Antique National School

Senior High School

Tobias A. Fornier Street,
San Jose Antique.

WORK IMMERSION SATISFACTION AMONG THE GRADE 12 - TVL STUDENTS

IN ANTIQUE NATIONAL SCHOOL

In Partial Fulfillment of the Requirements for the Subject

Research Inquiries, Investigations, and Immersion

Researchers:

Alagos, Cherryl Marie

Baculna, Ma. Aima Rose
Cinining, Dece Kris
Herbilla, Olimar
Labayo, Jezla
Naluis, Chekyla Faye Gerona
Quanico, Larry. Jr
Santillan, Rodel
Uniana, Alyzza Mae

Grade 12 – HUMSS Aristotle

Ms. Joreann Domingo

RIII Teacher

S.Y 2023-2024

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 Chapter I

Introduction

This Chapter includes (A) Background of the study (B) Statement of the Problem
(C) Hypothesis (D) Scope and Delimitation (E) Significance of the Study (F) Definition of
Terms

Background of the Study

Work immersion is an educational program or activity that provides students with an

opportunity to gain practical experience and exposure to real-world work environments

related to their chosen field of study. It is typically implemented in secondary or higher

education institutions as part of the curriculum.

The primary purpose of work immersion is to bridge the gap between classroom

learning and the actual work environment. It allows students to apply the knowledge and

skills they have acquired in a practical setting, thereby enhancing their understanding of the

subject matter and developing important workplace skills (Yasmin. 2022).

Work immersion refers to the subject of the senior high school curriculum, which

gives students an opportunity to experience hands on work simulations in which learners can

apply their competencies and knowledge acquired from their studies. Work immersion aims

to provide learners with real workplace experiences in the actual work setup that builds new

skills, improve current competencies, immersed in businesses and increase employability that

helps discover themselves and jumpstart their professional growth by assessing their

workplace skills, social skills, and competencies (Cruz, & Permejo. 2020).

Work immersion students face several common challenges according to the literature.

These challenges include difficulties in managing time, dealing with distractions at home, and

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facing unstable internet connections. Additionally, students may struggle with answering

learning tasks and receiving less parental assistance due to their parents' busy schedules.

Another challenge is the lack of indicators for assessing the quality of written literature

reports. Furthermore, students may encounter cultural challenges when applying Western-

based methodologies in unfamiliar cultural contexts. Lastly, students with disabilities, such as

those with visual learning styles or autism spectrum disorders, may face difficulties in

traditional educational settings (Orozco et al., 2021).

Statement of the Problem

Generally, the study is aimed to determine the work immersion satisfaction of Grade -

12 TVL Students in Antique National School. Depending on their general demographics and

their chosen agencies.

Specifically, it seeks to answer the following questions:

1. What are the general demographics of the respondents? (Age, sex, section, type of agency)

2. What is the level of satisfaction respondents have gained from their work immersion?

3. Is there a significant difference in the satisfaction level of Grade 12 – TVL student when

classified in terms of age, sex, section, and type of agency, public or private.

Hypothesis

There is no significant difference in the level of satisfaction in work immersion

among the Grade 12- TVL Students in Antique National School.

Scope and Delimitation

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 This quantitative research study aims to explore the level of satisfaction on the

experience of work immersion among the Grade 12 TVL Students in Antique National

School. The study focuses will remain on satisfaction with the work ethics, self-contribution,

improvements, the general nature of the work venue, and support of the employes and

supervisors in the work venue. The research will be conducted within the geographic

boundaries of Antique National School Campus during the 2023-2024 school year. Data will

be collected through surveys, providing a quantitative analysis of the students' perceptions.

The research instruments will be carefully designed questionnaires to ensure data accuracy

and relevance. The findings of this study are to determine the level of satisfaction in work

immersion among the Grade 12 TVL students in Antique National School.

Theoretical framework

Pre-Immersion

Clear book - This is required before work immersion. It is one of the prerequisites

before engaging in immersion. This is where the request letters, requirements, and documents

to be submitted to the supervisor are placed. Immersion booklet - This is provided to students

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before they start their immersion in their chosen workplace. It serves as their foundation,

where they can assess their performance in their job, and it is the basis for their eventual

grades. Request letter - This is a necessary document for students to participate in immersion.

It must be submitted before they begin their immersion or work. It is a formal request that

requires approval. Immersion uniform - This is one of the school's guidelines for immersion

students to wear the appropriate uniform during their immersion. It should be worn daily

when they report to work.

Work Immersion

Work Immersion Orientation - This is conducted before students are placed in their jobs.

Here, the supervisor or employee teaches them what tasks they will be doing inside their

workplace. Tasking - This is where they perform or can perform the job they have chosen, or

the task assigned to them by their supervisor or employer. They follow instructions on what

they need to do and utilize their skills in working or practice their knowledge in working.

Time In - Before students leave or enter their workplace, they need to pass through or sign

the time of their arrival and departure at their workplace as attendance. Cleaning - This is one

of the daily tasks, cleaning the environment of the workplace.

Post immersion

Clear book - This must be submitted and completed by all who underwent immersion

because it is one of their requirements or their teachers' requirements upon returning to

school. Journal - This is a necessary task for those in work immersion to document all their

activities or tasks. Everything should be recorded here, and this will serve as the basis for the

adviser and work immersion teacher coordinator to assess their performance. Booklet - This

is used to assess the performance of those who underwent work immersion, including their

accomplishments and the number of hours they worked. It indicates if they were successful in

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their chosen job, and it also reveals whether the supervisor or employees were satisfied with

their performance at work. Certificate - This is evidence that they have completed their work

immersion or job placement. It serves as proof that they were successful in all their tasks.

This certificate is also one of the rewards they will receive after work immersion, given to

them by the supervisor they worked under.

Conceptual framework

Significance of the Study

The Study will be deemed significant to the Following:

The Department of Education. This will be significant to the Department of

Education as work immersion is a crucial component of educational innovation in the K-12

curriculum. This will also be significant to the DepEd as It allows students to engage in

experiential learning, which helps to transform their knowledge through real-world

experiences and prompts changes in their perspectives and behaviors.

To the Students. This study will be beneficial to students to help in many ways such

as providing students with work experience before entering the work force. It will benefit the

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students to the extent that it will help to build students' awareness, interest, and readiness for

college courses. It also enables students to acquire and develop skills such as teamwork,

communication, productivity, and professionalism during work immersion.

To the Parents. Work immersion benefits parents by allowing them to better

understand their child's career choice, strengthening the parent-child relationship, aiding in

decision-making, providing networking opportunities, and setting a positive example for their

child's future career endeavors.

To the School Administrator. This will be significant to the School Administrator as

it helps to develop and improve the school's instructional programs. This will also be

significant to the school administrators who play an important role in the successful

implementation of the work immersion program by providing required support during the

pre-immersion, immersion, and post-immersion phases.

To the Teachers. This study will be beneficial to teachers. This can help teachers

further improve their teaching skills by enhancing their abilities and applying what they have

learnt from professionals. This could benefit teachers to further develop their critical

thinking, comprehension, and teaching skills and applying what have they learn to their

teaching curriculum.

To the Future Researchers. This study will be greatly beneficial to future

researchers with a similar research problem. Also, this study will benefit the future

researchers and deepen their understanding and knowledge on the topic, work immersion

satisfaction.

Definition of Terms

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 Conceptual Operational

Age : The time of life at which some Refers to the ages of the students
particular qualification, power, who participated in work immersion
or capacity arises or rests. and served as respondents.
Agency : The office or function of an Pertains to the classification of
agent entities where students conduct their
work immersion, which can be
private agencies, public institutions.
Gender : To identify (someone) as Refers to identifying who the
being either male or female. individuals are in this study, whether
they are female or male.
Public : supported by public funds and Refers to any entity, service,
private contributions rather resource, or space that is accessible,
than by income from available, or intended for use by the
commercials general population without
restrictions or limitations based on
specific criteria such as membership,
affiliation, or ownership.
Private : intended for or restricted to Refers to any entity, space, resource,
the use of a particular person, or activity that is restricted, reserved,
group, or class; belonging to or or exclusive to specific individuals,
concerning an individual groups, or organizations based on
person, company, or interest criteria such as ownership,
membership, or authorization.
Satisfaction : Fulfillment of a need or want; Pertains to the overall contentment or
the quality or state of being happiness experienced by students
satisfied. when they participate in the work
immersion program.
Section : A natural subdivision of a Refers to the specific part or group of
taxonomic group; one of the students in the school, indicating
classes formed by dividing the which section they belong to
students taking a course.
Students : one who studies : an attentive Refers to the individual providing
and systematic observer. information and data for the study or
the respondents.
Work immersion : Refers to the subject of the It is a type of internship that includes
senior high school curriculum, a theoretical setting allowing
which involves hands-on students to practically apply their
experience or work simulation field of study in various work
in which learners can apply settings where they can utilize the
their competencies and knowledge gained in the classroom
acquired knowledge relevant to and apply it to their careers.
their track.

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 Chapter II
Review of Related Literature
This chapter will examine the pertinent literature concerning work immersion

satisfaction among Grade-12 TVL students at Antique National School. It will compare and

analyze this study with other relevant literature addressing work immersion and satisfaction

levels.

Foreign Studies

Work Immersion

Van Zyl, & Veldsman. (2023). The study examined the reliability and consistency of

the Psychological Work Immersion Scale (PWIS) across various global organizational

settings. Data from 19,134 employed individuals across different regions were analyzed.

Different statistical models were tested to find the most suitable one, with a bifactor

Exploratory Structural Equation Modeling (ESEM) model emerging as the best fit. This
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model identified one general factor of overall psychological work immersion and nine

specific factors related to different aspects of work experience. The scale demonstrated strong

measurement consistency across genders and education levels. The findings suggest that

psychological work immersion is a complex concept influenced by various factors, and the

PWIS is a reliable tool for assessing it across different demographics.

It explores the factors influencing learning behavior and satisfaction in business

analytics (BA) training for entry-level users. It emphasizes the importance of understanding

individual learning behaviors and satisfaction to maximize the benefits of BA training

investments. Drawing on theories of situated cognition, goal setting, and flow, the study

proposes a model that explains how trainees learn in a group setting influenced by the context

of BA training, trainee characteristics, and teamwork preferences. Through an experimental

design involving real visits to a historic cemetery, the study finds that context authenticity

and task motivation significantly impact focused immersion, which in turn affects process

and outcome satisfaction in learning analytics tasks. These findings validate existing theories

and offer recommendations for designing effective analytics training tasks for improved

outcomes. (Zhu, Gupta, Paradice, & Cegielski. 2019).

Work Immersion Satisfaction

This study explores diverse internship models in tourism, highlighting an alternative,

less structured approach that involves multiple stakeholders and knowledge exchange. It

focuses on undergraduate students' experiences in a unique tourism internship program

centered on destination immersion. The findings suggest the potential for providing

meaningful learning experiences beyond traditional internships, shedding light on students'

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expectations, experiences, and satisfaction with such alternative models. (Ruhanen,

Robinson, & Breakey. 2013).

According to So. (2020). This paper investigates how immersion into a real-world

user context influences design students’ design inspiration and mood improvement. To this

aim, the present study analyzed the perception of 16 design students who immersed

themselves into a dance studio and compared it with the external evaluation of 74

professional designers.

Results indicate that (a) design students can attribute the immersion experience to

multiple stimulus sources; (b) the mood improvement and design inspiration induced by the

immersion experience predict their satisfaction level; and (c) the design inspiration induced

by the immersion experience can be recognized by external observers. These findings can be

harnessed for leveraging designers’ user research effectiveness by embedding it in an

immersion experience.

Local Studies

Work Immersion

Ernani, (2023) States that this study aims to determine the implementation of the

Technical Vocational Livelihood (TVL) Work Immersion Program of senior high schools in

the Divisions of Marikina City, Pasig City, and Makati City during the school year 2022-

2023 as correlate of students’ employability competencies and satisfaction. The method of

research used was the descriptive correlational type with the survey questionnaire as the data

gathering instrument. The respondents of the study included 44 work immersion teachers,

327 students, and 57 industry partners. The statistical tools used to treat the data were the

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percentage, weighted mean, one-way ANOVA, z-test, Pearson r, correlated t-test, and Tukey

pairwise comparison. Based on the statistical analysis, the study found out that there were no

significant differences in the perceptions of the students, teachers and industry partner

respondents on the implementation of the TVL work immersion program as evidenced by the

computed F values of 3.00, 1.19, 2.25 and 2.87, respectively, but there were significant

differences in the perceptions of the three groups of respondents on the implementation of the

TVL work immersion program with regard to students’ progress and performance and work

immersion supervision as revealed by the computed F values of 7.39 and 6.85. Thus, there

was no significant difference between the perceptions of the two groups of respondents on the

level of employability competencies of the students pertaining to basic and common

competencies as evidenced by the computed Z value of 0.45 and 0.93, respectively but there

was a significant difference between the perceptions of the teachers and the industry partners

as evidenced by the computed Z value of 4.15 and 3.81, respectively, which are higher than

the critical z value of 1.96. Hence, there was a moderate significant relationship between the

extent of work immersion implementation, however, there was a high significant relationship

between the extent of work immersion implementation and the administrative concerns on the

basic employability competencies as shown by its Pearson r of 0.7 with computed t value of

11.34; for the core employability competencies of the two subjects, Bread and Pastry

Production and Food and Beverage Services, there was a weak significant relationship in

terms of objectives, curriculum implementation, delivery process, students’ progress and

performance, and work immersion supervision as reflected by their Pearson r’s from 2.27 to

3.36 and computed t values from 2.80 to 3.86; for Food and Beverage and Services

competencies, there was a moderate significant relationship on delivery process, students’

progress and performance, and work immersion supervision as shown by the Pearson r’s,

0.40 to 4.9 and computed t values from 5.18 to 5. 77, higher than the critical t value of 1.98;

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for Bread and Pastry Production and Food and Beverage Services, there was a Very Low

Correlation or almost negligible relationship, hence, a nonsignificant relationship exists as

evidenced by the Pearson r’s of 0.10 to 0.01 and computed t value of 0.10 and 1.01; the level

of students’ satisfaction has a moderate relationship with the extent of implementation of the

TVL work immersion in terms of objectives, curriculum implementation and compliance,

delivery process, students’ progress and performance, work immersion supervision, and

administrative concerns as evidenced by their Pearson r’s from 0.42 to 0.59 and the computed

t values from 8.34 to 13.17. The study suggested Work Immersion Implementation

Exemplars to further enhance the implementation of the TVL Work Immersion Program.

According to Acut, Curaraton, Latonio, & Latonio. (2021). In the Philippines, youth

unemployment continues to hinder meaningful economic development due to job-skills

mismatch, lack of knowledge and skills training, and work experiences. To address the

problem, the Department of Education's (DepEd) K to12 Program added two (2) years of

Senior High School which is an advantage for students to develop relevant skills as early as

high school. One of the goals of the K to 12 Basic Education Program is to develop the

competencies, work ethic, and values relevant to pursuing further education and/or joining

the world of work among learners. This study involved twenty-five (25) Grade 12 STEM

strand students who were immersed in a science and technology-based industries. The work

immersion lasted for eighty (80) hours where students performed different tasks assigned to

them by the work immersion partner institution supervisors. The students' performance

appraisal and evaluation were evaluated by their respective supervisors. Results showed that

most of the students were evaluated outstanding and that their performance exceeds the

required standard. The positive learning gains suggest that work immersion enables the

students to acquire and develop the skills of teamwork, communication, attendance and

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punctuality, productivity and resilience, initiative and proactivity, judgment and decision

making, dependability and reliability, attitude, and professionalism. Moreover, the students

perceived their experiences as an avenue to test themselves and apply what they have learned

in a non-school 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 many skills and values that

would help them as they move from high school to real life.

Espinueva, et. al., (2023). States that in the 2020-2021 school year, the University X

Community Extension Services Office (CESO) started to offer the said virtual program to

SHS A. However, in 2021-2022, the school expanded its service and partnership with SHS B

and SHS C. The Science, Technology, Engineering, and Mathematics (STEM), Technical-

Vocational-Livelihood (TVL), Accountancy, Business, and Management (ABM), Humanities

and Social Sciences (HUMSS), and General Academic Strand (GAS) training programs for

participants are a series of training conducted in these school years with a total of 72 hours or

more than for other strands through Zoom Cloud Meeting. The initiative intends to improve

these three partnered communities' student development, soft skills, and technical skills.

Participants in the training programs are designed to achieve college and employment

preparedness. In line with this, the study problem is designed to investigate the effectiveness

of virtual work immersion to University X partnered SHS graduates regarding their level of

employability and choosing a college career. It is to determine if it offered essential work-

related learning opportunities that enabled participants to broaden their knowledge and skills

in preparation for their college level and desired future employment through the shared

experiences and sentiments of senior high school students who participated in work

immersion during the pandemic.

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 Adorna. (2019). This research aims to determine the objectives and benefits of

undergoing work immersion for the Accountancy, Business and Management students at

General Mariano Alvarez Technical High School. The study also wants to know the things

that are considered in choosing the company for the immersion. A qualitative approach was

used in this study, which aims the determine perception of Accountancy, Business and

Management students at General Mariano Alvarez Technical High School of the school year

2017-2018 about their work immersion. The study is only limited to some of the students,

and data gathering was by the use of open-ended interview questions.

Work Immersion Satisfaction

According to Department of Education Order No. 30 S. 2017, Learners are immersed

in actual work environments such as workshops, offices, and laboratories in which their prior

training is relevant. Qualitative Work Immersion Programs are considered a useful instrument

that bridge between school and professional life which can be used by the school in order to

develop appropriate skills among students aimed at increasing their employability chances on

the very competitive labor market. Wood & Bandura (1989) as cited in Machmud (2018)

states that perception in completing a job is self-efficacy. The aim of this study is to

determine the significant relationship between self-efficacy and work immersion satisfaction

among Grade12 General Academic Strand students who underwent their Wok Immersion

Program to different establishments.

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 The result reveals that Work-Related Self Efficacy (xÌ...=4.16) has an σ=.4571; while

the Work Immersion satisfaction ((xÌ...=4.11) has an σ=.496 which indicates that the score

of the latter is spread out. The table also shows a positive linear stronger correlation of .532

between work-related self-efficacy and work immersion satisfaction with a p-value of.001

which is lower than .05 which rejects the null hypothesis. It can be concluded that there is a

significant correlation between work-related self-efficacy and work immersion satisfaction.

As work-related self-efficacy increases, work immersion satisfaction also increases and vice

versa (Guimba. 2019).

Synthesis

The researchers have conducted a review of related literature concerning work

immersion satisfaction among Grade-12 TVL students at Antique National School. Several

findings have emerged regarding the hypotheses proposed in the study. However, the results

indicate a null hypothesis, suggesting no significant change in participant satisfaction during

the work immersion period.

Chapter III

Methodology

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 This chapter of the study will include the following (A) Research Design (B)

Research Locale and Respondents (C) Research Instruments (D) Data Gathering Procedure

(E) Data Analysis (F) Ethical Considerations

Research Design

This study will employ the Quantitative, descriptive research design to determine the

work immersion and the level of satisfaction among the Grade -12 TVL students in Antique

National School. It aims to determine the different levels of satisfaction gained after the work

immersion, through the design, descriptive research the basis of work immersion satisfaction

among the Grade - 12 TVL students in Antique National School will be determined through a

structured survey questionnaire and will be conducted within the time frame of the school

year (2023-2024).

Research Locale and Participants

The selection of participants involves a statistical process, where the total population

(261) is divided by the sample size (158), resulting in a quotient of approximately 1.651,

rounded up to 2. Hence, the interval for participant selection is 2. The participants will consist

of the entire population (N=261) along with a sample size (n=158), determined using Slovin's

Formula, to represent the entire population. The study will take place at Antique National

School, specifically among Grade 12 TVL students.

Research Instruments

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 The research will employ a structured questionnaire to assess the satisfaction level of

Grade 12 TVL students during their work immersion at Antique National School. This

questionnaire will consist of close-ended questions structured in a survey format, utilizing the

Likert scale to gauge the satisfaction levels of the Grade 12 TVL students at Antique National

School.

Data Gathering Procedure

The study will utilize a probability sample, Systematic sampling technique to

determine the descriptive nature of work immersion satisfaction among the Grade –12 TVL

students in Antique National School. The researchers will employ a Likert scale

questionnaire to gather essential data. This will employ a Virtual survey using the Systematic

sampling with a total population N= 261 and the sample size n= 158 to generalize the whole

population.

Data Analysis

The data of the study will be interpreted using different statistical test as follows:

Frequency: To determine the number of students who are satisfied with work

immersion.

Percentage: To determine the level of satisfaction during the work immersion among

the Grade –12 TVL students in Antique National School.

Mean: To determine the general average of work immersion satisfaction among the

Grade – 12 TVL students in Antique National School.

T-Test: To determine the results on level of satisfaction of students grouped

according to demographics.

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 ANOVA: To determine the Analysis of variance (ANOVA) results on the level of

satisfaction of students according to their demographics.

Ethical Considerations

 The researchers will consider the privacy of the respondent's information and will be

used only for research purposes.

 The researchers will take the respondents' time into consideration.

 The researchers will consider the information that will be given by the respondents

are right and applicable information, according to the construct or variable of the

study.

 The researchers will consider methods and ways for the respondents that should be

followed accordingly, only to those chosen respondents to protect the given data of

the study.

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 Chapter IV

Data Analysis and Interpretation

This chapter comprises the analysis, presentation and interpretation of the findings

resulting from this study. The analysis and interpretation of data is carried out in a statistical

manner. Which is based on the results of the questionnaire and deals with a quantitative

analysis of data. It will show the data in frequency and percentage to determine the total

number.

Analysis of Questionnaires

Table I: Level of satisfaction according to frequency and percentage of the demographics.

Frequency(f) Percentage%
Gender Male 69 62.7%
Female 59 37.3%
Age 16 3 1.9%
17 21 13.3%
18 59 37.3%
19 26 16.5%
20 and above 49 31%
Type of Agency Public 139 88%
Private 19 12%
Section G-12 Armani 26 16.5%
G-12 Benz 27 17.1%
G-12 Bell 31 19.6%
G-12 Carver 19 12%
G-12 Ford 30 19%
G-12 Ramsay 25 15.8%
Total 158 100%
The variables show a total of 69 Males (62.7%) of the total sample size (n) and a

corresponding female count of 59 (37.3%) of the total sample size (n) of 158 out of the total

population (N) 261. Thus, concluding males has a bigger number corresponding to the female

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population of the Grade-12 TVL students in Antique National School during the work

immersion on the School Year (2023-2024).

Data shows variables of age. (3) participants had responded 16 as their age during the

work immersion for the total of (1.9%) of the sample size 158. (21) had responded 17 as their

age during the work immersion, for the total of (13.3%) of the sample size 158. (59) had

responded 18 as their age during the work immersion, for the total of (37.3%) of the sample

size 158. (26) had chosen 19 as their age during the work immersion program. Totaling to a

(16.5%) of the total sample size n 158. (49) had selected 20 and above to be their age at the

time of the work immersion. Totaling to a (31%) of the total sample size n 158.

Data analysis show of type of agency whether the participant deemed the partner

agency is public or private. (139) of the participants had partnered with a public agency for

the work immersion program totaling to (88%) of the sample size n 158. (19) of the

participants had partnered with a private agency to work with during the work immersion

program. Totaling to (12%) of the sample size 158.

Data analysis of sections of the Grade –12 TVL students in Antique National School,

this includes (6) sections where the participants are present and evaluated. The following are

sections.

 G-12 Armani consists of (26) participants contributing a total of (16.5%) of the

sample size 158.

 G-12 Benz consists of (27) participants contributing a total of (17.1%) of the sample

size 158.

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  G-12 Bell consists of (31) participants contributing a total of (19.6%) of the sample

size 158.

 G-12 Carver consists of (19) participants contributing a total of (12%) of the sample

size 158.

 G-12 Ford consists of (30) participants contributing a total of (19%) of the sample

size 158.

 G-12 Ramsay consists of (25) participants contributing a total of (15.8%) of the

sample 158.

In concluding the data analysis of the study all participants that were chosen from

their respective sections totaling to 158 as the sample to generalize the whole population N

261.

Table II: Level of satisfaction of students according to their demographic information.

M SD Interpretation
Gender Female 2.8972 0.69208 Satisfied
Male 2.9401 0.70864 Satisfied
Total 2.9241 0.7006 Satisfied
Age 16 2.7111 0.68421 Satisfied
17 2.9746 0.75025 Satisfied
18 2.7763 0.66985 Satisfied
19 2.7769 0.67037 Satisfied
20 and above 3.1714 0.6857 Satisfied
Total 2.9241 0.7006 Satisfied
Type of Agency Private 2.6702 0.75995 Satisfied
Public 2.9588 0.68775 Satisfied
Total 2.9241 0.7006 Satisfied
Section G-12 Armani 2.8231 0.69306 Satisfied
G-12 Bell 3.0409 0.75536 Satisfied
G-12 Benz 2.842 0.51711 Satisfied
G-12 Carver 3.3193 0.65643 Very satisfied
G-12 Ford 2.8667 0.82564 Satisfied
G-12 Ramsay 2.7413 0.60164 Satisfied
Total 2.9241 0.7006 Satisfied

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 Based on the table, the overall average satisfaction of students is (interpretation)

(M=2.92, SD=0.700). When the level of satisfaction of students grouped to gender, the male

average satisfaction level is (Satisfied) (M=2.94, SD=0.709) while the female average

satisfaction level if (Satisfied) (M=2.90, SD=0.692). When the level of satisfaction of

students are grouped to age, 16 has the average level of satisfaction is (Satisfied) (M=2.71,

SD=0.684), 17 has the average satisfaction level (Satisfied) (M=2.97, SD=0.750), 18 has the

average satisfaction level (Satisfied) (M=2.77, SD=0.669), 19 has the average satisfaction

level (Satisfied) (M= 2.77, SD=0.670). When the level of satisfaction of students are grouped

to age, 20 and above their average level of satisfaction is (Satisfied) (M=3.17, SD=0.685).

When the level of satisfaction of students is grouped to type of agency, private has the

average satisfaction level (Satisfied) (M=2.67, SD=0.759). Public has the average satisfaction

level (Satisfied) (M=2.95, SD=0.687). When the level of satisfaction of students is grouped to

sections, G-12 Armani has the average satisfaction level (Satisfied) (M=2.82, SD=0.693). G-

12 Bell has the average satisfaction level (Satisfied) (M=3.04, SD=0.755). G-12 Benz has the

average satisfaction level (Satisfied) (M=2.84, SD=0.517). G-12 Carver has the average

satisfaction level (Very satisfied) (M=3.31, SD=0.656). G-12 Ford has the average

satisfaction level (Satisfied) (M=2.86, SD= 0.825). G-12 Ramsay has the average satisfaction

level (Satisfied) (M=2.74, SD=0.601). Totaling to the general average satisfaction level

(Satisfied) (M=2.92, SD=0.700).

Table III: T- Test results of level of satisfaction of students according to their Gender.

M SD T F P
Gender Female 2.8972 0.69208 -1.694 156 0.711
Male 2.9401 0.70864
Based on table 3, there is no significant difference on the level of students according

to gender (T (156) =1.694, p =0.711). Therefore, male has the average level of satisfaction

23
(M=2.94, SD=0.708). While female has the average level of satisfaction (M=2.89, SD=

0.692).

Table IV: Analysis of Variance (ANOVA) results on level of satisfaction of students

according to age.

Sum of squares DF Mean square F Sig

Between Groups 5.04 4 1.26 2.676 0.034
Within Groups 72.022 153 0.471
Total 77.062 157
Based on table 4, there is a significant difference in the level of satisfaction of

students according to their age F (4, 153) = 2,676, p= 0.034). Furthermore, based on the ad

hoc analysis using Turkey H.S.D, there is a significant difference between age of 18 (M=

2.7763, SD= 0.670) and 20 above (M= 3.17, SD= 0.686) at p = 0.027. Therefore, age appears

to have a significant impact on student’s satisfaction levels, particularly between the ages og

18 and 20 above.

Table V: T- Test results on level of satisfaction of students grouped according to the type of

agency.

M SD T DF P
Type of agency Private 2.6702 0.75995 -1.694 156 0.092
Public 2.9588 0.68775
Based on table 5, there is no significant difference on the level of satisfaction of

students according to type of agency (T (156) = 1.694, p=0.092). Therefore, public has an

average level of satisfaction (M=2.95, SD= 0.687). While private has an average level of

satisfaction (M= 2.67, SD= 0.759).

Table VI: Analysis of variance (ANOVA) results on the level of satisfaction of students

according to their section.

Sum of squares DF Mean square F Sig

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 Between groups 4.772 5 0.954 2.007 0.081
Within groups 72.29 152 0.476
Total 77.062 157

Based on table 6, there is no significant difference on the level of satisfaction of

students according to their section (F (5,152) p= 0.081). Therefore, Between Groups Within

Groups Total Sum of Squares 4.772 72.29 77.062 df 5 152 157 Mean Square 0.954 0.476 F

2.007 Sig 0.081 Based on table 6, there is no significance difference on level of satisfaction

of students according to their section (F (5,152) 2.007, p = 0.081). Therefore, it can be

concluded that the section in which students are grouped does not have a significant impact

on their satisfaction levels in this study.

Chapter V

Summary, Conclusions, and Recommendations

5.1 Introduction

This chapter is represented in four sections. The study provides in-depth examination

of the research objectives and questions in their context. The key findings are summarized

and the important aspects that the data analysis has revealed are discussed. This study reports

the implications with due regard to the practical considerations and the theoretical

perspective. Finally, it suggests implications for future research thereby providing guidance

for the future researchers on what shall be covered in future studies.

5.2 Summary of the Study

Values are entrenched in each individual, and this study provides some insights to

better understand this Work Immersion Satisfaction Among the Grade 12- Technical

Vocational Livelihood Students. The study is aimed to determine the Work Immersion

Satisfaction of Grade -12 TVL Students in Antique National School for the school year 2023-

25
2024. Depending on their general demographics and their chosen agencies. Specifically, it

seeks to answer the following questions:

1. What are the general demographics of the respondents? (Age, sex, section, type of agency)

2. What is the level of satisfaction the respondents have granted from their work immersion?

3. Is there a significant difference in the satisfaction level of Grade 12 – TVL student when

classified in terms of age, sex, section, and type of agency?

Research Question 1 identified the age, sex, section, and type of work immersion

partner agencies of the participants. Research Question 2 furnished the participants’ rationale

of satisfaction level of the respondents for the work immersion experience. Finally, Research

Question 3 examined and consolidated the significant difference in the satisfaction level of

Grade 12 – TVL student when classified in terms of age, sex, section, and type of agency.

5.3 Summary of Findings

This study aimed to determine the level of satisfaction of Grade-12 TVL students

during the Work Immersion program for the School Year (2023-2024). The survey involved

158 participants, who were selected using purposive sampling. Quantitative analysis was

used to analyze the data using descriptive statistics, t-tests, and ANOVA. The results showed

that the overall satisfaction levels of the students during the work immersion were high.

There were no significant differences in satisfaction levels based on gender, type of agency,

or section. However, there was a significant difference based on age, particularly for

participants aged 18 and above.

5.4 Conclusions

26
 Based on the analysis of the data, it can be concluded that the Grade-12 TVL students

in Antique National School expressed high levels of satisfaction during their Work

Immersion Program in terms of different variables such as gender, type of agency, and

section. However, the study also found a significant difference in satisfaction levels based on

age. Students aged 18 and above reported higher levels of satisfaction, which may suggest

that this age group needs to have more challenging and stimulating tasks during their work

immersion program.

5.5 Implication of the study

The results of this study have important implications for schools, employers, and

policymakers. For schools, it is important to continue offering work immersion programs to

Grade-12 TVL students to enhance their skills and knowledge. Schools should also consider

the age of the students when assigning them to partner agencies, to ensure that they are being

challenged and given opportunities to enhance their learning. For employers, it is essential to

provide appropriate and effective work immersion experiences for students, and policies and

regulations should be strengthened to promote quality work immersion programs. For

policymakers, this study highlights the importance of work immersion programs in the

academic and career development of students. Policymakers should support and encourage

schools to offer work immersion programs and provide funding and resources to enhance the

quality of these programs.

5.6 Recommendations

Further research is needed to explore the factors that influence satisfaction levels

among different age groups of Grade-12 TVL students during the Work Immersion Program.

Future studies may also want to consider qualitative methods to delve into students’

experiences, thoughts, and feelings during their work immersion program. Additionally, a
27
comparative study can be conducted among the Grade-12 TVL students at different schools

to assess their satisfaction levels during work immersion programs and identify the best

practices to promote high levels of satisfaction and optimal learning outcomes. Finally, a

longitudinal study can be undertaken to investigate the long-term impact of work immersion

programs on academic and career development, especially among the Grade-12 TVL

students.

Based on the study’s findings, the following recommendations are made:

1. Schools should ensure that work immersion programs are provided for all Grade-12 TVL

students, as they appear to benefit from them.

2. Schools should consider the age of students when assigning them to work immersion

programs. Students aged 18 and above may need to be placed in programs that are more

challenging and provide them with more opportunities to develop their skills and knowledge.

3. Future studies may want to explore the reasons for the significant difference in satisfaction

levels based on age. This information could be useful in developing programs that better meet

the needs of students in this age group.

4. Schools may also want to consider providing training or support for employers to ensure

that they are providing appropriate and effective work immersion experiences for students.

This could enhance the overall quality of the work immersion program and increase student

satisfaction levels.

28
Reference

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Business and Management Studies, 2(3), 41-48.

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Yasmin, S. (2022). What is work immersion? Why is it important

30
Chapter II
Work immersion

van Zyl, L. E., & Veldsman, D. (2023). The Psychometric Properties of the Psychological

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Work immersion Satisfaction

Ruhanen, L., Robinson, R., & Breakey, N. (2013). A tourism immersion internship: Student

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Education, 13, 60-69.

So, C. (2020). Embodied design: Design inspiration and mood improvement depend on

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International Journal of Design Creativity and Innovation, 8(2), 70-87.

Local Studies:

Work immersion

Acut, D. P., Curaraton, E. P., Latonio, G. C., & Latonio, R. A. C. (2021, March). Work

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012013). IOP Publishing.

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Espinueva, T. G., Labrador, V. M. F., Martin, A. S. N., Olanosa, C. J. V., Santiago, M. J. M.,

& Reyes, J. E. A. Effectiveness of Virtual Work Immersion: A Descriptive-Correlational

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Jaime, E. (2023). Technical Vocational Livelihood Work Immersion, Students’

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1-1.

Adorna, C. R. (2019). ABM Students' Perception Towards their Work Immersion

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Chapter IV

Necio, C. R., Acosta, N. P., Arzaga, M. L. S., & Buhalog, C. J. E. (2022). Challenges
encountered and level of satisfaction of work immersion students and partners: Basis for
school policy work immersion plan.

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