EXAMINING THE EFFECT OF WORK IMMERSION

SUBJECT ON GRADE 12 STUDENTS OF

ACLC COLLEGE BATANGAS

A Practical Research 1

Presented to the faculty of Senior High School Department

Of ACLC College Batangas

In Partial Fulfillment of the Requirements

For Practical Research

Cleark Justin R.Bunquin

Terrence Joseph B. Dinglasan

Juliana Martinez

Prince Aiman P. Garcia

Kharl Vincent Macatangay

King Cyrus M. Sarcia

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Actual economic development in the Philippines is still hampered by youth

unemployment. According to the Labor Force Survey, approximately 48.4% of the 2.4 million

jobless individuals in 2016 had a high school diploma and between the ages of 15 and 24. Job-

skill mismatch is frequently mentioned by the Department of Labor and Employment (DOLE) as

a contributing factor to unemployment. Among the youth are at a disadvantage because they

lack work experience or training in knowledge and skills. It is advantageous for students to

acquire relevant skills as early as possible to improve their employment prospects like high

school. Two years of SHS were added to the DepEd K–12 curriculum in 2013.

The term “work immersion "refers to the portion of the senior high school SHS

curriculum that consist of 80hours (about 3 and a half days) of practical experience, or work

stimulation that students in grades 11 and 12 must complete under the supervision of the head

of school and partner personnel and in order to improve on the competencies offered by the

school and expose to them to a real –world work environment. Department of Education Order

No. 30 s. state. In 2017, the kindergarten through 12 th grade Basic Education program targeted

to cultivate in students the skills, values, and work ethics needed when going back to school or

entering the job market. Work immersion is a subject that is required to meet a country’s

development goals and gain more consistency with fundamental education

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 The creation of the K-12 curriculum in the Philippines resulted in modifications

to the educational system. One example is the use of Work Immersion in senior high school.

This is a topic that exposes pupils to various job contexts. This narrative research was done to

investigate the experiences of senior high school students at a local science-integrated high

school prior to, during, and following their Work Immersion. A semi-structured interview was

used to collect data. The interviews were recorded and transcribed. Thematic analysis was

utilized to discover themes that developed during the study. The results demonstrated that the

students had little to no knowledge of Work Immersion. Nonetheless, many claimed that Work

Immersion helped them improve and prepare for their careers.

Mango (2018) claimed that they would be capable in their fields of expertise and have

the necessary knowledge and skills to help the Philippines meet its economic demands,

particularly in labor. The government announces plans to run a work immersion program based

on the goals or requirements of the student. And prior to moving forward.

The Philippine Trade Congress (2015) declared that work immersion is complete

elsewhere on the school ground “Work Immersion Venue” that descried as the place where

students immerse themselves into their work. Work immersion settings include things like

offices,factories,retail stores, and construction sites

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

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

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way to resolve conflicts among coworkers and the work will not be that hard for them if they

apply at the same or related company. Rarely OJT students expected to produce the same

products that regular employees produce. If that's the case how are these students going to

learn prior the expectation with these experts that are going to teach them Ibe in the future

According to Valley’s Work Immersion Program study (2015), Willow Valley's

Work Immersion Program (WIP) Focuses on the successful transition of young adults with

disabilities from school to productive life. This unique one-year immersion program is designed

for students with disabilities entering their senior year of high school. The goal of the competition

is for each student to receive classroom instruction and hands-on experience through

internships in up to three Willow Valley departments. Neighborhoods. Students gain social,

independent living, and employability skills via their work immersion experiences. Educational

institutions are required to prepare students for careers or employment. For example, a study on

the employability skills of business students indicated that educational practices and activities

should build students' abilities in systematic information management, teamwork and motivation,

critical thinking and problem solving, plan or project development, and implementation.

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

the K-12 curriculum in response to global competition, particularly in the Association of

Southeast Asian Economic Activity by 2015 Ramos (2015) stated that the literature will also

discuss issues about job market, job mismatch, competitiveness, and marketability of

employability at this pace of this changing society and economy, a lot of actions should take

place, they have to face a lot of challenges, especially in the future

students of ACLC College Batangas to know what the impact are of work immersion in their

grade 12 subject

STATEMENT OF THE PROBLEM

This Study will examine the of the work immersion subject in the student of ACLC

collage Batangas

Specifically, the researchers will answer the following question:

1.What are the experiences of Grade 12 students on them work immersion

2.What are the positive and negative effect of work immersion on grade 12 student

3.what is the purpose of work immersion subject in gradec12 student's

4.How is the subject week immersion of grade 12 students help in their college preparedness

SCOPE AND DELIMITATION OF THE STUDY

The coverage of the study focuses on examining the effect of subject work immersion on

grade12 students of the year 2023-2024 in ACLC college Batangas.

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 The delimitation of the study lies in the effect on the academic performance of grade 12

students. What do parents and teachers do to assist their child with their performance in work

immersion and motivate them to attend it

SIGNIFICANCE OF THE STUDENTS

The research study would be significant to the following:

Students. This study will help the students to know what the impact of work immersion on their

Academic performance

Teachers. This study will help the teachers to understand the effect to the students of the

subject work immersion

School. This study will help the school to know the impact of work immersion on school youths

in the community.

Parents. This study will help the parents to be aware of the impact of work immersion on their

child

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter's goal is to review the literature on the effects of work immersion programs

on students, paying special attention to what students at ACLC College Batangas have to say.

This chapter looks at many research approaches and theoretical models to get a thorough grasp

of how students' academic performance, skill development, and readiness for the workforce are

impacted by work immersion.

Work immersion is an essential subject in the Philippine Senior High School (SHS)

curriculum, according to the Department of Education. Depending on the needs of the

community and the learners, it is conducted in various formats and within various time frames.

The purpose of work immersion is to give students exposure to workplace realities and hands-on

experience so they may use what they have learned in a professional setting. Its goal is to assist

students in developing the skills, work ethic, and values necessary for entering college or the

workforce. Work immersion programs have been implemented in the Philippines for three years,

with a focus on student involvement in workplace simulation. The degree of implementation

varies throughout public schools, and difficulties with the curriculum's implementation, the work

immersion delivery method, the evaluation of students' progress, supervision, and administrative

issues have all been noted. All things considered, work immersion is seen as a beneficial

chance for students to obtain real-world experience and cultivate the abilities they will need for

their future employment.

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 Secretary of the Department of Education (DepEd), Br. Work immersion exposes

students to and familiarizes them with the working world relevant to their field of specialization,

according to Armin Luistro, who also stated, "We want our students to be aware of the

importance of choosing a track that suites their interest while at the same time matches the

available resources as well as job opportunities that await them." In particular, the students can:

(i) learn applicable and useful industrial skills from professionals in the field; (ii) recognize the

value and relevance of the concepts and theories taught in the classroom; (iii) improve their

technical knowledge and abilities; and (iv) get ready for the demands and obstacles of the

workforce or higher education.

Work Immersion is one of the required courses for graduation, as indicated in DepEd

Order No. 30 s., of 2017 and accompanying curriculum guides. A Senior High School student

must participate in Work Immersion in a field that is closely related to their postsecondary

education objective. Students are exposed to and familiarized with the working world in their

subject of study through Work Immersion, which improves their competency. In particular, the

students can: understand the significance and practical application of the concepts and ideas

taught in the classroom; acquire pertinent and useful industrial skills under the supervision of

industry experts and workers; and improve their technical knowledge and abilities; (iv) improve

their interpersonal and communication skills; and (v) cultivate positive attitudes, work habits, and

a respect for their jobs. These equip students to handle the demands and obstacles of the

workforce or further study following graduation.

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 Work Immersion in an industry directly related to the student's postsecondary objective

is mandatory for Senior High School students. Students are exposed to and familiarized with the

working world in their subject of study through Work Immersion, which improves their

competency. Specifically, the students can: improve their technical knowledge and skills; hone

their interpersonal and communication skills; acquire applicable and useful industrial skills under

the supervision of professionals in the field; recognize the value and relevance of the concepts

and theories taught in the classroom; and form positive work habits and attitudes. These equip

them to handle the demands and obstacles of the workforce or post-graduation higher education

(Deped, 2017). Youth unemployment in the Philippines impedes significant economic growth.

They are at a disadvantage due to the sector's lack of expertise, training, and job experience.

The Senior High School (SHS) program of the Department of Education, which was introduced

by the K–12 education reform, is one approach to address the issue. One of its elements, the

work immersion program, gives students a taste of the "real workplace" and equips them with an

array of technical-vocational and livelihood skills that can enhance their employment prospects

and enable them to make better career decisions (AsiaFoundation2018).

Meredith Farkas (2010) claims that work immersion offers an opportunity to encounter

novel experiences outside of the typical classroom environment. It aids with the application of

what we have studied in class. Making mistakes when immersed in a new environment aid in the

acquisition of new knowledge. Immersion gives us a fresh perspective on self-development. Not

only through grades but also through insight and knowledge that can support our future action

plans. Immersion aids in the future realization of one rule.

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 Work immersion will have students gain new skills sets and improve their existing

capabilities. It is also through immersion that students get to discover themselves and jumpstart

their professional growth. It’s like a computer program that is constantly upgrading for more

efficiency.

A study by Umali and Tamayo (2020) found that students' growth in problem-solving,

collaboration, and communication abilities was highly predicted by work immersion assistance.

Students who got greater guidance and support throughout their work immersion programs

exhibited superior workplace competencies such as teamwork, problem-solving, and critical

thinking (Lao et al., 2021). It aims to better prepare high school seniors for business, college, or

the workforce. Additionally, it seeks to support them in acquiring attitudes, life and career skills,

and a sense of gratitude and respect for their jobs. Furthermore, it enables people to easily

transition from school to work after obtaining beneficial experience (Putri, 2021).

In their 2020 study, Mahaguay and Mahaguay found that work habits and

competency are crucial in elucidating the work immersion experiences of supervisors and

students, difficulties. The different characteristics with respect to monthly household income

varied slightly. With the help of work immersion supervisors and the financial and emotional

support of the family, students accomplished the necessary tasks for the work immersion guide

and portfolio before the end of the implementation. Regretfully, a few students encountered

problems with their work habits, such as unstable internet connections, background noise from

the house, difficulty managing their time, and difficulties finishing the learning task. Additionally,

because their parents work long hours and are expected to take care of the house, they receive
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less parental assistance (Insorio et al., 2021). Every student's performance review and

evaluation were reviewed by their superiors. According to the findings, most students were

thought to be excellent, and their assignments went above and beyond what was needed (A cut

D. et al., 2019).

The purpose of this partnership is for DepEd's social mobilization and networking

section to enter into agreements with capable partners and businesses, whereby the students'

competencies and skills will be implemented under the necessary supervision.

Students gain exposure to and familiarity with job-related scenarios relevant to

their subject area of study through work immersion, which improves their ability, as stated by

Malipot (2020). Additionally, immersion gives students the opportunity to work with and be

supervised by professionals and highly creative persons, which helps them achieve their goals

(Escalante, 2023). As a result, all of the previously discussed factors will help the overall

economy. Without a doubt, taking part in a work immersion program in the Philippines was a

wonderful chance for everyone involved (Patino, 2023).)

A crucial component of the Senior High School (SHS) curriculum, work immersion

is taught in various formats and for varying lengths of time depending on the needs of the SHS

students. Positive learning outcomes imply that work immersion helps students learn and grow

in the areas of teamwork, communication, dependability and reliability, initiative and proactivity,

productivity and resilience, teamwork and decision-making, attitude, and professionalism.

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Through practical training or job simulation, work immersion programs equip students with skills

that will help them make better career decisions and increase their employment prospects.

Furthermore, training is a learning process through which individuals obtain the

attitudes, knowledge, abilities, and experience necessary to carry out their professions

effectively and support the objectives of their organizations. Employee training, then, is a

process of learning whereby staff members pick up the information, abilities, attitudes, and

experiences necessary to accomplish their personal and organizational objectives. The abilities

that a student gains during training are denoted by the components knowledge (K), skills (S),

experience (E), and attitudes (A), which are discussed below. Employee Performance Capability

= K+Gupta (2003) states that on-the-job training (OJT) gives trainees the opportunity to learn on

the actual machine being used and in the real work environment. The trainee is more motivated

to study since they can relate to the job, and they have no trouble applying their training abilities

to their current position. Because no additional space, tools, workers, or other facilities are

needed for job-specific skill training, the system is also incredibly cost-effective. Because the

training process doesn't require any extra room, tools, labor, or other facilities, the method is

also incredibly cost-effective. Additionally, by seeing how they are used daily, the learner picks

up on the rules, regulations, and procedures. Additionally, it is a better way to impart knowledge

and abilities that can be learned by firsthand observation of their everyday uses. Additionally, it

is a better approach for imparting knowledge and abilities that may be learned via firsthand

observation in a relatively short time period. For unskilled and semi-skilled jobs, it is frequently

utilized. sales and clerical positions. Additionally, it gives managers the opportunity to actively

participate in their employees' training.

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 Isagani Cruz of Philsar Global claimed that, in contrast to earlier research, our nation

has extensive experience with on-the-job training (OJT) at the collegiate level. Regretfully, many

college OJT students—if not the majority—are only given menial tasks within a company, like

answering phones and copying documents. OJT students are rarely expected to produce the

same goods that full-time employees do. He could not, therefore, expect the DepEd to take this

action. training, as the students and the business mentors will be in the workplace rather than on

school premises. The Commission on Higher Education (CHED) would also be unable to do so

because the students will not have been accepted into postsecondary education. Though it

maintains close ties with several industries

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 CHAPTER 3

Methodology

This part presents the researchers’ method to accomplish this study.

RESEARCH DESIGN

The researchers used case study method to explain their study about Examining the

effect of work immersion subject among students of ACLC college Batangas. This research

design aims to describe the situation for the purpose of explaining the problem

According to Jenkins-Smith, et al. (2017), a research design is the set of steps you take

to collect and analyze your research data. In other words, it is the general plan to answer your

research topic or question. You can also think of it as a combination of your research

methodology and your research method.

RESPONDENT OF THE STUDY.

The researcher conducted an unstructured interview as the primary data gathering

instrument. Interview. To ensure that appropriate and accurate information was gathered, the

researcher set an interview schedule with the Grade 12 STEM and HUMSS.Responses and

reactions regarding the work immersion subject were summed up and properly documented to

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substantiate information that obtained from the interview. The respondents of the study were the

grade 12 STEM and HUMSS of ACLC College Batangas 2023-2024

Interview Guide Question

The set of question made by the researcher will be the followed format by the participants

in answering the question to gather relevant information that corresponds to the issue of this

study.The researchers looked for approximately 25 members of the Grade 12 HUMSS and

STEM and asked for consent to be interviewed via online: The following question are asked:

1.) How would you describe the environment in the place where you held the work immersion?

2.) What do you realize while working with others?

3.) How work immersion helps you in preparedness in your college journey?

4.) What is the positive impact of work immersion on you?

5.) What are the problems you encounter in work immersion and how do you overcome it

6.) What have you learned on your work immersion

DATA GATHERING PROCEDURE

The researcher derived the six (6) questions that will be used in the interview and will be

asking 25 G12 students of ACLC College Batangas. Since it is impossible and indeed not

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advisable for the researcher to have one on one interview with the participants of the study, the

researchers have decided to conduct it via internet where it could else be possible and indeed

not possible to have an exchange of words between the researchers and respondents. After

getting the answers from the participant, the researchers may now continue to examine the

effect of subject work immersion to the grade 12 of ACLC College Batangas

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 CHAPTER 4

RESULTS AND DISCUSSION

The researchers started the interview by explaining the flow and purpose of the research to be

conducted to the respondents

CENTRAL QESTION

1.What is the effect of work immersion towards to the Grade 12 in terms of:

1.1 Thoughts

1.2 Opinions

1.3 Beliefs

2.What is the positive impact of work immersion in Grade 12

2.1 Ral life

2.2 challenges

2.3 experiences

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COLLARY STATEMENT

1.work immersion can create an impact toward a Grade 12 students' thoughts, opinions and

beliefs

2.the positive impact of work immersion subject in Grade 12 students in real life, challenges and

experiences

1.How would you describe the environment in the place where you held the work immersion

Respondents Answer Explanation Theories

Students 1-25 Good, pleasant All the students (2013) who

environment said they have describe that

good surroundings attitude and

knowledge are so

significant that they

will potentially

impact the

construction of

positive

environmental

behaviors.

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2.) What do you realize while working with others?

Students They realize that teamwork and how Elrick (2015) has

1,4,6,8,9,11,12, even they have it affects the same argument

15,17,19,23,25 difference it can't performance in about effectiveness

be and hindrance to general on this of group work,

them to join force to page and it helped specifically at

finish the tasks them better school and

understand the workplace.

essence of Profitable teamwork

teamwork. and collaboration

not only help with

completing tasks

but can also open

your eyes to new

ideas and widen

your outlook.

Students getting to know Getting to know Engaging with

2,3,5,7,10,11,13,14 others and others improve our literary works

.16,18,20,21,22,24 learning about communication written by people

their unique skills and it can from various

experiences different viewpoints, and

perspective historical periods

broadens our

understanding of

other people and

our overall

worldview.

3.) How work immersion helps you in preparedness in your college journey?

Students 1-25 It helps them to provides students Work Immersion

overview what with the opportunity programs in other

really a college are to gain real countries have led

and how workplace workplace students under the

experience, program to gain

develop new skills, skills and

and increase their experiences in the

employability. field of work that

can aid them in

taking on their

future courses

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4.) What is the positive impact of work immersion on you?

Students 1-15 They gain new They have new Gaining new

experience Experiences, experiences and

challenges and going out to your

memories that help comfort zone

them to be aware in help you to

their surroundings enjoy little things

and

Students 16-25 They discover Other discover their Discovering new

their other skills talent during work skills requires you

immersion, they to take time to

discover that they yourself and let

can be in a field of yourself and others

leadership or suggest their

another field that the thoughts or hobby

enjoy to you.

5.) What are the problems you encounter in work immersion and how do you overcome it

Students 1-15 Poor The first batch of Many researchers

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 communication students in work found that the

with other immersion state industry faces

students that they encounter major challenge to

problems is ensure effective

communicating with and successful

other students too communication

who is also taking throughout the

work immersion in lifecycle of the

their school project which

therefore resulted

to project failure.

Students 16-25 travel hour Many students Waking up earlier

adjustment. answer that their and commuting to

home is far away the place where

from the place their work

where their work immersion held is

immersion is held. one of the problems

that they

experience during

that day they need

to be more early in

everything

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6.What have you learned on your work immersion

Students 1-25 Accountable in the All students answer In every place we

workplace that they learned stayed we can

while having work learn something

immersion that they that we might use

learn to be in future purpose or

accountable in their can be an

workplace to be inspiration to us to

responsible and continue or to be

unity to helping good influence like

each other and them

accepting the

differences in other

in their opinions

and perspective

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CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter present the summary of findings, conclusion and recommendations to

further enhance the concepts and the facts discussed in the preceding chapters as provided by

the result of analysis of data for the research

The study of examining the impact of subject work immersion on Grade 12

students of ACLC College Batangas

To solve the main problem, the researcher worked out the following central

questions:

1.What is the effect of work immersion towards to the Grade 12 in terms of:

1.1 Thoughts

1.2 Opinions

1.3 Beliefs

2.What is the positive impact of work immersion in Grade 12

2.1 Ral life

2.2 challenges

2.3 experiences

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SUMMARY OF FINDINGS

The relevant findings of the study were listed as follows:

As for the Place that work immersion held 25 students said that they have a good workplace

environment. Meanwhile 13 students said that they realize while working with others that even

they have difference it can't be and hindrance to them to join force to finish the tasks. As for 12

of the other students they said that getting to know others and learning about their unique

perspectives and experiences is the realization while working with others. As for the interview,

25 students said that work immersion helps them through work immersion by getting to know

others and learning about their unique perspectives and experiences develop new skills

and increase their employability.

In terms of Positive impact of work immersion on grade 12 students 15 students said that

the positive impacts to them is They have new Experiences, challenges and memories that

help them to be aware in their surroundings and the remaining 10 students said that Other

discover their talent during work immersion, they discover that they can be in a field of

leadership or another field that they enjoy. And with regards to the problem, they encountered

while having work immersion, 10 students said that their home is far away from the place where

their work immersion is held. And the other 15 students answer that the problem they encounter

while having work immersion is Poor communication with other students and for what they

learned in work immersion 25 students recite that they learn to be accountable in their workplace

to be responsible and unity to helping each other and accepting the differences in other in their

opinions and perspective’

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CONCLUSION

According to the statement Examining the subject work immersion on grade 12 students of

ACLC College Batangas has an effect towards thought opinions and beliefs. some might not

encounter any change and still held the work immersion. Students gain exposure to and

familiarity with job-related scenarios relevant to their subject area of study through work

immersion, which improves their ability, as stated by Malipot (2020). Positive learning outcomes

imply that work immersion helps students learn and grow in the areas of teamwork,

communication, dependability and reliability, initiative and proactivity, productivity and resilience,

teamwork and decision-making, attitude, and professionalism Furthermore, training is a learning

process through which individuals obtain the attitudes, knowledge, abilities, and experience

necessary to carry out their professions effectively and support the objectives of their

organizations

RECCOMENDATIONS

To the future researchers, the researcher suggests elaborating more of the central question

in asking the respondent for the interview to get wider knowledge about the topic. Getting more

specific viewpoint of the problem on the interview and the respondents toward the linkage of

work immersion is highly recommend for it will help you find more accurate answers that will

help solve the main problem which is examining the subject work immersion on grade 12

students of ACLC College Batangas

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