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INFLUENCE OF WORK IMMERSION ON ENHANCING THE KNOWLEDGE

AND SKILL S OF SELECTED GRADE 12 STUDENTS IN
LUIS PALAD INTEGRATED HIGH SCHOOL

A Research Proposal
Presented to
The Senior High School Faculty of
Luis Palad Integrated High School
City of Tayabas, Quezon

In Partial Fulfillment
of the Requirements in
RESEARCH PROJECT

by:

Zaireen Y. Bebida
Jomar C. Daluraya
Danica L. Doria
Deniel R. Lubiano
Merry Aubrey Z. Malaborbor
Geoffrey C. Rivera
Erika C. Zarsuelo

March 2019

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CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Work Immersion refers to the part of the Senior High School (SHS)

Curriculum consisting of 80 hours of hands-on experience or work simulation

which the Grades 11 and 12 students will undergo to expose them to the actual

workplace setting and to enrich the competencies provided by the school under

the supervision of the School Head and the designated personnel of the Partner.

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

the K to12 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 education, work immersion is a

required subject that has been incorporated in the curriculum.

Magno (2018) stated that they will be competent to their respective field of

interests and will they be skillful and knowledgeable enough to help suffice the

economic needs of the Philippines especially in the man power field. The

government comes up to implementing work immersion that will be conducted

depending on what the learners’ purposes or needs. And before further

discussing, I totally agree on this stand for it will be one of the key practices on

improving student performances.

Trade Congress of the Philippines (2015) stated that immersion is done

outside the school campus in a “Workplace Immersion Venue,” defined as “the

place where work immersion of students is done. Examples of work immersion

venues include offices, factories, shops and project sites.

According to YKS (2018) they will know about the work ethics, will gain

knowledge about the safety in the workplace, the rights, responsibilities, learning

the effective way to resolve conflicts among coworkers and the work will not be

that hard for them if they apply at the same or related company.. Rarely are OJT

students expected to produce the same products that regular employees

produce. If that’s the case, how are these students going to learn prior to th eir

expectation with these experts that are going to teach them to be future

professionals.

Based to the study of Valley (2015) Work Immersion Program the Willow

Valley Work Immersion Program (WIP) focuses on helping young adults with

disabilities make a successful transition from school to productive adult life. This

unique one-year immersion program serves students with disabilities who are in

their last year of high school. With the goal of competitive employment, each

student receives classroom instruction and hands-on experience through

internships in as many as three departments within the Willow Valley

Communities. Through their work immersion experiences, students also develop

employ ability, social, and independent living skills Educational institutions are

expected to prepare students for employment or practice of profession. For

instance, a study on employ ability skills of business students recommended that

educational practices and activities should include those that will enhance the

skills of students in critical thinking and problem solving, systematic information

management, group leadership and motivation, and plan or project development

and implementation.

Immersion is focuses on education and its role in shaping the future of

students in K to 12Curriculum in response to global competitiveness particularly

in ASEAN Economic Community by 2015. Ramos (2015) stated that the literature

will also discuss issues about job market, job mismatch, competitiveness

and marketability or employ ability. At this pace of this changing society and

economy a lot of actions should take place. They have to face a lot of challenges

especially educators who are being asked to do more with less due to rapidly

evolving technologies and ongoing shifts in global economy and demography. A

successful education system will need to be of paramount importance if a

multicultural society to succeed and prosper in the future. Education is a gate

way to a better job and greater earning potential. One key to understand this

issue is an appreciation of the overall land scape education and training.

For many employees, work can feel like a place where life gets put on

hold, and all of the self improvement we plan to do ends up second string to our

lives as employees. According to Tony (2015) for some workers, long working

days or a constant connectivity to work-related technology can have a powerful

negative impact on quality of life both in and out of the office. The result of this is

a downward spiral of negative energy, where self improvement seems like an

impossible mountain to climb and gets placed by the wayside. But there’s good

news! Companies as a whole are showing a trend towards encouraging

employees to relax, take breaks, exercise, and establish a workflow routine that

compliments employees’ individual work styles. Because of this, employees are

finding themselves more free to shape their work lives to fit around their personal

lives, resulting in happier, more productive employees.

When process improvement knowledge and abilities are effectively utilized

within an organization, it results in better product/service quality, customer

satisfaction and loyalty, enhanced productivity, and ultimately a faster as well as

higher return on investment.

This research seeks to tackle the impact of work immersion in enhancing

the students’ knowledge and skills to know what are the preferences courses

they take in college and what are the best courses fit to them accordingly to their

gained knowledge and skills.

Statement of the Problem

This study aims to know the influence of work immersion to selected Grade

12 students when it comes to their knowledge and skills.

Specifically, it seeks to answer the following questions:

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

1.1 Strand;

1.2 Sex;

1.3 Course preference in college; and

1.4 Department/Offices under you take a work immersion?

2. What is the influence of work immersion on of selected Grade 12 students in

terms of:

2.1 knowledge; and

2.2 skills?

3. What infographic material can be developed based from the result of the

study?

Conceptual Framework

Work immersion is a part of the Senior High School Curriculum where the

Grade 12 students are experiencing the real workplace that they want to choose

in college. It may be considered with great importance to have an experience in

order to gain knowledge and skills. The researchers considered it necessary to

conduct a research study on the said area to know the influence of work

immersion to the grade 12 students that can enhance their knowledge and skills

on their preferences course in college. Work immersion serve as way of gaining

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new experiences for all the beginner students that will take an academic

profession in college. These experiences will lead to have discipline, patience

and good character. Each student will have developed their moral character that

will mostly needed in the near future. Therefore, each school whether private or

public it is should have at least 80hrs of experiences in work to gain a particular

skills and knowledge. In other word, it is expected that this study could have

contribute in making decision in choosing courses in colleges by the influence of

work immersion to gain a new knowledge and skills to the students.

Research Paradigm

INPUT PROCESS OUTPUT

Reading books, Surveying grade 12 The researchers

journals, and other students’ on does work will create an
printed materials. immersion enhance infographic and
Browsing electronic their skills and ability? that will serve as
sources on Impact the research
of work immersion Predicting the impact of output.
to the students work immersion to the
knowledge and grade 12 students’
skills.
Analysis of data

Figure 1. Input-process-output model on the Influence of Work Immersion on

Enhancing the Knowledge and Skills of Selected Grade 12 Students
in Luis Palad Integrated High School

Based on Figure 1, reading books, journals, and other printed materials.

Browsing electronic sources on Impact of work immersion to the students’

knowledge and skills serve as the input of the study. For the process, surveying

grade 12 students’ on does work immersion en hance their knowledge and skills ,

predicting the impact of work imme rsion to the grade 12 students’ and analysis of

data. The researchers will create an infographic and that will serve as the

research output.

Significance of the Study

The result of the study will be beneficial to the following:

To the student, the findings of this study will have great benefits to the

students to enhance their knowledge and skills that will help them to the near

future.

To the teachers, the findings of this study will likewise be useful as the

teacher will know what are the knowledge and skills of students and what

courses fits them.

To the school, to acknowledge that the students of this campus was able to

undergo work immersion and enhance their knowledge and skills.

The outcome of the study is beneficial to the present researchers , in

providing them the information about what is the impact of work immersion in

enhancing the students knowledge and skills.

To the futu re researchers, this may set as the basis that a new theory in

learning will arise. This also may set a new knowledge to the future researchers.

Scope and Delimi tation

This study will be conducted at Luis Palad Integrated High School. Limited

only for those students who already took and have experiences on work

immersion. This study will determine the influence of work immersion to the

students to gain new knowledge and skills that would be useful to choose a

course in college. The participant of this study is limited only on grade 12

students who are currently enrolled in Luis Palad Integrated High School SY:

2018-2019 with the total of 180 students.

The time frame of the study is from November 2018 until March 2019.

Defini tion o f Terms

For the clarity of the study, the following terms are defined either

conceptually or operationally.

Course is a relatively skills or knowledge of one person regarding to the career

he chooses.

Department particular area that the workers take in work immersion.

Enhance is an increase or improvement in quality value or extent.

Infographic is a informative graph regarding to the topic and it is the output

of the study.

Knowledge defined by Webster Dictionary as the factor of condition of knowing

something in familiarity gained through or association.

Immersion refers to the program that letting their students experience the actual

work scenario Eroles (2018).

Influence is a impact or a factor that affects of ones beliefs or behavior.

Sex is state of being female or male.

Skills is an ability and capacity acquired through deliberate, systematic, and

sustained effort to smoothly and adaptively carryout complex activities or

job functions involving ideas (Bebida, Doria, & Zarsuelo 2018).

Strand is a academic profession in K-12 program. It is a non specific courses

but have a relative and connected skills in choosing course in college.

Work Immersion it provides students “real workplace” experience, giving

students a set of technical-vocational and livelihood skills that can help

them make more informed career choices and improve their

employment prospects (The Asia Foundation, 2018).

10

CHAPTER II

REVIEW OF RELATED LITERATUREAND STUDIES

This chapter presents relevant literature and research findings that

support the consistency and reliability of the study

Work Immersion

Mendoza (2017) stated that the acquired skills of the senior high school

students gained after adding two years to basic education through the K to 12

Curriculum, the Department of Education (DepEd) has released the guidelines

for the conduct of work immersion activities for SHS students in the country.

According to DepEd Secretary Leonor Briones, 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 learners 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.

Contained in the enclosure of Deped Order No. 30, series of 2017

released on June 5, the guidelines specify that the said work immersion will

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enable students to become familiar with the workplace, experience workplace

simulation and apply their competencies in areas of specialization. The said work

immersion activity can range from 80 to 320 hours. DepEd hopes that partner

institutions will provide learners with work immersion opportunities, workplace or

hands-on experience, and additional learning resources through partnership

building. The schools may partner with recognized institutions or organizations to

come up with agreements on work immersion for students and because the

students are still minors, work immersion requires parental consent. Because the

safety of learners is primary to Deped, the department shall ensure that all

schools and venues for learning are conducive to the education and safety of the

learners.

This endeavor is in collaboration with its partners and stakeholders found

near where the schools are located. The guidelines further provide that the

maximum number of hours spent in the work immersion venue is 40 hours per

week and no more than eight hours per day as provided by law. So as not to

exploit the students who are still minors, DepEd stressed that work immersion

should not be reduced as a mere recruitment tool for a partner institution, saying

that the students should also gain skills that will enable them to qualify for other

job options. Consequently, the schools and students should not be asked to pay

the senior high school partner institution for any work immersion activity

conducted. The guidelines added that fees for work immersion must only be set

12

after consultation with parents. This Corner hopes that these guidelines will serve

its purpose of providing the students, parents and the stakeholders a document

to refer that will govern the work immersion and a piece of paper that will realized

the full potential of our SHS graduates towards creating a climate of owning and

doing a responsibility.

According to Trade Congress of the Philippines (2015) the word

“immersion” as it applies to the K to 12 curriculum is defined in the Department of

Education (DepEd) Order No. 40, series of 2015:

“Work Immersion refers to the part of the Senior High School (SHS)

Curriculum consisting of 80 hours of hands-on experience or work simulation

which the Grades 11 and 12 students will undergo to expose them to the actual

workplace setting and to enrich the competencies provided by the school under

the supervision of the School Head and the designated personnel of the Partner.”

Immersion is done outside the school campus in a “Workplace Im mersion

Venue,” defined as “the place where work immersion of students is done.

Examples of work immersion venues include offices, factories, shops and project

sites.”

What could lead to confusion is that the word “immersion” actually has two

meanings in K to 12. The first meaning refers to a required SHS subject in the

curriculum. The second meaning refers not to a subject but to a preferred mode

of delivery of Tech-Voc subjects. Let us take the first meaning – immersion as a

13

subject in the curriculum. In the Curriculum Guides posted on the DepEd

website, the word “immersion” occurs in the Specialized Subjects of the tracks

(Academic, Technical-Vocational-Livelihood or TVL, Sports, and Arts and

Design).

Immersion is only one of four options under “Work Imme rsion / Research /

Career Advocacy / Culminating Activity.” (Let us call that subject WRCC for

convenience.) In the Academic Track, WRCC is the ninth required specialized

subject in the Accountancy, Business and Management (ABM), Humanities and

Social Sciences (HUMSS), and Science, Technology, Engineering, and

Mathematics (STEM) strands. WRCC is not listed in the General Academic

Strand (GAS), but since two Electives may be taken from the other strands, it

may be required also by particular schools.

WRCC is a required specialized subject in the Sports Track. In this

particular track, the phrase “Apprenticeship (off -campus)” is added as an

example of a WRCC. The use of this phrase is unfortunate, because the word

“apprenticeship” has a legal meaning in RA 18 26 (National Apprenticeship Act of

1957). Legally, an apprentice is “a worker of at least 16 years of age who is

covered by a written apprenticeship agreement with an employer, an association

of employers, an organization of workers, or an apprenticeship committee

registered with the Apprenticeship Division, which contract provides for not less

than two thousand hours of reasonably continuous employment for such worker

14

and for his participation in an approved schedule of work experience through

employment and supplemented by related classroom instruction. No person shall

work or be engaged as apprentice unless he is at least sixteen years of age, has

completed the high school course or such course or courses as the Secretary of

Labor may prescribe.”

There are two things that show that the word “apprentice” cannot be used

within the Sports track. First, the apprentice must already have finished high

school, and second, the apprentice must render at least 2,000 hours. Immersion

as a subject covers only 80 hours, or if the student spends all day Monday to

Friday, only two weeks out of the school year.

According to Henry (2011) having the immersion was really a good start to

experience how does it feel to be in a work place. These students provide unique

insights into what it’s like to get hands on experience through full time

employment in a technology-driven global work environment. One reason many

of us go to college is to learn the knowledge necessary to acquire a job and

pursue a career after we graduate. We aim to gain the skills that we will need to

work in an industry. This is what really sold me on the GET experience. I was

able to go to work for 40 hours a week, get real, hands on knowledge of

applications, development, and corporate culture, as well as earn credit towards

my major. The best part was that they treated me like a full time employee, not

an intern. This is what really sold me on the GET experience. I was able to go to

15

work for 40 hours a week, get real, hands on knowledge of applications,

development, and corporate culture, as well as earn credit towards my

major. The best part was that they treated me like a full time employee, not an

intern.

According to Ronda (2018) The Department of Education (DepEd) is

banking on the “strong partnerships” it has forged with the Philippine Chamber of

Commerce and Industry (PCCI) and other industry groups as the Grade 12

students under the K-12 basic education curriculum take their work immersion

course requirement. Work immersion, according to the DepEd, is a key subject

under the Senior High School curriculum that may be conducted in different ways

and time frame as needed by SHS learners. The subject provides learners

opportunities to familiarize themselves with the workplace; to simulate

employment, and to apply their competencies in areas of specialization/applied

subjects in authentic work environments.

The SHS curriculum provides four “exits” for graduates – higher education,

entrepreneurship, employment or middle-level skills development – where the

first batch of Grade 12 learners is expected to become full-fledged contributors to

social development and nation-building. The DepEd noted that the K-12 Basic

Education Program was created to equip graduates with values, knowledge and

skills that communities, businesses and industries need. The DepEd said it

recognized the PCCI’s concern regarding the minimum number of training hours

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of SHS graduates, as it maintains its confidence on its partnership with the

business group and continues to foster cooperation with various industry partners

by addressing concerns that could arise as the work immersion subject is

implemented.

Specifically, DepEd Order No. 30, series of 2017 or Guidelines for Work

Immersion provides learners with access to industry partners’ facilities and

employment simulation where they are given opportunities to apply their

competencies, gain practical industrial skills and develop good work ethics and

values relevant to pursuing further education and/or joining the world of work.

Under the DepEd order, a learner is required to render a minimum of 80 hours for

work immersion. Consequently, as provided by law, a child below the age of 18

but older than 15 must spend a maximum of 40 hours per week and no more

than eight hours per day in the work immersion venue. The same issuance does

not limit a learner’s practical work experience hours to 80 hours and offers

several delivery models from which schools may choose based on the number of

hours (80 hours, 240 hours, 320 hours), learner’s purpose and needs, school

capabilities and compliance to the Technical Education and Skills Development

Authority (TESDA), Department of Labor and Employment (DOLE) and DepEd

Work Immersion Guidelines.

Schools may also design their own delivery models as they deem fit for a

specific situation or concern, subject to the approval of the Regional Office. The

17

K-12 program was crafted in close coordination with the Commission on Higher

Education, TESDA and representatives of the business community. It aims to

produce lifelong learners who are locally and globally competitive, and ready to

pursue their desired path.

Students Gain New K nowl edge in Work Immersion

According to the study of Fortune (2015) over nearly half a century,

research on language immersion education has heralded benefits such as

academic achievement, language and literacy development in two or more

languages, and cognitive skills. This research also exposes some of the

challenges that accompany the immersion model, with its multilayered agenda of

language, literacy and intercultural skills development during subject matter

learning. This chapter outlines key findings for both advantages and challenges.

Without question, the issue investigated most often in research on

language immersion education is students' ability to perform academically on

standardized tests administered in English. This question emerges again and

again in direct response to stakeholder concerns that development of a language

other than English not jeopardize basic schooling goals, high levels of oral and

written communication skills in English, and grade-appropriate academic

achievement. The research response to this question is longstanding and

consistent. English proficient immersion students are capable of achieving as

18

well as, and in some cases better than, non-immersion peers on standardized

measures of reading and math.

This finding applies to students from a range of socioeconomic and ethnic

backgrounds, as well as diverse cognitive and linguistic abilities. Moreover,

academic achievement on tests administered in English occurs regardless of the

second language being learned. In other words, whether learning through

alphabetic languages (Spanish, Hawaiian, French, etc.) or character-based

languages (Mandarin, Japanese, Cantonese), English-proficient students will

keep pace academically with peers in English-medium programs.

It is important to acknowledge that early studies carried out in one-way

total immersion programs, where English may not be introduced until grades 2 –5,

show evidence of a temporary lag in specific English language skills such as

spelling, capitalization, punctuation, word knowledge, and word discrimination.

That said, these studies also find that within a year or two after instruction in

English language arts begins, the lag disappears. There were no long-term

negative repercussions to English language or literacy development.

Does this same finding apply to students in two-way immersion (TWI)

settings whose first language is other than English? In the past fifteen to twenty

years, US researchers found that English learners' academic achievement also

attained the programs' goals. By the upper elementary, or in some cases early

secondary grades, English learners from different ethnicities, language

19

backgrounds, socioeconomic levels, and developmental profiles perform at least

as well as same background peers being schooled in English only. Most English

learners in TWI come from Latino families whose home language is Spanish. As

an ethnic minority in the United States, Latinos are both the fastest-growing

student population and the group with the highest rate of school failure. Research

in Spanish/English TWI contexts points to higher grade point averages and

increased enrolment in post-secondary education for this student group,

compared to Latino peers participating in other types of educational programs

such as transitional bilingual education and various forms of English-medium

education.

Although the vast majority of TWI research has been carried out in

Spanish/English settings, Dr. Kathryn Lindholm-Leary recently reported results

from a study of two Chinese/English TWI programs. Students in grades 4 –8

whose home language was Chinese tested at or above their grade level and the

same as or well above peers with similar demographic profiles participating in

non-TWI programs. Leary's findings align with those of other TWI programs.

Work Immersion Help t he Students to Enhance their Skills

According to Carlos (2018) the Enhanced Basic Education Act of 2013

stipulates that two (2) more years in high school shall be added, hence the

creation of senior high school. The Act is geared towards enhancing further the

20

skills and knowledge of students for them to be well equipped in facing the

challenges that lay ahead, whether in pursuing higher studies in college or in

entering the very competitive employment field.

It improves and builds new skills. Immersions will have students gain new

skill sets and improve their existing capabilities. Victory Christian International

School (2015) stated that through immersion that students get to discover

themselves and jumpstart their professional growth. Students become good team

players. A person who works well with others can go places. Students who know

this early on are better able to improve their communication skills and can be an

asset to the team in building projects. Students become financially aware at an

early age. By being exposed to the daily operations of a real work environment,

students learn how to think like an adult, manage their finances effectively, and

be exposed to acquiring other related skills such as budgeting and

marketing. Students have goals. Immersion trains them how to achieve these

goals by giving them an opportunity to work with and be supervised by

professionals and highly creative people. These people can inspire students to

discover their capabilities.

To ensure further that the objective would be met, DepEd included two

(2) TRACKS in the curriculum; one the Academic Track which includes various

Strands for those students who wants to pursue higher education in college and

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21

second, the Technical Vocational Livelihood Track for students that would opted

to work or find job after senior high school. The very purpose of these Tracks is

to further hone their interests and develop and enhance skills and knowledge of

senior high school in their chosen field of interest for them to be ready,

competent and equipped to confront the realities and challenges that lay ahead.

Furthermore, a Work Immersion Program was also conceptualized.

Basically, it aims to expose the students to the harsh realities of environment in a

workplace. This exposure also aims to develop and enhance the work ethics and

habits of senior high school students. It would also serve as an assessment tool

on the affectivity of the module designed for the purpose.

All Work Immersion Program exposures shall observe strict compliance