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Chapter I

The Problem and Its Background

Introduction

Education is something that a person can treasure the most, this is somewhat

nobody can take away from that person. In the 21st century, the Department of

Education enhanced the K-12Basic Education by implementing programs to develop the

learners’ competencies, work ethics and values, relevant to pursuing further education,

so they can produce quality graduates who will develop the social and economic

components of nation building in order that the nation can achieve full development and

progress.

In this new curriculum every student shall extend 2 additional years in school.

This is the so called "Senior High School", the two years of specialized upper secondary

education. The choice of career track will define the content of the subjects a student will

take in Grade 11 and 12. Each student in the Senior High School can choose among the

three tracks: Academic; Technical-Vocational-Livelihood; and Sport and Arts.

Senior High School students shall undergo Work Immersion in an industry that

directly relates to the students chosen track, this opportunities provide them relevant

exposure and actual experience. Work Immersion, is a required subject that has been

incorporated in the curriculum it is one of the course requirement for graduation. In Work

Immersion, students are not only able to apply what they had learned in their previous

discussion but also able to experience the social interaction in a work environment.

Through Work Immersion the students can applies their competencies and acquired
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knowledge, this will help to develop the learners’ life, career skills, and prepares them to

make decision on continuing post-secondary goals or employment. In partnership,

Schools hope that the partner industries will provide learners with work immersion

opportunities, workplace or hand on experience, and additional learning resources. The

recent Grade 12 students of Dr. Juan A. Pastor Memorial National High School have

started their work immersion last school year to accomplish their required subject in this

curriculum. The work immersionists have been employed and bring by the work

immersion teacher in a particular industry partners that are related on their chosen

career in the future.

As future educators, the researchers conducted this study to determine the

perception of the Industry Partners towards Work Immersionists.

Conceptual Framework

Input Process Output

Figure 1

The Research Paradigm

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Statement of the Problem

The purpose of this study is to determine the perception of the industry partners

towards work immersionists.

Specifically, this answered the following questions:

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

1.1 age;

1.2 sex;

1.3 company;

1.4 position

2. What is the respondent's perception towards work immersionists in terms of:

2.1 skill

2.2performance

2.3 attitude

3. How do the respondents interact with work immersionists?

4. Is there any significant relationship between the respondents’ perception when

grouped according to profile variables?

5. What recommendations may be given based on the findings?

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Scope and Limitation

This study focused on the Perception of Industry Partners towards Work

Immersionists. This study included the profile of the respondents in terms of age, sex,

company, and position. This study also included the respondents' perception towards

work immersionists in terms of skill, performance, and attitude. In addition the study

aimed to know the significant relationship between the respondents' perception towards

work immersionist and the profile of the respondents.

The study used the Qualitative and Quantitative research design in data gathering

and interpretation specifically the study used the mixed method approach in collecting

data.

The population and samples were limited to the industry partners of Dr. Juan A.

Pastor Memorial National High School. The data collected were subjected to appropriate

analysis and statistical treatments such as chi-square, percentage, mean, ranking and

frequency distribution. However, any information missed is probably because of luck of

time and reliable resources.

Significance of the Study

The result of this study may be beneficial to the following:

Present Work Immersionist. This study may help them to be more competent

and have a high determination before, during, and after their work immersion.

Work Immersion Teachers. This study may help them to know the negative and

positive responses of the industry partners so that they can enhance and improve their

teaching on the students if it is needed.

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School. This study is important for them to be aware about the positive and

negative responses of the of the industry partners towards the work immersionist of the

school.

Future Researchers. This study may serve as reference guide or material that

can be used as a basis regarding to the perception of the industry partners towards work

immersionists.

Present Researchers. This study may help to enhance the knowledge and skills

that the researchers can apply on their daily lives.

Definition of Terms

Age. It refers to the amount of the time during which a thing has existed(Merriam

Webster,2018). In this study, this refers to the main variable and this was

measured using a checklist of age category.

Attitude. It refers to a way of thinking and behaving that people regard as

unfriendly,rude, etc.(Merriam Webster, 2018). In this stud, this refers to the main

variable and this was measured using chi-square.

Company. It refers to a business organization that makes, buys, or sells goods or

provides services in exchange for money(Merriam Webster, 2018). In this study,

this refers to the main variable and this was measured using a checklist of

company category.

Industry Partners.It refers to a business association in which one or more of the

associates offers their expertise to the company as an investment insteadof

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money.(Business Dictionary, 2010). In this study this refers to the main variable

and this was measured using a checklist of industry partners.

Perception. It refers to the way a person thinks about or understands someone or

something (Merriam Webster, 2018). In this study, this refers to the main variable

and this was measured using chi-square.

Performance. It refers to the act of doing a job, an activity, etc.(Merriam Webster,

2018). In this study, this refers to the main variable and this was measured using

chi-square.

Position. It refers to the place where someone or something should be(Merriam

Webster, 2018). In this study, this refers to the main variable and this was

measured using frequency and percentage.

Sex. It refers to the state of being male or female(Merriam Webster, 2018). In this study,

this refers to the main variable and this was measured using a checklist of sex

category.

Skill. It refers to the ability to do something that comes from training, experience, or

practice(Merriam Webster, 2018). In this study, this refers to the main variable

and this was measured using chi-square.

Work Immersion. It refers to the part of 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-in-k-to-12,

n.d) In this study, this refers to the main variable.

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Work Immersionists. They refer to the student who are working in an industry partners

to accomplish their required subject in K to 12 curriculum and also to develop

their career skills, and prepares them to make decision on continuing post-

secondary goals or employment.( immersion-in-k-to-12, n.d) In this study, this

refers to the main variable.

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Chapter II

Review of Related Literature and Studies

This chapter presents the related literature and studies which were reviewed and

helped the researchers fully understand the topic being investigated.

Related Literature

Education is the process of facilitating learning, or the acquisition of knowledge,

skills, values, beliefs, and habits. Educational methods include storytelling, discussion,

teaching, training, and directed research. Education frequently takes place under the

guidance of educators, but learners may also educate themselves. Education can take

place in formal or informal settings and any experience that has a formative effect on the

way one thinks, feels, or acts may be considered educational. The methodology of

teaching is called pedagogy.

Education is commonly divided formally into such stages as preschool or

kindergarten, primary school, secondary school and then college, university, or

apprenticeship. A right to education has been recognized by some governments and the

United Nations In most regions, education is compulsory up to a certain age.Education

began in prehistory, as adults trained the young in the knowledge and skills deemed

necessary in their society. In pre-literate societies, this was achieved orally and through

imitation. Story-telling passed knowledge, values, and skills from one generation to the

next. As cultures began to extend their knowledge beyond skills that could be readily

learned through imitation, formal education developed. Schools existed in Egypt at the

time of the Middle Kingdom. In most countries today, full-time education, whether at
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school or otherwise, is compulsory for all children up to a certain age. Due to this the

proliferation of compulsory education, combined with population growth, UNESCO has

calculated that in the next 30 years more people will receive formal education than in all

of human history thus far.

Education in the Philippines is provided by public and private schools, colleges,

universities, and technical and vocational institutions. Funding for public education

comes from the national government. At the basic education level, the Department of

Education (DepEd) sets overall educational standards and mandates standardized tests

for the K–12 basic education system, although private schools are generally free to

determine their own curriculum in accordance with existing laws and Department

regulations. On the other hand, at the higher education level, the Commission on Higher

Education (CHED) supervises and regulates colleges and universities, while the

Technical Education and Skills Development Authority (TESDA) for technical and

vocational institutions regulates and accredits technical and vocational education

programs and institutions. For the academic year 2017–2018, about 83% of K–12

students attended public schools and about 17% either attended private schools or were

home-schooled. By law, education is compulsory for thirteen years (kindergarten and

grades 1–12). These are grouped into three levels: elementary school (kindergarten–

grade 6), junior high school (grades 7–10), and senior high school (grades 11–12); they

may also be grouped into four key stages: 1st key stage (kindergarten–grade 3), 2nd key

stage (grades 4–6), 3rd key stage (grades 7–10) and 4th key stage (grades 11–12).

Children enter kindergarten at age 5. Institutions of higher education may be classified

as either public or private college or university, and public institutions of higher education

may further be subdivided into two types: state universities and colleges and local

colleges and universities.

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The K to 12 Program covers Kindergarten and 12 years of basic education (six

years of primary education, four years of Junior High School, and two years of Senior

High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop

lifelong learners, and prepare graduates for tertiary education, middle-level skills

development, employment, and entrepreneurship. Every Filipino child now has access to

early childhood education through Universal Kindergarten. At 5 years old, children start

schooling and are given the means to slowly adjust to formal education. Research

shows that children who underwent Kindergarten have better completion rates than

those who did not. Children who complete a standards-based Kindergarten program are

better prepared, for primary education. Education for children in the early years lays the

foundation for lifelong learning and for the total development of a child. The early years

of a human being, from 0 to 6 years, are the most critical period when the brain grows to

at least 60-70 percent of adult size..[Ref: K to 12 Toolkit] In Kindergarten, students learn

the alphabet, numbers, shapes, and colors through games, songs, and dances, in their

Mother Tongue. Senior High School is two years of specialized upper secondary

education; students may choose a specialization based on aptitude, interests, and

school capacity. The choice of career track will define the content of the subjects a

student will take in Grades 11 and 12. SHS subjects fall under either the Core

Curriculum or specific Tracks. There are seven Learning Areas under the Core

Curriculum. These are Languages, Literature, Communication, Mathematics,

Philosophy, Natural Sciences, and Social Sciences. Current content from some General

Education subjects are embedded in the SHS curriculum

Senior High School is two years of specialized upper secondary education;

students may choose a specialization based on aptitude, interests, and school capacity.

The choice of career track will define the content of the subjects a student will take in
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Grades 11 and 12. Each student in Senior High School can choose among three tracks:

Academic; Technical-Vocational-Livelihood; and Sports and Arts. The Academic track

includes three strands: Business, Accountancy, Management (BAM); Humanities,

Education, Social Sciences (HESS); and Science, Technology, Engineering,

Mathematics (STEM). There are seven Learning Areas under the Core Curriculum:

Languages, Literature, Communication, Mathematics, Philosophy, Natural Sciences, and

Social Sciences. While Oral communication, Reading and writing, Komunikasyon at

pananaliksik sa wika at kulturang Filipino, 21st century literature from the Philippines and

the world, Contemporary Philippine arts from the regions, Media and information literacy,

General mathematics, Statistics and probability, Earth and life science, Physical science,

Introduction to philosophy of the human person/Pambungad sa pilosopiya ng tao,

Physical education and health, Personal development/pansarilingkaunlaran, Earth

science (instead of Earth and life science for those in the STEM strand) and Disaster

readiness and risk reduction (taken instead of Physical science for those in the STEM

strand) are the core subject in K-12 Program. There are applied track subjects English

for academic and professional purposes, Practical research 1,Practical research

2,Filipino sa piling larangan, Akademik, Isports, Sining, Tech-voc, Empowerment

technologies (for the strand),Entrepreneurship and Inquiries, investigatories, and

immersion. Each students shall undergo immersion, which may include earn-while-you-

learn opportunities, to provide them relevant exposure and actual experience in their

chosen track.

Work Immersion is a work simulation, or how other students in their comfort

called it as “OJT” that consists of 80hrs basic time allotment up top 320hrs maximum

time for grades 11 and 12 students. Through this, the students will become familiar with

work related environment related to their field of specialization to enhance their

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competence. Education secretary Leonor Briones said that "we should start training our

SHS students in the actual field of work to enhance their competency early" On the other

hand, future successes of the work immersion program also have flaws like the fact that

the country had a lot of experience with on-the-job training programs on the collegiate

level. Unfortunately, many (if not most) college OJT students are assigned only to

insignificant jobs in a company (answering the phone, making photocopies, making

coffee that sort of thing). 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 their expectation with these experts that are going to teach them to

be future professionals. Immersion in SHS will be useless if it is patterned after most of

the OJT experiences currently being undertaken by college students. But, there is a

solution simple enough to end this dilemma if that’s how we call it. And that is to involve

the companies and not just the schools for them to be aware of the educational

objectives of the K to 12.

Related Studies

In the study of Barzegar, N., and Farjad, S.(2011) entitled A Study on the Impact

of on the Job Training Courses on the Staff Performance aimed to determined the

impact of on the job training courses on the performance of the employees at the

Organization for Martyrs Affairs. It was found that courses affect staff performance to

some extent, but the level of changes fall below the desire standard. The researchers

mentioned some recommendation for performance improving of the Foundation’s

Training department that can be a basis for next researches. In this study the statistical

population consisted of the managers and staff in 5 provinces; they were selected

among those employees who had taken part in at least 2 courses since 2010(N=2700).
 Page | 13

The witness group (n=480) were selected through “improbable accessible sampling”

method based on Morgan, Cohen and Krejcie tables. The data collection was done by

the used of valid questionnaire and interviews. The Alpha index (=0.95) was used to

measure item reliability. This applied study is done on the basis of descriptive survey

method. Data analysis is done through application of both descriptive and interpretative

statistics.

Sahinidis, N. (2008) aimed to investigate the relationship between perceived

employee training effectiveness and job satisfaction, motivation and commitment. The

study examined the responses of 134 employees and lower managers, of five large

Greek organizations, after they had completed a training program. The question asked

contained information about the employee attitudes towards the training received, as

well as their attitudes towards their employers. It is indicated that there is a significant

correlation between the employee perceived training effectiveness and their

commitment, job satisfaction and motivation. According to the findings of this study, on

the employee attitudes, which appear to be related to a greater or a lesser extent, in the

pertinent literature, to organizational performance outcomes including, productivity,

turnover and absenteeism in his study entitled Employee perceived training

effectiveness relationship to employee attitudes.

The study entitled Communicating Ethical Values: A Study of Employee

Perceptions of Stevens, B. (1999) aimed to examine the sources (people) and channels

(ways messages were received) that affected how employees learned about ethics. It

was found that training and orientation programs were affirmed as sources of learning

along with teaching others. Codes and handbooks were also identified in their

organization. Organizations must make certain codes reflect the ideals of individuals in
 Page | 14

the organization and the ethical expectations must be clearly communicated. Ethical

issues were discussed more frequently with fellow employees than with supervisors

suggesting that managers could be more proactive about discussing ethics with

employees.

Hartline, M. and Jones K., (1996) in their research study entitled Employee

performance cues in a hotel service environment: Influence on perceived service quality,

value, and word of mouth intentions aimed to investigate employee performance cues

within a hotel service environment. It was found that front desk, housekeeping, and

parking employee performance have significant effects on perceived quality, whereas

front desk and room service employee performance have significant effects on perceived

value. The only performance cue having a direct effect on word of mouth intentions is

the performance of housekeeping employees. Both quality and value increase word of

mouth intentions; however, the effect of value is large relative to the effect of quality.

The study of Salihe, M. (2009) entitled A Study of on the Job Training

Effectiveness: Empirical Evidence of Iran aimed todetermine the degree of effectiveness

of on the job training on Iranians managers. It was found that on the job training has

positive effect on managers’ creativity, achieving organizational objectives, and

economical benefits. With such advantages that training dedicates to organizations, any

organization those have high ambitions, have to conduct such training for achieving

those benefits. Organizations which implements training gives emphasis on; what

percentage of employees have individual challenge, growth and learning plans, the

number of hours of training that worker gets each year. Effective training enhances the

knowledge, skills, attitudes and behavior of people and hence their performance.
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In the study The Big Five Personality Dimension and Job Performance: A Meta-

Analysis of Barrick, M. and Mount, M., (1991) aimed to investigate the relation of the

“Big Five” personality dimensions(Extraversion, Emotional Stability, Agreeableness,

Conscientiousness, and Openness to Experience) to three job performance criteria (job

proficiency, training proficiency, and personnel data) for five occupational groups

(professionals, police, managers, sales, and skilled/semi-skilled). It was found that one

dimension of personality, Conscientiousness, showed consistent relations with all job

performance criteria for all occupational groups. In this study the researchers illustrate

the benefits of using 5 factor model of personality to accumulate and communicate

empirical findings base on the results. The findings have numerous implications for

research amd practice in Personnel Psychology, especially in the subfields of personnel

selection, training and development, and performance appraisal.

Dr..Proudfoot, J, &Dr. Gray, J., (1997) in their research study entitled Effect of

Cognitive-Behavioural training on Job Finding among long term Unemployed people

aimed to investigate the effects of the programme on measures of mental health, job-

seeking, and job-finding. It was found that there are no significant differences between

the groups in job-seeking activity during or after training, but significally more of the CBT

group had been successful in finding full-time work, by 4 months after completion of

training. In this study the researchers’ suggest that group CBT training can improve

mental health and produce tangible benefits in job-finding. The application of CBT

among the unemployed is likely to benefit both individuals and society general.

The study of Nazarov, Z &Akhmedjonov, A., (2014) entitled Education, On-the –

Job Training, and Innovation in Transition Economies aimed to establish the effect of on-

the-job training and university education on innovation decisions made by firms in

 Page | 16

transition economies of Eastern Europe and the Soviet Union. It was found based on a

mixed discrete-continuous model with endogenous variables in the firm-innovation

equation, their findings suggest that further investments in education will not lead to

necessary improvements in firms, demonstrated ability to innovate. This is an

investments in education will not lead to necessary improvement firms’ demonstrated the

ability to innovative. This study is in contrast to on-the-job training which the authors find

increases a firm’ ability to innovate in countries with transition economies.

Kodchakorn, J.S et.al.,(2010) in their research study entitled Factors affecting

Perceived Job Performance among Staff: A Case Study of Ban Karuna Juvenile

Vocational Training Centre for Boys aimed to determine the relationship among

organizational factors , personal factor, and perceived job performance. Also this study

aimed to determine the predictive power of organizational factors (goal setting, and role

ambiguity), and personal factor (job satisfaction on perceived job performance. The

researchers’ instruments consisted of questions for measuring information of

demographic, goal setting, role ambiguity, job satisfaction and perceived job

performance. It was found that role ambiguity had significant negative effect on

perceived job performance.

In the study entitled The structure of employee attitudes to safety: A European

example of Cox, S and Cox, T.,(2007) aimed to study the organizational safety culture

and the structure or architure of employee attitudes to safety as part of that culture. It

was found that employees’ attitudes to safety, within this company (across occupation/

occupational level and country), could be mapped by five orthogonal factors: personal

skepticism, individual responsibility, the safeness of the work environment, the

effectiveness of arrangements for safety, and personal immunity. The theoretical and
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practical implications of these findings are discussed, and attention is drawn to their

subsequent use in an intervention to enhance safety culture within the organization by

attacking supervisors’ attitudes to safety.

Synthesis

The studies of Barzegarand Farjad (2011), Mahdi Salihe (2009), and Nazarov

and Akhmedjonov(2014), focused on the job training courses of the employee, while the

present study focused on the perception of the industry partner towards work

immersionists. However, they are similar because the latter and the former studies both

focused on job employment.

Relatively, the study of Alexandros G. Sahinidis (2010), Betsy Stevens (2008),

Dr.Proudfoot and Dr. Gray (1997) and Sue Cox.and Tom Cox (2007) are similar to the

present study because they all focused on the attitudes of an employee. However, they

differ on each other because the latter study focused on the perception of the industry

partners towards work immersionists in terms of skill, performance and attitude.

The studies of Hartline and Jones (2009), Barrick and Mount (2007), and

Kodchakorn,J.S.,et.al (2010) focused on employee performance in a company. On the

other hand, the latter was focused on the perception of the industry partners towards

work immersionists in terms of skill, performance and attitude. They are similar because

they focused on the employees’ actual performance in a work.

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Chapter III

Research Methods

This chapter presents the procedures and methods the researchers underwent to

come up with the results of the study.

Research Design

This study used the mixed method approach or combination of Qualitative and

Quantitative design, wherein the researchers utilized the survey with the used of

interview method, rating scale and questionnaire. The said interview method rating

scale, questionnaire helped the researchers find out the response of the industry

partners.

The researchers interviewed and surveyed the Industry Partners of Dr. Juan A,

Pastor Memorial National High School.

Subjects of the Study

The respondents of this study are the 14 industry partners of Dr. Juan A. Pastor

Memorial National High School during the school year 2017-2018. A total of 133 or 100

% respondents were used.

Data Gathering Instrument

For the qualitative question, the researchers used an interview method while for the

quantitative question, they used a researcher-made questionnaire. The questionnaire

consists of 21 items formulated in English and in concrete words to be more

comprehensible.
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Data Gathering Procedure

The researchers made their own questionnaire guided by their research adviser.

They had the items validated by two teachers. After that, the researchers drafted a letter

of request to the authorities for administering their questionnaire. Upon approval, the

researchers conducted a company-to-company survey. They explained the nature of the

study to and guided the respondents in answering. They then collected the questionnaire

and prepared the data for submission to the statistician.

Data Analysis

This study made use of simple statistical treatment to analyze and interpret the data

gathered through the use of survey questionnaire.

Frequency and Percentage. These were used to describe the profile variables.

Weighted Mean. This was used to determine the perception of the industry

partners in terms of skill, performance and attitude.

Chi Square. This was used to determine the relationship between the

respondents' age, sex, company, position and their perception on the work

immersionists.

Likert Scale:

Options Scale Range Verbal Interpretation

4 3.50-4.00 Strongly Agree

3 2.50-3.49 Agree

2 1.50-2.49 Disagree

1 1.00-1.49 Strongly Disagree

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Chapter IV

Analysis and Interpretation of Data

This chapter presents the results of the data gathered and the discussions for

analysis and interpretation of the results.

1. Profile of the Respondents

The data include the demographic profile of the respondents in terms of age, sex,

and grade level.

1.1. Age. Table 1.1 shows the demographic characteristics of the respondents in

terms of their age.

Table 1.1

Distribution of Respondents in terms of Age

Age Frequency Percentage Rank

25 years old and below 23 17.3 3

26-35 years old 55 41.4 1

36-45 years old 37 27.8 2

46-55 years old 15 11.3 4

56 years old and above 3 2.3 5

Total: 133 100

Table 1.1 shows that ranking first with a frequency of 55 or 41.4 percent were

respondents whose age was 26-35 years old. Second in rank, with a frequency of 37 or

27.8 percent were respondents whose age was 36-45 years old. Third in rank were 25

years old and below with a frequency of 23 or 17.3 percent. The next in rank, with a

frequency of 15 or 11.3 percent were respondents whose age was 46-55 years old. Last

in rank was 56 years old and above respondent with a frequency of 3 or 2.3 percent.
 Page | 21

1.2. Sex. Table 1.2 shows the demographic characteristics of the respondents in

terms of sex.

Table 1.2
Distribution of Respondents in Terms of Sex

Academic Stranding Frequency Percentage Rank

Female 104 78.2 1
Male 29 21.8 2
Total 133 100

Table 1.2 shows that ranking first with a frequency of 104 or 78.2 percent were

respondents whose sex was female. Last in rank, with a frequency of 29 or 21.8 percent

were respondents whose sex was male.

1.3. Company. Table 1.3 shows the demographic characteristics of the

respondents in terms of Company.

Table 1.3
Distribution of Respondents in Terms of Company

Company Frequency Percentage Rank

Anfa Royale Hotel 2 1.5 14
Bago Ibaan Multi Purpose
10 7.5 6.5
Cooperative
Bangko Kabayan 25 18.8 1
Ibaan Central School 17 12.8 2
Ibaan Feedmills Cooperative 8 6.0 8.5
Ibaan Market Vendors 8 6.0 8.5
Ibaan Municipal Hall 12 9.0 4
IKM-Batching Plant 3 2.3 12.5
Philippine National Police (Ibaan) 4 3.0 10.5
Procopio Mailig Elementary School 10 7.5 6.5
Talaibon Elementary School 11 8.3 5
Tulay Elementary School 16 12.0 3
Utility Bank 4 3.0 10.5
Wyn Power Corporation 3 2.3 12.5
Total 133 100
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Table 1.3 shows that ranking first with a frequency of 25 or 18.8 percent were

respondents who’s working at Bangko Kabayan. Second in rank, with a frequency of 17

or 12.8 percent were respondents who are working at Ibaan Central School. Third in

rank were respondents who are working at Tulay Elementary School with a frequency of

16 or 12.0 percent.

The next in rank, with a frequency of 12 or 9.0 percent were respondents who

are working at Ibaan Municipal Hall. Fifth in rank, with a frequency of 11 or 8.3 percent

were respondents who are working at Talaibon Elementary School.

Sixth in rank, with a frequency of 10 or 7.5 percent were respondents who are

working at Bago Ibaan Multi-Purpose Cooperative and also at Procopio Mailig

Elementary School.

Eighth in rank were respondents who are working at Ibaan Feedmills

Cooperative and also at Ibaan Market Vendors with a frequency of 8 or 6.0 percent.

Tenth in rank were respondents who are working at Philippine National Police and also

at Utility Bank with a frequency of 4 or 3.0 percent.

Twelfth in rank, with a frequency of 3 or 2.3 percent were respondents who are

working at IKM-Batching Plant and also at WYN Power Corporation. Last in rank were

respondents who are working at Anfa Royale Hotel with a frequency of 2 or 1.5 percent.

1.4. Position. Table 1.4 shows the demographic characteristics of the

respondents in terms of position.

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Table 1.4
Distribution of Respondents in Terms of Position

Position Frequency Percentage Rank

Accountant 11 8.3 2
Admin PNCO 1 0.8 16
Admin Staff 7 5.3 3
Book keeper 1 0.8 16
Cashier 3 2.3 8
Chairman 1 .8 16
Clerk 6 4.5 4
Contact Growing Market Lead 1 0.8 16
DSWD Officer 2 1.5 12
Electrician 1 .8 16
Finance Officer 3 2.3 8
Front Desk 1 0.8 16
House Keeper 1 0.8 16
Laborer 1 0.8 16
Loan Clerk 5 3.8 5
Loan Monitory 5 3.8 5
Loan Processor 3 2.3 8
Manager 4 3.0 7
Patrol 1 0.8 16
Personal Officer 1 0.8 16
POR 1 0.8 16
Posting Clerk 1 0.8 16
President 1 0.8 16
Q.C. Engineer 1 0.8 16
Secretary 1 0.8 16
Senior Book Keeper 1 0.8 16
Teacher 54 40.6 1
Teller 3 2.3 8
Treasurer 2 1.5 12
Welder 2 1.5 12
Investigator 1 0.8 16
Information Officer 2 1.5 12
Administrator 1 0.8 16
Budget Officer 1 0.8 16
Health Officer 1 0.8 16
Civil Registrar 1 0.8 16
Total 133 100
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Table 1.4 shows that ranking first with a frequency of 54 or 40.6 percent were

respondents who are working as a Teacher. Second in rank, with a frequency of 11 or

8.3 percent were respondents who are working as an Accountant. Third in rank were

respondents who are working as an Admin Staff with a frequency of 7 or 5.3 percent.

The next in rank, with a frequency of 6 or 4.5 percent were respondents who are working

as Clerk. Fifth in rank, with a frequency of 5 or 3.8 percent were respondents who are

working as a Loan Clerk and Loan Monitory. Seventh in rank, with a frequency of 4 or

3.0 percent were respondents who are working as a Manager. Eighth in rank were

respondents who are working as a Cashier, Finance Officer, Loan Processor, and as a

Teller with frequency of 3 or 2.3 percent. Twelfth in rank were respondents who are

working as a DSWD Officer, Treasurer, Welder and as an Information Officer with

frequency of 2 or 1.5 percent. Last in rank were respondents who are working as an

Admin PNCO, Book Keeper, Chairman, Contact Growing Market Lead, Electrician,

House Keeper, Laborer, Patrol, Personal Officer, POR, Posting Clerk, President, Q.C.

Engineer, Secretary, Senior Book Keeper, Investigator, Administrator, Budget Officer,

Health Officer and Civil Registrar with a frequency of 1 or .8 percent.

2. Respondent's Perception towards Work Immersionists

The data include the respondent's perception towards work immersionists in terms

of: (1) skill; (2) performance; and (3) attitude.

2.1. Respondents’ Perception towards Work Immersionists In Terms Of

Skill

Table 2.1 summarizes the respondent's perception towards work immersionists

in terms of skill.
 Page | 25

Table 2.1

Respondents’ Perception towards Work Immersionists In Terms Of Skill

Weighted Verbal
Skill Rank
Mean Interpretation
1. Work Immersionists can easily
3.51 Strongly Agree 1
understand the instruction
2. Work Immersionists are dedicated
3.44 Agree 3.5
workers

3. Work Immersionists can follow

3.47 Agree 2
written and verbal directions
4. Work Immersionists can easily
understand the basic things 3.44 Agree 3.5
required.
5. Work Immersionists are competent
3.29 Agree 6
and fully able to handle a job.

6. Work Immersionists can share

3.30 Agree 5
information and new ideas
7. Work Immersionists are multi-
3.24 Agree 7
tasking
Composite Mean 3.39 Agree

Table 2.1 shows that the weighted mean of 3.51 imply that the respondents

agreed that Work Immersionists can easily understand the instruction. Second in rank,

the weighted mean of 3.47 indicates that respondents agreed that Work Immersionists

can follow written and verbal directions. Third in rank, the weighted mean of 3.44 implies

that the respondents agreed that Work Immersionists are dedicated workers and also

Work Immersionists can easily understand the basic things required. Fifth in rank, the

weighted mean of 3.30 entails that respondents agreed that Work Immersionists can

share information and new ideas. Sixth in rank, the weighted mean of 3.29 entails that

respondents agreed that Work Immersionists are competent and fully able to handle a

job. Last in rank, the weighted mean of 3.24 entails that respondents agreed that Work

Immersionists are multi-tasking.

 Page | 26

The composite mean of 3.39 implies agreed that the respondents perception

towards Work Immersionist in terms of skill are all positive.

The researchers think that the industry partners are satisfied that the work

Immersionists can easily understand the instruction because they observed the action of

the work immersionists. On the other hand, the Work Immersionists are not really multi-

tasking.

2.2 Respondent's Perception towards Work Immersionists In Terms Of

Performance

Table 2.2 summarizes the respondent's perception towards work

immersionists in terms of performance

Table 2.2

Respondent's Perception towards Work Immersionists

In Terms Of Performance

Weighted Verbal
Performance Rank
Mean Interpretation
1. Work Immersionists have an
3.42 Agree 1.5
ability to do the job properly
2. Work Immersionists are good at
3.31 Agree 4
making things work
3. Work Immersionists enjoy working
out strategies for organization 3.24 Agree 7
growth
4. Work Immersionists can complete
the task assign to them in the 3.28 Agree 6
shortest time possible.
5. Work Immersionists are good in
3.29 Agree 5
communication
6. Work Immersionists are actively
3.36 Agree 3
participating in every task
7. Work Immersionists are attending
3.42 Agree 1.5
in the right time of working hours.
Composite Mean 3.33 Agree
 Page | 27

Table 2.2 shows that the weighted mean of 3.42 imply that the respondents

agreed that Work Immersionists have an ability to do the job properly and also Work

Immersionists are attending in the right time of working hours. Third in rank, the

weighted mean of 3.36 indicates that respondents agreed that Work Immersionists are

actively participating in every task. Fourth in rank, the weighted mean of 3.41 implies

that the respondents agreed that Work Immersionists are good at making things work.

Fifth in rank, the weighted mean of 3.29 entails that respondents agreed that Work

Immersionists are good in communication. Sixth in rank, the weighted mean of 3.28

entails that respondents agreed that Work Immersionists can complete the task assign

to them in the shortest time possible. Last in rank, the weighted mean 3.24 means that

respondents agreed that Work Immersionists enjoy working out strategies for

organization growth.

The composite mean of 3.33 implies to agree that the respondents perception

towards Work Immersionist in terms of skill are all positive.

The researchers think that the industry partners are satisfied that the work

immersionists have an ability to do the job properly and also work immersionists are

attending in the right time of working hours because they observed the performance

while the work immersionists are in their industry. On the other hand, the work

immersionist does not really enjoy working out strategies for organization growth

because that is their first time to work in an actual company.

2.3 Respondent's Perception towards Work Immersionists In Terms Of Attitude

Table 2.3 summarizes the respondent's perception towards work immersionists

in terms of attitude
 Page | 28

Table 2.3

Respondent's Perception towards Work Immersionists In Terms Of Attitude

Weighted Verbal
Attitude Rank
Mean Interpretation
1. Work Immersionists can take the
3.44 Agree 5
responsibility well
2. Work Immersionists are able to
3.45 Agree 3.5
understand others
3. Work Immersionists are thinking
3.35 Agree 6
about organizational values
4. Work Immersionists consider the
moral and ethical consequences of 3.29 Agree 7
a decision
5. Work Immersionists enjoy working
3.47 Agree 2
with co-workers
6. Work Immersionists have positive
3.52 Strongly Agree 1
outlook in life
7. Work Immersionists are courteous
and polite to their co-workers and 3.45 Agree 3.5
customers
Composite Mean 3.43 Agree

Table 2.3 shows that the weighted mean of 3.52 imply that the respondents

agreed that Work Immersionists have positive outlook in life. Second in rank, the

weighted mean of 3.47 indicates that respondents agreed that Work Immersionists enjoy

working with co-workers. Third in rank, the weighted mean of 3.45 implies that the

respondents agreed that Work Immersionists are able to understand others and also

Work Immersionists are courteous and polite to their co-workers and customers.

Fifth in rank, the weighted mean of 3.44 entails that respondents agreed that

Work Immersionists can take the responsibility well. Sixth in rank, the weighted mean of

3.35 entails that respondents agreed that Work Immersionists are thinking about

organizational values. Last in rank, the weighted mean of 3.29 entails that respondents

agreed that Work Immersionists consider the moral and ethical consequences of a

decision.
 Page | 29

The composite mean of 3.43 implies to agreed that the respondents perception

towards Work Immersionist in terms of skill are all positive.

The researchers think that the industry partners agreed that work immersionists

have positive outlook in life because they observed the attitude of the work

immersionists while in their industry. On the other hand, the industry partners are not

really satisfied that the work immersionists consider the moral and ethical consequences

of a decision because they must improve it.

3. Respondents interaction with work immersionists

Based on the interviews conducted, industry partners interact with work

immersionists by instructing them the things that they will do, telling them the rules and

regulations, actively communicating with them and also by treating them as family not

only a co-worker.

Informant 1: Tinuruan namin sila ng instruction na ganito ang gagawin, ganoon

at sila naman ay mayroong nagpipintura, mayroong nag we-welding at minsan
naman ay nagbubuhat ng mga winelding at pinipinturahan nila. Mayroong
sumusunod at may roong pasaway..Hindi pare-parehas.

Respondent 2: Una kinakausap muna namin sila kung ano ang dapat at hindi
nila dapat gawin sa kompanya, pinakilala namin ang mga kasamahan ditto sa
opisina at kung anong mga trabaho ang ibibigay namin sa kamila kumbaga ay
pinag usapan muna namin kung anong core values ng kompanya. Dito sa pagta-
trabaho ay inaasists namin sila kung paano magtrabaho ng totoo. Sabi ko nga sa
kanila habang nandidito sila ang ginagawa nila ay parang yung mga ginagawa
ng mga tunay na nagtatrabaho. Sa tingin ko naman, nilalahat ko na silang lahat
ng napapunta rito ay dedicated sa ginagawa nila, dito kasi sa amin tini-treat
namin ang aming mga empleyado bilang isang empleyado kaya walang pressure
sa kanila o hindi namin sila pinipressure sa kanilang ginagawa.

Respondent 3: Ah, ang itinuro ko sa kanila is yung trabaho ko dito. Friendly ako
kaya itinireat ko sila as my friends. Tinuruan ko sila kung paano ang process ng
pagloloan at tinuruan ko din sila ng paano magcompute ng loans. Yung iba kasi
mahina sa pag pick up ng instructions feeling ko minsan parang wala sila sa sarili
nila pero nung pahuli na naman ay natututo na sila nag iimprove na sila dahil
ganun naman talaga sa una kabado dahil first time nilang mag immersion pero
sa pagdaan ng panahon ay nasasanay na naman sila.

Respondent 4: Bilang isang empleyado tinnitreat namin sila na parang mga ka

empleyado din namin. Tuwing umaga pag sila ay dadating ay bumabati sila at
 Page | 30

naglilinis din naman sa tuwing kami ay naglilinis. Kung sa trabaho ang pag
uusapan ay meron naman silang kanya kanyang trabaho tinotokahan sila ng kani
kanilang gagawin. Kalimitan pag wala silang masyadong gawain ay
nagcecellphone sila.

Respondent 5: Tinanggap namin sila ng maayos. Itinuro ko sa kanya ang mga

dapat niyang gawin. At kung minsan lang sa pag pasok nila ay nale-late

Respondent 6: Kung may mga tanong sila sinasagot naming ng

mayo,tinuturuan namin sila in a way na alam naming tapos syempre bago sila
magturo sa mga bata binigyan muna nami sila ng mga techniques strategies na
pede nilang gawin.

Respondent 7: Normal, nag undergo kasi sila ng training binigyan naming sila
ng lecture tapos minsan sumasama sila sa mga tao namin sa site. Kadalasan
naman ang mga estudyante ay hindi kampante sa actual na kompanya.

Respondent 8: Tini-treat naming sila as normal employee. Inorient naming sila

kung ano ang bawal at hindi dapat gawin. Itunuro din naming sa kanila ang
unform na dapat nila isuot. Minsan kahit on duty sila gumagamit pa rin sila ng
cellphone at kadalasan sila ay natutulog.

Respondent 9: Sa una sa morning more on observation kami, tinatry namin na

sila muna yung maghandle sa mga bata.Binigbigyan ko siya ng kanyang mga
gawain Palibhasa nga bago palang, sa una nangangapa muna kami kung
kakayanin ba nila yung mga pinapagawa ko. Bilang isang guro dahil nga first
time niya yun so ginagawa din namin na i-discussed muna sa kanya yung mga
kailangan nyang gawin.

Respondent 10: Ako, since yung nahandle kong work immersionist ay madalas
nakakakuha o madaling turuan. Naging maayos naman dahil magaling siyang
bata, yung mga tinuturo ay nakukuha niya naman agad.At dahil nga bago pa
lang siya maayos ko siyang pinakikisamahan upang hindi rin naman ma-
pressure. Tapos tinuro ko sa kanya lahat ng mga natutunan ko simula ng
magturo ako. Itinuro ko rin sa kanila yung talagang ginagawa ng isang teacher
tulad ng mga paper works. Hindi ko sila totally pinagagawa ng kanya kundi gina-
guide ko sya, yung dapat niyang matutunan sa mga report at sa pag e-encode.

4. Significant Relationship Between respondent's perception When Grouped

According To Profile Variables

The data include the significant relationship between the respondent's perception

when grouped according to profile variable (age, sex, company and position).

Table 4.1 below shows the significant relationship in respondent's perception

when grouped according to profile variable (age, sex, company and position).
 Page | 31

Table 4,1

Significant Relationship between respondent’s perception

When Grouped according To Profile Variable

Verbal Decision
Profile Chi-Square Test P-Value
Interpretation on Ho
Skill 222.132 .000 Significant Reject Ho
Age Performance 211.552 .000 Significant Reject Ho
Attitude 207.947 .000 Significant Reject Ho
Skill 142.912 .000 Significant Reject Ho
Sex Performance 136.914 .000 Significant Reject Ho
Attitude 141.482 .000 Significant Reject Ho
Skill 212.846 .000 Significant Reject Ho
Company Performance 203.267 .000 Significant Reject Ho
Attitude 216.798 .000 Significant Reject Ho
Skill 2817.202 .000 Significant Reject Ho
Performance 2640.643 .000 Significant Reject Ho
Position
Attitude 2820.158 .000 Significant Reject Ho

Based from Table 4.1, there is a significant relationship between respondent's

perceptionin terms of: (1) age; (2) sex; (3) company; and (4) position.

The Chi-Square test values showed significant relationship valued at 0.000 which

was lower than the critical value of 0.05. Then, the formulated null hypothesis (that there

is no significant relationship between respondent's perception when grouped according

age, sex, and company) was rejected.

The researchers based the result from the 95% level of confidence with 5%

margin of error.
 Page | 32

5. Proposed Recommendations

The following table shows the proposed plan of action.

Key Results Area Objectives Strategies/ Expected

Activities Outcome
1. Multi- To enhance Day-to-day The work
tasking the multi- schedule plan immersionist can
skills tasking skill of be multi-tasking
the work Checklist of day- and do all the
immersionists to-day scheduled
accomplishment

More frequent
monitoring.

2. Organizatio
To encourage Incentives in the The work
nal the form of - immersionists will
growth participation in ribbons/smileys enjoy working and
all the certificates will feel that they
tasks/activities belong
in their
workplace
3. Moral and To enhance A seminar on The work
ethical the moral and work etiquette immersionists will
decision- ethical conduct and the have a deeper
making of a work consequences of understanding on
immersionist rushed decisions the proper ethics
of an employee
 Page | 33

Chapter V

Summary, Conclusions, and Recommendations

This chapter presents the summary of the findings, the conclusions arrived at

and the recommendations borne about by the findings.

Summary

1. Profile of the Respondents

Majority of the respondents are at the age of 26 to 35 years old, females, employees

in Bangko Kabayan and are school teachers.

2. Respondent's perception towards work immersionists in terms of:

Majority of the respondents have a positive perception towards work immersionists in

terms of skill, performance and attitude.

3. Respondents interaction with work immersionists

Most of the respondents interact with the work immersionist just like their real co-

workers. They treat every work immersionists from Dr. Juan A Pastor Memorial National

High School as their family.

4. Relationship Between the respondents' age, sex, company, position and their

perception on work immersionists.

There is a significant relationship between the respondents’ age, sex, company,

position and their perception on the work immersionists.

 Page | 34

5. Proposed recommendation

The researchers recommend the following: enhance the multi-tasking skill of the

work immersionists; encourage the participation in all the tasks/activities in their

workplace; and enhance the moral and ethical conduct of a work immersionist.

Conclusions

Based on the findings, the following are the conclusions arrived at.

1. Most of the respondents were 26 to 35 years old, are female, most of them is a

teacher and the most number of respondents are working at BangkoKabayan

2. Most of the respondents have a positive perception towards work immersionists.

3. Most of the Industry partners have a positive look on the previous work immersionists,

however some of them does not really satisfy on the work immersionist skill,

performance, and attitude.

4. There is a significant relationship between the respondents' age, sex, company,

position and their perception on the work immersionists.

5. The proposed recommendation may be considered.

Recommendations

The following are the recommendations given.

1. That the present Work Immersionists enhance their skills, performance and attitude

regarding work immersion.

 Page | 35

2. That the work immersion teachers make this study as the guide to enhance not only

the skill, performance and attitude of the work immersionists but also to discipline them

before they be deployed in a particular industry partner.

3. That the school give more attention to work immersion so to gain more positive

responses from different industry partners

4. That the future researchers use the findings of the study in their future research

endeavor relating to work immersion.

5. That the present researchers apply all the knowledge and skills they learned about the

perception of the industry partners in their future work immersion.

 Page | 36

References

K-12 work immersion. (2018). Retrieved from https://www.sunstar.com.ph/article/158

Definition of. (n.d). Retrieved from infed.org/mobi/what-is-education-a-definition

History of. (n.d). Retrieved from https://www.scholaro.com/ed/country

Education in the. (n.d). Retrieved from https://www.officialgazette.gov.ph/k-12/

The K to 12 program. (n.d). Retrieved from https://www.officialgazette.gov.ph/k-12/

Senior High. (n.d). Retrieved from www.deped.gov.ph/2015/08/28/do-40-s-2/

Work Immersion is.(n.d). Retrieved from

https://www.scribd.com/document/368599425/Work-Immersion

Barzegar, N. andFarjad, S. (2011).Retrieved from https://doin.org

/10.1016/j.sbspro.2011.11.444)

Sahinidis, A.G., ( 2010). Retrieved from https://www.emeraldinsight.com/doi

Stevens, B. (2008). Retrieved from https://link.spinger.com/article/101023/

Hartline, M. D., and Jones, K. C., (2009) Retrieved from https://doi.org/10.1016/0148-

2963(95)00126-3)

Salihe, M.(2009). Retrieved from https://www,researchgate.net/publication/41891743

Barrick, M. R. and Mount, M. K. (2007)https://doi,org/10.1111/j.1744

6570.1991/tb00688.x

Proudfoot, J. and Gray, J. (2007) retrieved fromhttps://doi.org/10.1016/S0140-

6736(96)09097-6

Nazarov,Z. and Akhmedjonov, A.(2014)https://doi.org/10.2753/EEE0012-

877550060

Kodchakron,J. S., et.al (2010)https://www.tci-thaijo.org/index .php

Cox, S. and Cox, T.(2007)https://doi.org/101080/02678379108257007

 Page | 37

Questionnaire

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
DIVISION OF BATANGAS
District of Ibaan
DR. JUAN A. PASTOR MEMORIAL NATIONAL HIGH SCHOOL
Talaibon, Ibaan, Batangas

Dear Respondents:

We are Grade 12 HUMSS students currently working on a research project about

perception of Industry Partners towards Work Immersionists as a major requirement in
our Inquiries, Investigations and Immersion subject. As such, we are asking for your
assistance in gathering the necessary information needed for the completion of this
endeavour.

Thank you.

Sincerely yours,
The researchers:
Nikka Ella M. Dote
Sheila Marie M. Arellano
Hazel Guerra
Joena Rose H. Sarmiento
Camille Lyka A. Senyahan

Dr. Precy I. Guerra

Research Adviser
 Page | 38

Perception of the Industry Partners towards Work Immersionists

SURVEY QUESTIONAIRRE

Part I. Demographic Profile

Name: (optional)______________________________

Direction: Kindly provide the information being asked for and put a check (/) mark
on the box that corresponds to your answer.

Name (Optional):

Age Sex
 25 and below  Female
 26 to 35 Male
 36 to 45
 46 to 55
 56 and above
Company
Anfa Royale Hotel  IKM-Batching Plan
 Bago Ibaan Multi Purpose Cooperative  Philippine National Police (Ibaan)
Bangko Kabayan  Procopio Mailig ES
 Ibaan Central School Talaibon Elementary School
Ibaan Feedmills Cooperative Tulay Elementary School
Ibaan Market Vendors Utility Bank
 Ibaan Municipal Hall Wyn Power

Position:_______________

Part II.

Direction: Put a check (/) mark on the box that describes your responses/opinion
regarding your perception towards work immersionists.

4−Strongly Agree
3−Agree
2−Disagree
1−Strongly Disagree
 Page | 39

A. Skill

Work Immersionists...
4 3 2 1
1. …can easily understand the instruction.
2. …are dedicated workers.
3. …can follow written and verbal
directions.
4. …can easily understand the basic things
required.
5. …are competent and fully able to handle
a job.
6. …can share information and new ideas.
7. …are multi-tasking
B. Performance

Work immersionists…
4 3 2 1
8. …have an ability to do the job properly.
9. …are good at making things work.
10. …enjoy working out strategies for
organization growth.
11. …can complete the task assign to them
in the shortest time possible.
12. …are good in communication.
13. …are actively participating in every task.
14. …are attending in the right time of
working hours.
C. Attitude

Work immersionists…
4 3 2 1
15. …can take the responsibility well.
16. …are able to understand others.
17. …are thinking about organizational
values.
18. …consider the moral and ethical
consequences of a decision.
19. …enjoy working with co-workers.
20. …have positive outlook in life.
21. …are courteous and polite to their co-
workers and customers.