TITLE PAGE

INFLUENCE ON IMMERSION PROGRAM ON SENIOR HIGH SCHOOL

LEARNERS PERSONALITY IN ARCELO MEMORIAL NATIONAL HIGH
SCHOOL

A Research Presented to the Faculty of the Senior High School of

Arcelo Memorial National High School Liloan, Cebu

In Partial Fulfilment of the Requirements in Inquiries, Investigation

and Immersion.

By:
Princess Dodeva Bites
Kent Joshua Apa-ap
Rhoda Marie Aclag
James Vincent Roosevelt
Francis Lawrence Misoles
Jheff Batuto

March ,2024

1
 APPROVAL SHEET

This research entitled INFLUENCE ON IMMERSION PROGRAM ON

SENIOR HIGH SCHOOL LEARNERS PERSONALITY IN ARCEL MEMORIAL
NATIONAL HIGH SCHOOL prepared and submitted by PRINCESS
DODEVA BITES, KENT JOSHUA APA-AP, RHODA MARIE ACLAG, JAMES
VINCENT ROOSEVELT ANGTUD, FRANCIS LAWRENCE MISOLES, and
JHEFF BATUTO in partial fulfillment of the requirements in Inquiries,
Investigation, and Immersion has been examined and recommended for
acceptance and approval for Final Defense.

PANEL OF EXAMINERS

Approved by the Committee on Proposal Hearing with a grade of

REYNALDO A. BAREÑO, DBA Adviser

JEMBERT U. PEPITO, LOVELY NIÑA P. IGNACIO,

CARMELA MARIKIT,

REYNALDO A. BAREÑO, DBS Chairman

Date of FINAL DEFENSE: April 26, 2023

BERSELA P. BINONDO, DBA

SHS Academic Coordinator

2
 ACKNOWLEGDEMENT

The following people who helped to finish this study project were

acknowledged by the researchers with their heartfelt gratitude:

First and foremost, we are grateful to God for giving us the ability to

start and finish this study and the knowledge, and wisdom to do so.

We would like to express our deep and sincere gratitude to our

research adviser, Dr. Reynaldo A. Bareño for giving us the opportunity to

do research and provide invaluable guidance throughout this research. It

was a great privilege in honour to work and study under his guidance. We

would also like to thank you for his patience, and great teaching during

the discussion we had with him on research work and the preparation.

We also have to thank our fantastic respondents, whose

contributions helped us undertake this research. The help you provide is

really useful to us. This research would never have completed without

your support along the way. Our outmost gratitude is also extended to

our follow groupmates. We have experienced a lot of work, and we thank

you for the team work and hard work you made during the research.

Finally, our thanks to go to all the people especially our family who

have supported us to complete the research work.

3
 ABSTRACT

Title : INFLUENCE ON IMMERSION PROGRAM ON

SENIOR HIGH SCHOOL LEARNERS
PERSONALITY IN ARCELO MEMORIAL
NATIONAL HIGH SCHOOL

Reseachers : Princess Dodeva Bites

Kent Joshua Apa-ap
Rhoda Marie Aclag
James Roosevelt Angtud
Francis Lawrence Misoles
Jheff Batuto

School: : Arcelo Memorial National High School

Adviser :

Data Completed : April 22, 2024

This study aims to determine the influence of immersion program

on senior high school learners’ personality in Arcelo Memorial National
High School. The respondents of the study were all strand of Grade 12
students which are the Humanities and Social Science (HUMSS),
Accountancy, Business and Management (ABM), Cookery, Electrical
Installation and Maintenance (EIM), and Information, Communication
and Technology (ICT) strand. A total of one hundred twenty-nine (129)
students were selected to be the participant of this study out of six
hundred fifteen (615) of the population. The research instrument used
was a survey questioner, that describe the responses based on the Likert
Scale. In the first part of the questionnaire, the respondents have to
provide their profile and the second part are the influence of work
immersion program in terms of: skill development, career exploration,
employability, and personal growth. On the other hand, the third parts
are the students participating in the work immersion program to assess
its impact on their personality development. Frequency, percentage
ranking helps the researchers to easily tally the data that they gathered.

4
Keywords: lnfluence of work immersion, Learners Personality, Proposed
recommendation, Liloan, Cebu Philippines

TABLE OF CONTENTS
TITLE PAGE............................................................................................1
APPROVAL SHEET.................................................................................2
ACKNOWLEGDEMENT...........................................................................3
ABSTRACT.............................................................................................4
TABLE OF CONTENTS...........................................................................5
CHAPTER 1............................................................................................7
THE PROBLEM AND ITS SCOPE INTRODUCTION..............................7
Rationale of the Study.....................................................................7
CONCEPTUAL FRAMEWORK...........................................................9
Statement of the Problem.............................................................12
Definition of terms........................................................................13
Significance of the Study..............................................................14
Scope and Delimitation.................................................................15
Chapter 2.............................................................................................16
Review Related Literature and Studies............................................16
Foreign Literature..........................................................................16
Foreign Studies..............................................................................17
Local Studies..................................................................................17
Local Studies..................................................................................18
CHAPTER 3..........................................................................................21
METHODOLOGY................................................................................21
Research Design............................................................................21
Research Environment..................................................................22
Research Respondents..................................................................23
Research Instruments..................................................................................................25
Research Procedures.....................................................................................................25
Statistical Treatment of the Data...........................................................................25
CHAPTER 4...............................................................................................................................28

5
 PRESENTATION AND INTERPRETATION OF DATA..............................................28
CHAPTER 5...............................................................................................................................40
SUMMARY OF FINDINGS, CONCLUSION, AND, RECOMMENDATION...........40
SUMMARY..........................................................................................................................40
FINDINGS...........................................................................................................................42
CONCLUSION....................................................................................................................43
RECOMMENDATIONS....................................................................................................43
REFERENCE......................................................................................................................44
APPENDICES.............................................................................................................................47
APPENDIX A..........................................................................................................................47
TRANSMITAL LETTER..................................................................................................47
APPENDIX B..........................................................................................................................48
SURVEY QUESTIONERS...............................................................................................48
CURRICULUM VITAE.........................................................................................................53

6
 CHAPTER 1
THE PROBLEM AND ITS SCOPE INTRODUCTION

Rationale of the Study

The influence of Work Immersion on senior high school learners is

multifaceted, shaping not only their academic journey but also their

practical preparedness for the professional realm. The senior high school

work immersion program provides hands-on experiences in real work

environments, allowing learners to apply competencies and skills relevant

to their chosen track. This indicated that engaging in the Work Immersion

program facilitated the acquisition and enhancement of various skills

among students. These encompassed teamwork, communication,

attendance, punctuality, productivity, resilience, initiative, proactivity,

judgment, decision-making, dependability, reliability, attitude, and

professionalism, as outlined by Acut et al. (2021).

Furthermore, the workplace tends to create a sense of putting life

on hold, with employees prioritizing the demands of their roles over the

self-improvement plans initially intended to pursue. According to

Department of Education Order No. 30 s. 2017, one of the goals of the K

to 12 Basic Education program is to develop in learners the competencies,

work ethics and values relevant to pursuing further education and or

joining the world of work. In order that the nations development target

will be realized and to achieve greater congruence with the basic

7
education, work immersion is a required subject that has been

incorporated in the curriculum.

Meanwhile, work immersion is an essential element of the senior

high school (SHS) curriculum. This aimed to assess the work immersion

performance of Grade 12 students in San Isidro High School and Subic

National High School, Zambales, Philippines. This adapts the flexibly to

accommodate the diverse needs and schedules of senior high school

learners.

This research aims to assess the impact of the immersion

program on senior high school learners by examining its influence on

academic performance, personal development, and practical skills. It

seeks to understand how the program bridges the gap between theory and

real-world application, exploring students’ experiences and perspectives.

The main objective is to contribute valuable insights for improving the

immersion program, ensuring its effectiveness in preparing students for

future careers.

8
 CONCEPTUAL FRAMEWORK

Republic Act No. 10533, also

recognized as the "Enhanced

Behavioural Immersion Concept
Theory Basic Education Act of 2013."

INFLUENCE ON
IMMERSION PROGRAM
ON SENIOR HIGH
SCHOOL LEARNERS
PERSONALITY IN ARCELO
MEMORIAL NATIONAL
HIGH SCHOOL

PROPOSED RECOMMENDATION

9
 This study is anchored by the program, we delve into the

Behavioural Immersion concept, presented by Giambatista and Hoover

(2009). This theory empirically tests the effectiveness of behavioural

immersion in experiential learning, as discussed in the Developments in

Business Simulation and Experiential Learning proceedings. It represents

an attempt to assess how immersive experiences contribute to

behavioural learning process of business simulations.

"Behavioural immersion" is a concept that relates to the extent to

which an individual becomes deeply engaged in a particular behaviour or

activity. It typically involves a state of intense focus and involvement,

where the individual feels a strong sense of connection to the task at

hand. This concept has been studied across various fields, including

psychology, education, and human-computer interaction. This theory

proposes that when people deeply engage in an activity, they undergo

various cognitive and emotional experiences that enhance their

involvement and contentment. These experiences might encompass

enjoyment, focused attention, a sense of challenge, and even a distortion

of time perception.

The conceptual framework seeks to explore the influence of the immersion

program on senior high school learners. This educational initiative is

grounded in Republic Act No. 10533, also recognized as the “Enhanced

10
Basic Education Act of 2013.” The legislation, signed into law by

President Aquino on May 15, 2013, aims to enhance the Philippine basic

education system by strengthening its curriculum and extending the

number of years for basic education, allocating funds for its

implementation, and addressing other pertinent purposes. This legislative

framework serves as the foundation for comprehending and assessing the

impact of the immersion program on senior high school learners within

the parameters of the educational policies outlined in Republic Act No.

10533.

Additionally, by integrating this legal basis and theory, the study aims to

provide a comprehensive understanding of how the program influences

students' academic and personal development.

11
Statement of the Problem

This study aimed to explores the influence of the immersion

program on senior high school learner’s personality at Arcelo Memorial

National High School.

Specifically, this seeks to answer the following questions:

1.What is the profile of the respondents in terms of:

1.1 Age

1.2 Gender; and

1.3 Academic Strand

2. What is the influence of work immersion program in terms of:

2.1. Skill Development

2.2. Career Exploration

2.3. Employability

2.4. Personal Growth

12
 3. Is there a relationship between the level of influence and the

profile of the respondents?

4. What recommendation can be proposed as a result of the study?

Definition of terms

Here is the definition of terms used in this study:

The following terms are defined operationally to better understand

the study.

Profile. This refers to the information of the respondents such as

age, gender and academic strand.

Influence of immersion program. Refers to the impact or factors

that affect a person’s attitudes and behavior during an immersion

program.

Learners’ personality. Refers to the individual traits, preferences,

and attitudes shaping how a person learns and engages with new

information.

Proposed Recommendations. Refers to a formalized suggestion or

advice put forward based on research findings.

13
Significance of the Study

This research is designed to provide significant contributions to

our understanding of the influence on the immersion program for senior

high school learners. The following people will benefit from this research.

Learners. The research aims to provide students with a more

enriching educational experience, fostering language proficiency, cultural

understanding, and overall personal development.

Teachers. Educators can benefit from insights to improve

instructional methods within immersion programs, creating a more

conducive learning environment.

Department of Education. The institution gains from an

improved curriculum that aligns with the needs of students, contributing

to a positive academic reputation and attracting more students.

Future Researcher. This study lays the groundwork for future

researchers to build upon, expanding the knowledge base on effective

immersion strategies, ultimately advancing the field of education.

14
Scope and Delimitation

This study aims to explore the influence of the immersion program

on the personality of Senior High School learners at Arcelo Memorial

National High School. The research will focus on understanding the

profile of the respondents in terms of their age, gender, and academic

strand. The study will examine the influence of the work immersion

program on skill development, career exploration, employability, and

personal growth.

The research will focus on the Grade 12 students of Arcelo

Memorial National High School, specifically those in the Humanities and

Social Science (HUMSS), Accountancy Business and Management (ABM),

Cookery, Electrical Installation and Maintenance (EIM), and Information,

Communication and Technology (ICT) strand. The researcher will only

include twenty percent (34%) of the total population. This means that out

of the six hundred fifteen (615) students, one hundred twenty-nine (129)

were randomly chosen to answer the questionnaires.

15
 Chapter 2
Review Related Literature and Studies

This chapter includes the review of related literature and studies

focuses on the exploration of the influence of the immersion program on

senior high school learners. This provided to shed light on the impact and

effectiveness of the immersion program, offering valuable insights into the

educational relationship and experiences of the students.

Foreign Literature
According to Secretary Leonor Briones of the Department of

Education (DepEd) the work immersion is a key feature in the senior high

school curriculum. It can be conducted in different ways depending on

the purposes and needs of the learners. It was stated in the guidelines

that work immersion will help develop among learner’s life and career

skills, and will prepare them to make decisions on postsecondary

education or employment gearing towards the four exits envisioned for

SHS graduates to choose from employment, entrepreneurship, further

skills training through TESDA and college education.

As Swain and Johnson (1997) defined immersion as a category

within bilingual education. This article reviews core features of immersion

program design and discusses how socio-political realities and new

research on second language learning update these features. It questions

the monolithic classroom culture and suggests judicious use of the local

L1 community in the classroom.

16
Foreign Studies
Enhancing and cultivating skills is a primary outcome of

immersions. Immersions enable students to acquire new skill sets and

refine their existing capabilities. According to Victory Christian

International School (2015), immersion experiences serve as a platform

for students to explore themselves and initiate their professional

development. Additionally, participation in immersions fosters effective

teamwork, emphasizing the importance of collaboration and

communication skills in project building. Moreover, immersions

contribute to students’ financial awareness, exposing them to real-world

work environments and instilling adult-like thinking in managing

finances.

This exposure equips students with valuable skills such as

budgeting and marketing. Furthermore, immersion experiences instil

goal-setting in students, providing them with the opportunity to work

alongside professionals and creative individuals, serving as a source of

inspiration to recognize and leverage their capabilities.

Local Studies
The K-12 curriculum in the Philippines introduced Work Immersion

in senior high school, exposing students to various work environments. A

study involving semi-structured interviews revealed that students had

little to no knowledge about Work Immersion, but it helped them prepare

17
for careers and personal growth. The study suggests schools should

partner with institutions aligned with students’ interests for a more

meaningful experience. Work immersion as emphasized by the study of

Lozada (2017), is an important aspect of providing students with a place

to improve through simulation, offering them knowledge and experiences

that will help them grow as professionals. She emphasized the importance

of experience as the best teacher, implying that as pupils achieve

proficiency in their respective disciplines, inspiration can be derived.

Work immersion programs equip students with a set of skills that

will assist them make better career decisions and increase their chances

of finding employment. The sole school in Zambales province offering

sports track is Zambales National High School. The study's goal was to

examine how athletics track students saw work immersion after they had

firsthand experience in order to have a better understanding of how it

affected their life and career choices. Using a multiple-case study design,

the study combined a qualitative approach with descriptive research. The

results came from semi-structured interviews with Grade 12 athletics

track students and open-ended questionnaires. Immersion in the

workplace was very beneficial for acquiring necessary skills. (Alcantara

2019)

18
Local Studies
According to Lopez (2018), the K to 12 programs effectively

imparts students with the values, knowledge, and skills sought after by

industries. Establishing robust partnerships with diverse industries

further empowers graduates to bridge the gap between theoretical

understanding and practical application.

Work immersion is a crucial aspect of the K-12 Basic Education

Program, aiming to develop competencies, work ethics, and values for

education and work. However, many senior high school students are not

yet ready or aware of its value. Researchers aim to develop an effective

work immersion scheme to prepare students for this goal. (Bondad and

Aguspina 2019)

By adding two years of Senior High School, the Philippines'

Department of Education's K–12 Program seeks to alleviate youth

unemployment. Twenty-five STEM students in Grade 12 participated in

an 80-hour study where they were exposed to science and technology-

based businesses. Based on an evaluation of their performance, the

students demonstrated that they had acquired resilience, productivity,

teamwork, and communication abilities. In addition, the program gave

students the chance to put their knowledge to use outside of the

classroom, developing morals and abilities that will help them in their

future employment. (Acut, et al., 2021)

19
 According to Bustamante (2019), students perceived Work

Immersion as challenging, significant, and meaningful. It gave them a

realistic understanding of what is expected of them after graduation and

gave them the chance to apply what they had learned in the classroom to

real-world work settings.

20
 CHAPTER 3
METHODOLOGY
This chapter reveals the methods of research to be used by the

researcher in conducting the study which includes the research design,

population of the study, research instrument, data gathering procedures,

and the appropriate statistical treatment of data.

Research Design
This study adopted utilized description survey method which used

the survey questionnaire as the main instrument in gathering the data.

INPUT
1. What is the profile
of the respondents in
terms of:
1.1. Age
1.2. Gender; and PROCESS
1.3. Academic
Strand
a. Survey questions OUTPUT
2. What is the
influence of work b. Collection of data PROPOSED
immersion program RECOMMENDATI
c. Data gathering
in terms of: ON
2.1. Skill d. Statistical
Development treatment of the
data
2.2. Career
Exploration
2.3. Employability;
and
2.4. Personal
Growth :

21
 Figure 1 Research Flow

Research Environment
The research will be conducted in Arcelo Memorial National

High School. Since, the school implements the work immersion program

at the institution. The research will focus specifically on Grade 12

students participating in the immersion program to assess its impact on

their personality development.

Figure 2

Location of Arcelo Memorial National High School

22
Research Respondents
The respondents of the study are composed of students of Arcelo

Memorial National High School SY 2022-2023. One of the vital processes

to keep this study successful all of these participants was selected

through random sampling. This random sampling method is conducted

where each member of a population has a capability to become part of the

sample.

This study will use the Likert scale formula to come up with the

exact number of respondents to be the participants of this study. The

chosen respondents are containing of one hundred twenty-nine (129)

respondents from all grade 12 learners in every strand which contains

34% of the population. The Accountancy Business and Management

(ABM). Humanities and Social Science (HUMSS), Cookery, Electrical

Installation and Maintenance (EIM), and Information Communication

Technology (ICT) strand. Those strands are chosen by the researchers

because they are suitable and applicable to the study.

23
 TABLE 1

Distribution of Research Respondents

Category Population Sample size Percentage%

ABM 118 45 34.89

HUMSS 145 45 34.89

COOKERY 79 6 09.30

EIM 140 12 16.27

ICT 133 21 04.66

TOTAL 615 129 100%

The formula use to get the total of respondents is the Likert scale formula

wf
WM=∑
n

Where:

W=weight

f =frequency

n =total number of the respondents

∑ = summation

24
 In calculating for the sample size the researcher uses the Likert Scale

formula, where the total population of 615 of grade 12 student that

results to 129 sample size.

Research Instruments
The survey questionnaire was used as the main data-gathering. The

instruments to be prepared focused on answering the statement of the

problem. The influence on Immersion program on senior high school

learner’s personality. The questioners consisted of (16) items.

The data gathering instruments was structured as a scale

ranging from 1 to 5 where in the (5) is agree, (4) strongly agree, (3) is

Neutral, (2) is disagree, (1) is strongly disagree. The legend will help the

researchers to analyse the result of conducting data gathering.

Research Procedures
I. Data Gathering

After establishing the validity and reliability on how gather-data,

formulating questions appropriate for the study and all doing necessary

modification to the chosen respondent. This research was collected using

a survey questionnaire. Thus, their corresponding answers to the

questions are kept in accordance with the agreement of the respondents

and the researchers.

25
Statistical Treatment of the Data
To analyse and interpret the data, the researcher employed the

following statistical procedure:

1. Frequency, percentage and ranking

It will help the researchers to easily tally the data that they

gathered. This percentage and ranking will be a big help for the

researchers to analyse the data.

2. Frequency, weighted mean and ranking.

Weighted Mean. This tool was used to provide answer to the

questions. The formula is:

Σfx
WM=
N

Where:

WM=weighted mean

x = number of respondents

f = weight given to each respondents

N = number of cases

II. Data Analysis

Using the data gathered, data analysis would encompass a

number of procedures leading to the findings or result of the study about

26
The Influence on Immersion Program on Senior High School Learners

Personality in Arcelo Memorial National High School; the procedures to be

observed are as follow:

1. Summarizing the numerical data. This would be done through a tally

that will be based on the certain answer of the respondents in the survey

questionnaires using frequency and percentage.

2. Statistical Interpretation of the summarized data using the weighted

mean and ranking.

3. Verbal Interpretation of the produced outcome.

Table 2

Legend Scale Interpretation

Weight Scale Verbal Interpretation

5 4.21-5.00 Strongly Agree

4 3.41-4.20 Agree

3 2.61-3.40 Neutral

2 1.81-2.60 Disagree

1 1.00-1.80 Strongly Disagree

Formula used in treating data gathering:

∑ mx
WM=
N

Where: x =weighted mean

27
x =total number of respondents per question

N =total number of respondents

W =respective legend weight (5,4,3,2,1)

CHAPTER 4
PRESENTATION AND INTERPRETATION OF DATA
This chapter presents findings, analysis, and interpretation of the

data gathered whose main objective is to determine the influence of the

immersion program on the personality development of Senior High School

learners at Arcelo Memorial National High School.

More specifically, the researchers sought answer the following

questions

Sub Question no.1.What is the profile of the respondents in terms of:

TABLE 3

Strand

Strand Frequency Percentages

ABM 45 34.89

HUMMSS 45 34.89

ICT 21 04.66

EIM 12 16.27

COOKERY 6 09.30

TOTAL 129 100%

28
 Table 3 illustrate the total frequency and percentage of each strand

of Grade 12 students of Arcelo Memorial National High School. There are

total of 129 respondents. 45 are ABM students which comprises 34.89%

of the sample size population, 45 are HUMSS student comprises 34.89%

of the sample size population, 6 are Cookery students comprises 09.30%

of the sample size population, 12 are EIM students comprises 16.27% of

the sample size population, and for the ICT strand it contains of 04.66%

since there are 21 respondents.

TABLE 4

Age

Age Frequency Percentage

17 44 34.10

18 to 20 80 62.01

21 5 3.8

total 129 100%

Table 4 presents the total frequency and percentage of the age range

of 129 respondents. Based on the table, 44 respondents are there in 17

years old, 80 respondents are between 18 to 20 years old and there are 5

respondents age 21. Respondents who are between 18 to 20 years old are

the majority with a percentage of 62.01%, it is followed by the

29
respondents age 17 years old which contains 34.10% of the sample size

population, and for the age 21 and above it contains 3.8% of the sample

size population.

TABLE 5

Gender

Gender Frequency Percentage

Female 68 51.71

Male 61 47.28

Total 129 100%

Table 5 shows the frequency and percentage of the male and female

respondents from Grade 12 students. It shows that there are 68 male

students and 61 for female respondents. Male respondents comprise

larger percentage which is 51.91% compare to female respondents which

comprises 47.28% of the total sample size population.

Sub Question No.2. What is the influence of work immersion program in

terms of?

30
 TABLE 6.1

SKILL DEVELOPMENT

AGREE STRONGLY NEUTRAL DISAGREE STRONGLY

AGREE DISAGREE

The work F P F P F P F P F P
immersion
program helped 67 56.78 31 26.27 17 14.41 2 1.69 1 0.86
me develop new
skills relevant to
my chosen career
path.

The program
provided
opportunities to 69 58.47 35 29.66 12 10.17 2 1.69 0 0
practice and
improve existing
skills.

I feel more
confident in my
ability to perform 61 51.69 28 23.73 26 22.03 3 2.54 0 0
the tasks
associated with
my chosen career
field.

The program
allowed me to
bridge the gap 62 52.54 28 23.73 21 17.80 5 4.23 2 1.69
between

31
theoretical
knowledge and
practical
application.

Legend: F-frequency and P-Percentage

Table 6.1 presents the frequency and percentage of responses in 5

scales where the Agree (5), strongly Agree (4), neutral (3), disagree (2), and

strongly disagree (1) in every given statement for skill development. To

calculate all the frequency and percentage in each statement you will get

the total of 118 for frequency and 100% for the percentage.

TABLE 6.2

SKILL DEVELOPMENT

STATEMENTS WM VI R

The work immersion program helped me develop 4.36 AGREE 2

new skills relevant to my chosen career path.

The program provided opportunities to practice 4.44 AGREE 1

and improve existing skills.

I feel more confident in my ability to perform the 4.25 AGREE 3

tasks associated with my chosen career field

The program allowed me to bridge the gap 4.19 STRONGL 4

between theoretical knowledge and practical
Y
application.
AGREE

32
 AVERAGE 4.31 AGREE

Legend: WM. Weighted Mean, VI. Verbal Interpretation, R. Rank 1.00-1.80 (Strongly
Disagree), 1.81-2.60 (Disagree), 2.61-3.40 (Neutral), 3.41-4.20 (Strongly Agree), 4.21-
5.00 (Agree)

The table 6.2 tackles that the statement no.2 got the first place on

the ranking with 4.44 weighted mean that shows that students develop

skills through programs that provide opportunities to practice and

improve their existing skills, while the statement no.4 got the last position

in the ranking with 4.19 weighted mean. All of the verbal interpretation

states that all 3 were agreed and 1 with strongly agreed by the

respondents. In addition, the overall average shows 4.31 weighted mean

and interpreted as agree with the means that Immersion students develop

skills through the program provided and opportunities to practice and

improve their existing skills.

As stated by Meyer et al. (2007), Course design should be a

collaborative activity between education providers and commissioners to

ensure the impact of training on practice. Relevance of material, time to

practice skills and new learning, and organizational, rather than merely

individual, support is essential for successful training interventions.

TABLE 7.1

CAREER EXPLORATION

33
 AGREE STRONGL NEUTRA DISAGRE STRONGL
Y AGREE Y
L E DISAGRE
E

The work F P F P F P F P F P
immersion
program 6 54.2 28 23.7 2 17.8 5 4.23 0 0
helped me
4 4 3 1 0
solidify my
career goals

The program
exposed me
to different 5 48.3 33 27.9 2 21.1 2 1.69 1 0.85
career paths
7 1 7 5 9
and helped
me identify
potential
areas of
interest.

I gained a
better
understandi 4 41.5 44 37.2 2 19.4 2 1.69 0 0
ng of the
9 3 9 3 9
work
environment
and
expectations
for my
chosen
career field.

The program
broadened
my 6 53.3 34 28.8 1 15.2 3 2.54 0 0
perspective
3 9 1 8 5
on career
possibilities
within my
chosen field.

Legend: F- frequency P- percentage

34
 The frequency and percentage of answers are shown in table 7.1. In

terms of Immersion student’s career exploration, there are five scales;

Agree (5), Strongly Agree (4), Neutral (3), Disagree (2), Strongly Disagree

(1). When you add up the frequency and percentage in each statement,

you obtain a total of 118 frequencies and a 100% percentage.

TABLE 7.2

CAREER EXPLORATION

STATEMENTS WM VI R

The work immersion program helped me solidify my 4.28 AGREE 2

career goals

The program exposed me to different career paths 4.21 AGREE 3

and helped me identify potential areas of interest.

I gained a better understanding of the work 4.19 STRONGL 4

environment and expectations for my chosen career
Y
field.

AGREE

The program broadened my perspective on career 4.33 AGREE 1

possibilities within my chosen field.

AVERAGE 4.25 AGREE

LEGEND: WM. Weighted Mean, VI. Verbal Interpretation, R. Rank 1.00-1.80 (Strongly
Disagree), 1.81-2.60 (Disagree), 2.61-3.40 (Neutral), 3.41-4.20 (Strongly Agree), 4.21-
5.00 (Agree)

35
 The table 7.2 tackles that the statement no.4 got the first place on

the ranking with 4.33 weighted mean that shows that programs

broadened the student’s perspective on career possibilities within their

chosen field, while the statement no.3 got the last position in the ranking

with 4.19 weighted mean. All of the verbal interpretation states that all 3

were agreed and 1 with strongly agreed by the respondents. In addition,

the overall average shows 4.25 weighted mean and interpreted as agree

with the means that programs broadened the student’s perspective on

career possibilities within their chosen field.

According to Bottoms, G., & Sharpe, D. (1973), the broader career

development intent did not become a sustained and organized thrust in

education until recently, partially because public education during this

century has been primarily accountable to higher education institutions.

Through prescribe courses required for college entrance, established

accrediting commissions, college administered or college selected entrance

examinations, and reporting of first quarter of freshman students to high

school higher education institutions have largely dictated both the

structure and content of secondary school curriculum.

TABLE 8.1

EMPLOYABILITY

36
 AGREE STRONGLY NEUTRAL DISAGREE STRONGLY
AGREE DISAGREE

The work immersion F P F P F P F P F P

program improved my
resume and made me a 60 50.85 26 22.03 22 18.64 1 0.85 0 0
more competitive job
candidate.

The program helped me

develop professional
communication and 54 45.76 41 34.75 11 9.32 3 2.54 0 0
networking skills.

I feel more prepared to

enter the workforce
after completing the 54 45.76 34 28.81 18 15.25 2 1.69 1 0.85
work immersion
program.

The program provided

valuable networking
opportunities that 57 48.31 32 27.12 18 15.25 2 1.69 0 0
could benefit my future
career.

Legend: F- frequency P- percentage

The frequency and percentage of answers are shown in table 8.1. In

terms of Immersion Student’s Employability, there are five scales; Agree

(5), Strongly Agree (4), Neutral (3), Disagree (2), Strongly Disagree (1).

When you add up the frequency and percentage in each statement, you

obtain a total of 118 frequencies and a 100% percentage.

TABLE 9.1

PERSONAL GROWTH

37
 AGREE STRONGLY NEUTRAL DISAGREE STRONGLY
AGREE DISAGREE

The work immersion F P F P F P F P F P

program helped me
develop greater 62 52.54 40 33.90 13 11.02 1 0.85 1 0.85
independence and
responsibility.

The program enhanced

my problem-solving
and critical thinking 60 50.85 35 29.66 19 16.10 3 2.54 0 0
skills.

I gained a better
understanding of
myself and my 64 54.24 39 33.05 14 11.86 0 0 0 0
strengths and
weaknesses.

The program helped me

develop essential soft
skills such as 62 52.54 39 33.05 13 11.02 2 1.69 1 0.85
teamwork,
communication, and
adaptability.

Legend: F- frequency P- percentage

The frequency and percentage of answers are shown in table 9.1. In

terms of Immersion student’s Personal Growth, there are five scales;

Agree (5), Strongly Agree (4), Neutral (3), Disagree (2), Strongly Disagree

(1). When you add up the frequency and percentage in each statement,

you obtain a total of 118 frequency and a 100% percentage.

TABLE 9.2

38
 PERSONAL GROWTH

STATEMENTS WM VI R

The work immersion program helped me 4.34 AGREE 2

develop greater independence and

responsibility.

The program enhanced my problem-solving 4.26 AGREE 4

and critical thinking skills.

I gained a better understanding of myself 4.39 AGREE 1

and my strengths and weaknesses.

The program helped me develop essential 4.32 AGREE 3

soft skills such as teamwork,

communication, and adaptability.

AVERAGE 4.33 AGREE

LEGEND: WM. Weighted Mean, VI. Verbal Interpretation, R. Rank 1.00-1.80 (Strongly
Disagree), 1.81-2.60 (Disagree), 2.61-3.40 (Neutral), 3.41-4.20 (Strongly Agree), 4.21-
5.00 (Agree)

The table 9.2 tackles that the statement no.3 got the first place on

the ranking with 4.39 weighted mean that shows learners gained a better

understanding of their selves and their strengths and weaknesses, while

the statement no.2 got the last position in the ranking with 4.26 weighted

mean. All of the verbal interpretation states that all 4 were agreed by the

respondents. In addition, the overall average shows 4.33 weighted mean

39
and interpreted as agree with the means that shows learners gained a

better understanding of their selves and their strengths and weaknesses.

CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION, AND, RECOMMENDATION

This chapter presents the summary of the research work

undertaken, the conclusion drawn and the recommendation made as an

outgrowth of this study. This study is on the profile and performance

evaluations of Grade 12 Student of Arcelo Memorial National High School.

SUMMARY

This study aimed to explores the influence of the immersion

program on Senior High School learners’ personality at Arcelo Memorial

National High School.

Specifically, this seeks to answer the following questions:

1.What is the profile of the respondents in terms of:

1.1 Age

1.2 Gender; and

40
 1.3 Academic Strand

2. What is the influence of work immersion program in terms of:

2.1. Skill Development

2.2. Career Exploration

2.3. Employability

2.4. Personal Growth

3. Is there a relationship between the level of influence and the

profile of the respondents?

4. What recommendation can be proposed as a result of the study?

The study utilized a survey questioners’ method which used as the

main instrument in gathering data. The study was conducted at Arcelo

Memorial National High School. The study's respondents included Grade

12 students from all strands, including Humanities and Social Science

(HUMSS), Accountancy, Business and Management (ABM), Cookery,

Electrical Installation and Maintenance (EIM), and Information

Communication Technology (ICT) strand. A total of one hundred twenty-

nine (129) students were selected to be the participant of this study out of

six hundred fifteen (615) of the population. The research tool utilized was

a survey with questions on survey forms that described the responses

using the Likert scale. In the first part of the questionnaire, the

41
respondents have to provide their profile and the second part are the

influence of work immersion program in terms of: skill development,

career exploration, employability, and personal growth. On the other

hand, the third parts are the students participating in the work

immersion program to assess its impact on their personality development.

Frequency, percentage ranking helps the researchers to easily tally the

data that they gathered. This percentage and ranking will be a big help for

the researchers to analyse the data.

FINDINGS

1. This study has 129 sample size which contains of 5 different

strands namely; Humanities and Social Sciences (HUMMS), Accountancy

and Business Management (ABM), Cookery, Electrical Installation and

Maintenance (EIM), and Information Communication Technology (ICT)

strands. In terms of age range of respondents 44 are 17 years old, 80 are

between 18-20 years old and there are 5 aged 21 years old. For the sex of

respondents, 61 are male respondents and 68 are female respondents.

2. The immersion program appears to have contributed to the

development of independence and self-reliance among participating

students.

3. The Immersion program appears to have positively influenced

students' sense of responsibility.

42
 4. This immersion program helps prepare students for the

workforce.

5. Students gain a clearer understanding of various career options

and can refine their future goals.

CONCLUSION

The researcher concludes that the work immersion program at

Arcelo Memorial National High School has a positive influence on senior

high school learners' personalities. This is evidenced by the reported

development of valuable skills, enhanced career exploration opportunities,

increased employability, and overall personal growth, all of which can

contribute to greater confidence, independence, and self-reliance.

RECOMMENDATIONS

This study examined the influence of an immersion program on the

personalities of senior high school learners at Arcelo Memorial National

High School. Based on the findings and conclusions, the researchers

provide the following recommendations:

The study findings suggest that immersion programs have a

significant impact on the personality development of senior high school

learners. Therefore, it is recommended that Arcelo Memorial National

43
High School should continue to implement and enhance their immersion

programs. These programs provide students with real-world experiences

that contribute to their personal growth and development.

44
 REFERENCE

Acut, D. P., Curaraton, E. P., Latonio, G. C., & Latonio, R. A. (2021). Work

Immersion performance appraisal and evaluation of grade 12 STEM

students In science and technology-based industries. Journal of Physics:

Conference Series, 1835(1). https://doi.org/10.1088/1742-

6596/1835/1/012013

Ador, Z. I., Banaag, H. A. C., Bombio, C. A. M., Consignado, D. N. A.,

Quinay, M. A. V., & Santos, J. L. C. (2023). Exploring the Work

Immersion Experiences of Grade 12 STEM Students in a Local Science

Integrated High School: A Narrative Research. East Asian Journal of

Multidisciplinary Research, 2(7), 3053-3078.

Alcobendas, J. R. (2022). Profile and Work Immersion Performance of

Accountancy, Business, and Management (ABM) Students of Selected

Implementing Schools in Subic District, Zambales, Philippines.

International Journal of Multidisciplinary: Applied Business and

Education Research, 3(4), 528-537.

Catelo, S. A. (2020). Work immersion program for senior high school in

the division of Pasay: Basis for an intervention plan. Journal of World

Englishes and Educational Practices, 2(4), 65-77.

Johnson, R. J., Sánchez-Lozada, L. G., Andrews, P., & Lanaspa, M. A.

(2017). Perspective: a historical and scientific perspective of sugar and its

relation with obesity and diabetes. Advances in Nutrition, 8(3), 412-422.

45
Johnson, R. K., & Swain, M. (Eds.). (1997). Immersion education.

Cambridge University Press.

Lopez, I.A. (2018). The advantage and disadvantage of Senior high school

work immersion program. Retrieved from

https://www.pressreader.com/philippines/panaynews/20180304/28156

088 1294776 retrieved on December 2019.

Magno, N. L. (2018). Work immersion of senior high school students.

Retrieve from https://www.scribd.com/document/368599425/Work-

Immersion retrieved on January 2019

Mendoza, L. E. (2017). Work immersion guidelines for Senior HS.

Retrieved from http://www.sunstar.com.ph/article/1583261?page2

Nassazi, A. (2013). Effect of training on employee performance.

Uganda:University of Applied Sciences.

Putri, A. B. (2021, January 29). Work immersion program – Philippines.

Youth Policy Toolbox. https://yptoolbox.unescapsdd.org/portfolio/work

immersionphilippines/

Robinson, E. L. (2018). Immersion learning in social work education: A

Pedagogical tool for enriching knowledge and practice skills among BSW

Students. Journal of Teaching in Social Work, 38(5), 536–550.

https://doi.org/10.108 0/08841233.2018.1516712

46
Ronda, R. (2018). DepEd banks on partnerships for SHS work Immersion

Retrieved from http://www.philstar.com/other sector/education- and-

home/2018/01/25/178/1082/DepEd-banks-partnerships-shs-work-

immersion retrieve on December 2018

47
 APPENDICES
APPENDIX A
TRANSMITAL LETTER
March,2024
Dear Respondents;
Greetings of Peace!
We are the Grade 12 Humanities and Social Science (HUMSS)
students from Arcelo Memorial National High School taking Research
Project III: Quantitative Research. As a requirement for our subject, we
are currently conducting a research study entitled “Influence of
Immersion Program on Senior High School Learners’ Personality in Arcelo
Memorial National High School.” The purpose of this study is to explore
and understand the impact of immersion programs on the personalities of
senior high school students. We have chosen you as one of the
participants in this study due to your valuable insights and experiences.
We would like to ask your permission to participate in this study,
allowing us to examine your perspectives on how immersion programs
influence your personality as a senior high school learner. Participation is
voluntary, and you may choose to withdraw at any time. Your decision
will not affect your relationship with the school, and you have the right to
refuse to answer specific questions both now and in the future. If you
choose to withdraw from the study, all collected data will be promptly and
securely discarded. Rest assured that any information you share will be
handled with utmost confidentiality and used solely for academic
purposes. The data will be securely stored digitally in adherence to the
Data Privacy Act of 2012. Only the researchers will have access to this
information, and it will be kept confidential to the fullest extent allowed
by law.
We sincerely thank you for the time to look in our data request. We
guarantee that all protocols will be followed and that all privacy
regulations will be adhered to. Your time in response is highly
appreciated. Thank you and God bless

Respectfully yours,
Bites, Princess Dodeva Apa-ap, Kent Joshua Aclag,
Rhoda

48
Angtud,James Vincent Misoles, Francis Lawrence Batuto,
Jheff

APPENDIX B
SURVEY QUESTIONERS
This study intends to gather information of the Influence of the
immersion program on Senior High School learners’ personality at Arcelo
Memorial National High School.
1. What is the profile of the respondents?
1.1Age:
____ 17 or younger
____ 18 to 20 years’ old
____21 or older
1.2 Gender:
_____ Male
_____Female
1.3 What academic strand are you currently enrolled in?
____ABM
____ HUMSS
____ COOKERY
____ EIM
____ ICT

49
 Skill Development

Agr Strongly Neutral Disagree Strongly

ee Agree Disagree
The work immersion program
helped me develop new skills
relevant to my chosen career
path.
The program provided
opportunities to practice and
improve existing skills.
I feel more confident in my ability
to perform the tasks associated
with my chosen career field.
The program allowed me to
bridge the gap between
theoretical knowledge and
practical application.

Agree Strongly Neutral Disagree Strongly

Agree Disagree
The work
immersion
program helped
me solidify my
career goals.
The program
exposed me to
different career
paths and
helped me
identify
potential areas
of interest.

50
I gained a better
understanding
of the work
environment
and
expectations for
my chosen
career field.
The program
broadened my
perspective on
career
possibilities
within my
chosen field.
Career Exploration

Employability

Agree Strongly Neutral Disagree Strongly

Agree Disagree
The work
immersion program
improved my
resume and made
me a more
competitive job
candidate.
The program helped
me develop
professional
51
communication and
networking skills.
I feel more prepared
to enter the
workforce after
completing the work
immersion program.
The program
provided valuable
networking
opportunities that
could benefit my
future career.

Personal Growth

Agre Strongly Neutral Disagree Strongly

e Agree Disagree
The work immersion
program helped me
develop greater
independence and
responsibility.
The program
enhanced my
problem-solving and
critical thinking
skills.

52
I gained a better
understanding of
myself and my
strengths and
weaknesses.
The program helped
me develop
essential soft skills
such as teamwork,
communication,
and adaptability.

Thank you for participating in this survey. Your honest feedback will help

us improve the work immersion program and ensure it continues to

provide valuable experiences for students.

CURRICULUM VITAE

Princess Dodeva Bites

Liloan, San Vicente, Sambag, Tabok Sapa
Number:09532288699

PERSONAL BACKGROUND
Age:18 Gender: Female
Date of birth: Jan.12,2006 Place of birth: Cebu

53
Height:140cm Weight:38kg
Civil status: Single
Religion: Roman Catholic Nationality: Filipino
Language: Tagalog, Bisaya, and English

EDUCATIONAL ATTAINMENT
SENIOR HIGH SCHOOL
Arcelo Memorial National High School
2023-2024
San Vicente, Liloan, Cebu
JUNIOR HIGH SCHOOL
Arcelo Memorial National High School
2021-2022
San Vicente, Liloan, Cebu
ELEMENTARY
Tipolo Mandaue City
2017-2018
Mandaue City

CURRICULUM VITAE

Apa-ap, Kent Joshua L.

Yati Liloan Cebu
Contact No: 09208801413

PERSONAL BACKGROUND
Age:18 Gender: Male
Date of birth: March 11, 2006 Place of birth: Cebu City, Cebu

54
Height: 5'2 Weight: 52
Civil status: Single
Religion: INC Nationality: Filipino
Language: Tagalog, Bisaya, and English

EDUCATIONAL ATTAINMENT
SENIOR HIGH SCHOOL
Arcelo Memorial National High School
2023-2024
San Vicente, Liloan, Cebu
JUNIOR HIGH SCHOOL
Arcelo Memorial National High School
2021-2022
San Vicente, Liloan, Cebu
ELEMENTARY
Holy Trinity Child Development School
2017-2018
White Rose, Yati Liloan, Cebu

CURRICULUM VITAE

Rhoda Marie M. Aclag

Sambag San Vicente Liloan Cebu
Contact No: 09919619924

PERSONAL BACKGROUND
Age:18 Gender: Female
Date of birth: June 20, 2005 Place of birth: Liloan, Cebu

55
Height: 5’0cm Weight:38kg
Civil status: Single
Religion: Christian Nationality: Filipino
Language: Tagalog, Bisaya, and English

EDUCATIONAL ATTAINMENT
SENIOR HIGH SCHOOL
Arcelo Memorial National High School
2023-2024
San Vicente, Liloan, Cebu
JUNIOR HIGH SCHOOL
Arcelo Memorial National High School
2021-2022
San Vicente, Liloan, Cebu
ELEMENTARY
Liloan Central Elementary School
2017-2018
Liloan, Cebu

CURRICULUM VITAE

James Vincent Roosevelt C. Angtud

Sambag San Vicente Liloan Cebu
Contact No: 09942879788

PERSONAL BACKGROUND
Age:19 Gender: Male
Date of birth: Oct.12 2004 Place of birth: Liloan, Cebu

56
Height: 5'2cm Weight: 44kg
Civil status: Single
Religion: Roman Catholic Nationality: Filipino
Language: Tagalog, Bisaya, and English

EDUCATIONAL ATTAINMENT
SENIOR HIGH SCHOOL
Arcelo Memorial National High School
2023-2024
San Vicente, Liloan, Cebu
JUNIOR HIGH SCHOOL
Arcelo Memorial National High School
2021-2022
San Vicente, Liloan, Cebu
ELEMENTARY
Simeon Ayuda Elementary School
2017-2018
Liloan Cebu City
CURRICULUM VITAE

Francis Lawrence B. Misoles

San Vicente Liloan Cebu
Contact No: 09912930627

PERSONAL BACKGROUND
Age:18 Gender: Male
Date of birth: February 13, 2006 Place of birth: Lapu Lapu City,
Cebu

57
Height: 5'8cm Weight: 70kg
Civil status: Single
Religion: Roman Catholic Nationality: Filipino
Language: Tagalog, Bisaya, and English

EDUCATIONAL ATTAINMENT
SENIOR HIGH SCHOOL
Arcelo Memorial National High School
2023-2024
San Vicente, Liloan, Cebu
JUNIOR HIGH SCHOOL
Marigondon National High School
2021-2022
Marigondon Lapu Lapu City
ELEMENTARY
Bagong Silang Elementary School
2017-2018
Bliss Pajac Lapu Lapu City

CURRICULUM VITAE

Jheff Batuto
Suba, Poblacion, Liloan Cebu
Contact No.09354734815

PERSONAL BACKGROUND
Age:17 Gender: Male
Date of birth: July 8 2006 Place of birth: Opol Misamis Oriental

58
Height: 6’0cm Weight: 53kg
Civil status: Single
Religion: Roman Catholic Nationality: Filipino
Language: Tagalog, Bisaya, and English

EDUCATIONAL ATTAINMENT
SENIOR HIGH SCHOOL
Arcelo Memorial National High School
2023-2024
San Vicente, Liloan, Cebu
JUNIOR HIGH SCHOOL
Opol National Secondary Technical School
2021-2022
Opol Misamis Oriental
ELEMENTARY
Opol Central School
2017-2018
Opol Misamis Oriental

59