Stem - Senior High School Students' Perception On Work Immersion - Mayos, Bacullo, Tanacio, Julaton - 2022-2023
Stem - Senior High School Students' Perception On Work Immersion - Mayos, Bacullo, Tanacio, Julaton - 2022-2023
Stem - Senior High School Students' Perception On Work Immersion - Mayos, Bacullo, Tanacio, Julaton - 2022-2023
A full paper research presented to the Senior High School Faculty of Rizal
National School of Arts and Trades in fulfillment of the requirement in the subject
Inquiries, Investigation, and Immersion.
Presented by:
June 2023
TABLE OF CONTENTS
Page
Dedication……………………………….…………………………………………………….…3
Acknowledgement………………………………………………………………………………4
Abstract…………………………………………………………………………………………..5
Introduction………………………………………………………………………………………5
Research Questions…………………………………………………………………………….6
Significance of the Study……………………………………………………………………….7
Conceptual Framework…………………………………………………………………………8
Review of Related Literature………………………………………………………………......8
Methodology……………………………………………………………………………………10
Research Design ……………………………………………………………………...10
Locale of the Study…………………………………………………………………….10
Respondents of the Study…………………………………………………………….10
Research Instruments…………………………………………………………………10
Data Gathering Procedure……………………………………………………………10
Data Analysis…………………………………………………………………………..11
Ethical Considerations…………………………………………………………….…..11
Results and Discussion…………………………………………………………………….…12
Conclusion……………………………………………………………………………….……..18
Recommendations………………………………………………………………………….…19
References……………………………………………………………………………………..21
Literature Matrix........…………………...…………………………………………………….24
Appendices ............................………………………………………………………………..49
Letter..................................…………....……………………………………….…….49
Survey Questionnaire….....……………………………………………………….….51
Curriculum Vitae...............………...…………………………………….……………54
DEDICATION
This research is dedicated to all the senior high school students who participated in the
work immersion program and generously shared their perceptions and experiences. Your
valuable insights and contributions have played a crucial role in shaping this study. It is our
sincere hope that this research serves as a meaningful platform to shed light on the significance
of work immersion programs and the impact they have on the academic and career
development of students.
Moreover, we would like to dedicate this research paper to our subject teacher, Mr.
Henry James Echalar, our research adviser, Mrs. Jacqueline Valdez, and Sr. Jefferson Degay,
our esteemed research coordinator. We also extend our gratitude to our panelists, whose
expertise and constructive feedbacks have been indispensable in refining our research. We
deeply appreciate your time, attention, and thoughtful contributions, which have enhanced the
quality of this study. Your constant guidance and teachings have been instrumental in the
completion of this study. We are truly grateful for your support and mentorship throughout this
journey.
We would also like to dedicate this research paper to our loving family and friends. Your
presence and friendship have made this academic pursuit all the more rewarding. We thank you
for being there for us and for understanding the time and effort we put into this project.
Lastly, we dedicate this research paper to our Almighty God. We are grateful for the
strength, wisdom, guidance, power of thinking, security, competence, and good health that we
have received while working on this research. We offer all of these to you with deep gratitude.
ACKNOWLEDGMENT
We would like to express our deepest gratitude to all the individuals and institutions who have
supported and contributed to the successful completion of this research.
First and foremost, we extend our heartfelt appreciation to the senior high school students who
participated in this study. Your willingness to share your thoughts, opinions, and experiences
has been instrumental in the formation of our findings. Your dedication and enthusiasm have
truly inspired us throughout the research process.
We would like to extend our sincere thanks to the faculty and administrators of Rizal National
School of Arts and Trades for their support and assistance in facilitating the work immersion
program and granting us permission to conduct this research. Your commitment to providing
quality education and enriching opportunities for your students is commendable.
We are deeply grateful to our research advisors and mentors, whose guidance, expertise, and
firm support have been very helpful. Your invaluable insights and constructive feedback have
significantly shaped the direction and quality of this study.
Lastly, we express our sincere appreciation to our families for their love, encouragement, and
understanding throughout this research endeavor. Your support and belief in our abilities have
been crucial in our pursuit of knowledge.
To everyone who has contributed to this research in one way or another, your involvement and
support have been fundamental to its completion. Thank you for your invaluable contributions,
which have enabled us to illuminate the perceptions of senior high school students regarding
work immersion programs and their potential impact on their academic and career development.
ABSTRACT
This study aimed to look into the perception and expectations of students on work
immersion to be able to provide insights or interventions. It utilized quantitative type of research.
It was conducted at Rizal National School of Arts and Trades to the Senior High School
students. The survey results indicate that the participants generally hold a moderately positive
perception of work immersion. Furthermore, the findings reveal that senior high school students
have a favorable overall perception of work immersion, with multiple factors influencing their
perceptions. Family plays the most influential role, with the highest percentage, indicating that
parental support and guidance shape their perceptions of work immersion in recognizing the
significance of hands-on experience in a genuine work setting. The results provide valuable
insights into the students’ perspectives and can inform educational institutions and policymakers
on how to enhance the work immersion experience for students.
Keywords: Perception and Expectations on Work Immersion, Work Immersion, Senior High
School Students
INTRODUCTION
Our nation has recently seen significant changes as a result of all the factors involved
including economics, health, and education. They claim that the only thing that is permanent in
the world is change. The Philippines educational system was created to give students the finest
possible education that started to happen as soon as education system switched to a K-12
curriculum, designed to prepare students for college and career readiness, which is widely
used. To help students keep pace with the changing demands of the society requires them to up
skill, reskill, and master relevant skills. School play significant role in developing these skills
among students. The gaps between traditional education practices and the needs of a fast-
paced economy and society could be addressed by preparing students for lifelong learning
(Buom, 2001).
Young (2006) stated that learning is seen as dynamic process, which leads on an
action. Alternatively put, to be meaningful, learning must be put to the test in the real world. This
process is reflected in Kolb’s experimental learning cycle. ELT (Experimental Learning Theory)
Senior High School Students’ Perception on Work Immersion | PAGE \*
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is founded on the idea of learning occurs best via hands-on experience or “doing”. Experiential
learning is a process through which students develop knowledge, skills and values from direct
experiences outside traditional setting (Association for Experiential Education, 2011) all which is
clearly defined by this well-known maxim: “There is an intimate and necessary relation between
the process of actual experience and education.” (John Dewey, 19380).
In prior years, the work immersion program was not held until 2017, that’s why not all
students are aware of what a work immersion is or how it could influence their career decision;
student’s opinions on work immersion may not be entirely correct. This lack of understanding
and knowledge could lead to missed opportunities for students in terms of career development
and decision making. And, despite the growing popularity of work immersion programs as a way
to provide students with real-world experience and enhance their employability, some students
may have unrealistic expectations about what they will learn and experience during their work
immersion. It is therefore essential to explore students’ perception of work immersion and how it
affects their career decision-making process. This is expected to contribute to the existing
literature on work immersion, providing a foundation for future research on the topic. Thus, the
researchers conducted a study about the perception of students toward work immersion.
Research Questions:
1. What is the students’ perception of the work immersion?
1.1. Is there a significant difference between the perceptions of the respondents?
3. What are the factors that influence the students’ perception on work immersion?
3.1. Is there a significant difference between the factors that influence the respondents’
perception?
Department of Education
This study can assist in determining the effectiveness of the immersion program
in terms of giving students relevant learning experiences, enabling them to enhance their
problem-solving skills and decision-making skills, and bridging the gap between the
classroom and the workplace. Additionally, the study offers information that can be
utilized to guide policy choices about the Department of Education’s implementation of
immersion programs.
Students
This study can provide useful insights into how students perceive the concept of
work immersion and the influence it can have on their educational and career
development. It can also provide important information on how to best implement work
immersion programs in order to optimize the benefits for them.
Teachers
The significance of this study rests in its capacity to give teachers’ understanding
into how students in Senior High School feel about work immersion. By understanding
their viewpoint, teachers may better personalize the immersion experience to the
requirements and interests of each student. This could also assist teachers in better
understanding how to support and direct students throughout their work immersion
experiences so that they get the most out of the opportunity. This can help teachers
make sure that their students are ready for the workforce when they graduate.
CONCEPTUAL FRAMEWORK
The research aimed to investigate how a students’ Senior High School (SHS) strand,
chosen college course and peer influence impacted their behavior, expectations, and perception
towards work immersion. The dependent variables are behavior, perception, and expectation,
while the independent variables are SHS strand, chosen college course, and peer influence.
The research can provide insights into how work immersion can be improved to better meet the
needs and expectations of students.
WORK IMMERSION
Work immersion refers to a form of experiential learning where students are placed in
real-world work environments to gain practical experience and develop professional skills. Work
immersion is a key subject under the Senior High School (SHS) curriculum that is conducted in
different ways and time frame as needed by SHS learners (Alcobendas, J.R., 2022). According
to Alcantara J.C. (2019), work immersion program provides students a hands-on training or
work stimulation, giving a set of skills that can help them make more informed about their career
choices and improve their employment prospects. Work immersion consists of 80 hours of
hands-on experience which grade 12 students will undergo to expose and familiarize them to
the actual work setting and enrich the competencies provided by the school. These real-world
experiences will enhance their knowledge, skills, and work experience to become globally
competitive. Work immersion refers to the subject of the Senior High School Curriculum, which
involves hands-on experience or work simulation in which learners apply their competencies
and acquired knowledge relevant to their work (DepEd Order no. 30, s.2017). The “Enhanced
Basic Education Act of 2013” offer subjects that are new to the education curriculum. One of the
subjects of Senior High School is the implementation of Work Immersion which is a pre-requisite
for graduation as strengthened by the DepEd Order No.30, s.2017 to achieve greater
congruence between basic education and the nation’s development target (Jeson A.
Bustamante, 2019). Work immersion programs should provide students with a safe,
professional, and valuable learning experience that prepares them for future careers in their
chosen industry. It is also important for students and their families to carefully consider the
potential downsides of work immersion programs before committing to them. While work
immersion can be a valuable learning experience, it is essential to ensure that it does not
negatively impact a student's academic progress, safety, or financial well-being.
METHODLOGY
RESEARCH DESIGN
This study utilized quantitative type of research.
RESEARCH INSTRUMENTS
3- POINT LIKERT SCALE
The likert scale consisted of statements that capture various aspects of
the students’ perception of work immersion. It measured the students’ agreement
or disagreement with specific statements related to work immersion.
CHECKLIST
This was used to gather data from the respondents of each strand of
grade 11 and 12 that consisted of specific items that the students marked.
ETHICAL CONSIDERATIONS
The researchers obtained informed consent from all respondents, including
informing them about the purpose of the study, their right to withdraw at any time, and
any potential risks and benefits of participating. Maintained the confidentiality of the
respondents by ensuring that their identities were not revealed in any published
materials and ensured anonymity by assigning false name or codes to respondents.
Respondents were voluntary and not under any pressure to participate. The researchers
avoided using incentives or coercion to encourage participation. Ensured that all data
collected were kept safe and secure, with access only to the research team.
Respondents’ personal information were protected and not shared with any third parties
without their consent. The researchers respected the privacy of the respondents,
including their cultural and social beliefs. Also, provided feedback to respondents after
the study was completed.
PERCEPTION
NO. SA N SD
(3) (2) (1) Wx̅
1. Work immersion is an exciting opportunity to gain hands-on
experience in a real-world work environment where students learn
new skills, meet new people, and explore potential career paths. 293 52 28 2.71 SA
2. Work immersion exposes a student to an active workplace where
he/she can improve his/her communication and social skills. 277 67 29 2.66 SA
3. Work immersion programs, including deployment, can improve
learners' employability by providing them with practical experience
and skills that are highly valued by employers. 266 82 25 2.65 SA
4. Deployment provides learners with an opportunity to develop
work-related skills such as communication, teamwork, problem-
solving, and time management. 271 57 45 2.61 SA
5. Deployment allows learners to interact with professionals in their
field of study, which can provide them with valuable networking
opportunities. 266 64 43 2.60 SA
Ave.Wx̅ 2.65 SA
According to Table 1, the average weighted mean for the Senior High School students’
perception on work immersion is calculated to be 2.65. This indicates that, on average, the
students’ perception of work immersion falls slightly on “Strongly Agree”. The individual scores
from the participants’ responses varied slightly, ranging from 2.60 to 2.71. Although the
differences are not substantial, they reflect some degree of diversity in the students’
perceptions.
A moderately positive perception implies that while there are some students who might
have a more negative or indifferent view, the general sentiment leans towards a positive
evaluation of work immersion. The students likely acknowledge the benefits and value of
engaging in work immersion activities, albeit with some reservations or room for improvement.
The study conducted by Rosales and Barraquias (2019) with the present study, a
common theme emerges regarding the perceived benefits of work immersion programs for
students. Both studies reveal that students hold a positive perception of work immersion,
recognizing it as a valuable experience for their personal and professional development.
Both studies acknowledge the practical knowledge and skills students acquire through
work immersion, which are directly applicable to their chosen field of study. This observation
suggests that work immersion effectively bridges the gap between theoretical learning and real-
world application, enabling students to gain practical insights and skills.
Furthermore, the studies highlight the positive impact of work immersion on students’
self-confidence. As students immerse themselves in authentic work environments and face the
challenges and expectations of their chosen profession, they gradually develop a sense of self-
assurance in their abilities. This boost in self-confidence contributes to their overall growth and
prepares them for future career endeavors.
It is important to note that work immersion programs aim to provide students with direct
experiences in real-world work environments, allowing them to apply their academic knowledge
and develop essential skills. The fact that the surveyed students have a moderately positive
perception suggests that they recognize the potential benefits of work immersion and appreciate
the opportunity it offers.
Table 2. T- test
t-Test: Two-Sample Assuming Unequal Variances
G11 G12
Mean 2.658 2.632
Variance 0.00477 0.00262
Observations 5 5
Hypothesized Mean Difference 0
df 7
t Stat 0.676294929
P(T<=t) one-tail 0.260282597
t Critical one-tail 1.894578605
P(T<=t) two-tail 0.520565195
t Critical two-tail 2.364624252
**Decision: Accept Ho
The results of the t-test indicate that there is no significant difference in the mean
perception scores between Grade 11 students who have not yet undergone work immersion
and Grade 12 students who have already undergone work immersion. The t-statistic of
0.676294929 is less than the critical value of 1.894578605 (one-tail), suggesting that the
difference in means is not statistically significant.
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The p-value for the one-tail test is 0.260282597, which is greater than the significance
level (typically 0.05). Therefore, we fail to reject the null hypothesis, which states that there is no
difference in the perception scores between the two groups. Similarly, for the two-tail test, the p-
value of 0.520565195 is greater than the significance level, further supporting the conclusion
that there is no significant difference in perception scores between the two groups.
Based on these findings, we can infer that work immersion does not significantly impact
the perception of senior high school students. This suggests that Grade 11 students, who have
not yet undergone work immersion, have a similar perception to Grade 12 students who have
completed the program. It is important to note that this conclusion assumes unequal variances
and a specific sample size, so further research with a larger sample size and other factors
should be conducted to validate these findings.
Graph 1. Grade 11 students’ expectation. Graph 2. Factors that affect Grade 11
perception.
Based on the results in Graph 1, it is evident that most Grade 11 students hold positive
expectations for work immersion. Analysis of the responses to various questions reveals
intriguing insights into their attitudes towards this real-world work experience. Primarily, 96.72%
of students recognize the significance of hands-on experience in a genuine work setting. This
impressive percentage signifies their eagerness to apply theoretical knowledge to practical
situations, demonstrating a sincere desire to enhance their understanding within their chosen
fields.
Moreover, 95.08% of students acknowledge the value of building relationships with
professionals. This finding is promising as it indicates the students’ awareness of the benefits of
networking, which can provide valuable guidance, support, and potential future opportunities.
Recognizing the importance of establishing connections with professionals is crucial for their
career development and showcases their proactive approach to navigating the professional
realm.
The research also reveals that 93.99% of students understand the significance of skill
development. This high percentage demonstrates their proactive mindset towards personal and
professional growth. By recognizing the importance of acquiring new skills and improving
existing ones, students exhibit a commitment to adaptability and increasing their employability.
This awareness is especially crucial in a world where industry demands are constantly evolving.
While the percentage is slightly lower at 86.34%, it is still noteworthy that most students
comprehend the positive impact work immersion can have on their attractiveness to potential
employers. This figure suggests that students are aware of the competitive job market and
aspire to gain practical experience that sets them apart from other candidates. By
acknowledging the potential benefits of work immersion in terms of employability, these
students exhibit a forward-thinking mindset.
Furthermore, the research indicates that 91.26% of students express a desire to explore
different career options and industries. This statistic highlights their proactive approach towards
career planning and decision-making. By expressing an interest in understanding various job
roles and aligning their interests with their career aspirations, students demonstrate a
willingness to explore and expand their horizons. This attitude is vital for informed career
choices and long-term success.
The research further delved into the factors that influence students’ perceptions of work
immersion, sorting out on the key influencers shaping their expectations. On the Graph 2, the
findings revealed that family, classmates, and Grade 12 students wield the most significant
influence in this regard, with percentages of 37%, 20%, and 26%, respectively. These results
underscore the crucial role played by support systems, encompassing both familial and peer
relationships, in shaping students’ understanding and expectations of work immersion.
The influence of family members, comprising parents or guardians, emerged as the most
prominent factor, with 37% of students attributing their perceptions to their familial environment.
This suggests that the attitudes and beliefs held by family members significantly impact how
students perceive work immersion. Positive encouragement, guidance, and discussions within
the family can foster a favorable outlook towards work immersion, emphasizing its value and
benefits. Conversely, a lack of support or misconceptions within the family may hinder students’
enthusiasm and understanding of work immersion opportunities.
Classmates, comprising fellow Grade 11 students, also exert a notable influence on
students’ perceptions, accounting for 20% of the factors shaping their expectations. Peer
interactions and discussions regarding work immersion experiences and prospects can
contribute to the formation of students’ opinions. Positive peer support, sharing of insights, and
discussions about the value of work immersion can inspire and motivate students, fostering a
collective enthusiasm for the program. Conversely, negative peer influences or a lack of
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awareness within the peer group may hinder students’ perceptions and dampen their
expectations.
Grade 12 students, who have already undergone work immersion experiences, hold a
significant sway over the perceptions of Grade 11 students, constituting 26% of the influencing
factors. The experiences shared by older students can offer firsthand insights into the practical
aspects and benefits of work immersion, thus shaping the expectations of their junior
counterparts. Positive accounts and testimonials from Grade 12 students can inspire Grade 11
students, generating enthusiasm and fostering a greater understanding of the value of work
immersion. Conversely, negative experiences or a lack of communication from Grade 12
students may lead to misconceptions or uncertainty among Grade 11 students.
While teachers play a role in shaping students’ perceptions, their influence was
comparatively lower, accounting for 6% of the factors identified. Teachers can provide
information, guidance, and support regarding work immersion, but their impact may be
tempered by the limited amount of time spent with individual students or the diverse range of
subjects they cover. However, it is important to acknowledge the valuable role teachers can play
in imparting knowledge about work immersion and fostering a positive attitude towards it
through classroom discussions, career guidance, and integration of work-related topics into the
curriculum.
Recognizing the significant influence of family, classmates, and Grade 12 students on
students’ perceptions of work immersion provides valuable insights for designing effective
interventions and support systems. Schools and educational institutions can collaborate with
families to promote awareness and understanding of work immersion, organizing workshops or
information sessions to engage parents and guardians. Encouraging positive peer interactions,
creating platforms for students to share their work immersion experiences, and facilitating
mentorship programs between Grade 11 and Grade 12 students can further enhance the impact
of peer influences.
On the Graph 3, the results of our research provide valuable insights into the
perceptions and expectations of grade 12 students regarding work immersion. One prominent
finding is the high value students place on hands-on experience in a real-world work setting.
Majority of students (94.74%) expressed a strong preference for gaining practical experience.
This signifies their recognition of the importance of applying theoretical concepts learned in the
classroom to real-world scenarios. They understand that hands-on experience not only deepens
their understanding of their chosen field but also equips them with valuable skills and
competencies.
Another significant aspect revealed by the research is the students’ desire to build
relationships with professionals. A substantial percentage (95.79%) indicated their intention to
establish connections with professionals who can provide guidance and support throughout their
careers. This finding emphasizes the students’ understanding of the role networking and
mentorship play in their professional development. By building relationships with experienced
professionals, students can benefit from their insights, industry knowledge, and potential
opportunities. It reflects their recognition that mentorship and networking can be instrumental in
shaping their career paths.
Skill development emerged as another crucial aspect in students’ perceptions and
expectations of work immersion. A 96.32% of students expressed their motivation to develop
new skills and improve existing ones through work immersion. This emphasizes the students’
proactive approach towards enhancing their competencies to meet the demands of the job
market. By engaging in work immersion, they recognize the opportunity to acquire practical
skills that will make them more competitive and adaptable in their chosen fields.
The research findings also highlight the students’ belief that work immersion can make
them more attractive to employers and contribute to their success in their chosen field. A
significant percentage (95.26%) agreed that work immersion enhances their appeal to potential
employers. This finding underscores the students’ awareness of the value of work experience
and its impact on their future career prospects. By actively seeking work immersion
opportunities, students aim to enhance their resumes, showcase their capabilities, and stand
out in the competitive job market.
Furthermore, the research indicates that students in grade 12 have a strong inclination
to explore different career options and industries through work immersion. A significant
proportion (94.74%) expressed their desire to gain exposure to various job roles and industries.
This reflects their proactive approach in seeking exposure to different paths and gaining insights
into their interests. Work immersion serves as a platform for students to explore different career
options, make informed decisions, and potentially discover new passions.
Graph 4 shows that the factors that influence students’ perception of work immersion are
multi-faceted, and several key influences have been identified. Among these factors, family,
friends, classmates, and teachers have emerged as significant contributors to students’
perceptions and decisions regarding work immersion.
Family plays the most influential role, with 31% of students indicating that parental
support and guidance shape their perceptions of work immersion. The involvement and
encouragement of parents can have a profound impact on students’ understanding and
attitudes towards work immersion. Parents who actively engage in discussions, provide
information, and offer advice can help their children make informed decisions and develop
positive perceptions of work immersion.
Friends and classmates also exert a considerable influence, with 27% and 22% of
students respectively acknowledging the impact of peer interactions and shared experiences.
Friends and classmates can provide insights, opinions, and personal experiences related to
work immersion, which can shape students’ perceptions through discussions, social
comparisons, and the exchange of information. Peer influence can either reinforce positive
perceptions or introduce new perspectives and considerations.
Teachers, as educators, hold a position of influence in guiding students’ understanding of
work immersion. Approximately 12% of students acknowledged the role of teachers in shaping
their perceptions. Teachers can provide information about work immersion, explain its benefits,
and facilitate discussions to enhance students’ understanding of the experience. Additionally,
teachers can serve as mentors, offering guidance and support during the work immersion
process, further influencing students’ perceptions through their expertise and advice.
It is important to note that a small percentage of students (5%) indicated that none of the
listed factors influenced their perception. This may suggest independent thinking or reliance on
alternative sources of information and guidance. Some students may seek information from
external sources, such as career counselors, online resources, or personal research, which
could shape their perceptions independently from the mentioned factors.
Overall, understanding the influences on students’ perception of work immersion can
help educators, parents, and peers provide effective support and guidance to enhance students’
experiences and facilitate positive perceptions of work immersion. By recognizing the
significance of family, friends, classmates, and teachers, stakeholders can work collaboratively
to ensure students’ understanding and engagement with work immersion programs.
CONCLUSION
The study on Senior High School students’ perceptions of work immersion reveals a
positive perception among them. The average weighted mean for the Senior High School
students’ perception falls in “Strongly Agree”. Family plays the most influential role, with the
highest percentage, indicating that parental support and guidance shape their perceptions of
work immersion. Approximately 12% of students acknowledged the role of teachers in shaping
their perceptions, highlighting their proactive approach towards career planning and decision-
making. Positive accounts and testimonials from Grade 12 students can inspire Grade 11
students, generating enthusiasm and fostering a greater understanding of the value of work
immersion. Peer influence can either reinforce positive perceptions or introduce new
perspectives and considerations.
The study provides valuable insights into the perceptions and expectations of senior
high school students regarding work immersion. Family holds a position of influence in guiding
students’ understanding of work immersion, with 96.72% of students recognizing the
significance of hands-on experience in a genuine work setting. The findings suggest that work
immersion does not significantly impact the perception of senior high school students,
emphasizing the role of networking and mentorship in their professional development.
RECOMMENDATIONS
Given the positive feedback and outcomes, it is crucial to maintain the work immersion
program in senior high school. Consistency and continuity will allow more students to benefit
from the program and gain valuable real-world experience.
The researchers recommend that it may be beneficial to develop and implement
intervention strategies aimed at enhancing students' perception of work immersion. This could
involve targeted programs, workshops, or initiatives designed to address any identified gaps or
concerns in students' perception.
1. Career Planning and Decision-Making Programs: Develop and implement programs that
actively involve teachers in guiding students’ career planning and decision-making
processes. This could include workshops, seminars, or one-on-one mentoring sessions
where teachers provide information and resources to help students make informed
choices about their future careers.
2. Peer Interaction Platforms: Create platforms or forums for students to interact and share
their work immersion experiences. This could be in the form of group discussions, online
communities, or extracurricular activities focused on work immersion. Encouraging
positive peer interactions allows students to learn from each other’s experiences and
perspectives, reinforcing positive perceptions and introducing new considerations.
The researchers also recommend engaging with relevant stakeholders such as school
administrators, teachers, and industry partners to gather their perspectives and insights on work
immersion programs. Collaboration can lead to a better understanding of the challenges and
opportunities associated with work immersion, and ultimately contribute to improving students'
experiences and perceptions.
Replication of the research using different samples and settings is essential to validate
the findings. Replicating the study will help establish the validity and reliability of the results and
provide further evidence regarding the perception of work immersion among senior high school
students.
Since the current study had a relatively small sample size, the researchers recommend
conducting further research with a larger and more diverse sample of senior high school
students. This will help improve the generalizability of the findings and increase the statistical
power of the analysis.
In addition to comparing the perception of work immersion between Grade 11 and
Grade 12 students, it is recommended for future studies to explore and compare the perception
across different schools, regions, or demographic variables. This will provide a more
comprehensive understanding of the factors that may influence students' perception of work
immersion.
While the current study focused on quantitative analysis, incorporating qualitative
methods such as interviews or focus groups can provide deeper insights into the reasons
behind students' perceptions. Qualitative research can help uncover underlying attitudes,
beliefs, and experiences that may contribute to the observed differences or similarities in
perception.
Consider conducting longitudinal studies that follow students over an extended period,
tracking their perception of work immersion throughout their senior high school years. This can
help identify any changes or trends in perception and provide a more comprehensive
understanding of how students' perception evolves over time.
By implementing these recommendations, researchers and educators can gain a more
comprehensive understanding of senior high school students' perception of work immersion and
work towards enhancing the effectiveness and benefits of work immersion programs.
REFERENCES
Alcantara, J. C. (2019). Perception of senior high school sports track students toward their work
immersion. International Journal of Science and Research (IJSR), 6(2), 45-55.
https://www.academia.edu/download/60733896/ART2019593120190928-42280-1rkq6uo.pdf
Adorna, C. R. (2019). ABM Students' Perception towards their Work Immersion
Experience. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2C).
https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/5071
Bustamante, J. (2019). Senior High School Work Immersion Pioneers. A Phenomenological
Study. Journal of International Academic Research for Multidisciplinary, 7(2), 66-75.
https://www.researchgate.net/profile/Jeson-Bustamante/publication/
354126346_SENIOR_HIGH_SCHOOL_WORK_IMMERSION_PIONEERS_A_PHENOMENOL
OGICAL_STUDY/links/612640a576fa33409dfa415a/SENIOR-HIGH-SCHOOL-WORK-
IMMERSION-PIONEERS-A-PHENOMENOLOGICAL-STUDY.pdf
Acut, D. P., Curaraton, E. P., Latonio, G. C., & Latonio, R. A. C. (2021, March). Work immersion
performance appraisal and evaluation of Grade 12 STEM students in science and technology-
based industries. In Journal of Physics: Conference Series (Vol. 1835, No. 1, p. 012013). IOP
Publishing.
https://iopscience.iop.org/article/10.1088/1742-6596/1835/1/012013/meta
Julaton, J. L., De Castro, K. J., & Bautista, R. G. (2019). The Impact of Extrinsic and Intrinsic
Factors on the Perception of Employment of the Senior High School Students Ender the Work
Immersion Program. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2J)
https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/10025
Canuba, C. (2019). Preparedness of Tanza National Trade School Senior High School Students
on Work Immersion: Input to the Manual for Senior High School Work Immersion. Ascendens
Asia Journal of Multidisciplinary Research Abstracts, 3(2L).
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Cruz, J. N. D., & Permejo, M. M. (2020). Workplace skills and competencies: An industry
partners appraisal on work immersion program among senior high school learners. Journal of
Business and Management Studies, 2(3), 41-48.
https://al-kindipublisher.com/index.php/jbms/article/view/855
https://aaresearchindex.com/index.php/AAJMRA/article/view/10060
Enriquez, M. (2019). Applicability and Usability of Performance Tasks in Senior High School
English Subjects to the Work Immersion Communication Needs of Gulod SHS
Students. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2C).
Rosales, J.B., & Barraquias, J. A. (2019). The Benefits of Work Immersion Program among
Senior High School Students. International Journal of Multidisciplinary Research and
Publications, 1(1), 30-34.
Benavente, K., & Bambalan, D. P. (2019). Work Immersion Performance of Shs Gas Students
of Urdaneta City National High School: Basis for Policy Formulation. Ascendens Asia Journal of
Multidisciplinary Research Abstracts, 3(2M).
Abubakar, M., Olumuyiwa, O., & Fasasi, Y. (2021). Perception of undergraduate students
towards work immersion programme. International Journal of Education and Practice, 9(1), 103-
109.
Insorio, AO, Manaloto, CC, & Lareña, JJ (2023). Building awareness, interest, and readiness
towards college course through work immersion. Mediterranean Journal of Social & Behavioral
Research , 7 (2), 65-74.
Montes, V., & Paño, J. (2020). Soft and Hard Skills Perceived Relevant by the Work Immersion
Partner Institutions in the Countryside. Countryside Development Research Journal, 8(1), 35-
43.
Alcobendas, J. R. (2022). Profile and Work Immersion Performance of Accountancy, Business,
and Man-agement (ABM) Students of Selected Implementing Schools in Subic District,
Zambales, Philippines. International Journal of Multidisciplinary: Applied Business and
Education Research, 3(4), 528-537.
Aragon, A. V., & Maranan, L. C. (2020). Work Immersion Experience of Senior High School
Students and its relationship to Academic Performance. Journal of Education and Human
Development, 9(1), 1-8.
Clet, G. M. R., & Chavez, J. C. (2021). Influence of Self-determination, Self-efficacy and
Leadership on Students’ Work Immersion Performance. Academia Letters, 2.
Rodriguez, M. (2019). Work Immersion Among ABM Grade 12 Senior High School Students of
the Anselmo A. Sandoval Memorial National High School. Ascendens Asia Journal of
Multidisciplinary Research Abstracts, 3(2).
Villaverde, S., & Gabotero, S. (2019). Practical Implication of the Implementation of the Senior
HS Work Immersion Program: Inquiry on Students' Experiences, Challenges and
Opportunities. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2G).
Lucero, J. J. D., & Realingo, R. M. (2019). Work Immersion Deployment, Monitoring and
Evaluation (WIDME). Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2K).
Sy, R. B., & De Guzman, E. S. (2020). Grade 12 Students’ Perception of the Work Immersion
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Elizaga, E. C. (2019). Perception of Grade 12 Students Towards Work Immersion Program in
Public Schools. International Journal of Research Studies in Education, 8(1), 25-34.
Bejo, J. D., Modrigo, J. M., Ruben, M. J. S., Sumadchat, C. C., & Fuente, A. L. D. (2019).
Perceive Effectiveness of Implementing Work Immersion in K-12 Curriculum of Grade12
General Academic Strand in Bestlink College of the Philippines. Ascendens Asia Singapore–
Bestlink College of the Philippines Journal of Multidisciplinary Research, 1(1).
Budomo, X. M. (2020). Readiness and Willingness of the Enterprises in Accepting Work
Immersion Activities of Senior High School Students. Review of Integrative Business and
Economics Research, 9, 42-67.
Dianne, E. M., & Marie, R. A. (2021). Grade 12 Students’ Perceptions on Work Immersion
Program in a Senior High School. European Journal of Education Studies, 8(5), 265-277.
McGrath, D., & Murphy, D. (2016). Understanding accounting as a career: An immersion work
experience for students making career decisions. Accounting Education, 25(1), 57-87.
LITERATURE MATRIX
immersion helped to
improved their technical
knowledge and skills.
They learned necessary
life skills needed for their
chosen career like
coaching, officiating and
how to train athletes in
terms of discipline and
attitude. The impact of
work immersion to their
lives and to their career
choice has a great effect.
They have acquired
additional knowledge and
skills which is very useful
for their chosen
field.Their work
immersion was more on
field and was focused in
training. The activities
given to them were
appropriate and suitable
to their age, gender and
sports events.
Adorna, C. R. (2019). To determine Perception, A qualitative This research shows that
ABM Students' the objectives ABM students, approach was work immersions
Perception Towards and benefits of work used in this study, improve the student's
their Work Immersion undergoing work immersion, which aims the skills, particularly in
Experience. Ascendens immersion for work immersion determine communication,
Asia Journal of the experience perception of character building, work
Multidisciplinary Accountancy, Accountancy, ethics, and skills needed
Research Business and Business and for the job.
Abstracts, 3(2C). Management Management
students of students of
General Mariano General Mariano
Alvarez Alvarez Technical
Technical High High School of the
School. The school year 2017-
study also wants 2018 about their
to know the work immersion.
experiences of students
from other strands and
tracks of senior high
school.
Acut, D. P., Curaraton, To measure the Work This study Most of the students
E. P., Latonio, G. C., & performance of immersion, employed a were evaluated
Latonio, R. A. C. (2021, the students performance qualitative outstanding and that their
March). Work during the entire appraisal and research approach performance exceeds the
immersion performance period of evaluation, which sought to required standard. The
appraisal and duration, the Grade 12 evaluate the positive learning gains
evaluation of Grade 12 work immersion STEM students’ suggest that work
STEM students in steering students, performance immersion enables the
science and committee of the science and during the work students to acquire and
technology-based school technology- immersion period. develop the skills of
industries. In Journal of constructed the based teamwork,
Physics: Conference Student’s industries communication,
Series (Vol. 1835, No. Performance attendance and
1, p. 012013). IOP Appraisal and punctuality, productivity
Publishing. Evaluation and resilience, initiative
Sheet to be filled and proactivity, judgment
up the students’ and decision making,
respective dependability and
partner reliability, attitude, and
institution professionalism.
supervisor. Moreover, the students
perceived their
experiences as an
avenue to test
themselves and apply
what they have learned
in a nonschool scenario
where they were not only
able to apply their
previous training but are
also able to experience
the social interactions in
a work environment.
Their experiences in
science-based work
immersion partner
institutions developed
Rosales, J.B., & To determine Benefits, work Descriptive survey Work immersion program
Barraquias, J. A. the benefits of immersion, research had several benefits for
(2019). The Benefits of immersion senior high senior high school
Work Immersion programs students students, including
Program among Senior among senior improved communication
High School Students. high school skills, enhanced work
International Journal of students. readiness, and increased
Multidisciplinary confidence. The most
Research and common types of work
Publications, 1(1), 30- immersion programs
34. offered were on-the-job
training and shadowing.
The challenges
encountered by the
students included
difficulty in finding
appropriate work
properly execute
assigned task,
discourtesy and violation
of company's rules and
regulations. The degree
of seriousness of these
problems encountered
were considered as "not
serious" and "slightly
serious"
Abubakar, M., To investigate Perception, Descriptive survey The undergraduate
Olumuyiwa, O., & the perception of undergraduate design students had a positive
Fasasi, Y. (2021). undergraduate students, work perception of the work
Perception of students immersion immersion programme.
undergraduate students towards work programme The findings showed that
towards work immersion students believed that
immersion programme. programmes. the programme helped
International Journal of them to acquire practical
Education and Practice, skills and knowledge,
9(1), 103-109. improved their
employability, and
enhanced their
understanding of the
work environment.
However, some students
also expressed concerns
about the programme,
such as the lack of
adequate supervision
and support during the
immersion period.
Overall, the study
concluded that work
immersion programmes
are a valuable
component of
undergraduate education
and can contribute to the
development of students’
skills and knowledge.
Insorio, AO, Manaloto, To build the awareness, A practical action The study aimed to build
CC, & Lareña, JJ HUMSS college course, research design the awareness, interest,
(2023). Building students’ interest, was utilized to and readiness of grade
awareness, interest, awareness, readiness, work measure the 12 HUMSS students
and readiness towards interest, and immersion variables before toward their preferred
college course through readiness for and after the work college courses through
work college courses. immersion work immersion under
immersion. Mediterrane implementation. blended learning. The
an Journal of Social & Hence, survey student’s awareness,
Behavioral questionnaires interest, and readiness
Research , 7 (2), 65-74. and interviews for college courses were
were the data low before the work
collection tools immersion
employed to implementation.
collect both However, after the
quantitative implementation, they all
measures and increased, and significant
qualitative differences exist before
descriptions of and after. It means that
experiences. the students’ awareness,
interest, and readiness
for college were built
through work immersion,
which is one of the end
goals of the senior high
school curriculum. Also,
a significant difference in
awareness and interest
levels was established
based on a preferred
college course. Students
who preferred an
education course got the
highest awareness and
interest levels, while
those who preferred a
criminology course got
the lowest awareness
and interest levels. The
work immersion
experiences made the
students knowledgeable
the school.
Hence, the result of this
study solely depended
on the responses of the
four work immersion
partner institutions.
Further studies that
involve
more or various
types of institutions as
work immersion partners
may be conducted.
Alcobendas, J. R. To find out the job skill, The researcher Based on the findings
(2022). Profile and work immersion personality employed the revealed from the
Work Immersion performance of development, descriptive data analysis, the
Performance of the Grade 12 work ethics, survey method of researcher concludes
Accountancy, Business, students at San work immersion research. the
and Man-agement Isidro High fol-
(ABM) Students of School and lowing:
Selected Implementing Subic A typical ABM student
Schools in Subic National High Trainee is a mid-
District, Zambales, School, adolescent female who
Philippines. Internation Zambales, Attained a very
al Journal of Philippines. satisfactory level of
Multidisciplinary: academic performance
Applied Business and and had an out-
Education standing perception of
Research, 3(4), 528- work
537. immersion experiences.
Aragon, A. V., & To determine Work The study used a Students who had longer
Maranan, L. C. (2020). the relationship immersion, descriptive- immersion durations and
Work Immersion between work experience, correlational who were immersed in
Experience of Senior immersion senior high research design. the business and
High School Students experience and school industry sectors had
and its relationship to academic students, higher academic
Academic Performance. performance of academic performance compared
Journal of Education senior high performance to those who had shorter
and Human school students. immersion durations and
Development, 9(1), 1-8. who were immersed in
graduation.
Villaverde, S., & to sustain the Senior HS, Qualitative method WIP exposed the
Gabotero, S. (2019). positive Work of research using students to the harsh
Practical Implication of experiences and Immersion focus group realities of the
the Implementation of address the Program, discussion to environment in a
the Senior HS Work negative ones of experiences, collect the needed workplace, to develop
Immersion Program: the Work challenges, information was and enhance the work
Inquiry on Students' Immersion opportunities, used in this study. ethics, habits and skills
Experiences, students in qualitative to help them succeed for
Challenges and LOPEZ NCHS the rest of their lives.
Opportunities. Ascende during the actual 95% Of the students had
ns Asia Journal of work immersion an outstanding
Multidisciplinary training, performance given by
Research challenges, and partners, that most of the
Abstracts, 3(2G). opportunities students were ready to
experienced by work and partners
the students on suggested increased
their work immersion hours and
immersion policy guidelines in the
stations. work immersion process
of Lopez National
Comprehensive High
School. Work Immersion
opens their eyes and
thinking if the chosen
field suits them. WIP
makes it more realistic
and mature enough to
deal with the problems
encountered. They
considered all of the
difficulties they have
experienced as
challenges. WIP gave
them opportunities and
ideas to decide on what
career they are going to
take in the near future. It
served as a training
ground for them and be
ready on the possible
proximity, legal
requirements, scope of
operation, and presence
of corporate social
responsibility. 3. There
are limited enterprises
that need interns and
willing to accommodate
interns. 4. Availability of
skills needed by the
students and facilities
were identified as the
topmost possible
problems both by the
school and the
enterprises in relation to
work immersions.
Dianne, E. M., & Marie, To investigate Work Descriptive Grade 12 students
R. A. (2021). Grade 12 the perceptions immersion research design perceived that the
Students’ Perceptions of Grade 12 program, program was effective
on Work Immersion students on the perception, enhancing their work-
Program in a Senior Work Immersion grade 12, related knowledge and
High School. European Program in a senior high skills, and in preparing
Journal of Education Senior High school, them for future
Studies, 8(5), 265-277. School. employment. However,
some students reported
that the program was
challenging and
demanding, that they
encountered difficulties in
adjusting to the work
environment.
McGrath, D., & Murphy, To examine the Work The study used a The immersion work
D. (2016). effectiveness of experience, mixed-method experience program had
Understanding an immersion career choice, approach a positive impact on the
accounting as a career: work experience immersion career decision-making
An immersion work program for process of the
experience for students undergraduate undergraduate
making career accounting accounting students. The
decisions. Accounting students in program was found to
Education, 25(1), 57-87. helping them increase the students’
APPENDICES
June 5, 2023
ANTONIA M. CALING
School Principal III
Rizal National School of Arts and Trades
Liwan West, Rizal, Kalinga
Ma’am:
Greetings!
We, the undersigned Grade 12 students of Science, Technology, Engineering and
Mathematics (STEM) strand are currently conducting a research entitled “Perceptions of Grade
11 and 12 on Work Immersion”.
In connection to this, we would like to ask permission from your good office to administer
the analysis and floating of questionnaires among the Senior High School students of Rizal
National School of Arts and Trades.
We believe that you are with us in our enthusiasm to finish our research. We hope of your
positive response for this humble matter. Your approval to conduct this study will be greatly
appreciated.
Respectfully yours,
IRENE MAE B. MAYOS KHYRA FAITH S. BACULLO
NORINA GAIL N. JULATON LAWRENCE S. TANACIO JR.
Dear respondents,
Greetings!
We, the undersigned Grade 12 students of the Science, Technology, engineering and
Mathematics (Stem) strand are currently conducting a research entitled “Perceptions of grade
11 and 12 on Work Immersion.”
In this regard, we may request you to answer the attached questionnaire. We assure you
that any answer you will provide will be treated with the highest degree of confidentiality.
Thank you for your cooperation.
Senior High School Students’ Perception on Work Immersion | PAGE \*
MERGEFORMAT 39
Schools Division of Kalinga SENIOR HIGH SCHOOL DEPARTMENT
Respectfully yours,
IRENE MAE B. MAYOS
KHYRA FAITH S. BACULLO
NORINA GAIL N. JULATON
LAWRENCE S. TANACIO JR.
SURVEY QUESTIONNAIRES
Dear Respondents,
Thank you for taking the time to participate in our research study. Your input is valuable
and will contribute to our understanding of the Senior High School Students’ Perception
on Work Immersion. Please be assured that your responses will remain completely
anonymous and confidential.
Profile of the respondent:
Name(optional): _________________. Grade level: 11
Senior High School Students’ Perception on Work Immersion | PAGE \*
MERGEFORMAT 39
Schools Division of Kalinga SENIOR HIGH SCHOOL DEPARTMENT
12
Introduction:
We kindly request your cooperation in completing this questionnaire. It should take
approximately 15 minutes of your time. Your honest and thoughtful responses are greatly
appreciated.
Students' perception of the work immersion deployment process:
Instruction: Indicate your level of agreement with the following statements regarding your
perception of the work immersion deployment process by putting a check mark (/) in the box.
YES NO
Classmates
Teachers
Others (specify): __________________
Thank you once again for your valuable contribution. Your feedback is greatly
appreciated, and it will be used responsibly to further our research goals.
CURRICULUM VITAE
“BE WHO YOU ARE AND SAY WHAT YOU FEEL, BECAUSE THOSE WHO MIND
DON’T MATTER AND THOSE WHO MATTER DON’T MIND.”