Chapter 1

THE PROBLEM AND ITS BACKGROUND

Life has its own mysteries which can be found in all aspects of

human. Having these mysteries, one can find different symbolize on

end mystery. With this, it is very essential to come up understanding

about the different symbolisms in the life of the students.

Nowadays, students face different challenges as experiences.

These experiences attributed based from their daily activity or people

who remind them. In this generation students in leaves are always

looking for meaning of their existence and even their work as an

individual. Their existence means a lot for each stage; phases of their

lived experiences have something to do with their understanding about

their environment.

One of the challenges that these students must face is the new

curriculum in the educational system which is known as K-12

curriculum. In this curriculum it focuses on the preparative aspects of

students. It also demands students to have work immersion

particularly the Grade 12 students.

Students are eager to learn are conscious. They do not hesitate

to invest in different activities. Senior High School students who attend

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Work Immersion Programs were required to surface their overall

mission in a span of 80 hours and to gain relevant learning

experiences through actual work. The students were allotted to their

specializations in order to help them strengthen their knowledge from

academic writing and enhance their skills. TVL-ICT Senior High School

students are in charge with computer programming. The students

were assigned in their school’s computer rooms mostly doing tasks

that directly relate to their chosen strand.

Universal Serial Bus (USB) or also known as flash drives or pen

drives are often used for file storage and data back-up. Most ICT

students use it similar to a stethoscope used by a doctor. It’s their

weapon for battle, as one might say. The value of the flash drive can

be related to the Work Immersion of the students using symbolic

approaches. When it gathers data it can refer to the students’ learning

ability and obtained experience in their Work Immersion. Sometimes,

flash drives can be inflicted by a virus that can cause problems for the

device itself and for the devices it plugs itself into. It can be related to

a student having trouble in the Work Immersion Program causing him

to be late or absent.

The researchers aim to determine the lived experiences of the

ICT students, describe, and interpret them in comparison to the USB.

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This research is beneficial for the students, future researchers and

especially for the school administrators.

THEORETICAL FRAMEWORK

The researcher archived the concept of Archetypal Criticism by a

psychologist Jung C. Archetypes are images and thoughts which have

universal meanings across cultures which may show up in man’s

dreams, art, religion or literature patterns. These patterns reveal

universal meaning and basic truths about the human condition for

readers regardless of where or when they live. Since the current study

aims to interpret the lived experiences of the ICT students. Therefore

it is relevant to use this concept.

The researcher also used Symbolic Self Completion Theory by R.

A. Wicklund and P. M. Gollwitzer’s which originated from George

Mead’s Symbolic Interactionism, where they stated that hen an

individual is committed to a self-defining goal, such as a role like

physician or an attribute like intelligence, that individual feels

incompleteness and will seek symbols of completeness, socially

acknowledged indicators that one has achieved that goal.

The paradigm of the study shows the interplay between variables

of this study and the process itself. It also shows the interpretation of

the gathered data of this study and how will it be synthesized.

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 Lived experience of ICT Students

Symbolic Self
Archetypal Criticism
Completion theory

Identify the motifs of Interpret the lived

the lived experiences experiences of ICT
of the respondents students through a Pen
Drive using the core
principle of Symbolic
Interpret the Self Completion theory
Collective
Unconscious
Analyzed the Lived
Experiences of the
respondents

Synthesizing the
experiences in work
immersion to derive a
meaning

Symbolic Representation of the Lived

Experiences of The Respondent’s
from their Work Immersion

Figure 1. Paradigm of the study

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 The researchers formulated a questionnaire which will reflects to

the work immersion experience of the respondents. These experiences

were classified and categorized using the two approaches.

Figure 1 illustrates the interplay of the independent and

dependent variable. The independent variable of this study is the lived

experiences of ICT students in a work immersion. Under this variable,

there are two theories involved: Archetypal Criticism and Symbolic

self-completion theory

Each theory will be classified and interpret accordingly. For

better understanding of the study, those data will be gathered

together to synthesize both theories. After data are synthesized, lived

experiences of ICT students can now be formulated and the dependent

variable which is the response of ICT students towards the relation of

pen drive to the work immersion can now be generalize as well.

STATEMENT OF THE PROBLEM

1. What meaning can be derived from the respondents lived

experiences from their work immersion?

2. How do respondents’ lived experiences be compared to a pen drive

as explained from the Archetypal and Symbolic Self-Completion

theory?

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3. What action plan can be offered based from the result of the study?

SIGNIFICANCE OF THE STUDY

The researchers intend to impart the result of the study to the

different agencies and people in the society particularly:

Students may use the result of the study to be more knowledgeable

regarding the lived experience of TVL ICT students in a work

immersion in relation to a flash drive.

Teachers may use the result of the study to help them to provide

more plans and procedure in delivering activities that are engaging

and motivational for the students.

Parents may use the result of the study to give them decent

information to know where their children engage themselves

specifically in a work immersion.

School Administrators may use the result of the study in providing

them knowledge regarding the performance of their TVL ICT student in

a work immersion and how to improve the students’ experience by

implementing more work activities that can help their students to

visualize a deeper understanding of work immersion.

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Future researchers may use the result of the study as a foundation

of their research and justification of their study that is related to the

topic.

SCOPE AND DELIMITATIONS

The study focuses on the lived experiences of the ICT students

from their work immersion. It aims to describe, interpret and analyze

the lived experiences of the ICT students in accordance to the

concepts of Archetypal Criticism and Symbolic Self Completion Theory.

There were 10 ICT respondents who were purposively chosen by

the researchers. They are students who are currently enrolled in DC

with specialization in CSS. They were chosen based from their

scholastic achievements in the class.

Moreover, respondents portfolio was also used to have better

understanding towards the study. Only work related experience are

their output in portfolio were basis of the study. Other aspects like

physical is not part of the study.

The respondents lived experiences were symbolically compared

to a pen drive. Academy experiences or social responsibility were not

covered in the study.

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OPERATIONAL DEFINITION OF TERMS

For a comprehensive understanding of this study, the

researchers gave a comprehensive and operational attributions of the

terms used in the study.

ICT Students. This term refers to the students who are currently

enrolled in DC with specialization in CSS. They are also students who

were done with the Work Immersion Program.

Lived Experiences. This refers to the work related experiences or

daily work experiences of the ICT students.

Pen Drive. This refers to a tool of ICT students that is symbolically

compared to the lived experience of respondents in their work

immersion program.

Symbolism. This refers to the representation of ideas or qualities into

a material.

Work Immersion. This refers to an 80 hours of training program for

senior high school ICT students that provide real workplace

experience.

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 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDY

This chapter presents different literature and past studies

reviewed by the researchers that are given thorough comprehensive

discussion about the study.

Symbolism

One of the reasons why metaphors and symbolisms are

important in any literary text is because they are relevant to life.

According to John Green (2012), as he talks about structural writing,

anyone can talk about things as they are, as blunt as they want it to

be. But, putting symbols and metaphors in any literary text makes it

more powerful because instead of it being abstract, it becomes more

observable.

Buenaventura, Garcia, Javier et al. (2018) in their study entitled,

“Symbolic Representation of RJ45 from the Work Immersion

Experiences of ICT students from Diliman College,” states that the

RJ45 generally reveals sociability of ICT students as the representation

of their sensitive-minded being for their need to connect themselves in

order to function well. It only implies that ICT students are

collaborative enough in doing or getting things done.

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 Their past study is one the most accurate research to be based

upon by the present study as it also uses a symbolic representation

towards an object. Only their study used an RJ45, a type of connector

for Ethernet networking, to describe the lived experiences of the SHS-

ICT students while the present study used a pen drive or more

commonly known as a flash drive to derive meaning from its parts and

functions that may be compared to the work immersion program.

Fernando, Hernandez, Tibayan et al. (2018) “Symbolic

Representation of the Lived Experiences of ICT Students on their Work

Immersion Program” states that the Respondents’ Work Immersion

Experiences symbolically represents the transformation of a butterfly.

From being unaware of the task given until the knowledge brought a

great change towards the student.

Their past study is the best research to be compared to the

present studies as it also uses symbolical representation of the lived

experiences of the ICT students. It also use Archetypal approach on

interpreting of their data.

Carter and Fuller (2015) views symbolic interactionism as a

micro-level theoretical framework and perspective in sociology that

addresses how society is created and maintained through repeated

interactions among individuals. They believed that individuals use

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language and significant symbols in their communication with others.

Rather than generalizing social institutions that define and impact

individuals, Carter and Fuller shifted their attention to the subjective

interpretation of viewpoints and how each individual make sense of

their world from their unique perspective in which they create their

own emotional reaction in events that they experience.

In creating the present study, researchers need to identify

different respondents’ perspectives as they go through the process of

the work immersion program where their skills and knowledge are

tested in the work place. It is important to comprehend and interpret

each respondent’s reaction towards their lived experiences as they

compare it to the parts and functions of a pen drive.

Murphy, Guadagno, Mccaluma et al. (2012) describes symbolic

self-completion as a goal-oriented behavior, which states that people

who are making an attempt to achieve a self-definition that do not

necessarily cease their efforts when presented with information

regarding their incompleteness in the area of self-definition. Instead of

strengthening their self-definition, people self-symbolize. Basically,

when people do not achieve their goals as they planned to, they tend

to put off their goals and substitute them with their lesser priorities

which are more attainable than what they really set out to do for its

difficulty to reach.

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 The researchers in the present study intend to find out SHS-ICT

students’ take on their work immersion experiences, and how it affects

their social and personal lives. The researchers aim to acknowledge

their perspectives and intend to develop a conclusion from said

perspectives to search for developmental programs that aid to self-

definition and success.

Matsuzawa and Parr (2018) in their book entitled, “Human

Uniqueness Compared to "Great Apes," states that humans use

symbols as they have the capability of creating symbolic

representation compared to other species such as apes. Humans have

a more advance cognitive capacity than any other species. The

language is based on the intellectual part of a symbolic representation.

In past studies, ape language was a common phenomenon as

scientists claimed that great apes mastered a rudimental form of

language skill which was the American sign language, but was only

limited to a few because the acquisition rate was not exponential as it

was with humans.

This signifies that humans are the only species that can

understand, interpret, create, and implement symbolic representation

in any form of literary text. This present study aims to answer the

question if, whether or not, things such as pen drives (flash drives)

Institute of Higher School 12

can be symbolically represented to the lived experiences of SHS-ICT

students in their work immersion.

Lombardo and Meier (2014) draw on theories of symbolic

representation and gender. Using this original data, the authors show

that reconsidering symbolic representation from a discursive

perspective makes explicit issues of equality embedded within

particular constructions, as well as their consequences for political

representation and gender equality. This important exploration raises

relevant new questions regarding the representation of gender that

form valuable contributions to the fields of political science, political

theory, sociology, and gender studies.

This literature present symbolic representation on gender. It

implies the different symbolic forms of different genders to the

different fields such as, political science, political theory, sociology,

and gender studies. This previous literature support the symbolic

representation related to the symbolic self-completion theory of the

present study.

Brown and Gershon (2017) Their study entitled “Examining

intersectionality and symbolic representation” The study focuses

marginalized groups such as women, racial and ethnic minorities

focuses on the role either gender or race/ethnic identity plays in

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shaping symbolic forms of representation such as communication or

presentation of self. The researchers with different methodological

training and different identities detailed the ways in which the practice

of working together expanded their own understanding of how to

identify and measure symbolic representation among diverse members

of Congress.

This previous study aims to know the different symbolic forms of

representation such as communication of the different forms of

intersectionality. This study will serve as a guide on how to measure

symbolic representation of the different forms of communication.

Borriello and Liben (2017) summarized symbolic representation

in their book entitled, “Encouraging Maternal Guidance of Pre-

Schoolers’ Spatial Thinking During Block Play Child Development,” as a

fundamentally communicative behaviour that sets humans apart from

other species and binds them together in communities and other social

groups. A set of theories and approaches are used to discover complex

but better comprehension about symbolic representation to establish

certain propriety in literary texts.

This provides the process of development in a symbolic

representation. The present study will go through the process of

symbolic representation using different theories and approaches such

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as Symbolic Self-Completion theory and archetypal criticism approach

that will help guide the researchers in further acquiring deeper

understanding of the origins of the symbolic representation.

Mejer (2014) in her study entitled “Symbolic representation at

work: on privilege and subordination,” The previous researchers

conclude that not only symbolic representation fulfils such functions in

a political system, also to underline that the extent to which these

functions of symbolic representation affect particular social groups is

context related. It explains that symbolic representation is more than

political symbolism.

Thus, this previous study implies that the symbolic

representation is not only for political symbolism but can be extent in a

particular social groups. It also support this present study because it

explains that the symbolical representation can be widely used in

different aspects and particular social groups such us ICT students’

work immersion program.

Marti, Scheuer, Cavalcante et al. (2016) in achieving symbolic

knowledge, it regards the progressive process that people experience

in a variety of different settings or environments. Different aspects of

this symbolic knowledge become apparent in a person’s response to

different tasks and it seems to depend largely on the socioeconomic

Institute of Higher School 15

environment in which people develop, even in tasks that are

apparently simple. Reifying “the knowledge of the number three”

conveys the idea that at given points in development, people attain a

global conception for this quantity. Such an approach may conceal a

gamut of knowledge resources that come into play based on the

particular demands of the task at hand, whose acquisition largely relies

on a host of contextual factors that require further investigation.

The past study derives symbols and meanings through social

environments and experiences of people which are similar to the social

settings in a work immersion program in the present study. It supports

the fact that symbolic representation can help supply knowledge to the

lived experiences of a person in a social environment.

Alver and Caglar (2015) “The Impact of Symbolic Interactionism

On Research Studies About Communication Science” explain that

symbolic interactionism, action theories, and cultural studies can

contribute to theorizing the complex structure of interactive digital

media technologies. They have an explanatory power in the analysis of

personalized mass communications such as social media. By widening

its scope from microanalysis, it focused on interpersonal interaction to

mass communication. Symbolic interactionism can also provide a

theoretical perspective for macro-analysis. Therefore, symbolisms can

Institute of Higher School 16

enhance communication between individuals and develop their persona

as they adapt to their surroundings.

The researchers use the students’ experiences and social

interaction in the environment of the work immersion as a connection

to the parts and functions of a pen drive.

Work Immersion

The real opportunity for success lies within the person and not

the job. In lieu of the K-12 program, students need to be properly

educated and taught of the significant aspects of a work environment

where they can develop their skills and knowledge based on their

chosen track or strand.

Carlos (2018) explains that the Department of Education

(DepEd) included two tracks in the curriculum to ensure that the

objective would be met; the Academic Track, which includes various

Strands for those students who want to pursue higher education in

college and the Technical Vocational Livelihood Track for students who

would opt to work after senior high school. Furthermore, a Work

Immersion Program was also conceptualized. Basically, it aims to

expose the students to the harsh realities of the environment in a

workplace. It would also serve as an assessment tool on the affectivity

of the module designed for the purpose.

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 The article supports the goal of the present study in regards to

the work immersion program of senior high school students in the

Technical Vocational and Livelihood (TVL) track. The present research

will derive meanings from the lived experiences of ICT students

through their process into the work immersion program.

The Department of Education (DepEd) (2017) states that the

Work Immersion Program is a requirement for Senior High School

students towards their respective specialization subjects. Its purpose is

to expose students to work-related environments to gain practical

industrial skills under the aid of professionals so they could enhance

their competency.

It is important to be aware of the process of the work immersion

program in order to be informed on the necessary details while

undergoing the program. The current study promotes the students'

recognition regarding the certain matter of the work immersion

process. It would help the students grasp the idea or concepts on the

whole ordeal and justify the need for it in education and in the society.

Barcelona (2018) suggests that the work immersion program

provides students with opportunities to become familiar with the

workplace; for employment simulation, and for the application of their

competencies in areas of specialization subjects in authentic work

Institute of Higher School 18

environments. The learning experience that the students can get from

work immersion will surely help students in their path to success.

The article aims to hone globally competitive citizens, with its

specialized curriculum, gearing Filipino students for further studies,

employment or entrepreneurship. The present study also supports the

work immersion program as it aims to improve the motivation in the

respective field of ICT.

Intern (2018) expounds the meaning of the work immersion

program as an 80-hour hands-on encounter which Senior High

students must experience to open them to the genuine working

environment setting and improve their abilities learned in school. The

Department of Labor and Employment clarified that this is an integral

part of the K to 12 Program in fully realizing its goal to produce job-

ready graduates equipped with industry-based skills. The immersion

trains students and strengthen their skill or expertise for their work in

the future.

This article is beneficial to the present study since the goal of the

researchers is to understand and analyse the students’ skill or

expertise through work immersion. The researchers aim to acquire the

Institute of Higher School 19

different symbolical representations present through the lived

experiences of SHS-ICT students.

Victory Christian Inetrnational (2018) enumerates the benefits of

the Work Immersion Program to Senior High School students. It

improves their existing skills as well as build new ones throughout the

process. In the program, students are free to discover themselves and

have the advantage to apply their skills and abilities to jumpstart their

professional growth. Students learn to work with others and improve

their communication skills that can be an asset when they reach their

primal adulthood. As they are exposed to the operations of a real work

environment, they learn how to manage their finances and acquire

other related skills such as budgeting and marketing. The immersion

trains them how to have goals and how to achieve them. By giving

them opportunities to work and be supervised by professionals, they

can be inspired to discover their capabilities.

The article is relevant to the present study as it states how the

work immersion process benefits students who experience it, applying

globally competitive mind sets and enhances skills that can be good for

their future work endeavours.

According to Lopez (2018), work immersion serves as the

internship program of students who are soon to be stepping into the

Institute of Higher School 20

reality of college. It is considered to be one of the most effective ways

to enhance students' skills in their chosen field of specialization. It

provides as a training ground for students to familiarize themselves

with the work force. However, it could be disadvantageous if it is not

implemented well. Technically, students are still "young" for fresh

graduates and there could be a possible chance that students will not

be able to succeed this program if not guided properly or lack the

motivation they need.

The article is beneficial to the present study as it lists down the

positives and negatives of the work immersion program. It deals with

understanding the essence of the program as it also provides

information and knowledge to future students who will be experiencing

it in the future.

Coalitions for Change (CfC) (2018) in their book entitled, “Work

Immersion: Real World Experiences at Senior High,” suggests that

over 212,000 students, grades 11 and 12 alike, successfully completed

the Work Immersion Program in Central Visayas. Statistically, 187,704

students in Bohol (98%) are National Certification Passers. Initial

reports say that 127,200 SHS graduates in the region are employed. If

they were planning to proceed to college, they already have the basic

knowledge and experience from the Work Immersion. Thus, CfC

believes that the Work Immersion Program not only develops students'

Institute of Higher School 21

skills but also improves the implementation of the SHS Work

Immersion Program.

The relevancy of the publication to the present study particularly

states the benefits of the Work Immersion Program towards the SHS

students. Not only does it enrich and enhance a student's capability to

do work but also guarantees physical and mental preparations for the

work environment. Furthermore, it paves way to more job

opportunities and decreases the level of youth unemployment.

Schreiber (2012) in his study entitled, “A Case Study: The

Impact of An Immersion Experience on the Vocation of Lay Teacher-

Leaders in American Jesuit High Schools,” presents one of the

essential challenges to the immersion that depends on the appropriate

integration of the experience. Finding ways for educators to participate

in the integration phase with the immersion participants is a helpful

mechanism to develop meaning in the experience that integrates into

the fabric of other teachers in the building.

Thus, the previous study guides the researchers to knowing that

the immersion is a helpful mechanism to develop meaning in the

experiences of the students. It also supports the present study since it

implies that in a work immersion experience, a meaning can be

derived to improve and develop the skills of the students.

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 Voet and Wever (2017) acknowledges the work immersion

program with regard to practice, as an effective approach for positively

influencing teachers’ beliefs. In relation to this, the overview of the

principles underlying this approach, as well as their translation into a

technology-enhanced inquiry environment, can inform professional

development initiatives on how to design activities for immersing

students. An approach that has generally been recommended by

research on teacher education draws on conceptual change strategies,

which aim to alter beliefs by making them explicit, pointing out their

flaws, and offering logically sound alternatives.

The previous study is about the effects inquiry based learning to

the students and teachers. It supports the Work Immersion as a

requirement and recommended to conduct more study related to

immersion. The present study will help provide a specific topic for the

ICT students lived experiences in work immersion in comparison to the

parts and functions of a pen drive.

Georgiou and Kyza (2017) in their study entitled “Investigating

Immersion in Relation to Students’ Learning During a Collaborative

Location-Based Augmented Reality Activity” the study purposefully

focused on two pairs of high school students, who expressed

diametrically opposite views regarding their immersion. The analysis of

Institute of Higher School 23

the two selected pairs’ learning process indicated several

differences.The study contributes to the literature by providing

empirical evidence about the relation between immersion and learning

in location-based augmented reality settings, which is an area that has

received little attention in the literature.

Thus, the previous study provides empirical evidence about the

relation between immersion and reality settings. It also derives a

meaning to the real world that supports this present study. This past

contributes to provide information that combined immersion to

symbolism.

Synthesis

Symbolic representation is deriving a meaning to an entity that is

generally used to expose deeper understanding to double or multiple

entendres.

Seeking knowledge is to look beyond the physicality of an entity

to sympathize the message. Symbolic representation also helps

individuals appreciate symbols and metaphors used in many different

things such as, skills, experiences, tools, organizations etc. Moreover,

setting a significant meaning helps motivate ICT students to

understand the importance of the value in their lived experiences.

Institute of Higher School 24

 Thus, realizing how their work immersion program will not only

submerge them into the depths of acknowledging the essence of a

work environment in a physical sense, but will also enhance their

interpersonal skills, values, and knowledge that can expose them to

more future work endeavours beyond the work immersion program.

Institute of Higher School 25

 Chapter 3

METHODOLOGY

This chapter presents the research design/research method, the

population and sampling technique, the instrumentation, and data

gathering procedure.

RESEARCH DESIGN

This research is a Descriptive research design, wherein this type

of research design is used by the researchers to deliberate process of

gathering data, analyzation, classification, and tabulation of data about

prevailing conditions, beliefs, practices, process, trends, and cause-

effect relationships and then adequate and accurate interpretation

about such data with or without the aid of a statistical treatment

(Estrellado, 2012). This is to assess the perception of the ICT students

on the interrelatedness of the Work Immersion to the pen drive.

POPULATION AND SAMPLING TECHNIQUE

The target population of the study are Senior High School

students who pursued the ICT strand and went through the Work

Immersion process. The respondents of this study are the chosen 10

Senior High School Students in Diliman College Institute of Higher

School. The respondents are chosen based from their scholastic

achievements in the class and undergone their Work immersion. They

Institute of Higher School 26

are the specific audience that the researchers need and relevant for

the study. Purposive type of Sampling was used by the researches on

getting respondents in this research. Purposive sampling is defined as

a type of non-probability sampling method wherein the sample is

selected based on a characteristics of the population and the objective

of the study. Purposive sampling also known as as judgemental,

selective or subjective sampling. This sampling technique will ensure

the easiness for researchers to obtain respondents as the researchers

will only select the needed respondents based on the objective of the

study.

RESEARCH INSTRUMENT

The researchers used an unstructured interview method to

gather the relevant data needed for this study. It is used to assess the

perceptions of ICT students regarding their lived experiences in the

work immersion program and how their experiences correlate to the

function of a pen drive.

VALIDATION PROCEDURE

The researchers validated the respondents' answers by repeating

the set of questions to finalize their responses. The set of questions

used for the interview was approved and validated by the research

Institute of Higher School 27

instructor and the VPAA of Diliman College Institute of Higher School

by checking the questions before signing the letter of validation.

DATA GATHERING PROCEDURE

The researchers first constructed the questions concerning the

perceptions of Senior High School ICT students. Before beginning the

collection of data, the researchers first requested approval from the

research instructor. Once approval has been given, the researchers will

begin the interview at Diliman College whose SHS-ICT students have

undergone the work immersion. The researchers used thematic

analysis to interpret the data and present it using tabular presentation.

DATA PROCESSING PROCEDURE

The researchers used thematic analysis to properly and

systematically analyse the data; in thematic analysis, a researcher will

look over all the data to visualize reoccuring issues (Clemente, Julaton

and Orleans 2016). The whole of all the answers by the respondents

were carefully read then annotated. Afterwards, themes were found in

their answers and codes were aptly developed to those themes.

Institute of Higher School 28

 Chapter 4

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter presents the interpretation and analysis of the data

gathered through the instruments used by the researchers. The data

are presented both in tabular and paragraph form. Hence, the data

were analyzed and interpreted based on the results given by the

respondents.

1. Meaning can be derived from the respondents’ lived

experiences from their work immersion.

The researchers collected all the data from the respondents and

these were classified or interpreted using Table 1.

Table 1.

Classification, Motifs, and Description of the Respondents’ Work

Immersion

CLASSIFICATION MOTIFS DESCRIPTION

Self-Development, Psychological state,

INTELLECTUAL
Knowledge, Mental Reasoning, Information
ASPECTS
Enhancement

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 EMOTIONAL Social Interaction Emotional state, Intuition,

ASPECTS Expression

PHYSICAL Actions, Purpose Identity, Productivity,

ASPECTS Work

Most of the respondents’ answered that their work immersion

experiences mean to develop their physical, emotional and intellectual

aspects which describe the intentions and motifs of the lived

experiences of the respondents. Some statements were lifted to have

better and comprehensive interpretations of data.

“Fixing computers and organizing

Grade 6 students in the EPIP lab.
That’s my worth remembering experience
during my work immersion program.
It makes me feel like
I’m working hard and learning.”

The statement above shows the physical aspect of the worth

remembering experiences of the respondents from the work immersion

program. The meaning derived from the statement insinuates that the

Institute of Higher School 30

respondent expresses a feeling of productivity and attaining knowledge

while they work and do the tasks given to them by their supervisors.

“Assisting the faculty members is my

one worth experience.
We were tested with replacing
cable networks such as aligning
them properly and installing them into a hub.
After several hours we finished up
and the faculty thanked us.

The statement above shows the emotional aspect where the

meaning derived from the statement suggests that the respondent was

satisfied from the positive reactions of the faculty members whom

they assisted by verbally expressing their gratitude.

“When my mentors taught me their experiences

being an IT, it really inspired me
to pursue what I want to be when I grow up.
Being an IT has always been my aspiration.
I’m very good at computer stuff
so I hope I reach that goal of mine.”

Institute of Higher School 31

 The statement above shows the intellectual aspect of the worth

remembering experiences of the respondents from the work immersion

program. The meaning derived from the statement suggests that the

respondent was opened to a world full of possibilities and that the

work immersion helped them realize their passion to become an IT.

As for the difficulties the respondents endured during the work

immersion program, most the respondents also stated that their lived

experiences from the work immersion mean to challenge their

physical, emotional, and intellectual aspects. Statements below were

lifted from the respondents.

“The most difficult experience for me

was when some of computers are
having problems. We need to troubleshoot it
and find solution. Sometimes I don’t know
what the solution for the
problem of the computer is.”

The meaning derived from the statement above insinuates the

respondent’s physical aspect being challenged wherein they find it

difficult to troubleshoot computers since they do not know the problem

so there is no definite solution.

“The most difficult experience is helping

and assisting through long hours.

Institute of Higher School 32

 One in particular was the assessment
of the grade school, left and right problems
would constantly happen. It was somehow chaotic
but we made it work nonetheless.”

In the statement above, it shows the emotional aspect of the

difficulty the respondent endured during the work immersion program.

The meaning derived from the statement above suggests that helping

and assisting for long hours emotionally drained the respondent,

stating that the problems were chaotic yet they made it work.

“Having lack of knowledge and experience

in my line of specialization.
Facing problems during work and requiring
solving it ourselves were hard.
There are some things that I don’t know
how to fix so I come up with alternative solutions.”

The statement above shows the intellectual aspect of the

difficulties encountered in the work immersion. The meaning derived

from the statement above suggests that the lack of knowledge and

information in the respondents’ line of specialization causes a problem

with coming up with solutions to a problem in their work.

Institute of Higher School 33

 2. Respondents lived experiences compared to a pen drive

as explained from the Archetypal Criticism and Symbolic

Self Completion Theory.

The researchers gathered all the responses, and they were

presented into tabular and textual form to be able to provide a more

comprehensive discussion and analysis of data on the lived

experiences of the respondents’ work immersion in relation to a pen

drive.

Table 2.

Lived Experiences of the Respondents Work Immersion in Relation

to a Pen Drive

Lived Experiences Relation to Pen Drive

1. The respondents work on This experience is like the part of a

tasks involving computer pen drive known as its Testing Points

installation, LAN and internet wherein it means to identify any

connection, and defects on the circuit board, as the

troubleshooting which means respondents find problems on the

to find the problems and fix computer and try to fix them by

Institute of Higher School 34

them. installing, connecting wires, and

troubleshooting.

2. The respondents ask This experience is like a part of the

questions to their colleagues pen drive known as the USB

and supervisors on the Connector Plug wherein it connects to

problems they encounter a host to gain connection, as the

during their tasks. respondents ask questions using social

interaction among their peers and

superiors. The experience can also be

compared to a pen drive’s Controller

Chip which retrieves information like

the respondents are doing by asking

questions, and getting answers for

their problems.

3. The respondents have This experience is like a part of the

difficulties in their given tasks pen drive known as the LED wherein it

but create solutions to lights up Red to indicate problems

problems by using the various with the device or Green to indicate

Institute of Higher School 35

information and advice they connection, as the respondents

acquired from their peers and encounter difficulties in their tasks

superiors. (red) they still come up with solutions

(green). This experience can lso be

compared to a pen drive’s Memory

Chip as the respondents use their

accumulated knowledge from their

colleagues and supervisors to come up

with solutions.

4. The respondents cope with This experience is like a part of a pen

their difficulties by having drive known as the Cover which

positive mind-sets, listening protects the inside of the flash drive

to music, playing games on itself as the respondents find ways to

their phones, and bonding manage their problems by distressing

with their peers and other as said in their experiences.

colleagues.

5. The respondents actively This experience is like a part of a pen

involve themselves in different drive known as the Circuit Board

Institute of Higher School 36

tasks and earn valuable which connects everything together in

knowledge from their order or the flash drive to work well as

supervisors in the work the respondents gain more experience

immersion program for future and knowledge by willingly

endeavours. participating in the program to be

better.

Therefore, a pen drive’s parts and functions can be

compared to the lived experiences of the respondents who went

through the work immersion program. The table shows how a pen

drive works to gather data and detect problems that correlates to the

lived experiences gained from the respondents as well as their

development. From the difficulties that they encountered and coping

strategies until they finish the work immersion. Statements below

reflect how the work immersion helps the respondents to change or

become better.

“I’ve learned a lot from such environment.

From easiest to hardest tasks,
I managed to get through it.
It became a stepping stone to give myself
development and further self-analysis.”

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 The statement above shows how the respondents’ lived

experiences reflect the succession on their journey through self-

improvement in the work immersion. The respondent feels

accomplished for having to acquire more knowledge and experience

from the work immersion as it became a way to further self-

development.

Table 3 presents the lived experiences of the respondents in

their work immersion as explained from the Archetypal and Symbolic

Self-Completion Theory.

Table 3.

Archetypal Criticism and Symbolic Self Completion Theory

Lived Experiences Archetypal Symbolic Self-

Criticism Approach Completion Theory

1. The respondents Based from the The meaning in the

work on tasks statement of the lens of the Symbolic

involving computer respondents, their Self-Completion

Institute of Higher School 38

installation, LAN and experiences belong Theory is like a

internet connection, to an archetype of a Medal for it presents

and troubleshooting Hero. A hero is a mark of success.

which means to find someone who works

the problems and fix to overcome

them. obstacles and

achieve certain goals

by finding problems

and fixing them.

2. The respondents Based from the The meaning in the

ask questions to their statement of the lens of the Symbolic

colleagues and respondents, their Self-Completion

supervisors on the experiences belong Theory is like a

problems they to an archetype of an Journal for it

encounter during Explorer. An explorer presents as a source

their tasks. is someone who of the respondents’

wants to discover experience.

things essentially as

they gain experience

to get through their

destination.

Institute of Higher School 39

3. The respondents Based from the The meaning in the

have difficulties in statement of the lens of the Symbolic

their given tasks but respondents, their Self-Completion

create solutions to experiences belong Theory is like the

problems by using to an archetype of a Internet for it

the various Sage. A sage is presents a source of

information and someone who uses information where

advice they acquired their intelligence and the respondents can

from their peers and analysis to rely on.

understand the

Institute of Higher School 40

superiors. world.

4. The respondents Based from the The meaning in the

cope with their statement of the lens of the Symbolic

difficulties by having respondents, their Self-Completion

positive mind-sets, experiences belong Theory is like a

listening to music, to an archetype of a Phone for it presents

playing games on Jester. A jester is as a source of

their phones, and someone who enjoys entertainment that

bonding with their the pleasure of contains games,

peers and other entertainment and music, and other

colleagues. encourages people to applications that the

be happy. respondents use to

cope with the

difficulties in their

work immersion.

5. The respondents Based from the The meaning in the

actively involve statement of the lens of the Symbolic

themselves in respondents, their Self-Completion

different tasks and experiences belong Theory is like a Book

earn valuable to an archetype of a for it presents the

knowledge from their Magician. A magician auspicious and

Institute of Higher School 41

 supervisors in the is someone who has agreeable future of

work immersion an innate relationship the respondents after

program for future with potentiality and their work

endeavours. possibility and a immersion.

visionary.

Archetypal Criticism and Symbolic Self Completion Theory

As reflected in Table 3, the respondents’ lived experiences during

the work immersion placed them into different types of archetypes

such as a Hero, Explorer, Sage, Jester, and Magician. Some

statements were lifted to have better and comprehensive

interpretations of data.

“I have never actually experienced

how IT professionals work so it’s eye-opening
to experience it first-hand. It makes me aware of what
they do on a regular basis. It’s very inspirational.”

The statement above presents the respondent’s lived

experiences like a Hero in the lens of the archetypes. The respondent

expressed that having to do what they have never dealt with made

them overcome their lack of experience and inspire them to do more.

Institute of Higher School 42

 “I motivated myself to do the thing I
don’t usually do and that’s a great experience
for me. It makes me think for myself and
be more independent. It made me become a
little better because of challenges.”

The statement above presents the respondent’s lived

experiences like an Explorer in the lens of the archetypes. The

respondent expressed independence and self-motivation in doing their

tasks in the work immersion.

“The work immersion is great for basic concepts

to be applied to. It’s also a secondary classroom
where new concepts can be learned from.
Finally, it acts as a testing ground for
students that aim to learn more.”

The statement above presents the respondent’s lived

experiences like a Sage in the lens of the archetypes. The respondent

stated that the work immersion is a testing ground to apply their old

and new acquired knowledge where they can learn more from.

“Listening to music while doing work

helps me cope. It makes me be distracted.
The music helps me have more energy to do more work.”

Institute of Higher School 43

 The statement above shows the respondent’s lived experiences

like a Jester in the lens of the archetypes. The respondent stated that

listening to music helps them cope with the difficulties in the work

immersion as it gives them more energy to do their work.

“It is helpful and has taught us a lot of things.

It taught us what our future profession
is bound to have. It taught me to be think more about
my future endeavors.”

The statement above presents the respondent’s lived

experiences like a Magician in the lens of the archetypes. The

respondent expressed that the work immersion itself was very helpful

to them as they learned a lot of things and made way to their

realization of their futures.

3. Action plan offered based from the result of the study.

Action Plan

Areas of Objectives Program/ Person Success

concern Activities Involved Indicator

Lack of basic To provide In-depth ICT Increases

knowledge and essential orientation professor level of the

experience on information about the and /or students’

Institute of Higher School 44

Information and lifetime ICT course teachers. acquired

and skills in the and the information

Communication specialization Work and allow

Technology in course. Immersion them to

the workplace. Program practice

Teaching skills.

Programs.

Certain tasks To create Creating Work Increases

in the work tasks that a Project Immersion level of

immersion suit to Task List and IT productivity

program do students’ related to Supervisors and

not correlate to specialization ICT participation

the students’ course where of students

specialization they can in the work

course. apply their immersion

acquired program.

knowledge

and skills.

The The Career IT Decreases

respondents respondents professional uncertainty

Talks
learn a lot and learn a lot s and and doubt in

Institute of Higher School 45

understand the and Guidance students’

ICT people understand Counselors who have

after all of the the IC indefinite

difficulties that people after perceptions

They all of the on their

encountered. difficulties Future

that They careers.

want to

achieve.

Table 4 shows the action plan that can be offered based on

the result of the study. The action plan is needed to address the issues

based on the results accumulated from the study and develop

programs and/or initiatives wherein probable solutions are presented

in a tabular presentation.

The number one area of concern in the result of the study is

the lack of knowledge and experience of the respondents in regards

with the Information and Communication specialization course during

their work immersion program. The objective of the first action plan is

to provide essential information and lifetime skills in the specialization

Institute of Higher School 46

course to the respondents and future ICT students who will part-take

in the work immersion program. The program and activities involved in

the action plan are in-depth orientations and teaching programs based

on the said specialization course with the aid of ICT professors and/or

teachers who are more than credible and experienced in the ICT field.

Success indicators suggest an increase in the level of the students’

acquired information as well as it allows the students to practice their

skills.

The second area of concern in the result of the study is the

certain tasks in the work immersion program that do not correlate to

the students’ specialization course. The objective is to create tasks

that are more suitable to the students’ specialization course where

they can apply their acquired knowledge and skills. The activity

involved is creating a project task list along with Work Immersion and

IT Supervisors. Success indicators suggest an increase in the level of

productivity and participation of students in the work immersion

program.

The last area of concern in the result of the study is the

undecided career path of the students even after the work immersion

program. The objective is to identify students’ skills and interests, and

explore other careers and majors that can help them decide what they

really want to do in life. The program involved in this action plan is

Institute of Higher School 47

Career Talks with the help of IT professionals and Guidance

Counselors. Success indicators suggest a decrease of uncertainty and

doubt in students’ who have indefinite perceptions on their future

careers. The action plan focuses on the improvement respondents and

future ICT students who will involve themselves in the work immersion

program and the sufficient experiences gained from the presented

action plan in the table above.

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

This chapter presents the summary and findings of the gathered

data from the respondents. This chapter also presents the conclusions

and recommendations of the researchers to the future researchers.

SUMMARY OF FINDINGS

Institute of Higher School 48

 The purpose of this study is to understand and interpret the

symbolic representations of the lived experiences of SHS-ICT students

from their work immersion program.

1. What meaning can be derived from the respondents lived

experiences from their work immersion? The respondents’

lived experiences are meant to develop their physical, emotional

and intellectual skills as it considered them as an instrument for

their learning. Their experiences may help them enhance their

skills and knowledge that can be used in the future.

2. How do respondents’ lived experiences be compared to a

pen drive as explained from the Archetypal Criticism and

Symbolic Self-Completion theory? Based on the data

gathered, it shows how a pen drive works to gather data and

detect problems that correlates to the lived experiences gained

from the respondents as well as their development. From the

difficulties that they encountered and how they cope with it until

they finish work immersion and earn valuable knowledge and

experiences. The parts and functions of a pen drive such as its

Testing Points, USB Connector Plug, LED, Memory Chip, and

Cover symbolically represent the lived experiences of the

respondents. The respondents’ lived experiences during the work

immersion placed them into different types of archetypes such

Institute of Higher School 49

 as a Hero, Explorer, Sage, Jester, and Magician based on

archetypal criticism theory. For the symbolic self-completion

theory, the respondents symbolized objects like a medal,

journal, the internet, and phone.

3. What action plan can be offered based from the result of

the study? The action plan is needed to address the issues

based on the results accumulated from the study and develop

programs and/or initiatives wherein probable solutions. The

programs are in-depth orientation about the ICT course and the

work immersion program, creating a project task list related to

ICT and career talks, These action program plan is the best can

be offered base on the result of the study.

CONCLUSIONS

1. The result shows that respondents’ lived experiences are meant

to develop their physical, emotional and intellectual skills as well

as provide meaningful learning experiences for further self-

development.

Institute of Higher School 50

 2. The result shows that the respondents’ lived experiences and

their development can be symbolically compared to a pen drive’s

parts, functions and how it works to gather data.

3. The result also shows that the respondents’ lived experiences

can also be explained using the Archetypal Approach which used

different archetypes and Symbolic Self-Completion Theory where

objects that represents their completeness can symbolize the

respondents’ lived experiences.

4. The result also shows that an action plan can be offered based

from the results of the study

RECOMMENDATIONS

Based on the findings and conclusions presented, the following

recommendations are suggested

1. The students who will undergo the work immersion program

should be prepared for the tasks ahead.

2. The students should practice patience and open-mindedness in

able for them to acquire more knowledge and experiences.

3. The students are needed to be thoroughly trained and taught

during their work immersion activity and should take more

Institute of Higher School 51

 opportunities to practice their acquired skills and knowledge for

further self-improvement.

4. The action plan should be implemented to guide students who

will embark on the work immersion program in preparation for

real-life work experiences.

ELECTRONIC REFERENCES

Alver and Caglar (2015) “The Impact of Symbolic Interactionism On

Research Studies About Communication Science”

http://universitypublications.net/ijas/0807/pdf/V5G165.pdf

Institute of Higher School 52

 Brown and Gershon (2017) Their study entitled “Examining
intersectionality and symbolic representation”

https://www.tandfonline.com/doi/abs/10.1080/21565503.2017.13219
95

Coalitions for Change (CfC) (2018) in their book entitled, “Work

Immersion: Real World Experiences at Senior High,”

https://asiafoundation.org/publication/work-immersion-real-world-
experience-at-senior-high/

Georgiou and Kyza (2017) in their study entitled “Investigating

Immersion in Relation to Students’ Learning During a Collaborative
Location-Based Augmented Reality Activity”

https://www.researchgate.net/profile/Yiannis_Georgiou/publication/31
8865077_Investigating_immersion_in_relation_to_students'_learning_
during_a_collaborative_location-
based_augmented_reality_activity/links/598221d0a6fdcc8b56f57a54/I
nvestigating-immersion-in-relation-to-students-learning-during-a-
collaborative-location-based-augmented-reality-activity.pdf

Giulia A. Borriello and Lynn S. Liben (2017) ”Encouraging Maternal

Guidance of Preschoolers’ Spatial Thinking During Block Play, Child
Development”

https://onlinelibrary.wiley.com/doi/10.1002/9781118963418.childpsy2
07

Institute of Higher School 53

 Lombardo and Meier (2014) ”Symbolic representation and gender”

https://journals.openedition.org/lectures/15567

Matsuzawa and Parr (2018) in their book entitled, “Human Uniqueness

Compared to "Great Apes,"

https://carta.anthropogeny.org/moca/topics/symbolic-representation

Mejer P. (2014)” Symbolic representation at work: on privilege and

subordination”

https://ecpr.eu/Filestore/PaperProposal/ea8218f7-a2ce-43f2-9e19-
09af519b50f4.pdf

The Department of Education (DepEd) (2017) “ Guidelines for Work

Immersion Program”

http://www.deped.gov.ph/2017/06/05/do-30-s-2017-guidelines-for-
work-immersion/

Victory Christian International. (2015). Immersion: Preparing High

School Students for Employment.

https://vcis.edu.ph/index.php/student_news/immersion-preparing-
high-school-students-for-employment/

THESIS REFERENCES

Buenaventura, Garcia, Javier et al. (2018) in their study entitled,

“Symbolic Representation of RJ45 from the Work Immersion
Experiences of ICT students from Diliman College,”

Institute of Higher School 54

Fernando, Hernandez, Tibayan et al. (2018) “Symbolic Representation
of the Lived Experiences of ICT Students on their Work Immersion
Program”

Institute of Higher School 55