CHAPTER I

INTRODUCTION

Background of the Study

Former Pres. Benigno S. Aquino III approved the Republic Act 10533 or the

“Enhanced Basic Education Act of 2013” last May 15, 2013. The program encompasses

at least one (1) year of kindergarten education, six (6) years of elementary education, and

six (6) years of secondary education, in that sequence. Secondary education includes four

(4) years of junior high school and two (2) years of senior high school education (Official

Gazette, 2013). This information is one of the most basic concepts of the reformed

educational curriculum.

Two years has been added up by the Government in the applied curriculum. This

additional time will be a great preparation of the students for job, college and life as

pursuant to the new curriculum’s vision. In connection with this, the Department of

Education (DepEd) included the Work Immersion as one of the key feature of the K to

12.

As grade 11 students under the new education curriculum of the Government,

they were aware that they have to undergo in a work immersion program to fully comply

with the required courses that is must. Immersion is a new course for them. Without any

information about it, they are a little bit curious and nervous on what would the

immersion be.
 2

DepEd describes Work Immersion as 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: (i) gain relevant and practical industrial skills under the guidance of industry

experts and workers; (ii) appreciate the importance and application of the principles and

theories taught in school; (iii) enhance their technical knowledge and skills; (iv) enrich

their skills in communications and human relations; and (v) 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. (DepEd, April 2017)

By the expected outcomes stated above, the Department of Education did not only

focus on the intellectual skills of a student but more specifically to the communication

and social skills of each individual. Therefore, this course really makes a student to act as

a real professional and might inspired them to strive more. This kind of preparation will

open the mind of each student that it is not enough to have an academic knowledge but to

have more wisdom about what our life would be inside a community and a working area.

The Work Immersion cannot be done without any thorough study and

analyzation. As the key feature of the Senior High School Curriculum, this program can

be conducted in different ways depending on the purposes and needs of learners (DepEd

Order No. 30 s. 2017). This is an assurance of the effectiveness of this program. The

students, therefore, who are about to undergo work immersion will be exposed on a

certain environment, that is, the nearest field that they will be engaging soon in life.
 3

The program will also help the student at appreciating the importance of the

credentials by writing resumes, filling out application forms, job interview skills training

and visiting the concerned offices where the following could be secured: Barangay

clearance, Police clearance, Mayor’s clearance and Medical certificate (Work Immersion,

2017). This learning outcome will help the students much for the future application in

life.

For the students, they were afraid of this kind of program, deployed by the

Department of Education; since, they will be placed out of their comfort zones and be

exposed to the real meaning of our life. On one hand, it would be the greatest privilege,

experience, and time for them to enhance our talents and skills. This process will be done

through a hands-on lessons and exposure. This kind of engagement will be showing them

the real meaning of life in the society where we are living. But on the other hand, many

people might say that it seemed to be early for the work immersion; since, they still have

to take it during the on-job-training in college before graduating.

The fulfillment of this plan has come, after the thorough study and researches.

This second semester of the Academic Year 2017-2018, the grade 12 students

experienced how the work immersion is going through. Many people including the

Department of Education (DepEd) and the Commission on Higher Education (CHED)

await its result and how it affects the students’ performance and vision in life. An

assessment will be conducted by the branch of the Government before the academic year

ends.

They have heard some experiences from grade 12 who underwent this new

Government Program. Most of them have said that it’s a great experience to be treasured.
 4

The program has changed them a lot. The Grade 11 students are looking forward to use

their experiences as one of their inspirations and weapons in the future; since, they

believed that experience is the best teacher we could have.

The new course by the Government aims a lot of great possibilities not only for

the students but more for the country and its future. Through this research, many students

might be inspired and be fearless about this program. This will serve as an eye opener for

the students to see how lucky they are to have this program that aimed at developing our

competencies and skills. The program might also be a motivation for the students to face

the reality of life and to have a positive insight about it; through, striving up more on our

studies.
 5

Statement of the Problem

The study was conducted to determine the effects of the k to 12 immersion

program to the students of John J. Russell Memorial High School of A.Y 2017-2018

engaged in.

Specifically, this study aims to answer the following questions;

1. How may the demographic profile of the respondents be described in terms of:

1.1. Age;

1.2. Gender

1.3. Work immersion venue

2. What is the status of the performance of the students in work immersion?

3. What are the learnings acquired by the grade 12 students after being exposed in a

work-related are through work immersion?

4. What are the positive and negative impacts of work immersion to the grade 12

students?
 6

Objectives

The study pursues to define the effects of the k to 12 immersion program to the

students’ performance in JJRMHS. It has the following specific objective;

1. To know how the demographic profile of the respondents may be described in terms

of:

1.1. Age;

1.2. Gender;

1.3. Work immersion venue;

2. to take into account the status of the performance of the students in work immersion;

3. to have an idea about the learnings gained by the grade 12 students after being

exposed in a work-related are through work immersion and;

4. to evaluate the positive and negative impacts of work immersion to the grade 12

students
 7

Significance of the Study

Findings of this study will beneficial to the following:

Students. This research might help them in building up an in-depth understanding

about the new course in the curriculum that they should be aware and well oriented. In

addition, this study will help them to voice out their opinion regarding the Work

Immersion Program that they had undergone for 80 hours.

Teachers. This study might be a useful instrument to empower their teaching in a

way that it might become a guide since it will cater the thoughts and opinions of the

students upon the hands-on learning experience.

Curriculum Developers. Since this study will be showing the results from the

gathered data, the obtained conclusion might become a solid and reliable basis for the

continuous improvement of the educational curriculum of our country.

Administrators. The results obtained from this research depicts the voice of the

students; hence, this will open a wide range understanding about the students. Therefore,

the administrators might also open a way to cater the views and opinion of the students

about their experience during the immersion.

Future Researchers. This research might be used by the future researchers as a

basis for further improvement of the study in the field of academics.

 8

Scope and Limitation

The research focuses on the effects of the work immersion program on the

students’ performance in JJRMHS. This research will limit itself on 80 respondents who

are currently enrolled in the said school and underwent in a work immersion program.

The study will be focusing on the changes happened in each student, especially upon

their communication and social skills, before and after the work immersion program. The

respondents’ individual intellectual ability is not included in this research.

Location of the Study

The study will be done at John J. Russell Memorial High School. This

Government-funded institution is located at Zone 2, Brgy. Sibul Springs, San Miguel,

Bulacan. The school offers a complete High School Curriculum.

With current estimated population of 1,800 students, wherein 430 are Senior High

School and 194 of it are Grade 12 students who accomplished their 80-hour work

immersion course;0 This institution is known for its fast-growing population. It was

named as Sibul Barangay High School; since it was linked in Sibul Elementary School.

Some years passed after the foundation of the school, John J. Russell (an American

Citizen) donated a portion of his land; with which the school was erected now. From

there, the school was renamed as John J. Russell Memorial High School, named after the

land donor.
 9

Celebrating 50 years of foundation, this institution still glimpsed and continuously

engraving her name in the history especially in the sports events like swimming. And yet

continuously producing totally competitive students.

(Figure 1. Map of John J. Russell Memorial High School)

(Figure 2. John J. Russell Memorial High School Annex)

 10

CHAPTER II

REVIEW OF RELATED LITERATURE

Introduction

On this chapter, it reviews the possible impacts of the work immersion program to

the students who were engaged in.

Work Exposure

The work immersion program of the Department of Education is one of the key

features of the newly established educational curriculum. This course primarily aims to

expose a student to an active workplace where he can improve his communication and

social skills.

To be exposed in a work area is, somewhat, a very important moment a student

must experience. In fact, Dr. Dagatan (2017) said that this work immersion provides

learners with opportunities to learn about the workplace, as well as the authentic work

environment. Work Immersion is a key feature in the Senior High School program.

Immersion Scheduling

The Department of Labor and Employment (DOLE) explained that work

immersion is the part of the Senior High School (SHS) Curriculum consisting of 80 hours
 11

of hands-on experience or work simulation which the Grade 11 and 12 students will

undergo to expose them to actual workplace setting and enrich the competencies provided

by the school under the supervision of the School Head and the designated personnel of

the partner. The 80 hours may be scheduled for no more than 8 cumulative or consecutive

hours per day. All Technical-Vocational institutions offering Senior High School shall

also be governed by the DepEd guidelines on the 80-hour work immersion. All applicable

guidelines of TESDA and DOLE relevant to the basic education shall apply (Labor

Advisory No. 8 S. 2016). In this case, the 80-hour applied course will definitely affects

the school academical scheduling of classes per day.

Students’ Safety During the Immersion Proper

On one hand, the Government would not prevent the parents of the students who

are engaged in the said course to worry about their siblings since it will be the first time

for the students to be out of their comfort zones. Also, the people were accustomed in

knowing about the On-the-Job Training (OJT) reserved for the college students and not in

the Work Immersion Program which is very new and unique in our ears and

understanding. On the other hand, for the parents not to be worried, the DOLE also

mentioned in their Labor Code no. 8 that they are forbidding all Senior High students

engaging in these types of work immersion: mining, construction, transportation, waste

management, water supply, forestry and logging, security and investigation,

manufacturing (e.g. tobacco, alcoholic beverages), farm-related work, sales and services

industry, integrated-science-related work, including as personal and protective workers.

Moreover, the DOLE also take an account of having the conditions for Work

Immersion of students in workplace. The following circumstances shall be observed for

 12

the protection of SHS students undergoing work immersion: (1) The work immersion

shall be allowed only between 8:00 o’clock in the morning and 5:00 o’clock in the

afternoon; (2) Work Immersion for the students below 15 years old and with their

permission from their parent or guardian, shall not be longer than four hours in any given

day; (3) SHS Students regardless considered as hazardous in accordance with the DOLE

Department Order No. 149, Series of 2016 (Guidelines in Assessing and Determining

Hazardous Work in the Employment of Persons Below 18 Years of Age); and (4) Work

Immersion shall in no case result in the replacement of or diminution of benefits of the

workers in the partner enterprise/company (DOLE Labor Code no. 8). On the statement

no.1 of this code, which is all about the working time; this will primarily affect the

students who are far from the work immersion venue. Also, for those who are only

commuting just to accomplish this course it will cost them too much

In accordance to Republic Act (R.A.) 9231 or the “Special Protection of Children

Against Child Abuse, Exploitation and Discrimination Act”, the DOLE has implemented

Department Order No. 149 which provides guidelines for assessing hazardous work areas

for working students under 18 years old. They come up with the prohibitions of the said

working are as stated in the previous paragraph.

Meanwhile, the Department of Social Welfare and Development (DSWD) has

emphasized the need for each institution to have their own child protection policy that

demonstrates a commitment to safeguard children from harm. Madamba (2017), as a

social welfare officer of DSWD, stressed that without the organization’s Child Protection

Policy, it would be really hard to conduct a check-and-balance as to whether there are

abuse or not.
 13

Just to make sure and oriented, Philippine Business for Social Progress (PBSP)

Executive Director Dr. Reynaldo Laguna specify that the need for the academe and the

industry to have a sit-down to understand the standards required by the industry and also

for teachers to immerse themselves in the students’ given workplace to have a better

understanding on the working conditions and environment.

Immersion Duration

On the duration of the work immersion, both the industries and the senior high

school agree that a minimum of 80 hours is not enough for students to be fully immersed

in the practices of the workplace (FREEMAN, 2017). Notwithstanding, the success of the

said course in each individuals’ abilities does not primarily depend on its duration.

Hence, the wholeheartedly serving and doing the task will surely make a big difference in

the part of the students especially for those who are engaged in this course of the

Department of Education.

Immersion Guidelines and Learning Outcomes

The DepEd has issued the DepEd Order no. 30s. 2017 last June 5 on the same

year. This order is known as the Guidelines for Work Immersion in all Senior High

Schools (SHSs).

By the time learners reach Senior High School, they would have already acquired

almost all the competencies and skills that would prepare them for the curriculum exits

(higher education, employment, middle skills development, and entrepreneurship). Work

immersion provides them with a venue to test themselves and apply what they have

learned in a non-school scenario. In work immersion, learners are not only able to apply
 14

their previous training but are also able to experience the social interactions a work

environment. Their experiences during work immersion will develop many skills and

values that would help them as they transition from high school to real life (Section 4,

DepEd Order no. 8 s. 2017). This information unveils the goal of the work immersion

program. On the other hand, it is not always advisable to lean on something. It is really

through experience that we learned more. Moreover, the work immersion might also

become a great instrument in showing the students the real meaning of “life” than in

discussing inside the room.

The Success of the Course

The successful implementation of Work Immersion will depend on the strong

collaboration, support, and commitment of the school personnel and Partner Institutions.

These personnel shall always exercise due care and diligence in the performance of their

duties (Section 7, DepEd Order no. 30 s. 2017). This section of the guidelines only shows

that the effectiveness of this program does not depend on the students and facilitators

alone. In fact, the personnel must obey and follow the instructions stated on the DepEd

Order No. 40, series of 2015 or the Guidelines on K to 12 Partnerships.

 15

Definition of Terms

Immersion - process of involving deeply

Impacts - effects

Innovation - new idea or method

Thematic - main idea or subject being discussed

 16

CHAPTER III

METHODOLOGY

Introduction

This section of the research explains the methods used in this study. The

researcher will explain the research deign, the population and sample, the instrument and

how the data was successfully gathered and analyzed. The effects of the methods used in

this study will also be described by the researcher.

Research Design

The research design used in this study is qualitative-descriptive. This design can

be explained as a statement of affairs as they are at present with the researcher having no

control over variable. Moreover, descriptive studies may be characterized as simply the

attempt to determine, describe or identify what is (Ethridge, 2004)

Descriptive research aimed at casting light on current issues or problems through

a process of data collection that enables them to describe the situation more completely

than was possible without employing this method (Fox, W. & Bayat, M.S., 2007).

This kind of research has the possibility to observe the phenomenon in a

completely natural and unchanged natural environment. On the other hand, the

descriptive studies are not helpful in identifying cause behind described phenomenon. In
 17

this case, this research uses the descriptive method of studying to describe various aspects

of the phenomenon. In its popular format, descriptive research is used to describe

characteristics and/or behavior of sample population.

Descriptive studies are closely associated with observation studies, but they are

not limited with observational studies, but they are not limited with observation data

gathering method. Case studies and surveys can also be specified as popular data

collection methods used with descriptive studies.

Population and Sampling

The ideas behind a specific sampling approach vary significantly, and reflect the

purposes and questions directing the study (Punch, 1998). In choosing the sample of

participants, the researcher used a random sampling under the Probability or unbiased

sampling. This kind of sampling procedure is one of the simplest form of collecting data.

Each member of subset carries an equal opportunity of being chosen as a part of the

sampling process. In this case, the total number of students is 189 and a sample group of

80 is selected to do the semi-structured interviews. Thus, 189 students are the population

while the 80 are sample. Each member of the class has an equal opportunity of being

chosen because all of the students which were chosen to be part of the interview were

selected randomly. The inclusion criterion was based on participants who went for an

immersion for 80-hours.

SECTION NUMBER OF RESPONDENTS

Philippines 20

Thailand 20

Malaysia 20

Singapore 20

TOTAL 80
 18

(Table 1. The Respondents)

Instrumentation

In undertaking this study, the researcher chose to give researcher-made

questionnaire to 80 participants, chosen randomly per section at John J. Russell Memorial

High School. The type of questions used in this research is “open ended”. These

questions allow the participant to voice their feelings and notions freely. These questions

are not based on pre-determined responses, giving the respondents an opportunity to

express what they feel is right, and often provide real, perceptional, and at times, startling

proposals. This kind of questionnaire is one of the keys to have a successful qualitative

research.

Open-ended questions placed at the end of a questionnaire tend to draw accurate

feedback and suggestions from respondents as well. In addition, the first part of the

questionnaire aims to determine the respondents’ demographic profile. This set of

questions ask their age, gender, and their final immersion grade. However, their names

were asked optionally. The identity of each participants and respondents were kept to be

confidential upon their requests.

Data Gathering Procedure

After having permitted by the principal of the school, the data collection was

successfully done on the 9th day of February 2018. An interview with the random-chosen
 19

respondents with the help of their immersion teacher. Each participant was presented

with similar set of questions relating to their overall experiences of work immersion and

the impact which it had on their lives especially with the changes in the educational and

social aspect of their personality. The questions were mainly open-ended questions with a

small number of closed questions relating to their information such as age, grade and

section, gender and the general weighed average on their immersion course.

An example of an open-ended question included in the form is ‘How do you think

about or describe “learning” now that you have participated in the Work Immersion?’.

Open ended questions like this, allow the respondent more scope to express thoughts and

feelings (especially when sensitive issues are being discussed) and can offer more detail

on the research subject (Sarakantos, 1988). It is important for a qualitative research to

provide a wider space for the respondents to voice-out their views and opinions. The

researcher also sought to use language that was comprehensible and relevant to each of

the participants being interviewed.

After answering the questionnaire, the data was then sealed with a brown

envelope to prevent misplacement of every data. The researcher, then, prepared the data

for analysis.

Data Analysis

The data was analyzed by means of Thematic Analysis. This kind of analysis can

be used to make sense of seemingly unrelated material. It can be used to analyze

qualitative information and to systematically gain knowledge and empathy about a

person, an interaction, a group, a situation, an organization or a culture. This method of

 20

analyzation is applied during problem framing. Thematic analysis helps researchers move

from a broad reading of the data toward discovering patterns and framing a specific

research question (Howitt D. & Cramer, D, 2007).

Once the data was collected, the data was then analyzed, categorized and

organized into themes and further sub-themes which emerged through reviewing process.

The next stage involved interpreting the data by identifying any reoccurring themes

throughout and highlighting any similarities and differences in the data. The final stage

involved data verification, this process involves a process checking validity of

understanding and rechecking the transcripts and codes again, thus allowing the

researcher to verify or modify hypotheses already arrived at previously (Sarakantos,

1998).

The researcher used thematic analysis as a means to gain insight and knowledge

from data gathered. The method enables researchers to develop a deeper appreciation for

the group or situation they are researching. By using thematic analysis to distill data,

researchers determine broad patterns that will allow them to conduct more granular

research and analysis.

In this research, the researcher follows the step by step procedure on how to do a

Thematic Analysis. The following steps are well observed during the research:

 Data Collection – data were collected by means of semi-structured interviews

has been transcribed.

 Coding the Data - the researcher coded the data by hand. It is done by coding

the text handling the key words and concepts. According to Boyatzis (1998), a
 21

good code is one that captures the qualitative richness of the phenomenon.

The code should be clear and concise, clearly stating what is is, its boundaries

and how to understand it when it occurs.

 Code Validation – the researcher made sure that the encoded data had not

been misunderstood and were free of researcher bias. The researcher of this

study re-read the data and put every datum on double checking.

 Themes/Framework Identification – from the recorded data, the researcher

identified the themes and sub-themes. In this study, the themes can be

emerged from patterns, such as skills topics and academics. The student-

researcher was able to define each theme sufficiently so that it would be clear

to others accurately what the theme is.

 Information consolidation, finalize theme names – the researcher of this study

finalized the name of each theme, write its description and illustrates it with a

few quotations from the respondents to help communicate its meaning to the

reader more reliably.

Methodological Limitation

While conducting this study, the researcher encountered some weaknesses. Most

notably, the small number of participants meant that one has to be cautious in

generalizing from the findings. When doing any type of research, it is beneficial to carry

out the research on a larger and more in-depth scale in order to allow a more

comprehensive analysis of the study. However, the use of structured open-ended

interviews proved very useful in gaining in-depth and meaningful data from the

respondents.
 22

Another limitation relates to researcher bias which is always a risk in any type of

research study, more so, the less structured the data is. The researcher of this study tried

to be aware of and to be vigilant of researcher bias. Although it is impossible to eliminate

research bias, the researcher is confident to have achieved valid findings, which can be

used for larger populations. Moreover, it could be argued that the type of data collected

leave more room for interpretation than for instance numeric data would.
 23

CHAPTER IV

RESULTS AND DISCUSSIONS

Introduction

This chapter will draw upon the main themes and present the findings which arose

out of the interview process and subsequent data analysis. These findings are the product

of a careful clustering and analyzation of the researcher.

Demographic Profile of the Respondents

 Age

The average age of the respondents is 17.75 or 18 when it will be rounded up.

Age Frequency

17 32

18 38

19 8

20 2

(Table 2. The Age of the Respondents)

 24

The table is apparently showing the age of participants.

 Gender

In this research, based on the gathered data from the semi-constructed interview

provided by the researcher, the data had shown that 28 of the student-respondents were

male while the remaining 42 were female.

 Work Immersion Venue

This will be showing you the different venues where the Work Immersion was

done. On the gathered data, it shows that there were three (3) main venues where they

were assigned to accomplish the 80-hour course (Hospitals, Schools, and Offices)

Venue Frequency

Hospital 14

School 38

Office 28

(Table 3. Venues of Work Immersion)

Performance
 25

The researcher had asked the General Weighted Average (GWA) of the

respondents to evaluate their academic performance. Based on the gathered information

regarding the grade the respondents had obtained, the researcher came up with the

average of 95.39654 total GWA of all the respondents. The result, therefore of their

performance reflects that they have accomplished the course outstandingly. The grade

that they had obtained were the fruit of the careful analysis of the institution they were

exposed to, together with the administrators of the school. This result might be one of the

clearest evidence upon the effectiveness of the newly established program.

Learning outcomes

This result will be showing up the lessons that the Grade 12 students had gained

during the work immersion. The questionnaire was purely open-ended. The questions

made by the researcher had opened a great way for the respondents to express their views

and opinion. According to the gathered data, the respondents had learned the most in the

aspects of communication and dealing with other people. Thus, the immersion taught

them how to socialize with other people beyond diversity. Student 10 had taken an

account on reflecting about her social skills before and after her course.

“I am not closed to my classmates before but through immersion I had learned to deal

with them. And now they are good friends of mine”

Another thing they have learned is to be punctual. This value is one sign of

maturity and responsibility. In fact, Student 12 had compared herself before and after the

work immersion.
 26

“Before, I was accustomed in going to school late; but during the immersion, I was

trained to be responsible and punctual. Until now, I used to go to school early as before”

One of the best things a student must learn is how to manage time on a right and

responsible way. It is one of the virtues a student must master upon the young age.

Different from other subject or course, the work immersion program is offering a lesson

that will last lifetime and virtues that can be used for the better life.

Skills Enhancement Program

To enhance one’s skill is like building up and strengthening up of the building

foundation. As students it is very important to enhance their skills at very young age for it

would be their weapon in life. Through the work immersion, the students’ skills had been

strengthened up. Respondent 64 had shared his insight about the immersion that he

underwent.

“Work Immersion served as a bridge which I need to across along; so that, I might

achieve my dream. Through immersion, I was prepared for college and work.”

Also, respondent 35 took an account on enjoying the immersion she had undergone; since

the field she belonged was accurate as what she dreamt of

“I was assigned in Elementary School and I would like to be a teacher. This exposure is

merely accurate on what I would like to pursue in the future”

The result in this sub-theme exposes that the immersion would be more effective if the

field with which they might be assigned is apparently related on what they were dreaming

of.
 27

Immersion Weaknesses

Though immersion is offering good things a student must learn, it also has some

things that the authority must take an account. During the data analysis, the researcher

had noticed that some of the students were not happy regarding the new course. Most of

them said that the Work Immersion Program is costly and time eater course.

Student-respondent 15 emphasized her opinion about this course. She told her

experience through the questionnaire.

“During the Work Immersion, I was going home late; more or less 6:30. While during

our regular class, I was already home at 4:30 in the afternoon. In addition, every

immersion days, I was spending 100 pesos a day just for transportation. It is very

expensive for me.”

 28

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings

In the accomplished research about the impacts of the work immersion program

of the Department of Education to the students of John J. Russell Memorial High School

who are engaged in, the study showed that the students have their own insight, both

negative and positive, about the work immersion program. The effectiveness of the work

immersion program was apparently reflected to their General Weighed Average (GWA)

to the work immersion course.

Conclusion

The research had shown that the work immersion program had developed the

different skills and aspects of every individual students who underwent in the process of

the work exposure program. Competencies including computer and technological skills,

social interaction skills, time management and most of all the discipline,
 29

were obtained by the student-respondents upon taking up this course. It is a very good

preparation for them for work and on how they can interact with other peoples in spite of

the diversity in our society.

Social interactions, skills enhancement process and the things they have learned

from the school were well-observed during the work immersion proper. On the other

hand, expenses, time management, travel time from the work immersion venue up to their

home were a quite burden for every student. The said course had impacted every student

both positively and the contrary.

Another thing that is that, after having an immersion, they were tired. This kind of

emotions and feelings might affect their perception about their future life. The stressful

environment of a work place might discourage them to strive more.

Recommendation

The researcher, therefore offers the following suggestions that focuses on the

following:

Government. It would be a great contribution for the learners if they could harvest

what they had worked up during the immersion program. This can be done by giving the

students enough allowance that can fulfill their basic needs during the work immersion

program, that is, transportation and food. Giving them this kind of reward might help

them psychologically to have a more positive and optimistic insights regarding their

future as a worker. This kind of treatment is also known in the field of Psychology as

Conditioning. In addition, the Government, more specifically to the Department of

Education, must continue in thinking of any strategies or treatment on how the work

immersion program might be more interesting in the part of every student; since, based
 30

on the gathered data, the student’s time, in their individual opinion, was somewhat being

wasted doing nothing during the immersion proper.

Students. The researcher would like to recommend the students to have a deeper

patience and understanding regarding this work immersion program. It is very important

to cherish and to give value to this once in a life time experience that might affect their

future in a good and bad way depending on how they accomplished the work immersion

program. This research is also suggesting to always finish the work with passion and

sincerity even sometimes they were just doing nothing.

Teachers. It is very important to know the real insights of every learner regarding

this course. As a teacher, there is no one can motivate the students in this aspect except

them. Their lived experience as a professional might also help the student who also act as

one of the professionals of our society.

Immersion Venue Facilitator. Providing a healthy workplace is a must; as what

the DOLE Labor Code no. 8 had said. From the gathered data and insights of the

students, the researcher would like to confer the immersion venue facilitator not to put

the students to an over-working day; since this kind of practice might affect the students’

perception about what work and their future life would be.

Parents. As a guardian to the path of their children, the parents also play a great

role upon the learning of their children. They should encourage more their children to

strive more.
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REFERENCES

Collins. (2014). Collins Compact English Dictionary. westerhill road: Collins.

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on individuals. Masters Dissertation, Dublin, DIT,. Masters Dissertation, Dublin,
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DepEd. (2017). Department of Education. Retrieved from DepEd Web site:

http://www.deped.gov.ph/sites/default/files/page/2017/Work%20Imersion
%20CG.pdf

DepEd. (2017). Department of Education. Retrieved from DepEd Web site:

http://www.deped.gov.ph/sites/default/files/order/2017/DO_s2017_030.pdf

DOLE. (2016, july 8). Department of Labor and Employment. Retrieved from DOLE
web site: http://www.dole.gov.ph/issuances/view/336

Ethridge, D. (2004). Research Methodology in Applied Economics. John Wiley & Sons,
24.

Fox, W. & Bayat, M.S. (2007). A Guide to Managing Research. 45.

FREEMAN. (2017, November 10). Philstar. Retrieved from Philstar Website:

http://www.philstar.com/cebu-news/2017/11/10/1755715/senior-high-students-
do-work-immersion

Howitt D. & Cramer, D. (2007). Thematic Analysis. Retrieved from Research Methods in
Psychology: http://wps.pearsoned.co.uk/ema_uk_he_howitt_resmethp-
sy_2/77/19811/5071812.cw/index.html

Republic of the Philippines. (2003, December 19). Lawphil. Retrieved from Lawphil
Web site: http://www.lawphil.net/statutes/repacts/ra2003/ra_9231_2003

Republic of the Philippines. (2013, May 15). Official Gazette of the Republic of the
Philippines. Retrieved from Official Gazette Web site:
http://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
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APPENDIX 1
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