1

IMPLEMENTATION OF HYBRID STUDENT INTERNSHIPS AT PANGASINAN

STATE UNIVERSITY LINGAYEN CAMPUS

A Proposed Thesis Presented to the

Faculty Members of the Business Administration Department

Pangasinan State University

Lingayen Campus

Lingayen, Pangasinan

In Partial Fulfillment of the

Requirements for the Degree

Bachelor of Science in Business Administration

Major in Operations Management

By:

GROUP 5

Mellabas, Rhea Mae L.

Delos Santos, Jecelle S.

Perez, Clariza

Rosario, Mary Jeszah G.

2023
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CHAPTER I

INTRODUCTION

Background of the Study

COVID-19 is one of the phenomenological events that complicates life. It

results in a significant shift from living physically to living virtually. It has an
impact on every aspect of people's lives, including their daily lives, work
environments, and the study habits and lifestyles of students, particularly those
graduating. All of the tasks and work that must be completed without leaving the
house. As a result, all institutions, including universities, have been closed
worldwide. Internships programs have been regarded as one of the most
important prerequisites for students to improve their skills and knowledge in the
areas of their choice during their college careers. According to Gault J, Leach
E, and Duey M, "Academic internships are a bridge between theory and
practice by participating in oversight and planned work." Prior to the pandemic,
most students understood that an internship meant being physically present in
an office and working to gain experience, but the situation introduced us to a
new concept: hybrid internships. Essentially, online internships allow anyone to
work from home. However, the online internship was not the same as a
traditional internship. This study explored how effective online and on-site
internship was practiced in the wake of COVID-19.

In recent years, COVID 19 has made a big difference in our lives and
many companies have cancelled their internship due to budgetary constraints
and the inability to move to the online format. Others chose online internships
as a replacement. According to researchers, online internship lag behind the
rise of remote work in the 21st century (Reed et al., 2018). The research also
cites survey indicating 75% of companies already hired teleworkers in 2010,
and 85% of SMEs plan to hire up to 50% of their employees as teleworkers, 10
years ago, improvements in technology were still being made. Technology
collaboration, the emergence of non-hierarchical organizations, globalization,
and dynamic organizations settings, resulting in constant adaptability.
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Since higher education's forced transition to an online mode in March

2020, popular and practitioner media have been inundated with forecasts that
the scenario will permanently affect the learning environment landscape in
colleges toward a more online mode. (Kim, 2020; Chronicle of Higher
Education). While significant focus has been placed on the transition of formal
classrooms to online delivery via Zoom and other comparable platforms, the
subject of Adult Education and Human Resource Development has received
less attention (AEHRD) should not ignore the concurrent shift of internship to an
online mode. Many practitioners in the field work with internships, whether in a
university career services role, the talent development team of an employer, or
third‐party roles such as placement services and reskilling programs.
Furthermore, this policy aims to address the many questions and concerns
related to internships during this global pandemic when online and on-site
internships cannot be accommodated. In accordance with the Student
Internship Program in the Philippines (SIPP) (CMO No. 104, s. 2017) and the
Guidelines for Implementation of Flexible Learning (CMO No. 4, s. 2020), the
following guidelines were drafted to ensure that clear safety precautions are in
place for the completion of the internship.

These are the general guidelines; the CardSIS (Career Development and
Student Internship Services Office) together with the Student Internship
Program (SIP) coordinators of the different Colleges and Campuses should
develop/design an alternative/flexible internship program for each
undergraduate program offering of the University to lessen face -to- face
interaction. The SIP Coordinators should revisit and review all forms/documents
related to internship particularly the existing Memorandum of Agreement (MOA)
and recommend to CarDSIS relevant revisions/modifications. Also, all official
internship related forms/documents must be issued by the CarDSIS office only
through the SIP Coordinators. At the end of the internship period, the SIP
Coordinators must submit a complete and comprehensive report to the CardSIS
office as it is one of the requirements of CHED for the Annual Report on the
implementation of SIP. The duration of the internship program shall be in
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accordance with the existing Policies, Standards and Guidelines (PSG) of each
approved curriculum. Students must be eligible for internship if they fulfill the
academic requirements of their respective programs. Any other considerations
must be subjected to the decision of the College concerned which should
device a plan to accommodate the unfulfilled requirement. A general orientation
webinar will be conducted separately for student-interns and their
parents/guardians prior to the scheduled deployment. The SIP Coordinators
must submit the list of names and emails of the student interns to the SPPD
office for webinar scheduling. The CarDSIS in cooperation with the different
colleges will conduct a separate webinar per program to discuss the contextual
realities of the industry environment setting. Questions and clarifications from
student-interns and their parents/guardians will be addressed during the
webinars. And lastly, the University shall respect the decisions of the
parents/guardians regarding the internship enrollment of their children/wards.

Online Internships are fieldwork experiences that allow the students to

gain knowledge and use the conceptual learnings from their course or field
through remote locations typically working from home and not from the
traditional office environment. Due to the pandemic, students need to adapt to a
huge change, from usual office work to an online internship. Pursuant to the
CHED Advisory No. 6 (13 April 2020), for degree programs such as
accountancy, engineering, hospitality management, computer studies, industrial
technology and other non-health related programs, students undergoing
internships should not be permitted to return to their respective businesses or
offices Higher Education Institutions must examine and credit the total number
of training hours completed in their respective training facilities prior to the
implementation of the ECQ (HEIs).

On the other hand, On-site Internships are real-world work placements

within organizations that are defined by extensive face-to-face on-site
interactions. These programs link to classroom and office knowledge with the
workplace realities and provide an experimental experience to the students and
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enable them to make their place in the dynamic job market of this modern era.
However, according to CHED Memorandum Orders (CMO) series of 2021, only
few courses were allowed to take the on-site internships, such as engineering,
marine, and courses that is related to medicine, because they are the one who
is in need of actual experience. While other courses such as tourism, were
suspended because of the pandemic.

This is significant because hybrid internships can help interns to obtain

work experience with employers of their choice despite their location, potential
disabilities that may place limits on their mobility and other (family or
employment) obligations. This is in keeping with the increased focus on
traditional and non-traditional students returning to school and those who have
previously been advantaged and disadvantaged owing to their individual
mobility, financial or family responsibilities (Jeske & Axtell, 2014). Hence, hybrid
internships deserve support both as an alternative to the outright cancellation of
programs during the current public health emergency, and these online
internships and on-site internships deserve further study beyond this
emergency calculation. On one hand, the permanent continuation of hybrid
internships could add great value to BPA, BSBA, and ECON courses on
internships programs especially in terms of access and equity. Mostly hard for
the students from the low socio demographic source is a fact that attainable
place in student's field of interest might not match their own region students with
care giving responsibilities, disabled students, and online students located in
rural and remote locations” (Bayerlein & Jeske, 2018, p. 30), all of which are
compounded when an internship is unpaid. Hybrid Internships may provide
access to a work experience to students in these situations, but they could also
provide work preparation above and beyond on-site internship for the “likely
propensity for computer‐mediated graduate work environments,” specifically,
“being able to present ideas, concepts, and work products in a computer‐
mediated environment” (Bayerlein & Jeske, 2018, p. 31.).
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According to De Guzman (2020), the most common problems

encountered by the interns are on their lack of self- confidence, the distance of
the industry partner from their residence, and harmonious relationship with
fellow intern. The level of implementation of internships program within the
industry partner is related to the students’ feedback on industry partners,
attainment of internship objectives and problems encountered.

Due to little empirical research exists on the prevalence, quality and

commitment to equity and access among hybrid internships in Lingayen
Campus, particularly during the COVID-19 pandemic. The Pangasinan State
University Lingayen Campus also implemented work from home setup for their
operations on March 2020-2022 due to the high risk of COVID-19. Their
students will work from home as an alternative way of on-site internships.
Through the help of technologies and other flexible learning platforms like
Microsoft Teams and Zoom where the students conduct their internship majorly
depend on emails, online meetings, and a good internet connection which may
lack in many households. The standard of guides, experience and direction
needs to be expected.

The researchers aim in this study to address challenges of how hybrid

internships are practiced by the students such as insufficient internet access,
distractions, problems, and lack of basic skills in computers, low satisfaction, a
lack of drive, and more. Also, it provides insights about the effects of work from
home setup on the productivity of students in Pangasinan State University
Lingayen Campus. Specifically, we assess the profile of respondents, level of
effectiveness of attainment of hybrid student internships based on internship
implementation training plan, challenges encountered during online and on-site
internships from home setup and office work by students.

The researchers decided to this study to determine if the students in

Pangasinan State University Lingayen Campus was able to work productively
under hybrid internship and to know the challenges that they've encountered.
Since advancement of technology is being incorporated in education, this study
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may be applicable today. In addition, this study will demonstrate whether hybrid
internship is a viable option for students in terms of productivity.

The purpose of this study is to analyze the factors that affects the hybrid
internship of students in Pangasinan State University Lingayen Campus while in
online and on-site. The researchers believe that the study's findings should also
be able to identify challenges in the online and on-site internship economy.
Additionally, it established the positive and negative factors of hybrid internship.

Students, employers, and educators are all reacting differently to the

sudden introduction of this hybrid internships. The goal of this study is to
determine the level of effectiveness of hybrid student internships based on
internship implementation training plan on respondents' working environments,
interpersonal relationships, professional development, and time management
from the perspective of students. In addition, this study provides awareness on
what internship programs are appropriate for them, as well as
recommendations that assist interns with the challenges they face.

When an internship is done online, many of the benefits of a on-site

internships are lost. Students may not have the same type of engagement as
field supervisors, colleagues and professionally experience what it is like to
present themselves for 7-8 hours in an office environment. The online internship
challenge was a big blow because students were not very familiar with working
life issues. Maximizing the learnings and practices of students in hybrid
internships are the problems that will be discussed in this study.
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Statement of the Problem

This study is undertaken to know the level of effectiveness and

challenges on hybrid students’ internship. Specifically, this seeks answer to the
following questions:

1.) What is the socio-demographic profile of the respondents engaging/

engaged in hybrid student internships in terms of:

1.1 Age;
1.2 Sex;
1.3 Course;
1.4 Average family monthly income;
1.5 Primary device used; and
1.6 Internet accessibility?
2.) What is the level of effectiveness of hybrid student internships
in terms of:
2.1 Working Environment;
2.2 Interpersonal Relationship;
2.3 Professional Development; and
2.4 Time Management?
3.) What are the challenges encountered during the implementation of hybrid
student internships?

Significance of the Study

This research would help and offer information on the following:

Student Interns. This comprehensive study will help them to know the level of
effectiveness of hybrid student internships and what would be the effect to them
for preparation by applying the conclusions from this study to the real-world
setting of their job, they will gain an advantage.
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Employers seeking student interns. This analysis of the research findings will
serve as their basis, guide and ideas, and will help them formulate an effective
design for a better hybrid student internship.

Professors. They'll have a notion for how to structure their study in relation to
this research.

Future Researchers. The concepts offered can be utilized as reference data, a

model for new research, or a study of other similar discoveries. This research
will also act as a cross-reference for them, providing background information or
an overview of the success of implementing hybrid student internships at the
Pangasinan State University Lingayen Campus.

Scope and Limitations

This research focuses on the implementation of a hybrid student

internships at Pangasinan State University, Lingayen Campus. The population
will be represented by 199 randomly selected fourth-year students from BSBA,
BPA, and ECON during the second semester of S.Y. 2021-2022. The given
three courses are chosen because of the alignment of ideas, theories, and
management that they have during their internship program. The researchers
would construct a survey questionnaire, then it would be distributed to the target
respondents for answering and returned with the necessary data.

It will not address other perceptions that are not considered one of the
effects of virtual on-the-job training in this research. Moreover, this study
compiles with the researchers started February up to June of 2023. The study
will be done through the utilization of questionnaires to the respondents as a
survey and reference.
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Definition of Terms

For better understanding of this study, the following terms are operationally
defined. The operational definition is its meaning in this study.

Implementation. A process on putting a plan and decision into action.

Execution of n idea or plan.

Hybrid. Combining two different characters, composed of mixed part. It is also

a term used to describe the combination of online and on-site internship
happened in Pangasinan State Univeristy, Lingayen Campus.

Students. It refers to 4th year students specifically from BSBA, BPA and ECON
who participated in online and on-site internship program.

Internship. It refers to a professional learning opportunity to develop new skills

and to provide students with relevant work that is connected to their area of
career.

Pangasinan State University. It is where the study will be conducted.

Effectiveness. Producing the intended results, or (of a person) skilled or able

to do something well.

Training Plan. It refers to a document that has the details and authorizes the
team to expand resources for development, execution and implementation of
the proposed training program.

Online Internship. It is a work experience where you do not need to be

physically present on site as long as there is a computer and internet
connection.

On-site Internship. It refers to a work experience program that allow students

(interns) to acquire experience and skills while working in a professional setting.
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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter proposed the reviewed literature and the studies related to
the research. It will serve as the basis on organizing the conceptual focus of the
study. The theoretical framework and conceptual framework are also included.

Related Literature

In every country’s college educational system, internship is always part

of it. These is one requirement of universities that students need to accomplish
in order to be qualified for graduation. Internship is organized learning and
experimental program made by different business companies to give fixed time
and opportunities to people most specifically students to see the work
processes on a certain workplace or industry (Brotz, n.d.). Additionally, Loretto
(2019) viewed internship as one way to acquire skills, experience, and
significant knowledge while creating new relevant connections to a specific field
or industry. According to State of Oregon Employment Department (2021),
internship is discovering additional skills in business company or organization in
a hands-on way despite of learning skills in the classroom. Furthermore,
internship enables college students to have their free training and development
and save training costs on the fixed time during their course acquired (Anjum,
2020). Generally, internship programs are serve as opportunity and
requirements for students, - more specifically college students – to undergo
training for them to learn, experience practical works on a certain establishment
on a certain period of time, and be prepared for the actual work after their
acquired profession.

There are two kinds of the internship programs which employers can be
offer which are the paid internship and unpaid internship. A paid internship
program is practical work experience and trainings on a certain field which offer
the interns -mostly students - stipend or salary until the given period of time
(Christensen, 2022). While unpaid internship program is where employer and
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interns has an agreement that the interns do specific tasks without getting any
compensation but just academic credits, free trainings, and experiences that
they're needed for their employment (DePauw, 2020). According to the Fact
Sheet #71: Internship Programs under The Fair Labor Standards Act (FLSA) of
U.S. Department of Labor (2018), for-profit employers required to give payment
to the employees for their work, not workers doesn't require of any salary. While
for internship, interns must undergo "primary beneficiary test" if the students are
really interns or employees under FLSA. If the result of the test shows the
students are employees, they will be compensated. However, if the students
are not workers, then the salary will be cancelled. While in the Labor Code of
the Philippines, paid internship doesn't applicable. This is where the
Commission of Education's guidelines and basis for the student's internship
programs most specifically college students which they given period of time to
have an experiential training in workplace related to their courses without any
compensations (Talabong, 2021).

There are many benefits that can internship provide to the students.
Internship has big part and contribution to them especially into their working life.
The following benefits are the following:

For Working Environment

Working Environment has a large contribution for the organization in

sustaining a high level of employee's productivity as well as the organizational
productivity. Heryati (n.d.) says that when it comes to keeping a positive
outcome in a stressful situation, a healthy work environment is best. The
workplace environment has the biggest impact on an employee's motivation,
happiness, and potential for productivity and efficiency. Due to the current
working climate, a variety of businesses and institutions are facing difficulties.
The working environment is regarded as the most important factor for
companies to take into account for increased job satisfaction. The productivity,
effectiveness, and efficiency of the staff must be maintained in order to maintain
the institutions' constant upward progress, and this can only be done by offering
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various facilities. The most important requirement of the workers is a

comfortable working environment. In order to keep a consistent workforce and
run an organization, offering a better working environment is also a top issue for
businesses or institutions (Hazan, et. al., 2020). One's career is significantly
shaped by their internship experiences. Students and recent graduates benefit
from real-world exposure to working contexts, as well as the development of the
skills needed to excel in a particular sector (Vinay, 2022). It is a work
opportunity provided by businesses to give people professional learning
experience and understanding of a specific sector. It also provides a chance to
explore potential career prospects, some entry-level experience, and
perspective on the working world. For many young individuals, their first
exposure to the working world is through an internship. They can learn about
the routine operations of the organization, a particular role or career path, as
well as the norms of employment and workplace culture, throughout their stay
there. 202 (Birkholm). Talent development through internships might hasten
absorption. An understanding of the working environment, how individuals and
the organizational structure interact with its objectives and trends, will have
been gained via the internship experience. Hopefully, this will make adjusting to
a new setting much easier.

For Interpersonal Relationship

Internship programs are designed not just for the employability of the
students but also for their personal growth and development. Personal
development is a continuous move to evaluate the life goals and worth,
improving skills and qualities to reach what is your aiming, and it's a way to
advancement in competitive abilities (Wills, 2022). One case study is conducted
in Pakistan to evaluate how internship programs have impact on the personal
and professional developments of their students. Internship programs have
impact on the life development of students more specifically personal and
professional development as shown on the findings of the study (Anjum, 2020).
As reported by Ruet (n.d), one of the student in Herzing University, there are lot
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of opportunities that can be learn and found out in undergoing internship

programs that can help students to their future careers and personal
development like gaining experience and knowledge, do practical work, and
earn wages while studying for the paid internship programs because not all
internships are paid. Personal development can be earn in different ways. One
way is the internship programs especially for college students because working
in workplaces is not easy one. It must need to learn and practice to have good
performance in the organizations for the successful outcomes.

For Professional Development

Internship programs are the most relevant requirement for college

students and fresh graduates in applying for a job. According to the National
Association of College Employers, 70% of the managers agreed that the
students they hired for internship program, will be hired by them again for a full
time job after their graduation before recruiting other potential employees
(Eska-Smith, 2021). According to the study conducted in Yemeni, fresh
graduates are having difficulties in finding jobs because of insufficient
knowledge, skills, and field experiences which are needed in employment. Due
to that, this study seeks to determined how to enhance the graduates’
employability and know the different requirements like skills and experiences
that managers are looking for. This study finds out that the internship programs
are crucial for the fresh college graduates in Yemeni and that the employers are
looking for employees that have secure employment in the competitive
business world (Qubati and Tammim, 2021). As reported by the study about on-
the-job training program evaluation of Business Administration and Accounting
Departments from University of Staint Louis, internship programs are ways to
train students to be more skilled and ready on their employment in the future.
Also, it shows students the real life situations in the workplace and expose them
into different work practices (Catacutan, 2020). Internship programs are
developed for the students to be aware and prepared to their working lives.
Through it, the employers might help them to be knowledge and skillful students
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that they can be used on their job for the firm to achieve their goals and can
help the country's economy.
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For Time Management

Effective time management skills are unquestionably essential for

success. It can be difficult to stay organized with full-time internships, social and
cultural events, professional development workshops, and possibly even
learning a new language. Effective time management skills, both during
internship hours and in free time, will ensure a successful international
experience (Allsup, 2020). Upper-year students will face new time management
challenges as a result of complex school projects such as thesis-based
courses, extra-curricular activities, part-time work commitments, and
applications for internships and post-graduate studies. Internships are the best
way to "get your foot in the door" and gain valuable experience that you can't
get in the classroom, such as learning how to manage your time effectively.
One of the most important skills that students can have in the workplace is time
management. Deadlines are important, and while they may not be met entirely,
they teach valuable professional lessons that they can apply throughout their
careers (Velasquez, 2015). Enhancing time management skills at work enables
one to perform better and accomplish objectives with less effort and more
efficient methods. Proper time management has many benefits, including
helping you manage your workload in the most efficient way, producing work
that meets certain quality and standards, being more productive and efficient,
suffering significantly less from stress and anxiety, having a higher quality of
life, having more opportunities for career advancement, and having more free
time (Kashyap, 2022). While poor time management practices have adverse
effects that trickle down to every aspect of your life in a variety of stressors like
stress, anxiety and depression, poor sleep quality, and burnout (McLean, 2022).
Internships are a great method to develop transferable skills for a variety of
majors while also enhancing general life skills like communication and time
management. Dealing with the natural tendency to procrastinate, the intense
workload of college, and working as a project management intern have all
contributed to improving our own time management technique (Dorazio, 2015).
Interns have been able to work toward academic and professional success by
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developing and using their own time management strategies to increase

productivity and capacity to accomplish tasks.

Hybrid Internship

According to CHED COVID19 ADVISORY No. 6: Guidelines for the

Prevention, Control and Mitigation of the Spread of COVID19 in HEIs. Students
undergoing On-the-Job Training/Internship where the students have been
pulled out of their respective training centers and transferred to the
University/College due to the ECQ should not be allowed to go back to their
respective companies or offices. The total number of training hours earned in
their respective training centers prior to the implementation of the ECQ shall be
considered and credited by HEIs. Also, HEIs through their respective Student
Internship Program (SIP) Supervisors/Head/Coordinator shall exercise
discretion in facilitating flexible learning activities based on the established
training plan of the program, to comply with the remaining number of required
training hours. Alternative learning activities such as modules, self-directed
learning activities, case studies, assignments or other related activities
performed by the student-trainees in the offices/laboratories shall be part of the
portfolio to be submitted by the trainees. The Student Internship Program
Coordinator (SIP) shall be responsible in assessing/evaluating the outputs of
the student-trainees and in the computation and submission of their grades. In
addition, CHED shall review the appropriate programs, standards and
guidelines (PSGs) of these degree programs and make the necessary curricular
modifications to cover the changes in internship, OJT and other requirements to
be effective only for AY 2019 -2020. But some employers refused to accept
interns majoring in finance and accounting, engineering, hospitality
management, computer studies, industrial technology and other non-health
related programs. Numerous research findings highlight that the pandemic has
revolutionized the way knowledge is transmitted and skills are formed
(Januszewsk, A. & Grzeszczak M., 2021). Online internships, a new training
method has also been introduced for internships for students in the Faculty of
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finance and accounting, engineering, hospitality management, computer

studies, industrial technology and other non-health related programs of the UTP
Faculty. Traditionally conducted internships have a very general framework for
their implementation, and the tasks assigned to students differed depending on
the organization to which the student was assigned. Students who completed
the internship in a physical setting were able to observe the work of the
accounting, engineering, hospitality management, computer studies, industrial
technology and other non-health related departments of companies and
institutions in states and local governments. The work of the students during the
internships initially included knowing the finance and accounting, engineering,
hospitality management, computer studies, industrial technology documents
and their circulation. The assigned tasks included filing documents and
registering documents in the IT system. Less often, students were tasked with
more responsible tasks such as document collation, and in these situations only
specific tasks. Also, they are not assigned to produce financial statements or
other reports, end accounting periods, or create an opening balance sheet or
any other fields. At best, they were able to observe how such tasks were
completed by other employees.

Due to the need to ensure continuing education, (Bydgoszcz, 2020) UTP

Faculty of Business Administration, engineering, hospitality management,
computer studies, industrial technology and other non-health related programs
has taken on the challenge of offering online internships. Unlike traditional
practice, in the proposed internship students start by entering data about the
company, create charts of accounts, contractor files, employee products, etc.,
and carry out the entire project, ending with registration and accounting.
Therefore, the scope and method of practice has made it possible to implement
a complete multi-step project that simulates the work of a particular client’s
accounting, engineering, hospitality management, computer studies, industrial
technology and other non-health related firm. Compared to traditional
internship, new teaching methods such as case studies, business simulations,
multi-level projects, and computer-aided learning have been introduced.
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Combining such approaches was thought to involve students in the placement

process and achievement of learning outcomes. After completing the
internships, the researchers decided to invite students to participate in the study
to hear their opinions on the internships method proposed by the Faculty of
Business Administration, engineering, hospitality management, computer
studies, industrial technology and other non-health related programs.

The Internships carried out in the form of online learning, encompassing

a case study approach, a multistep project, and the use of finance and
accounting, engineering, hospitality management, computer studies, industrial
technology and other non-health related software, was appreciated and
positively verified by the students majoring in Finance and Accounting,
engineering, hospitality management, computer studies, industrial technology
and other non-health related programs. The results of this study correspond to
the results of recent studies by Mc Marthy et. al. (2020). Almost 4/5 of the
students rated the online internship as either very good or good. The positive
opinions of students on internships confirm that teachers were very successful
in conducting internships in the form of e-learning, as enforced by the
pandemic.

All three survey questions were answered positively. It turns out that
quite a few grades (91%) awarded a very good or good grade than the “only”
66% of the 3rd year students. One can assume that the discrepancies resulted
from the fact that the third-year students had an earlier chance to enjoy a
traditional internship with employers, and to appreciate its additional
advantages. However, additional investigation is required to determine the
specific reason for the discrepancy.

The hybrid internships scored higher with students living furthest from
the location of the Faculty of Management, Engineering, Hospitality
Management, Computer Studies, Industrial Technology and Other non-health
related programs. Slightly smaller differences in the assessment of internships
occurred among students with a job and those without a job. A more detailed
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analysis (results not presented in this paper) show that students who live further
away and commute more often than elsewhere have advantages such as time
and cost savings, which are suitable for results from a study conducted by
Gavira and Omoteso (2021). From this, we conclude that rather than objectively
assessing the content of the internship, students far from home or profession
take into account subjective criteria and benefits when assessing the method of
internship. A detailed analysis of the answers revealed that the student’s
positive opinion was influenced by the correct choice of teaching methods, such
as the multi-level project applied to case studies and comprehensive solutions
for simulation tasks. This facilitates the realization of key prerequisites for Active
Learning by effectively engaging students in the internship process. The biggest
benefits of online internship were student internship schedule and curriculum
integrity, use of financial and accounting, engineering, hospitality management,
computer studies, industrial technology, other non-health related programs, and
program time and money savings. This matches the result reported by (Fortin et
al., 2021). Some noted that interns with enterprises or accounting, engineering,
hospitality management, computer studies, industrial technology and other non-
health related firms do not always have a chance to work independently with
the program. After the internship, most students felt that they had acquired the
skills for the practical use of the knowledge acquired from theory.

The study also shows that internship supervisors are student friendly and
ensures that they have created an excellent, stress-free learning environment
that is essential to the learning process. The engagement and the attitude of the
internship supervisors were definitely the factors that made the students eager
to give positive feedback.

This observation is consistent as recommended by the (Jalobeanu, n.d.).

In addition to the general high ratings and listed advantages of internship,
students also have some drawbacks, especially the lack of contact with
entrepreneurs and therefore less likely of additional probation or recruitment,
isolation and lack of contact with peers, concentration disorders and back pain.
 21

Furthermore, according to the study of (Futur Bus, 2020), strengths and

weaknesses of online internship packages in Pakistan are as follows:

Comments of the enterprise respondents advocate the subsequent key

factors approximately the strengths of the online internship packages in
Pakistan: (1) Almost all enterprise faculties are focusing to inspire their college
students to advantage sensible enjoy thru internship; (2) viva voce of college
students is performed after the final touch in their internship duration so one can
examine their sensible enjoy; (3) authorities of Pakistan is providing exclusive
internship packages at provincial stage to fill the vacant activity positions with
proper activity applicants; and (4) as groups select their interns as their destiny
employees, this encourages college students to take part in internship
packages.

The following weaknesses are counselled via way of means of the

remarks of the respondents: (1) There is a loss of coordination among agency
and educational supervisors; (2) best decided on assignments are given to the
scholars via way of means of the groups with now no longer lots encouraging
surroundings to invite what college students want; and (3) right remarks aren’t
always furnished via way of means of the companies to their interns and their
instructional supervisors.

Related Studies
Internships has always been part of being a student before graduating. It
makes them experience the real-world that waits for them and gives them
learning to be prepared when they work as professionals. With the exponential
rise of online education, the call for greater acceptance and practice of hybrid
internship can now be found (Marr, 2019). In fact, platforms and selection
methods can be used to rejuvenate students and support self-education and the
completion of independent tasks. This will improve the effectiveness of future
education in accountants, engineers, hotel management, computer research,
industrial technology and other non-health related programs. However,
according to Soriano (2021), upon interviewing individuals regarding the idea of
 22

online internship as a substitute for on-site internship, a lot of graduating

students are in limbo as the Covid19 pandemic transformed the education
system and affected how college students complete their internship
requirements. Soriano highlighted that the majority of the interviewees prefer to
learn in an actual field for a reason that they don’t meet new people and learn
from those, no new skill to acquire since the workplace is basically just in front
of the computer all the time. On the contrary, some of the interviewees opposed
as they said that despite not being at work physically, they still learn a lot of
things. Since they have no options, students said they cannot do anything but to
adjust with the new normal. Moreover, they admitted that a hybrid internship is
better than having a delayed graduation.
According to Paguio (2021), a conference hosted by the National
Association of Certified Public Accountants (Nacpae) in Tacloban City, the
pandemic has influenced the accounting student internship programs. At the
meeting, they discussed that some accounting firms are not hiring interns due
to monitoring, verification, and limiting client confidentiality. However, the Higher
Education Commission is said to have clearly stated that flexible learning will
become the norm. They cannot return to the traditional full face-to-face
classroom. This means that the accounting firm needs to adapt to the new
normal, and work from home should be adapted.
In a study by Mikabaro, et al. (2021), with intensifying competition for
research and graduate work, students need to consider new ways to distinguish
themselves from candidates with equivalent qualifications. Their research
focuses on determining the relevance of the curriculum in the workplace and
the employability of graduates. Of the 169 respondents who participated in the
survey, communication skills, basic accounting skills, engineering skills,
hospitality management skills, computer studies skills, industrial technology and
other non-health related programs skills were shown to be one of the skills
students need to get a real profession. In addition, curriculum improvements
and teaching methods and the feasibility of the necessary equipment need to
be focused on to maximize the achievement of program goals and objectives by
 23

maximizing alumni employability. They concluded in the study that strong

partnerships with internship programs can improve collaboration between
educators, students and the industry.
Expectations from Online Internship
McKenzie (2021) claims that researchers at the Center for Research on
College-Workforce Transitions released the findings of their investigation into
online internships. In the study, survey information from about 10,000 students
at 11 colleges and institutions was collected. Findings show that just 22.1
percent of students participated in internships during the COVID-19 epidemic.
About half of these applied for jobs online and half applied in person. Online
networking sites for internships are essential for linking students and
companies, but there were significantly more applicants for available
opportunities than there were students registering on these platforms. Online
networking sites for internships are essential for linking students and
companies, but there were significantly more applicants for available
opportunities than there were students registering on these platforms. Students
who completed online internships typically had excellent grade point averages
and were from upper-class backgrounds, indicating that they make up a small
portion of the student population overall. Compared to in-person interns, online
interns express less satisfaction with their experience. Online interns also gave
networking opportunities and academic and developmental worth lower ratings.
The assignment design, supervision, and communication aspects of online
internships need to be given more consideration. Employers and postsecondary
institutions will need training to improve the planning and execution of online
internships.

Online and On-site Internship

Internship is an important part of learning, but the COVID-19 pandemic
has made it difficult to find on-site internship opportunities. Many people are
now using online internships instead. This study by Yo, et.al (2021) looks at the
perceived learning effectiveness of online and on-site internships in the medical
 24

technology field. The respondents of the study were medical technology interns
from a university in Manila. The interns from the Academic Year 2019-2020
were the on-site interns, while the interns from the Academic Year 2020-2021
were the online interns. In addition, to measure the perceived effectiveness of
learning of the two methods in terms of participation, motivation and
achievement of goals, skill acquisition, knowledge retention, critical decision
making and problem solving, and interpersonal communication and teamwork.
The survey questionnaire via Google Forms was distributed to a total of 206
respondents, of which AY 2019-2020 is 41.3% of the internship year and AY
2020-2021 is 58.7% of the internship year. The results of this study show that
the perceived learning efficiency of the traditional internship is significantly
higher than that of the online internship.
From the above studies, it seems that few studies have been conducted
using online internship in preparing the students in the real-world profession. In
Poland, the UTP Faculty of Management, engineering, hospitality management,
computer studies, industrial technology and other non-health related programs
in Bydgoszcz has embraced the challenge of providing an online internship
because of the need to ensure continuing education. Unlike traditional practice,
the proposed online internship gave students the opportunity to carry out the
entire project, starting with entering data about the company, creating charts of
accounts, contractor files, employee products, and additional reports.
Compared to on-site internship, new teaching methods such as case studies,
business simulations, multi-level projects, and computer-aided learning have
been introduced. Combined with these approaches, students were thought to
be involved in the internship process and achievement of learning outcomes.
Current literature, found out that hybrid student internship ensured continued
education during the Covid19 pandemic and helped realize the expected
practical learning outcomes.

Conceptual Framework
 25

This study aims to provide a body of knowledge that education

management practitioners, scholars, teachers and students can use for their
personal performance and responsibility. In addition, this study seeks to provide
information on the implementation of hybrid student internships at Pangasinan
State University Lingayen Campus by recognizing the level of effectiveness, the
readers of this study can link such discoveries with the findings of the research.
That way, they can make immediate changes as needed, or investigate further
to improve their time management and professional skills. This study will also
benefit future researchers in the field of business administration, public
administration and economics. The conceptual framework used in this study is
the Input-Process-Output model. In the IPO model, a process is considered as
a set of boxes (processing elements) connected by inputs and outputs.
Flowcharts and process diagrams are commonly used to represent processes.
It is an input to enter. The cause of the change is the process. What comes out
is the output.

INPUT PROCESS OUTPUT

1.) What is the socio-

demographic profile of
the respondents
engaging/engaged in
hybrid student internships Figure 1: Research Paradigm
in terms of:

1.1 Age;
1.2 Sex;
1.3 Course;
1.4 Average family 1. Data collection of
monthly income; respondents’ profile
To enhance the different
1.5 Primary device used;
2. Administering approaches on how the
and
questionnaires Hybrid Student
1.6 Internet accessibility?
Internships (via online
3. Organization of interns’ and on-site) to be more
2.) What is the level of responses effectual
effectiveness of hybrid
student internships in 4. Statistical analysis of
terms of: data

2.1 Working
Environment;
2.2 Interpersonal
Relationship;
2.3 Professional
Development; and
2.4 Time Management?

3.) What are the

 26

Figure 1 describes the conceptual framework of the study wherein the

input consists of the following: age, sex, course, average family monthly
income, primary device used, and internet accessibility. Moreover, the level of
effectiveness of hybrid student internship in terms of working environment,
interpersonal relationship, professional development and time management.
Also it includes the challenges encountered during the implementation of hybrid
student internships. On the other hand, the process being used is through data
collection of respondents’ profiles, administering questionnaires, organization of
interns’ responses and statistical analysis of data. Lastly, the output is to
enhance the different approaches on how the Hybrid Student Internships (via
online and on-site) to be more effectual.
 27

CHAPTER III

METHODOLOGY

This chapter contains the research design, source of data, locale and
population of the study, data gathering instrument, data gathering procedures
and statistical treatment of data. This chapter presents the outline of methods
that were used in the study, it provides information about the respondents that
will be used for the criteria in the overall study, who are the targeted
respondents and how they were sampled. It depicts the purpose of chosen
research design and the reason why it is chosen for the study. Moreover, the
instruments used for data gathering, procedures and processes were also
determined for precise and plausible study along with the methods used to
analyze the data.

Research design

In this study, the researchers used a descriptive method in gathering and

analyzing the data from the respondents. A descriptive method is a way of
using surveys to gather data about certain subjects. It is simply used to
describe the characteristics of a population. There are four types of descriptive
methods, but the research design that used in this study is by conducting
surveys/questionnaires to accumulate data needed from the target respondents
and to therefore understand the perspective and experiences of the said
population under the study of the Implementation of Hybrid Student Internships
at Pangasinan State University Lingayen Campus. It is effective to be used for
the reason that this study demands quantitative data from respondents in order
to test the relationship of each variable. Through this survey form, data
gathering is much more reliable and recommended, while also taking into
consideration the health of the researchers and respondents due to the new
normal setting we are currently facing in this pandemic.
 28

Source of Data

Primary and secondary sources were used in the study to help the
researchers gain a better understanding of the subject matter. The primary data
is a data where the researchers obtained relevant information directly to the
students of Pangasinan State University Lingayen Campus through online
survey. The secondary data was acquired from a published thesis as well as
unpublished studies found online that were relevant to the topic. The researcher
additionally obtained data from prior studies connected to this inquiry and
retrieved several PDF files from Google to use as a reference.

Locale and Population of the Study

This study would not be possible without the cooperation of the people
who certainly participated in processing this research study. The researchers
used the list of students to choose the necessary number of respondents.

Based on the 2021 - 2022 data of students in Pangasinan State

University's Lingayen Campus, the total population of the students is 396.
Slovin's formula was used to determine the sample size of the students in this
study. Purposive sampling is used to select the 199 students wherein the
researchers select respondents according to the purpose of the study.

Computation of Sample Size

Slovin Formula

n= N / (1+Ne²)

Where:

n = sample size

N = total population

E = margin of error
 29

n = N / (1+Ne²)

n = 396 / 1+ (396) (0.05)²

n = 396 / 1 + (396) (0.0025)

n = 396 / 1 + 0.99

n = 396 / 1.99

n = 198.99 or 199

Data Gathering Instrument

The researcher used a survey questionnaire as the main method to

gather all the information about the respondents. The instrument is utilized by
the researcher to acquire data when collecting information.

The survey questionnaire consists of three (3) parts. First, the

researchers used a checklist to determine the personal information in terms of
age, sex, course, average family income, primary device they use, and internet
accessibility. Second, the researchers used a 5-point likert-scale to measure
the level of effectiveness of hybrid student internships learning experiences.
The rating scale ranges from very strongly agree-5 to very strongly disagree-1.
Third, the researchers used frequency and ranking to measure the challenges
they encountered during the online internship and on-site internship.

The survey questionnaire was prepared by the researchers in

consultation with their research adviser and research experts, who verified the
validity and reliability of the questionnaires that was used in collecting the data.

Data Gathering Procedures

The researchers used a formal letter to ask for approval from the
Campus Executive Director of Pangasinan State University, Lingayen Campus.
 30

The researchers gave the link of the survey questionnaire via Messenger
to the respondents when the request is approved. The survey was conducted
through Google Form with the help of the registrar at PSU Lingayen.

After the data gathering procedure, the researchers tallied the data
based on the data that gathered from all of the respondents.

Statistical treatment of data

The statistical tools used in data analysis will be presented in this section
of the study. The data from questionnaires was evaluated, processed, and
scrutinized by the researchers, who then interpreted it using different statistical
tools.
For the problem no. 1, the researchers used of frequency and percentage to
determine the profile of the students engaging/engaged in hybrid student
internships.

Formula for percentage is:

F
PFD = x 100
N

Where:

PFD – Percentage Frequency Distribution

F – Frequency of respondents in a particular category

N – Number of respondents

For problem no. 2, the researchers used the frequency and percentage
dichotomous questions and weighted arithmetic mean formula to determine the
average response in the level of effectiveness of hybrid student internships for
every category of every aspect.
 31

Formula for percentage is:

F
PFD = x 100
N

Where:

PFD – Percentage Frequency Distribution

F – Frequency of respondents in a particular category

N – Number of respondents

Formula for Average Weighted Mean:

Σ f (x )
Average Weighted Mean =
n

Where:

f = frequency

n = sum of all frequency

x = numerical equivalent (scale)

The researchers used a 5-point Likert scale to evaluate the response of

the students.
The following point value, statistical limit and descriptive rating was used.
Point Value Statistical Limit Descriptive Rating
5 4.21 - 5.00 Very Strongly Agree

4 3.41 - 4.20 Strongly Agree

3 2.61 - 3.40 Agree

2 1.81 - 2.60 Strongly Disagree

1 1.00 - 1.80 Very Strongly Disagree

 32

For problem no. 3, the researchers used frequency and ranking to determine
the challenges encountered during the implementation of hybrid student
internships.
 33

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF FINDINGS

This chapter presents the data gathered from the selected fourth-year
students from BSBA, BPA, and ECON during the second semester of S.Y.
2021-2022 at Pangasinan State University, Lingayen Campus, which were
classified, analyzed, and interpreted under the specific problems of the study.

The data were presented in a tabular form to have an easier

understanding and clear visualization of the study’s findings.

Part I. Profile of the Respondents

This part presents the socio-demographic profile of the respondents in

terms of age, sex, course, average family monthly income, primary device used
and internet accessibility.

Table 1.a

Profile of the Students Engaging/Engaged in Hybrid Student Internships

in terms of Age

Age Frequency Percentage

21 years’ old 2 1.01%

22 years’ old 101 50.75%

23 years’ old 71 35.68%

24 years’ old 15 7.54%

25 years’ old 5 2.51

26 years’ old 3 1.51%

27 years’ old 2 1.01%

 34

TOTAL 199 100%

The table 1.a shows the number and percentage of the range of 199
respondents. Based on the table, respondents who are 22 years are the
majority with a percentage of 50.75%, followed by respondents who are 23
years, they consist of 35.68% of the population, 7.54% of the respondents were
within the age of 24 years, followed by the respondents who are 25 years, they
consist of 2.51% of the population, 1.51% of the respondents were within the
age of 26 years, and respondents who are 21 and 27 years are the minority
within the group, they consist of 1.01% of the population.

This implies that the majority of the respondents are the 22 years old. As
the students finished their secondary education, they didn't stop their studies
and continue their tertiary education. Older students or students who are at the
age of 24 and above who might stop their studies or encountered some
academic problems in their tertiary education. Hence, the result shows that
there is a lot of young students engaging/engaged in hybrid student internships
than older students.

Table 1.b

Profile of Students Engaging/Engaged in Hybrid Students Internship in

terms of Sex

Sex Frequency Percentage

Male 49 24.62%

Female 150 75.38%

TOTAL 199 100%

 35

The table 1.b shows the results of the profiles of the students
engaging/engaged in hybrid student internships in terms of sex. 49 (24.62%) of
the respondents are male, while 150 (75.38%) are female. Based on the data,
the hybrid student internships are possible for both genders at Pangasinan
State University, Lingayen Campus. Gender does not affect student learning.
Both men and women can learn and hold positions as student interns.

Table 1.c

Profile of the Students Engaging/Engaged in Hybrid Students Internship

in terms of Courses

COURSES FREQUENCY PERCENTAGE

BSBA 124 62.31%

BPA 40 20.10%

ECON 35 17.59%

TOTAL 199 100%

In table 1.c, as to the Courses, based on the table it shows the majority
of the respondents are students who are studying a degree of BSBA with a 124
population and a percentage of 62.31%, followed by the 40 students that are
studying a degree of BPA with a percentage of 20.10% and a minority of 35
students studying a degree of ECON with a percentage of 17.59%.

This shows that most of the respondents are students in Pangasinan State
University Lingayen Campus are studying a degree of Bachelor of Science in
Business Administration while the minority of the respondents are the students
that studying a degree of Bachelor of Arts in Economics. Thus, the result shows
that business administration students are the most affected in having a setup of
hybrid internship rather than the other courses.
 36

Table 1.d
Profile of Students Engaging/Engaged in Hybrid Students Internship in
terms of Average Family Income
AVERAGE FAMILY FREQUENCY PERCENTAGE
INCOME

Below Php 10,000 102 51.26%

Php 10,001 to Php 57 28.64%

15,000

Php 15,001 and above 40 20.10%

TOTAL 199 100%

As shown in table 1.d in terms of average family income, 102 of the

respondents had a family income of Php10,000 and below with a percentage of
(51.26%), 57 of the respondents (28.64%) answered that their family income is
ranging Php 10,001 to Php 15,000 and 40 (20.10%) had a family income of Php
15,001 and above.
The result indicates that every family earn more income ranging
Php10,000 and below. Because majority of the respondents are unemployed,
they depend on their parents for their academic financial support. Student who
are having a low family income will experience problem in financing materials
that will be needed for virtual internship such as internet connection, gadgets
and others. Furthermore, having a high family income will help the student
interns to finance all of the expenses. This implies that despite of how much
their average family income is, students are still engaging/engaged in hybrid
student internship.
 37

Table 1.c

Profile of the Students Engaging/Engaged in Hybrid Students Internship

in terms of Primary Device Used

PRIMARY DEVICE FREQUENCY PERCENTAGE

USED

Computer/ PC 15 5.56%

Laptop 72 26.57%

Mobile Phone 181 66.79%

Tablet 3 5.56%

TOTAL 199 100%

As shown in table 1.e in regards of the primary device used, the table
shows that 181 respondents are using Mobile Phones with a percentage of
(66.79%) are the majority, followed by the 72 respondents that uses laptop with
the percentage of (26.57), followed by 15 respondents that uses Computer/PC
with the percentage of (5.56) and 3 respondents uses tablet that has a
percentage of 1.11% are the minority.
This indicates that majority of the respondents are using Mobile Phones.
Some student interns believe that mobile phone is more convenient to use
inside and outside of the house. Other gadgets can be hassle to carry in public
places. Therefore, most of the respondents in Pangasinan State University
Lingayen Campus are using their Mobile Phones in attending their hybrid
student internship.
 38

Table 1. f
Profile of Students Engaging/Engaged in Hybrid Students Internship
in terms of Internet Accessibility
INTERNET FREQUENCY PERCENTAGE
ACCESSIBILITY

Wi-Fi 122 45.35%

Mobile Data 136 50.56%

Pocket Wi-Fi 5 1.86%

Broadband 1 0.37%

Mobile Hotspot 5 1.86%

TOTAL 199 100%

As obtained in table 1.f in terms of internet accessibility, the majority of the

respondents answered through using a Mobile Data. The table shows that 136
respondents with a percentage of 50.56% is using mobile data in accessing the
internet, followed by the Wi-Fi that has 122 respondents with a percentage of
45.35%, 5 respondents with a percentage of 1.86% uses pocket Wi-Fi, same as
the mobile hotspot that has 5 respondents (1.86%), and a minority of 1
respondent/s that uses broadband with a percentage of 0.37%.
This shows that most of the respondents are using Mobile Data because it
is affordable and user-oriented. On the other hand, students who are in virtual
internship prefers Wi-Fi because they believe that it is more accessible. This
implies that despite on having a problem in accessing the internet, students are
still engaged in hybrid student internships.
 39

Part II. Level of Effectiveness of Hybrid Student Internships Learning

Experience
This part presents the level of effectiveness of hybrid student internships
in terms of working environment, interpersonal relationship, professional
development and time management.

Table 2.a
Level of Effectiveness of Hybrid Student Internships Learning Experience
in terms of Working Environment
n=199
INDICATORS WM DESCRIPTIVE RATING
I am familiar with the policies, 4.45 Very Strongly Agree
organizational structure, duties and
responsibilities of being a student
intern.
I am reassured that my department 4.60 Very Strongly Agree
is committed to ensuring our health
and safety during the internship.
I am aware of the risks and hazards 4.54 Very Strongly Agree
of my working environment.
I am aware enough on sexual 4.55 Very Strongly Agree
harassment issues and how
important ethics in working
communities.
I am trained in a way that is aligned 4.29 Very Strongly Agree
with my field of specialization.
I am provided with materials needed 4.08 Strongly Agree
for my internship.
I am following the guidelines 4.56 Very Strongly Agree
provided for the tasks assigned to
me during my internship.
 40

I am not distracted during my 4.10 Strongly Agree

internship, which affects my
engagement and concentration.
I am comfortable and have a good 4.23 Very Strongly Agree
working space during my internship.
I am able to work with a group of 4.37 Very Strongly Agree
people who are really passionate
about their work.
AVERAGE WEIGHTED MEAN 4.38 Very Strongly Agree
Legend:
Scale Mean Range Descriptive Equivalent
5 4.21 – 5.00 Very Strongly Agree
4 3.41 – 4.20 Strongly Agree
3 2.61 – 3.40 Agree
2 1.81 – 2.60 Strongly Disagree
1 1.0 - 1.80 Very Strongly Disagree

The result of table 2.a presents the working environment of the

respondents during hybrid internship. As shown in the table above, the indicator
" I am reassured that my department is committed to ensuring our health and
safety during the internship" has the highest weighted mean of 4.60 percent that
falls under the range of "Very Strongly Agree" descriptive result which shows
that most of the respondents considered about their safety against COVID-19
virus. The table also shows the lowest weighted mean of 4.08 which is the
indicator " I am provided with materials needed for my internship" which falls to
the "Strongly Agree" on descriptive result which implies that not all student
provide materials or tools to their interns. The average weighted mean results
are 4.38 which falls under "Very Strongly Agree" on descriptive results which
shows that a hybrid internship’s working environment is effective for the interns.
In the study of Hazan et Al. (2020) found that workplace environment has
a biggest impact on a student interns or employee's motivation, happiness, and
potential for productivity and efficiency. Furthermore, the productivity,
 41

effectiveness, and efficiency of the student interns must be maintained in order

to maintain the institutions' constant upward progress, and this can only be
done by offering various facilities.

Table 2.b
Level of Effectiveness of Hybrid Student Internships Learning Experience
in terms of Interpersonal Relationship
n=199
INDICATORS WM DESCRIPTIVE RATING
I am learning from the experiences 4.27 Very Strongly Agree
of other student interns through
sharing problem encountered in field
and possible solution
I am able to demonstrate and 4.27 Very Strongly Agree
understand the different activities
during internship.
I am open to collaborate with 4.45 Very Strongly Agree
everyone and set aside the personal
differences.
I am open for suggestions, 4.61 Very Strongly Agree
improvements, and teamwork's
development.
I am able to have a clear connection 4.36 Very Strongly Agree
with each other during the
internship.
I am demonstrating proper work 4.45 Very Strongly Agree
behavior and ethical values in the
workplace.
I am genuinely willing to recognize 4.52 Very Strongly Agree
and cherish all the contributions and
efforts of my co-interns.
 42

I am able to maintain friendly 4.54 Very Strongly Agree

relationship.
I am fine to give in to people to avoid 4.39 Very Strongly Agree
some offensiveness.
I am able to acquire knowledge on 4.47 Very Strongly Agree
work ethics, skills and social
relationship need in an industry.
AVERAGE WEIGHTED MEAN 4.43 Very Strongly Agree
Legend:
Scale Mean Range Descriptive Equivalent
5 4.21 – 5.00 Very Strongly Agree
4 3.41 – 4.20 Strongly Agree
3 2.61 – 3.40 Agree
2 1.81 – 2.60 Strongly Disagree
1 1.0 - 1.80 Very Strongly Disagree

As shown in table 2.b the indicator such as “I am open for suggestions,

improvements, and teamwork's development” has the highest weighted mean of
4.61 that falls within the range of “Very Strongly Agree” descriptive result which
implies that a supervisor that motivates them during their hybrid internship gives
them assurance for having a healthy relationship with them. The Indicators “ I
am learning from the experiences of other student interns through sharing
problem encountered in field and possible solution, and I am able to
demonstrate and understand the different activities during internship” with the
percentage of 4.27% has the lowest weighted mean, which shows that the
behavior of the student’s co-interns and supervisor affect their interpersonal
relationship. As obtained in the table of Average Weighted Mean is 4.43 which
falls under “Very Strongly Agree” descriptive result which shows that hybrid
internship enhances interpersonal relationship between interns and supervisors.
In the study of Wills (2022) Internship programs are designed not just for
the employability of the student interns but also for their personal growth and
development. It is a continuous move to evaluate the life goals and worth,
 43

improving skills and qualities to reach what is their aiming, and it's a way to
advancement in competitive abilities.

Table 2.c
Level of Effectiveness of Hybrid Student Internships Learning Experience
in terms of Professional Development
n=199
INDICATORS WM DESCRIPTIVE RATING
I am able to understand more the 4.41 Very Strongly Agree
career management and
development.
I am able to identify areas for 4.43 Very Strongly Agree
improvement in my preparation for
real-world professional settings.
I am able to choose my career path 4.33 Very Strongly Agree
and goals wisely.
I am able to be flexible in terms of 4.43 Very Strongly Agree
work as a professional.
I am able to enhance my leadership 4.36 Very Strongly Agree
skills, creativity, and critical thinking
skills.
I am able to prepare for my career 4.36 Very Strongly Agree
employment and job application.
I am able to gain practical work 4.29 Very Strongly Agree
experience in terms of professional
field in the future.
I am able to improve my skills in 4.32 Very Strongly Agree
technical field and identify other
needed skills based on my field of
interest.
I am able to adjust and adopt the 4.38 Very Strongly Agree
 44

workplace environment in their

chosen careers.
I am able to gain knowledge and skills 4.37 Very Strongly Agree
to increase the confidence during the
job interview.
AVERAGE WEIGHTED MEAN 4.37 Very Strongly Agree
Legend:
Scale Mean Range Descriptive Equivalent
5 4.21 – 5.00 Very Strongly Agree
4 3.41 – 4.20 Strongly Agree
3 2.61 – 3.40 Agree
2 1.81 – 2.60 Strongly Disagree
1 1.0 - 1.80 Very Strongly Disagree

Table 2.c shows that the highest indicators are the following: I am able to
identify areas for improvement in my preparation for real-world professional
settings, and I am able to be flexible in terms of work as a professional. These
two mentioned indicators have the same weighted mean of 4.43, Very Strongly
Agree. While, the indicator “I am able to gain practical work experience in terms
of professional field in the future” has the lowest weighted mean of 4.29 which
falls under “Very Strongly Agree”. As obtained in the table of Average Weighted
Mean is 4.37 which falls under “Very Strongly Agree” descriptive showing that
hybrid internships are helpful in terms of professional development.

In the study by Catacutan (2020) found that professional can shows the
real life situations in the workplace and expose them into different work
practices. Internship programs developed for the student interns to be aware
and prepared to their working lives. Through it, the employers might help them
to be knowledge and skillful students that they can be used on their job for the
firm to achieve their goals and can help the country's economy.

Table 2.d
 45

Level of Effectiveness of Hybrid Student Internships Learning Experience

in terms of Time Management
n=199
INDICATORS WM DESCRIPTIVE RATING
I can recognize the importance of 4.50 Very Strongly Agree
time frame in submission of activities
and reports.
I can do another task right after I've 4.38 Very Strongly Agree
done the one assigned to me.
I can finish my workload as early. 4.23 Very Strongly Agree
I can attend my internship schedules 4.27 Very Strongly Agree
without difficulty.
I can use the time effectively in my 4.29 Very Strongly Agree
internship duties.
I can do more than one tasks at the 4.24 Very Strongly Agree
same time during internship
programs.
I can organize and make plan 4.33 Very Strongly Agree
according to my schedule to save
time.
I can tackle difficulty task without 4.17 Strongly Agree
procrastinating in internship
program.
I can do my internship duties and 4.27 Very Strongly Agree
responsibilities on time despite of
distractions and interruptions.
I can handle the last-minute changes 4.24 Very Strongly Agree
in internship program.
AVERAGE WEIGHTED MEAN 4.29 Very Strongly Agree
Legend:

Scale Mean Range Descriptive Equivalent

 46

5 4.21 – 5.00 Very Strongly Agree

4 3.41 – 4.20 Strongly Agree
3 2.61 – 3.40 Agree
2 1.81 – 2.60 Strongly Disagree
1 1.0 - 1.80 Very Strongly Disagree

Based on table 2.d, shows the indicator such as “I can recognize the
importance of time frame in submission of activities and reports” giving a
highest weighted mean of 4.50 or “Very Strongly Agree” as a descriptive result.
It also shows in the table that indicator such as “I can tackle difficulty task
without procrastinating in internship program” gave a lowest weighted mean of
4.17 or “Strongly Agree” as a descriptive result. As obtained in the table of
Average Weighted Mean is 4.29 which falls under “Very Strongly Agree”
descriptive showing that there are effects of hybrid internships in terms of time
management.
In the study of Allsup (2020) effective time management skills are
unquestionably essential for success. It can be difficult to stay organized with
full-time internships, social and cultural events, professional development
workshops, and possibly even learning a new language. In addition, effective
time management skills, both during internship hours and in free time, will
ensure a successful international experience. Also, interns have been able to
work toward academic and professional success by developing and using their
own time management strategies to increase productivity and capacity to
accomplish tasks.
 47

Part III: Challenges Encountered During the Implementation of Hybrid

Student Internships
This part presents the challenges encountered during the implementation
of hybrid student internships.
Table 11.a

Challenges Encountered in Online Students Internship

Challenges Encountered Frequency Rank

Unstable Internet Connection 144 1

Distracted from the Environment 120 2

Pressured to the Deadlines 98 3

Lack of Suitable Internship Places 88 4

Insufficient Experience 86 5

Miscommunication 69 6

Lack of Motivation 51 7

Limited Time and Competing 43 8

Priorities

Lack of Basic Skills in Technology 37 9

Tardiness 37 10

The table 11.a shows the results of the challenges encountered by the
respondents in engaging/engaged in online student internships. Based on the
table, unstable internet connection as the most challenge encountered
answered by 144 respondents as the majority within the group, followed by
distracted from the environment as the second challenge answered by 120
respondents, pressured to the deadlines is the third challenge, there are 98
 48

respondents answered, followed by lack of suitable internship places as the

fourth challenge answered by 88 respondents, insufficient experience is the fifth
challenge, there are 86 respondents answered, followed by miscommunication
as the sixth challenge answered by 69 respondents, lack of motivation is the
seventh challenge, there are 51 respondents answered, followed by limited time
and competing priorities as the eighth challenge answered by 43 respondents,
followed by lack of basic skills in technology as the ninth challenge answered by
37 respondents as the minority within the group and lastly, tardiness is the tenth
challenge, there are 37 respondents answered as the another minority of the
population.

This implies that student interns have an unstable internet connection

because the majority of respondents live in areas with poor signal especially
those who are using Mobile Data. The internet is considered important during
an online internship, but student interns are unable to perform their tasks well or
communicate with others due to an unstable internet connection.

Table 11.b

Challenges Encountered in On-site Students Internship

Challenges Encountered Frequency Rank

High Fare Rate 144 1

Limited Time to Gain Work Experience 120 2

Fear of Transmission of Transmission 98 3

Limited Interaction with Supervisors and 88 4

Co-interns

Financial Problem 86 5

Limited Resources 69 6

Afraid to Ask Questions 51 7

 49

Work Overload 43 8

Non-learning Culture 37 9

Competition with Other Student Interns 37 10

The table 11.b shows the challenges encountered by the respondents in

engaging/engaged in on-site student internships. Based on the table, high fare
rate as the most challenge encountered answered by 117 respondents as the
majority within the group, followed by limited time to gain work experience as
the second challenge answered by 115 respondents, fear of transmission of
Covid-19 virus is the third challenge, there are 82 respondents answered,
followed by limited Interaction with supervisors and co-interns as the fourth
challenge answered by 69 respondents, financial problem is the fifth challenge,
there are 66 respondents answered, followed by limited resources as the sixth
challenge answered by 49 respondents, afraid to ask questions is the seventh
challenge, there are 34 respondents answered, followed by work overload as
the eighth challenge answered by 21 respondents, followed by non-learning
culture as the ninth challenge answered by 18 respondents and lastly,
competition with other student interns is the tenth challenge, there are 14
respondents answered as the minority of the population.

This implies that the majority of the respondents paid for the high fare
rate during the time of pandemic. For the safety and health of the commuters,
government mandated social distancing even on the vehicles which cost for the
higher payments. Students have no choice but to pay for high fare rate to fulfill
their duties and responsibilities as student interns.
 50

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

This chapter summarizes the findings of the study. On the basis of these
findings, conclusions are drawn, and recommendations are made based on an
in-depth interpretation of the data gathered and presented. This chapter
adequately answers the questions posed in the statements of the problem.

Summary of findings

The findings of the study are presented in accordance with the statement
of the problems stated in chapter 1.

1. Profile of the Respondents. The results from the profile of the

respondents are arranged by age, sex, courses, average family income,
primary device used, and internet accessibility. Most of the respondents
are 22 years old (50.75%). 75.38% (150) of the respondents are Female
while 24.62% (49) are Male. Most of the respondents are students who
are studying a degree of Bachelor of Science in Business Administration,
where about their average family income is ranging from Php10,000 and
below. 66.79% (181) of the respondents are using Mobile Phones and
50.56% (136) are assessing internet by using Mobile Data.
2. The level of effectiveness of hybrid student internships learning
experience in terms of working environment, interpersonal relationship,
professional development and time management. In terms of working
environment most of the respondents with a weighted mean of 4.60, they
are very strongly agree that they are reassured that their department is
committed to ensuring their health and safety during their internship
while some of them are strongly agree that they are provided with the
materials that they needed in internship. In relation of Interpersonal
 51

Skills, 4.61 of the respondents are very strongly agree that they are all
open for suggestions, improvements, and teamwork's development.
In terms on professional development, respondents are very
strongly agree that in hybrid student internships they are able to identify
areas for improvement in their preparation for real-world professional
settings and they are able to be flexible in terms of work as a
professional, with a weighted mean of 4.33. Lastly, in the terms of time
management, respondents are very strongly agree that in hybrid student
internships they recognized the importance of time frame in submission
of their activities and reports, with the weighted mean of 4.50, while
some respondents are strongly agree that they can tackle difficulty task
without procrastinating in internship program, with the weighted mean of
4.17.
3. The challenges encountered by the respondents engaging/engaged in
online student internships. 144 out of 199 respondents answered that
they encountered unstable internet connection, 120 out of 199
respondents answered that they are distracted from the environment,
and 98 out of the respondents answered that they are pressured to the
deadlines. While the challenges encountered by the respondents
engaging/engaged in on-site student internships, 177 out of 199
respondents answered that they encountered high fare rate, 115 out of
199 respondents answered that they encountered limited time to gain
work experience, and 82 out of 199 respondents answered that they
encountered fear of transmission of Covid-19 virus.

Conclusions

Based on the significant findings of the study, the following conclusions

were drawn:
 52

1. Most of the respondents are female, are 22 years old and students who
are studying a degree of Bachelor of Science in Business Administration,
where about their average family income is ranging from Php10,000 and
below. Most of the respondents are using Mobile Phones and are
accessing internet by using Mobile Data.
2. The study revealed that in terms of working environment the student
interns are reassured that their department is committed to ensuring their
health and safety during their internship. In relation of interpersonal
relationship, student interns are all open for suggestions, improvements,
and teamwork's development. In terms on professional development,
they are able to identify areas for improvement in their preparation for
real-world professional settings and they are able to be flexible in terms
of work as a professional. Lastly, in the terms of time management,
student interns recognized the importance of time frame in submission of
their activities and reports.
3. Based on the data, the challenges encountered during online internships
are unstable internet connection, distracted from the environment, and
pressured to the deadlines. While the challenges encountered in on-site
internships are high fare rate, limited time to gain work experience, and
fear of transmission of Covid-19 virus.

Recommendations

The researchers provided below the following recommendations for this

study:

1. Hybrid internship is highly recommended in this time of pandemic since

students and companies are safely working and engaging through online
and on-site platforms that help in minimizing the increase or spread of
cases in the city or workplace.
 53

2. Ethical behavior is highly observed in a working environment. One of

these is building a healthy relationship with co-workers. The researchers
recommend that interns must enhance their communication skills by
boosting their confidence in asking and answering questions which
creates a healthy relationship, especially that there is no physical
interaction during the internship which develops interpersonal
development.
3. The researchers recommend that students undergoing Hybrid Internship
must continue being confident, knowledgeable, competent and flexible in
every task during internship for it is a demand in the real-world setting of
their profession.
4. The researchers sought to contribute to both the research literature and
ongoing practice of designing and implementing Hybrid Internships for
college students. As a field, we need to continue to develop opportunities
in professional development and principal preparation that develops the
understanding of principals in equity-oriented and crisis responsive
setting of internship.
5. Future researchers should use this paper for further studies.
 54

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