ACCEPTABILITY OF THE UNIFIED WORK IMMERSION PORTFOLIO FOR

GRADE 12 STUDENTS OF LALA PROPER INTEGRATED SCHOOL

A Research Proposal

Senior High School Department

Lala Proper Integrated School
Technical Vocational and Livelihood Education
Information Communication Technology Strand
Animation and Technical Drafting

Jesrel C. Calunsag
Ray Anthony Elejorde
Joylieben A. Enerio

February 2022
 CHAPTER 1
INTRODUCTION

Work Immersion is one of the course requirements for graduation. A Senior High

School student has to undergo Work Immersion in an industry that directly relates to the

student’s postsecondary goal. Through Work Immersion, the students are exposed to and

become familiar with work-related environment related to their field of specialization to

enhance their competence. Specifically, the students are able to gain relevant and

practical industrial skills under the guidance of industry experts and workers, appreciate

the importance and application of the principles and theories taught in school, enhance

their technical knowledge and skills, enrich their skills in communications and human

relations and develop good work habits, attitudes, appreciation, and respect for work.

These prepare them to meet the needs and challenges of employment or higher education

after graduation. (Padon, 2019)

One of the major requirements of work immersion is a student’s portfolio. This

workbook is a collection of documents that provides a description and foster in-depth

learning of the world of work and assessment of student’s performance during work

immersion experiences. Portfolios can encourage students to take more ownership and

responsibility over the learning process. (Baloloy, 2018)

The use of portfolios for assessment is gaining popularity in senior high school.

Despite acknowledged difficulties and flaws associated with this assessment method,

portfolios have advantages over traditional methods. Handbooks on methods of

constructing portfolios often emphasize the mechanics of the process of building

portfolios. However, educators who use this form of assessment are increasingly faced by

various problem, which are largely due to the fact that portfolio construction is more than

the procedure of putting documents and artefacts together. (Tisani, 2008)

Furthermore, learner’s portfolio is arguably the most crucial part of the learners.

So, in order to ease problems that the students encountered, the researchers come up with

an idea to make a unified design of work immersion portfolio. Unified design of this

material can produce multiple solutions in working and processing the needs of the

learners in guiding and making their individual work experience portfolio. (Leøng, 2019)

Identifying the level of acceptability of a unified work immersion portfolio will

permit and allow the researchers to use the material for education and work immersion

purposes to all strand and specialization course (Rogers, et al, 2017). Generally stated,

the many benefits of unified work immersion portfolio are learning and working the

materials in the easier way because the format and instruction is already crafted in the

designed portfolio. This material helps us to explore the wide-ranging effects of

innovations on researchers, teachers, learners, and creative lives.

Statement of the problem

This study seeks to evaluate work immersion industry profile as basis in designing

scrapbook portfolio. Especially it will answer the following question:

1. What is the teacher’s evaluation on the acceptability of the unified work

immersion portfolio? in terms of:

 1.1 Language style and format;

1.2 Presentations;

1.3 Illustration;

1.4 Timeliness;

1.5 Adequacy;

1.6 Suitability;

1.7 Usefulness; and

1.8 Clarity?

2 What is the Industry’s evaluation on the acceptability of the unified work immersion

portfolio? In terms of:

2.1 Language style and format;

2.2 Presentations;

2.3 Illustration;

2.4 Timeliness;

2.5 Adequacy;

2.6 Suitability;

2.7 Usefulness; and

2.8 Clarity?

3 Is there a significant difference between the teachers and industry’s evaluation on the

level of acceptability of the unified work immersion portfolio?

4 What implication can be formulated?

1.3 Null Hypothesis. The ho will be tested at 0.05 level of significance

1. Ho. There is no significant difference between the teachers and industry’s evaluation

on the level of acceptability of the unified work immersion portfolio

1.4 Theoretical Framework

Experiential Learning Theory

In research from Rogers et Al, (2017) Experiential learning Theory is an active

learning approach in which students learn by doing and by reflecting on the experience.

This approach to teaching is often used in disciplines such as social sciences, education,

business, and medicine. Reflection before, during, and after an experience allows the

student to analyze what they learn and why it is important, which is vital in helping them

to understand the relevance of the experience.

Contextual Design Theory

In the theory Garfinkel Contextual Design as cited Holtzblatt et.Al (2015), it was

designed for practical application that design team members must go into the field and

observe and talk with users in their natural work or life environments - their natural

contexts - in order to understand work practice. This is the principle of context from

which the process draws its name. 

1.5 Conceptual Framework

This figure represents the schematic diagram of the study on the development and

acceptability of Unified Work Immersion Portfolio for Grade 12 senior high school

students.

IV DV

DEVELOPMENT
OF WORK
LEVEL OF IMPLICATION
IMMERSION
ACCEPTABILITY
PORTFOLIO

Figure 1. The Schematic diagram of the conceptual Framework

1.6 Scope and Limitations of the study

This study focuses to determine the level of acceptability of the unified work

immersion portfolio. The data for this study will limit 10 specialized teachers in senior

high school and industry owner in the work immersion program 10 teachers who

specialized in the strand of industrial art, Home Economics Information Communication

Technology and Agri-fishery Arts and 10 industry owners A total of 20 respondents.

1.7 Significance of the study

Work Immersion Students. The output of study will serve as an organized

compilation of narratives, documentations, and other requirements.

 Teachers. This will provide evidence in rating and evaluating Student’s Learning

in work Immersion.

Future Researcher. as basis for their related studies as one of their related

articles.

1.8 Definition of terms

Acceptability. This refers to respondents’ evaluation resorts on the developed

contextualized module in Illustration in terms of presentations, language style and

format, illustrations, timeliness, adequacy, suitability, clarity and usefulness.

Portfolio. A portfolio is a compilation of materials that exemplifies your beliefs,

skills, qualification, education, training and experience.

Unified Work Immersion Portfolio. This refers to the material that will serve as

a workbook for the students who will takeup the course/subject Work Immersion in

Senior High School. This can be used by all strand of senior high school grade 12

students.

Work Immersion. Is one of the course requirements for graduation, through

work immersion, the students are exposed to and become familiar with work-related

environment related to their field of specialization to enhance their competence.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1 Work Immersion

Immersion is implemented in different countries all over of curricular training.

Immersion programs started in other countries many years back. However, the

Philippines only started three years ago as program for students’ engagement in

employment simulation. Since the start of the program, there were emerging issues in the

insufficiency of documents to establish its extent of implementation. Hence, the paper

assessed the extent of implementation of senior high school work immersion program in

selected public schools in the Division of Lanao del Norte during the school year 2019-

2020 according to the category of school, school location, and designation of

implementer in the areas of Curriculum Implementation and Compliance, Work

Immersion Delivery Process, Assessment of Student’s Process, Supervision of Work

Immersion and Implementation, and Administrative Concerns. Likewise, it identifies the

challenge encountered by the implementers and their recommendations in the effective

implementation of the immersion program.

2.2 Students Portfolio Importance and benefits for learner, teacher, and parent

Student’s portfolio reflects inclusive academic development of an individual in

specific period. Student’s portfolio is systematic, authentic and reliable evidence of his
comprehensive growth in an academic session. Portfolio shows learners’ artistic, creative,

innovative, rational, comprehensive and conceptual growth. Students’ portfolio

represents his systematic efforts to achieve the excellent points. When we think our

purpose of teaching in the classroom, we do enough preparation, and planning. We try to

execute our planning. Why do we conduct these activities? What are the purposes behind

this? We prepare, plan and execute it in the classroom to maximize learning. Why do we

share learning objective in the classroom? Why do we share learning outcomes in the

classroom? Why do we conduct co-curricular activity in the classroom? Wise teacher

ensures maximum learning outcomes in the classroom. Portfolio is the authentic

showcase of learners’ learning. Student’s portfolio is one of the best tools to ensure

quality learning and to ensure student’s growth over a period of time. Teacher as well as

parent evaluates students’ qualitative learning growth with the help of student’s portfolio.

Teacher evaluates his overall effort for imparting qualitative learning. (Ranjan, 2019)

2.3 Challenges in producing portfolio

The use of portfolios for assessment is gaining popularity in higher education.

Despite acknowledged difficulties and flaws associated with this assessment method,

portfolios have advantages over traditional methods. Handbooks on methods of

constructing portfolios often emphasize the mechanics of the process of building

portfolios. However, educators who use this form of assessment are increasingly faced by

various hurdles, which are largely due to the fact that portfolio construction is more than

the procedure of putting documents and artefacts together. In assessment by portfolio

both educators and learners are treading unfamiliar territory. They encounter problems
such as resistance, non-completion and difficulties with evaluating the portfolio and

assessing the evidence. Similar problems were experienced in an initiative where

portfolios were used to assess academics in a module for their professional development.

In responding to some of the problems, facilitators have had to explore educational

theories that should underpin both theory and practice. (Tisani, 2008)

2.4 Effectiveness and Acceptability of Instructional Materials in the Enhancement of

Students’ Academic Achievement

This study is anchored in the related studies examined the effectiveness and

acceptability of the instructional materials developed by the faculty of the College of

Management and Business Technology (CMBT) of the Nueva Ecija University of

Science and Technology (NEUST). The sample consisted of selected instructional

materials developed by the said Department. This included the instructional materials

being used by the Master of Business Administration and Doctor of Philosophy in

Business Administration of the Graduate School. The research employed the descriptive

design where eighty-eight respondents were purposively selected. The parameters in the

instrument used were the instructional content, procedure, relevance, knowledge and

practical applications, clarity, development of higher thinking skills, and alignment with

the thrusts and goals and objectives of the University. The following findings were

made: the total weighted mean got 3.55 with verbal description of “Very Satisfactory”

indicated that the instructional materials developed by CMBT faculty were acceptable,

except for the item friendliness of figures which got a “Needs Improvement” rating.
Recommendations for the enhancement and continuous development of instructional

materials were also made. (Portana et. Al)

2.4 Contextual Design Theory

Contextual Design is a structured, well-defined user-centered design process that

provides methods to collect data about users in the field, interpret and consolidate that

data in a structured way, use the data to create and prototype product and service

concepts, and iteratively test and refine those concepts with users. This is the core of the

Contextual Design philosophy - understand users in order to find out their fundamental

intents, desires, and drivers. But these are invisible to the users - so the onl y way to glean

them is to go out in the field and talk with people. Contextual Design holds that design

team members must go into the field and observe and talk with users in their natural work

or life environments - their natural contexts - in order to understand work practice. This is

the principle of context from which the process draws its name. This aspect of Contextual

Design leverages the work of earlier ethnographic methodologies (Garfinkel 1967) but

extends it in important ways.

 CHAPTER 3

REASEARCH METHODOLOGY

3.1 Research Design

This study will a quantitative’ descriptive design to determine the level of

acceptability of unified work immersion portfolio for grade 12 students.

According to Calmorin (2007), the descriptive research includes facts or current

conditions concerning the nature, or person, a number of subjects or class events,

classification or measurement. Descriptive research is characterized as a fact-finding with

adequate interpretations.

The descriptive research design was suitable in the study especially in

determining teachers and industry level of acceptability of the unified work immersion

portfolio

3.2 Research Locale

This study will be conducted at senior high school department, Information

Communication Technology laboratory, Lala Proper Integrated School, Lala, Lanao del

Norte.

3.3 Research Respondents

 There will be 10 teachers and 10 industries, respondents who will be purposively

selected and utilized in conducting this study.

Table 1: Respondents of the Study

Respondents No. Percentage

Teacher 10 50%
Industry 10 50%
Total 20 100%

3.4 Research Instruments

This study will utilize a standardized questionnaire adopted from Tan, et. Al on

the acceptability of the material. It has 8 criteria namely: Language style and format,

Presentations, Illustration; Timeliness; Adequacy; Suitability; Usefulness; and Clarity.

Table 2: Level of Acceptability

Numerical Value Descriptive Rating Description

Level

4 Very Acceptable (VA) This is a rating given to the

statement where provisions are
exceedingly evident.
3 Acceptable (A) This is a rating given to the
statement where provisions are
 almost exceedingly evident.
2 Barely Acceptable (BA) This is a rating given to the
statement where provisions are less
evident.
1 Not Acceptable (NA) This is a rating given to the
statement where provisions are NOT
evident.

3.5 Data Gathering Procedure

A letter will be sent to the office of the principal of Lala Proper Integrated School

seeking for endorsement to the school, the municipal mayor, Barangay captains, and

Inter-agency task force in the municipality of Lala will be secured to be allowed to gather

information from the respondents. The researcher will administer the questionnaire

through a google survey form link for those who have access to internet and printed for

those who do not have.

The researcher will develop a unified work immersion portfolio based on the gaps

and issues gathered in the interview and survey. The level of acceptability will be

evaluated by the teachers’ and industry expertise in illustration, language, and content

through a questionnaire’s checklist. Tabulation analysis, and interpretation of data will

follow.

3.6 Data analysis and statistical tools

The data will be gathered, tallied, and recorded for statistical treatment, analysis,

and interpretation. The following tools will be used in the analysis of data in this study:

frequency count, percentage and weighted mean percentage, and distribution formula. It

will be used to summarize the variables under study.

 Weighted Mean. This will be used to interpret the content validity and level of

acceptability of the developed contextualized module in TLE-Illustration,

Chi-Square. This will be to determine the significant difference of respondents’

evaluation results on the level of acceptability of the developed contextualized module in

illustration.

QUESTIONNAIRE CHECKLIST ON EVALUATING THE ACCEPTABILITY

OF UNIFIED WORK IMMERSION PORTFOLIO

Dear Respondent,
This questionnaire is designed to determine the level of acceptability of the work
immersion portfolio. To enable an accurate data, it is essential that all information
requested in the questionnaire should be provided as completely and accurately as
possible.
________________________________________________________________________

Name: ____________________________________________
School/Industry: ____________________________________________

Acceptability of the Material

Direction: Please put a check on the column, which corresponds to the number that
represents the evaluation of the unified work immersion portfolio using the scale below.
Numerical Value Descriptive Rating Description
4 Very Acceptable (VA) This is a rating given to the
statement where provisions are
exceedingly evident.
3 Acceptable (A) This is a rating given to the
statement where provisions are
almost exceedingly evident.
2 Barely Acceptable (BA) This is a rating given to the
statement where provisions are less
evident.
1 Not Acceptable (NA) This is a rating given to the
statement where provisions are
NOT evident.
 4 3 2 1
Very Acceptable Barely Not
Acceptabl acceptable Acceptable
e
Clarity
information is clear and simple
language used is clear and easy to
understand
concepts for each activity are arranged
logically
information suits the students’ level of
comprehension

Usefulness
prepares the students to think logically and
critically
is simple and comprehensible
has contents that increase the students’
knowledge, understanding, and
proficiency/skills
provides opportunity for the development/
enhancement of mathematical skills
has learning contents that provide adequate
information on the topics presented
encourages the students to become actively
involved in the learning activities
stimulates the learners’ analytical thinking
skills
presents activities that seek to relate new
concepts from previous lesson
Suitability
activities take into consideration the varying
attitudes and capabilities of the learner
activities are suitable to the topic
activities are relevant, interesting, and self-
motivating
enrichment activities are adaptable to
classes with large number of students
Adequacy
covers all topics in the most essential
learning competencies
provides sufficient information on each
topic
provides expected learning
contains a variety of situation strategies
defines important terms for reinforcement
provides enough activities to increase
students’ knowledge, skills, and attitudes
explains and applies concepts and principles
Timeliness
it is one of the tools for quality learning
teachers are encouraged to produce
workbook/ worktext to make teaching –
learning effective
students need instructional materials where
they could apply what had been discussed in
the classroom
Language, style, and format
appropriate use of illustrations
proper spacing of items
use of optimum print size
ariation in the positioning of response
sections
the observation of correct grammar
clear and comprehensive language in terms
of vocabulary
sufficient familiar vocabulary to ensure
learning
appropriate structure, style and format to the
target level

Illustrations
clear and simple
rouse students’ interest, making learning
effective and enjoyable
provide concrete visual clues
guide students to follow directions
relevant to the topic
Presentations
topics is logical and orderly sequenced
directions are concise, readable, and easy to
follow
topics fit the sequence of the course
Comments:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_
Signature: _________________________
Date: _____________________________

References
Baloloy, P. (2018). Student portfolio in work immersion program. Prezi.Com.
https://prezi.com/jn6fh0w4bd9w/student-portfolio-in-work-immersion-program/

Leøng, D. (2019, ). How to put together an effective and eye-catching UX design

portfolio. Medium. https://uxdesign.cc/how-to-put-together-effective-eye-
catching-ux-design-portfolio-d4dde7f5b44e

Padon, K. (2019). WORK IMMERSION PORTFOLIO (based on DepEd order No. 30 s.

2017. Academia.
https://www.academia.edu/39787177/WORK_IMMERSION_PORTFOLIO_base
d_on_DepEd_Order_No_30_s_2017

Ranjan, R. (2019). Student portfolio importance and benefit for learner teacher and
parent – school education. Rajeevelt.Com. https://www.rajeevelt.com/student-
portfolio-importance-and-benefit-for-learner-teacher-and-parent/rajeev-ranjan/

Rogers Et. Al. (2017). Evaluating the acceptability and usability of easel: a mobile
application that supports guided reflection for experiential learning activities.
Pdf. https://www.jite.org/documents/Vol16/JITEv16IIPp195-
214Schnepp3409.pdf

Tisani, M. (2008). Challenges in producing a portfolio for assessment: In search of

underpinning educational theories. Taylor & Francis Online.
https://www.tandfonline.com/doi/abs/10.1080/13562510802334830