, DepEd Order no. 8 s. 2017). The purpose of the work immersion
program is shown by this information. On the other hand, leaning on something is
not always a good idea. We learned a lot more through trial and error.
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Furthermore, work immersion may be a better tool for giving kids the true
meaning of "life" than discussions in the classroom.
The Success of the Course
Work Immersion implementation will be successful only with the strong
collaboration, support, and dedication of school employees and Partner
Institutions. These professionals must constantly exhibit necessary care and
diligence in carrying out their duties (Section 7, DepEd Order no. 30 s. 2017).
This section of the requirements simply demonstrates that the program's
effectiveness is not only dependent on the students and facilitators. Indeed,
workers must obey and execute the directions contained in DepEd Order No. 40,
series of 2015 or the Guidelines on K to 12 Partnerships.
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NOTES
 Cotton, L., D. R. Bynum, και S. Madhere. ‘Socialization Forces

and the Stability of Work Values from Late Adolescence to Early
Adulthood’. Psychological reports 80.1 (1997): 115–124. Web.
 Cornell, Dewey κ.ά. ‘Effects of Validity Screening Items on
Adolescent Survey Data’. Psychological assessment 24.1 (2012):
21–35. Web.
 Costa, Paul T., και Robert R. McCrae. ‘Six Approaches to the
Explication of Facet-Level Traits: Examples from
Conscientiousness’. European journal of personality 12.2 (1998):
117–134. Web.
 ."Department of Education." DepEd Web
site:http://www.deped.gov.ph/sites/default/files/page/2017/Work
%20Imersion%20CG.pdf (retrieved June 27, 2022).
 .DepEd Web
site:http://www.deped.gov.ph/sites/default/files/order/2017/
DO_s2017_030.pdf (retrieved June 27, 2022).
 ."Department of Labor and Employment." DOLE
web site: http://www.dole.gov.ph/issuances/view/336(retrieved June 27,
2022).
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 Ethridge, D. "Research Methodology in Applied Economics." John Wiley &

Sons (2004): 147.
 Bandura, A. "Self-efficacy mechanism in human agency." American
Psychologist (1982): 147.
 Bandura, A. "Self-efficacy: The exercise of control." (1997):
 Barton, P E. and R J. Coley. "The family: America’s smallest school."
Educational Testing Service. Policy Information Center. Princeton (2007):
 Bidijerano, T and D Y. Dai. "The relationship between the big-five model of
personality and self-regulated learning strategies." Learning and Individual
Differences (2007):Fox, W. & Bayat, M.S. (2007). A Guide to Managing
Research. 45.
 https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/1686
 "Philstar." n.p.: n.p., 10 Nov. 2017. 27 Jun. 2022. <Philstar Website:
http://www.philstar.com/cebu-news/2017/11/10/1755715/senior-high-
students-do-work-immersion>
 "Thematic Analysis." n.p.: n.p., 30 . 27 Jun. 2022. <Research Methods in
Psychology:http://wps.pearsoned.co.uk/ema_uk_he_howitt_resmethpsy_2
/77/19811/5071812.cw/index.html>
 https://iaals.du.edu/sites/default/files/documents/resources/2-
lit_fall_immersion_intro_theme_theory.pdf
 https://ballotpedia.org/Immersion_learning#:~:text=Immersion%20learning
%20refers%20to%20any,is%20in%20teaching%20foreign%20languages.
 https://yptoolbox.unescapsdd.org/portfolio/work-immersion-philippines/
 https://roc.ph/program/k12-work-immersion/
 https://www.pna.gov.ph/articles/1173085
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 https://global.ateneo.edu/news-events/2020/philippine-studies-immersion-
program-2020
 https://peac.org.ph/wp-content/uploads/2017/12/PECNov2017.pdf
 https://graduate.asu.edu/future-students/student-impact/work-immersion-
program-philippines
CHAPTER III
METHODOLOGY
The methodologies utilized in this investigation are explained in this
section of the research. The researcher will describe the research design, the
demographic and sample, the instrument, and how the data was collected and
analyzed successfully. The researcher will also describe the effects of the
strategies utilized in this study.
Research Design
This study employs a qualitative-descriptive research design. This design
can be described as a declaration of the current state of events, with the
researcher having no control over the variables. Furthermore, descriptive
research might be defined as merely attempting to determine, describe, or
identify what is there (Ethridge, 2004)
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Descriptive research attempted to shed light on present challenges or
problems using a data collection approach that allowed them to explain the
situation more thoroughly than was feasible without using this method (Fox, W. &
Bayat, M.S., 2007).
This type of research allows for the observation of the phenomenon in a
completely natural and unchanged natural environment. Descriptive studies, on
the other hand, are ineffective in determining the cause of the described
phenomenon. In this scenario, the descriptive method of research is used to
characterize numerous elements of the phenomena. Descriptive research, in its
most common form, is used to characterize the features and/or behavior of a
sample population.
Descriptive studies are closely related to observational studies, although
they are not restricted to observational studies or the method of acquiring
observation data. Case studies and surveys are also prominent data collecting
strategies for descriptive investigations.
Population and Sampling
The concepts underlying a certain sampling approach differ greatly and
reflect the study's objectives and questions (Punch, 1998). The researcher
utilized random sampling under the Probability or unbiased sampling to select the
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sample of individuals. This is one of the most basic types of data collection
procedures. Each member of the subset has an equal chance of being chosen as
part of the sampling procedure. In this example, a sample group of 20 people is
chosen to conduct semi-structured interviews. Because all of the students
chosen to participate in the interview were chosen at random, each member of
the class has an equal chance of getting chosen. The inclusion criterion was
based on people who went on a 120-hour immersion.
SECTION NUMBER OF RESPONDENTS
General Academic Strand 10
Technical Vocational 10
Livelihood Track
TOTAL 20
(Table 1. The Respondents)
Research Instrument
The researcher selected to provide a researcher-created questionnaire to
20 participants at Lourdes Provincial High School, chosen at random per section.
The questions utilized in this study are "open ended." These questions allow the
participant to freely express their feelings and ideas. These questions are not
pre-determined, providing respondents the option to say what they believe is
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correct, and they frequently yield real, perceptional, and, at times, stunning
proposals. This type of questionnaire is essential for conducting successful
qualitative research.
Open-ended questions at the end of a questionnaire are more likely to elicit
correct comments and suggestions from responders. Furthermore, the initial
section of the questionnaire seeks to ascertain the demographic profile of the
respondents. This collection of questions inquires about their age, gender, and
final immersion grade. Their names, however, were optionally requested. Upon
their request, the identities of all participants and respondents were kept private.
Data Gathering Procedure
The data gathering was completed successfully with permission from the
school's principal. An interview and question distribution with randomly selected
respondents with the assistance of their immersion teacher. Each participant was
asked an identical series of questions about their overall work immersion
experiences and the influence it had on their life, particularly changes in the
educational and social aspects of their personality. The questions were mostly
open-ended, with a few closed questions on their details, such as age, grade and
section, gender, and overall weighed average on their immersion course.
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'How do you think about or describe "learning" now that you have
participated in the Work Immersion?' is an example of an open-ended question
given in the form. ’. Open-ended inquiries like this provide the responder more
freedom to express their views and feelings (particularly when discussing
sensitive themes) and can provide additional information about the research topic
(Sarakantos, 1988). It is critical for a qualitative study to provide a larger space
for respondents to express their views and opinions. The researcher also
attempted to utilize terminology that was understandable and relevant to each of
the interviewees.
After completing the questionnaire, the data was sealed in a brown
envelope to prevent data misplacement. The data was then prepared for analysis
by the researcher.
Methodological Limitation
The researcher discovered various flaws when doing this investigation.
Most importantly, the small number of participants meant that generalizing from
the findings had to be done with caution. When conducting any form of research,
it is advantageous to conduct the research on a larger and more in-depth scale to
allow for a more comprehensive examination of the study. However, the use of
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structured open-ended interviews proved extremely beneficial in obtaining
detailed and significant data from respondents.
Another constraint is researcher bias, which is always a danger in any
form of research project, but especially so when the data is unstructured. This
study's researcher attempted to be conscious of and alert of researcher bias.
Although it is impossible to eradicate research bias, the researcher is certain that
legitimate findings were obtained that can be applied to bigger populations.
Furthermore, it may be argued that the sort of data obtained leaves more space
for interpretation than, say, numerical data.
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CHAPTER IV
RESULTS AND DISCUSSIONS
Introduction
This chapter will draw upon the main themes and present the findings
which arose out of the interview process and subsequent data analysis. These
findings are the product of a careful clustering and analyzation of the researcher.
Demographic Profile of the Respondents
 Age
Age Frequency
16-17 9
18 5
19 3
20-up 3
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The average age of the respondents is 17.75 or 18 when it will be rounded
up.
(Table 2. The Age of the Respondents)
The table is apparently showing the age of participants.
 Gender
In this research, based on the gathered data from the semi-constructed
interview provided by the researcher, the data had shown that 12 of the student-
respondents were male while the remaining 8 were female.
 Work Immersion Venue
This will be showing you the different venues where the Work Immersion
was done. On the gathered data, it shows that there were two (2) main venues
where they were assigned to accomplish the 120-hour course (Schools, and
Offices)
Venue Frequency
School 10
Office 10
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(Table 3. Venues of Work Immersion)
Learning outcomes
This outcome will demonstrate the lessons learned by the Grade 12
students throughout their work immersion. The questionnaire was completely
unstructured. The researcher's questions provided an excellent opportunity for
respondents to express their views and opinions. According to the data acquired,
the respondents had learned the most about communication and interacting with
others. As a result, the immersion taught them how to socialize with individuals of
other backgrounds. Student 10 had taken into consideration her social skills
before and after her training.
“I was not previously hostile to my students, but through immersion, I learned to
deal with them. And they are now dear friends of mine.”
Another thing they've learnt is the importance of being on time. This value
demonstrates maturity and accountability. Student 12 had, in fact, compared
herself before and after the job immersion.
“I was used to arriving late to school, but throughout the immersion, I was taught
to be responsible and punctual. I used to go to school as early as possible till
recently.”
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One of the most important things a student should learn is how to manage
time properly and responsibly. It is one of the virtues that a learner must learn at
an early age. Unlike other subjects or courses, the work immersion program
provides a lesson that will last a lifetime and values that can be used to improve
one's life.
Skills Enhancement Program
Improving one's skill is analogous to constructing and strengthening a
building foundation. It is critical for students to develop their skills at an early age
because it will be their weapon in life. The pupils' skills had improved as a result
of their work immersion. Respondent 14 offered his thoughts on his immersion
experience.
“Work Immersion acted as a bridge that I needed to cross in order to realize my
dream. I was prepared for college and job thanks to immersion.”
Respondent 15 also mentioned how much she enjoyed the immersion she
had endured, because the field she belonged to was exactly what she had
envisioned.
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“I was allocated to Elementary School since I want to be a teacher. This
exposure is just accurate in terms of what I want to pursue in the future.”
The outcome of this sub-theme reveals that immersion would be more
effective if the field with which they were assigned was seemingly related to what
they were thinking of.
Immersion Weaknesses
Though immersion provides valuable lessons for students, it also has
several drawbacks that must be addressed by authorities. During the data
analysis, the researcher discovered that some of the students were dissatisfied
with the new course. The majority of them stated that the Work Immersion
Program is an expensive and time-consuming course.
Student-respondent 5 emphasized her opinion about this course. She told
her experience through the questionnaire.
“During the Work Immersion, I was getting home about 6:30 p.m. I arrived home
around 4:30 p.m., while our normal class was still in session. Furthermore, on
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each immersion day, I spent 100 pesos on transportation and lunch. It is
prohibitively pricey for me.”
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings
The completed research on the effects of the Department of Education's
work immersion program on students at Lourdes Provincial High School revealed
that the students had their own perspectives, both positive and negative, on the
work immersion program. The success of the work immersion program was
evident in their ethics, behavior, and academic performance.
Conclusion
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According to the research, the work immersion program strengthened
many abilities and features of each individual student who participated in the
work exposure program. The student-respondents gained competencies such as
computer and technological abilities, social interaction skills, time management
skills, and, most importantly, discipline by attending this course. It is an excellent
preparation for them for job and for how they will interact with others in our
diverse society.
During the work immersion, they observed social interactions, skill
enhancement processes, and what they had learnt in school. However,
expenses, time management, and travel time from the work immersion venue to
their home were a significant strain for each student. The course had an impact
on every student, both positively and negatively.
Another factor was that they were exhausted after the plunge. These kinds
of emotions and feelings may have an impact on their view of their future life. A
difficult work atmosphere may discourage people from striving more.
Recommendation
The researcher, therefore offers the following suggestions that focuses on
the following:
Government. It would be a huge help to the students if they could harvest
what they had learned during the immersion program. This can be accomplished
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by providing students with an allowance sufficient to meet their basic needs
during the job immersion program, namely transportation and food. Giving them
this type of incentive may help them psychologically to have a more positive and
hopeful outlook on their future as a worker. Conditioning is another term for this
type of treatment in the world of psychology. Furthermore, the government,
specifically the Department of Education, must continue to consider any
strategies or treatments that could make the work immersion program more
interesting in the eyes of every student; because, according to the data gathered,
the student's time was somewhat wasted doing nothing during the immersion
proper.
Student- The researcher would like to advise students to be more patient
and understanding of this work immersion program. It is critical to respect and
value this once-in-a-lifetime experience, which may have an impact on their
future in both positive and negative ways depending on how they completed the
work immersion program. This study also suggests that people should always
finish their work with enthusiasm and honesty, even if they are doing nothing.
Teachers- It is critical to understand each learner's true perspectives on
this course. As a teacher, you are the only person who can stimulate your
students in this area. Their professional expertise may also benefit the student,
who is also a professional in contemporary culture.
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Immersion Venue Facilitator- As stated in the DOLE Labor Code No. 8,
providing a healthy workplace is mandatory. Based on the collected data and
student insights, the researcher would like to advise the immersion venue
facilitator not to subject the students to an over-working day, since this type of
practice may damage the students' perception of work and their future life.
Parents- As guardians of their children's paths, parents play an important
role in their children's learning. They should push their children to work harder.
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APPENDIX
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According to how you feel and what you think, please answer each of
the following questions.
Part I. Demographic Profile
Name:______________________________________________ Gender:_____
Grade and Section:_______________________ Age:________
Academic Strand:__________________________
Part IL Open-Ended Question
1. Where did you do your work immersion?___________________________
2. Please list the three most important things you have learned from your Work
Immersion
a) __________________________________________________________________
b) __________________________________________________________________
c) __________________________________________________________________
3. How do you think about or describe "learning" now that you have participated in the
Work Immersion? Please list three things.
a)
__________________________________________________________________
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b)
__________________________________________________________________
c)
__________________________________________________________________
4. Do you agree that the exposure to a workplace that the work immersion had done in
you can help to your future life in college or the workplace? Why or why not?
Positive Negative
5. Write down three positive and three negative things you have seen in Work Immersion
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6. List down three positive and three negative things you had observed in yourself before,
during and after the work immersion
Positive Before During After
Negative Before Dunn After
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REGION V
CURRICULUM
VITAE
PERSONAL INFORMATION
Name: Jimmy Bolano

Address: Lourdes Young Nabua Camarines Sur
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REGION V
Gender: Male
Age:22
Date of Birth: August 4 1999
Religion: Catholic
Parents Name:Ruben J. Bolano
EDUCATIONAL ATTAINMENT
Elementary: Lourdes Elementary School

Secondary
Junior High:Lourdes Provincial High School
Senior High: Lourdes Provincial High School
Year/Section:12-Newton
Academic Strand: General Academic Strand
Name: Christian Micco A. Belano

Address: Lourdes young Nabua Cam. Sur.
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REGION V
Gender: Male
Age:18
Date of Birth:2004
Religion: Catholic
Parents Name: Arlene B. Pega
Secondary
*Junior High:Lourdes Provincial High School
*Senior High: Lourdes Provincial High School
Year/Section:12 Newton
Name:John Carlo C. Balbuena

Address: Lourdes Young Nabua Cam. Sur
50
REGION V
Gender: Male
Age:20
Date of Birth:January 19 2002
Religion: Roman Catholic
Parents Name:Diosdado F. Balbuena
Maribeth C. Balbuena
Secondary
Junior High: Lourdes Provincial High School
Senior High: Lourdes Provincial High School
Year/Section:Grade 12 Newton
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The Impact of The Work Immersion Program

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The Impact of The Work Immersion Program

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Republic of the Philippines

Immersion is used as part of curriculum training in several nations

been emerging concerns with a lack of documentation to determine the

program's scope of implementation. As a result, the paper assessed the extent of

implementation and impact of a senior high school work immersion program in

2021-2022 based on academic strand, immersion location, and implementer

designation in the areas of Curriculum Implementation and Compliance, Work

Immersion Delivery Process, Assessment of Student Progress, Supervision of

Work Immersion and Implementation. Similarly, it addresses the difficulties

encountered by implementers and their recommendations for effective immersion

Former President On May 15, 2013, President Benigno S. Aquino III

elements in the redesigned educational curriculum.

Department of Education (DepEd) designated Work Immersion as a key aspect

As grade 12 students under the new government education curriculum,

they have little information about it.

Work Immersion is listed as one of the graduate course requirements by

DepEd. Work Immersion in an industry directly related to the student's

postsecondary objective is required for Senior High School students. Work

Immersion exposes students to and familiarizes them with work-related

environments connected to their field of expertise in order to improve their

of Education, April 2017)

The Department of Education focused not just on a student's academic

intended results above. As a result, this course truly prepares students to

be like inside a community and a working environment.

Work Immersion cannot take place without extensive research and

analysis. As a fundamental component of the Senior High School Curriculum,

The program will also assist students in understanding the significance of

barangay clearance, police clearance, mayor's clearance, and medical certificate

(Work Immersion, 2017). This learning outcome will be extremely beneficial to

the students' future applications in life.

Students were terrified of the Department of Education's initiative because

be accomplished through hands-on lessons and exposure. This type of

college before graduating.

Department of Education (DepEd) and the Commission on Higher Education

future prospects. The branch of government will undertake an assessment before

the school year concludes.

that it is an unforgettable experience. They have undergone significant

transformations as a result of the program. The Grade 12 students are looking

The government's new course intends to open up a world of opportunities not

perspective on it by working harder in school.

Statement of the Problem

The study was conducted to determine the impact of immersion programs

Camarines Sur engaged in.

Specifically, this study aims to answer the following questions;

1. How may the demographic profile of the respondents be described

1.3. Academic Track

1.4. Work immersion venue

2. What is the status of the performance of the students in work

3. What are the learnings acquired by the grade 12 students after

being exposed in a work-related are through work immersion?

4. What are the positive and negative impacts of work immersion to

the grade 12 students’ ethics and behavior?

Assumption of the Study

The basic assumptions of the study were as follows:

1. The respondents' demographic profile should be described in terms of

age, gender, academic track, and work.

2. Students' performance in the work immersion venue has significantly

3. There are numerous ways or learnings acquired by grade 12 students

after being exposed to a work-related environment are through work

behavior of grade 12 students.

Objectives of the Study

The study pursues to define the effects of the k to 12 immersion program