Full Blown Quantitative Study

Mahonri Academy and Science High School
Phase 3, Mabuhay Homes 2000, Dasmariñas City, Cavite
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
The focal point of this chapter is about the problem and background of the
study. Its shows the statement of the problem, significance of the study,
conceptual framework, theoretical framework, scope and delimitation, and
operational definition of variables.
INTRODUCTION
K-12 curriculum was widely introduced to the Philippines in the year of
2013. It is the change in the basic education of the Philippines. The reform of
the curriculum was implemented through the passage of Republic Act No.
10533 or Enhanced Basic Education Act of 2013. This institutionalized
execution of K-12 program which covers kindergarten and 12 years of basic
education. These 12 years is distributed in three levels which are six years of
primary school, four years in Junior High School and 2 years in Senior High
School. According to Republic Act No. 10533; Magno 2011 that adding 2
years in the system of education would help to furnish adequate time in
mastering their skills, concepts, develop lifelong learners, prepare for tertiary
education and employment.
In addition with the study conducted on researchgate, those students who
will be taking the Senior High School can choose among the four tracks
specifically Technical Vocational Livelihood (TVL), Sports Track, Arts and
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Design and Academic track which have four strands: Accounting, Business
and Management (ABM), Science, Technology, Engineering and Mathematics
(STEM), and Humanities and Social Sciences (HUMSS). The students option
in their career track will expound the content of the subjects they will have to
take (Seameo Innotech, 2015).
The actualization of the Senior High School program was stated on the
second paragraph of Republic Act No. 10533 that states “broaden the goals of
high school education for college preparation, vocational and technical career
opportunities as well as creative arts, sports and entrepreneurial employment
in a rapidly changing and increasingly globalized environment.” This means
that it will mold the students in order to be more prepared in what are they
planning to take in the future just like the career or job. This program will also
help them to be more decided of what profession they wanted to be.
Furthermore, work immersion was given to Grade 12 students which helps
them to be more prepared in the field of profession they wanted to be.
According to the K-12 Basic Education Curriculum, work immersion is one of
the course necessity for graduation. Through this, the students will be more
exposed and intimate with work-related environment. The K-12 Basic
Education Curriculum also states the objective of work immersion which are to
gain relevant and practical industrial skills under the guidance of industry
experts and workers, to appreciate the importance and application of the
principles and theories taught in school, to enhance their technical knowledge
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and skills, to enrich their skills in communications and human relations and to
develop good work habits, attitudes, appreciation, and respect for work. In
short, immersion will prepare them to the challenges they might face in the
higher education.
In addition to the Curriculum, it is said there that the number of hours that
a student needs to complete immersion is 80 hours. These hours will be
covered of training and orientation that would help to introduce the work-
related environment related to their field of specialization to the Grade 12
students. Also, the students will always have a report after the activities they
have performed during the work immersion. This report will serve as a
guidance to the students so that they could not forget of what are they doing in
the immersion.
Moreover, work immersion is the cue trademark of Senior High School. In
here, they will acquire predominant knowledge, ability and attitudes in their
chosen field. As stated in DepEd Order No. 30, series of 2017 which
prescribes the guideline for work immersion, the main goal of it is to prosper in
learners the competencies, work ethics and values applicable to their pursuing
further education. Work immersion is a required subject that has been
incorporated in curriculum in order to fulfill the argument between basic
education and the nation’s development targets.
At some point, not all students are ready for the immersion. They lack
experience and knowledge that would help them to be more prepared for the
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work immersion. Grade 12 students are only aware that they will experience
work immersion but does not know if they are really ready for it. Also, students
cannot pick up easily because work immersion is more applied which is not
being discussed in school. This instances may affect their performance during
the work immersion.
Another concern is that there will be students who will work after
graduating in Senior High School because of financial problem so instead of
pursuing college, they will just work to earn money. The inadequate
preparation will result from struggling in entering their first job. They will be
quickly unemployed and will not be satisfied with their job (Smith,1993).
Due to the existing problem, the researcher opted to conduct the level of
readiness of Grade 12 students towards the work immersion. As being
observed by the researchers, there are still students who are not prepared and
interested of work immersion. Consequently, this study will also determine the
demographic profile and the level of readiness of Grade 12 students.
SIGNIFICANCE OF THE STUDY
This study ascertains the level of readiness of Grade 12 students in
Mahonri Academy and Science High School towards work immersion. The
result of this study may benefit the following:
Students. The result of this research may benefits the students,
specifically the Grade 12 students. This will help them to be prepared and
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educated by the purpose of work immersion and how it will help their skills and
knowledge be enhanced and cultivated even more depending on their
preferred field.
Parents. The findings of this research may help the parents of the
students to be aware on how they will properly guide their sons or daughters
on choosing or knowing the right career and profession for them by helping
them in advance on developing or discovering new skills and knowledge.
Teachers. The outcome of this research may help the teachers as they
guide their students towards work immersion, giving them the idea on what
are the proper knowledge they should provide to their students to cope with
their desired fields.
School Administration. The results of this study may greatly assist the
school administration on administering the work immersion to Grade 12
students. This will give them substantial information to form a perfect practices
to their students by the help of work immersion.
Researchers. This study will benefit the researchers as they will know if
the Grade 12 students are prepared towards doing work immersion that will
lead on the construction of the conclusion and recommendation about the
topic.
Future Researchers. This study may help the future researchers when
they conduct a study similar or related to the topic of this study. This may
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provide them ideas and be used as a guideline to the readiness of students
towards work immersion that could help answer and support their queries and
claims.
STATEMENT OF THE PROBLEM
This study seeks to determine the level of readiness of Grade 12 students
towards work immersion. Particularly, it seeks to answer the following
questions:
1. What is the demographic profile of the respondents in terms of:
1.1 Name
1.2 Strand
1.3 Gender
2. What is the level of readiness of Grade 12 students towards work
immersion in terms of:
2.1 Personal Aspect;
2.2 Physical Aspect; and
2.3 Cognitive Aspect?
3. What actions can be proposed in relation with the level of readiness of
Grade 12 students towards work immersion?
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CONCEPTUAL FRAMEWORK
This diagram below shows the overall process in conducting the entire
study. Hence, conceptual framework is a guide for the researcher to
accomplish the result that will be undergoing in a sequential process.
The figure shows the simplified process on how the researcher will get
an accurate and reliable result of the study.
INPUT PROCESS OUTPUT

Respondents’ Readiness of the
Profile Gathering of Grade 12 students
Conceptual and
 Age  Readiness of the
Research Literature
 Gender students.
 Name  Problems in the
 Educational Analysis and readiness of Grade
Attainment Interpretation of 12 students
Readiness of the Data through the
Grade 12 Students Use of Statistical
in Work Immersion Tools
 Physical Aspect
 Cognitive Aspect
 Personal Aspect
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Immersions prepare students for the real world by training them how to
work in a company and eventually excel in a specific career. The school needs
to ensure that its students gain various competencies that would have these
future professionals ready for employment. Hence, the foregoing figure
presents the variables of the study and the processes through which it was
conducted using the systems approach with the input, process and output.
The input frame shows the following input or independent variables:
respondents’ profile in terms of age, gender, name and educational
attainment. The readiness of the Grade 12 students in work immersion should
manage their schedule manage well. Along with these are the problems
encountered in having work immersion in schools.
The process frame indicates the steps by which the study was
conducted. These steps are as follow: gathering of conceptual and research
literature and analysis and interpretation of data through the use of statistical
tools.
The output frame indicates the outcomes or dependent variables of the
study which include the following: significant/non-significant in work immersion
of Grade 12 students, Students readiness and the problems that Grade 12
encounter in work immersion.
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THEORETICAL FRAMEWORK
This research entitled "The Level of Readiness of Grade 12 Students
Towards Work Immersion" will be using DepEd order No. 30 S. 2017,
Guidelines in the Implementing Work Immersion. According to Department of
Education Order No. 30 s. 2017, one of the goals of the K to 12 Basic
Education program is to develop in learners the competencies, work ethics
and values relevant to pursuing further education and or joining the world of
work. In order that the nations development target will be realized and to
achieve greater congruence with the basic education.
DepEd Order No. 30 Experiential Learning

Series 2017 Theory
The Level of
Readiness of Grade
12 Students
towards Work
Immersion
It was emphasized that through work immersion, students are exposed to
and become familiar with work related environment related to their field of
specialization to enhance their competence.
Experiential Learning Theory, defines as the process whereby knowledge
is created through the transportation of experience. Knowledge results from
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the combination of grasping and transforming experience (Kolb, 1984)
Learning is best facilitated by a process that draws out the learners’ beliefs
and ideas about a topic so that they can be examined, tested and integrated
with new, more refined ideas.
Learning is not just the result of cognition but involves the integrated
functioning of total person-thinking, feeling, perceiving and behaving. It
compasses other specialized models of adaptation from the scientific method
to problems solving, decision making and creativity.
In essence, this theory will be helpful to our study as it provides us the
knowledge on how work immersion is done and what we can benefit from it as
we are also Grade 12 students who will most probably experience this before
we graduate. In the other hand, this theory would help us as we will be given
some information on work immersion and we can be prepared on what we will
experience as we do it, making us knowledgeable to things we should do,
thus, making work immersion trouble-free for us in some ways.
OPERATIONAL DEFINITION OF VARIABLES
This research entitled “The Level of Readiness of Grade 12 Students
towards Work Immersion”operationally defined the essential variables used in
this research.
The following terms supply the specific classification which were not just
simply mode and extracted from its actual meaning in the dictionary but are
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also created by considering the significant connections it has to the contextual
definition of the research study. These terms are considered relevant to
include in the study to avoid misinterpretation at all.
Work Immersion. It refers to the part of that consists of 80 hours of
hands-on experience or wok immersion which Grade 12 students will undergo
to expose them to the actual workplace setting and to enrich the competencies
provided by the school under.
Skills. It refers to the ability to do something well. It helps students to
acquire knowledge and experience that can help them grow as professional
individuals and to improve themselves through experiencing real stuff
firsthand.
Self-Efficacy. It refers as one’s belief in one’s ability to succeed in specific
situations or accomplish a task. It relates to someone’s confidence in
achieving his/her uncertainty.
SCOPE AND DELIMITATION
This research only focused on the level of readiness of Grade 12 students
towards work Immersion. Furtheremore, It also focused on the impact of work
Immersion of the grade 12 students in Mahonri Academy. On the other hand,
the researchers will also be focusing with the preparedness of the students in
work immersion. The key function of education is to fully prepare students for
life after schooling preparation for the world of work is a necessary and vital
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part of that equation (Lynch,2013).
The research was limited only to the population of the senior high school
students in Mahonri Academy and Science High School. It includes specifically
the grade 12 students including in the three academic strands which are the
Science Technology Engineering and Mathematics (STEM), Accountancy and
Business Management (ABM), and Humanities and Social Sciences (HUMSS)
in the first semester of the academic year 2019 – 2020. It because of the
reason that it will help develop among the learners life and career skills, and
will prepare them to make decisions on employment and to enrich the
competencies.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter exhibits the foreign and local literature and studies gathered
by the researchers through the use of Internet and library. This will be used by
the researchers to have a more precise study and to help to the researchers to
have a superior understanding about the topic.
Work immersion
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.
Furthermore, work Immersion refers to the subject of the Senior High
School Curriculum, which involves hands on experience or work simulation in
which learners applies their competencies and acquired knowledge relevant to
their track. Also, it is the part of the Senior High School (SHS) Curriculum
consisting of 80 hours of hands- on experience or work simulation which the
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Grades 11 and 12 students will undergo to expose them to the actual work
place setting and to enrich the competencies provided by the school under the
supervision of the School Head and the designated personnel of the Partner.
Immersion is done outside the school campus in a "Workplace Immersion
Venue” defined as the place where work immersion of students is done. (Cruz,
2015).
A study of work-based employment programs found that successful
programs must have three components: a trained mentor who supervises the
student, a skilled student who is prepared to work, and educational training in
soft skills necessary for successful employment (Hamilton, 1997).
In fact, under Annex A of Work immersion Curriculum Guide, it was
emphasized that through work immersion, students are exposed to and
become familiar with work related environment related to their field of
specialization to enhance their competence.
For safety concerns for the students, it was assured that TWG will
coordinate with the Department of Education (DepEd) and Technical
Educational and skills Development Authority (TESDA) in developing a policy
that ensure the protection and safety of SHS students in implementing the K to
12 work immersion programs (Jaymalin, 2017).
In the other hand, American education had viewed the workplace as the
end result for learning, rather than seeing it as a learning opportunity in itself
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(Hoye, 1999) but, it has been observed that education in most schools these
days is very theoretical rather than experiential where students are not
personally involved in business experiences (McHann & Frost, 2010). Chia
and Holt (2008) stressed that most students do not have opportunities such as
trainings or skills development in which they can apply their knowledge into
real world practice. it was stated that, as a result of inadequate preparation,
many youths struggled when entering their first job, were quickly unemployed,
and floundered in jobs without much advancement or job satisfaction (Smith,
1993). Not surprisingly, a serious knowing-doing gap is very evident among
business graduates which eventually affects their productivity and competitive
success (Pfeffer & Sutton, 2000).
Section 5 of Enhanced Basic Education Act of 2013 specifically states
that the Department of Education shall adhere to the following standards and
principles in which the curriculum shall use pedagogical approaches that are
constructivist, inquiry-based, reflective, collaborative and integrative. With this
provision, it is mandated that the teaching and learning approaches employed
in the classrooms should uphold the features of a constructivist classroom
which are democratic, student-centered and the learning process encourage
the students to be independent and responsible.
Nevertheless, Human capital theory (Becker, 1993; Mincer, 1974)
predicts that the additional knowledge, skills and competencies accumulated
as an intern result in higher pay if the time spent on an internship is more
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rewarding than the time spent studying. Signaling theories point out that
employers’ hiring decisions are made under uncertainty since the productivity
of potential workers is unknown. Job seekers may therefore use internships
and positive reference letters provided to them upon completion of the
internship to signal high ability, which may result in improved job matching and
higher earnings (Spence, 1973; Akerlof, 1970; Schnedler, 2004).
Following this, screening theory predicts that firms use such signals to
more accurately assess workers’ hidden productivity (Stiglitz, 1975). Social
capital theory (Bourdieu, 1986; Coleman, 1988) also foresees positive labor
market returns of internships because of the opportunity they provide to
establish relationships with co-workers and potential employers. These social
ties might lead to better jobs after graduation (Granovetter, 1995).
Equally important, situated cognition theory emphasizes that people's
knowledge is constructed within and linked to the activity, context, and culture
in which it was learned (Robbins & Aydede, 2009). Making connections to
everyday contexts guides students to enrich and integrate schooling and life
experiences and further develop meaningful, long-lasting interests and
understandings (Jonassen & Land, 2012).
Evidently, internships are believed to help students build work-relevant
skills, gain specific knowledge of their future occupations, develop a clearer
self-concept, and confirm or redirect individual career goals (Brooks et al.,
1995). Most of the skills acquired during internship are general and
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transferable (Busby, 2003).
Synthesis
Work immersion is designed made for senior high school students
under the k to 12 program of the government which specializes on providing
the students the work experience that they may encounter based on their
future decisions. Work immersion is a compatible development strategy for the
young Filipinos as it grants them the idea of the possible work environment
and the experience of different fields thus, enabling them to be a productive
generation.
Work immersion is a stepping stone and the same time, a privilege
given to students that will allow them to further develop their working and
interactive skills. This program of the government would help the youth to
become goal-oriented individual that shall help in pursuing their future career
and profession. Work immersion is a constructive, worthwhile and beneficial
program because of the preparation and learning they have acquired
throughout the sessions given to them.
Effectiveness of Work Immersion
As cited in the DepED order No. 30 S. 2017, one of the goals of the K
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to12 Basic Education program is to develop in learners the competencies,
work ethics and values relevant to pursuing further education and or joining
the world of work. In order that the nations development target will be realized
and to achieve greater congruence with the basic education, work immersion
is a required subject that has been incorporated in the curriculum.
According to Wood and Bandura (1989), as cited in Machmud (2018)
states that the perception in completing a job is self-efficacy. Moreover, self-
efficacy is related to someone’s confidence to achieving his/her duties in
uncertainty.
In Addition, the school always does played a vital role in ensuring that
the students have the skills needed for their job or career they have chosen.
The key function of work immersion is to fully prepare the grade 12 students
after they graduated and find their job. Our society and economy continues to
develop, it may be the time to rethink how work immersion will really help the
grade 12 student in their chosen job in the future (Connelly 2013).
Likewise, Work Immersion is a key feature in the senior high school
students specifically in Grade 12 student’s curriculum and refers to the part of
that consist of 80 hours of hands-on experience or work simulation. Grade 12
students will undergo to expose them to actual workplace setting to enrich the
competencies provided by the school under the supervision of the School
Head and the designated personnel of the partner. Work immersion is the
counterpart of the internship programs in the tertiary level (Marilou B. Lozada,

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November 16, 2017).
Furthermore, Republic Act K to 12 which is known as ―“Enhanced
Basic Education Act of 2013”or ―“K to 12 Basic Education Program
Law” states that the graduate of basic education shall be a new powered
individual who has learned, through a program that is rooted on sound
educational principles and geared towards excellence, the foundations for lear
ning throughout life, the competence to engage in work and be productive, the
ability to coexist in fruitful harmony with local and global communities, the
capability to engage in autonomous, creative, and critical thinking, and the
capacity and willingness to transform others and one‘s self. (Legal Basis)
Further, it was emphasized that through work immersion, students are
exposed to and become familiar with work related environment, related to their
fields of specialization to enhance their competence. This is for the purpose
that the students can relate directly to their postsecondary goal (Under Annex
A of Work Immersion Curriculum Guide).
To add up, DepED order No. 40, S. 2015, believed that in order to
achieve its desired goals and objectives work immersion needs to establish
partnership for work immersion opportunities for students among others.
Also, the work immersion is a required subject that provide the learners
with different opportunities like become familiar with the work place,
employment simulation, and apply their competencies in areas of
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specialization. The program aims to help develop among the learner’s life and
career skills, and prepare them to make decisions on employment
(DeanOxide4239).
Consequently, work immersion will help develop among the learner’s
life and career skills, and will prepare them to make decision on
postsecondary education or employment. Through partnership building,
DepED hopes the partner Institutions will provide learners with work
immersion opportunities, work place or hands-on experience, and additional
learning source (DepED order NO. 30, S. 2017).
Synthesis
Work Immersion is designed for schools that allow students to have an
experienced working in their chosen fields. Having work immersion has a big
help to every Grade 12 students thus, work immersion makes the students
prepare for the future job. It determines if they are ready to work in there
designated chosen fields. In the Philippines It was approved last year but in
the other country they really have work immersion for their students. Work
immersion aims to make every senior high school students or specifically the
Grade 12 students to be more prepare and aware in their chosen field or in
their future jobs.
Work Immersion program is a tool of government or the Department of
Education that has benefit to the students. It puts the students rather the
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Grade 12 students in a class that enhances their cognitive and physical level
that they can use as they go further in their future. Work Immersion can be a
guide to let students learns and understand the real essence of their future
job. Further, the said program let the students be aware in their chosen fields
or in their future jobs.
Purpose of Work Immersion
Work immersion is a program of Department of Education to prepare the
senior high school students to develop a better communication, to adapt a
new environment, to improve, develop, and apply their competencies, and to
prepare them for employment. In this case, employees learn in an
environment in which they will need to practice the knowledge and skills
taught in the on-the-job training (Heathfield, 2016).
According to Department of Education Order No. 30 s. 2017, one of the
goals of the K to 12 Basic Education program is to develop in learners the
competencies, work ethics and values relevant to pursuing further education
and or joining the world of work. It aims to help senior high school students to
be prepared or to improve their knowledge and skills to be more productive,
to develop a good communication and good relationship towards others, to
build up work ethics, attitudes, and the value of works.
In addition, work immersion helps learners to become familiar with the
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workplace, and to give background knowledge about to the desired field of the
senior high students. During the On-the-Job Training, students can apply the
learning’s from academics in the real world, through this they would be
learning in a practical way and hence would be enhancing their skill sets which
are needed for employability (Sharma, 2011).
Besides, On the Job Training (OJT) is one of the mechanics of Higher
Education industries in developing the needed competencies of its graduates.
Its goals and objectives served as a guide in developing the needed
competencies for a particular job, and translating the training into a gainful
working experience (Ylagan, 2013). For the same reason, through their work
immersion experiences, students also develop employability, social, and
independent living skills. On-the-job training is teaching the skills, knowledge,
and competencies that are needed for employees to perform a specific job
within the workplace and work environment.
Synthesis
The work immersion is the program of our DepEd that aims to give a
practice to the students for their future work and improve the knowledge and
skills of the student soon to achieve their desire. Work immersion will help the
students whose going to work or soon to apply to their agency related to their
work.
This program exposes the students to the harsh realities of environment in a
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workplace, this exposure will develop and enhance the work ethics and habits
of senior high school students. It would also serve as an assessment tool on
the effectivity of the module designed for the purpose. Thus, it further hones
their interests and enhance skills and knowledge of senior high school in their
chosen field of interest for them to be ready, competent and equipped to
confront the realities and challenges that lay ahead.
Benefits of Work Immersion
Immersions prepare students for the real world by training them how to
work in a company and eventually excel in a specific career. The school needs
to ensure that its students g\/’ain various competencies that would have these
future professionals ready for employment.
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.
According to Machmud (2018) the self-efficacy and work immersion
satisfaction are helpful in distinguishing some of the other constituents
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necessary to develop a work self-efficacy. However, that it is not sufficient to
"empower" students and expect improved work performance/ skills without
considering individual differences that might be differentiated by self-efficacy
and related constructs.
Thus, learners would be encouraged and satisfied to be active and
motivated to finish work immersion program. The satisfaction that the learners’
experienced, the knowledge, skills and attitude they acquired from the actual
work environments would inspire them to pursue higher education, others
would engaged in entrepreneurship and some would find an employment.
For Instance, The use of this process allows someone to remember
"where" something is in relation to some other object. (Robertson, 1998).
According to Plancher (2008) both mention that spatial memory seemed to
increase when using an immersive virtual reality system, however neither
study used spatial memory as a variable and no testing specific to spatial
memory was completed. This study addresses the lack of data related to the
effects of immersion on spatial memory by testing the effects immersion has
on spatial memory.
Synthesis
Work Immersion help to student to improve and builds new skills.
Immersions will have students gain new skill sets and improve their existing
capabilities. It is also through immersion, the students get to discover
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themselves and jumpstart their professional growth. In addition, Students
become good team players. A person who works well with others can go
places. Students who know this early on are better able to improve their
communication skills and can be an asset to the team in building projects.
Moreover, Students become financially aware at an early age. By being
exposed to the daily operations of a real work environment, students learn
how to think like an adult, manage their finances effectively, and be exposed
to acquiring other related skills such as budgeting and marketing.
Furthermore, Students become goal-driven. Students have goals. Immersion
trains them how to achieve these goals by giving them an opportunity to work
with and be supervised by professionals and highly creative people. These
people can inspire students to discover their capabilities.
Role of Work Immersion
The Work Immersion program is one of the course requirements for
graduation. A Senior High School student has to undergo work immersion in a
business organization or establishment with work requirements related to the
specialization. Through Work Immersion the students are exposed to and are
familiarized with the work related environment related to their field of
specialization stated by (DepED 2017).
This work immersion program is assumed to develop among the
learners life and career skills, and will prepare them to make decisions on
25
postsecondary education or employment. They will know how to appreciate
the importance and application of the principles and theories learned in
school. Thus, this will enhance their technical knowledge, skills and so on.
What's more is that, work Immersion is a key subject under the SHS
Curriculum that may be conducted in different ways and time frame as needed
by Senior High School (SHS) learners. The subject will provide learners with
opportunities to become familiar with the work place; for employment
simulation; and to apply their competencies in areas of specialization/applied
subjects in authentic work environments.
Besides, the SHS curriculum provides four “exits” for graduates; higher
education, entrepreneurship, employment or middle-level skills development
where Grade 12 learners is expected to become full-fledged contributors to
social development and nation-building.
According to Department of Education (DEPED) Work Immersion can
help to enrich or to enhance the students' skills in communications and human
relations and also, it would develop a good work habits, attitudes, appreciation
and respect for work.
This program offers learners access to industry partners’ facilities and
employment simulation where they are given opportunities to apply their
competencies, gain practical industrial skills, and develop good work ethics
and values relevant to pursuing further education and/or joining the world of
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work.
In fact, the Department of Education (DepEd) is keen to note that the K
to 12 Basic Education Program will equip students with values, knowledge,
and skills that communities, businesses, and industries need.
Obviously, work immersion will complement the K to 12 Program that
was crafted in close coordination of Commission on Higher Education (CHEd),
TESDA and representatives of business community that aims to produce
lifelong learners who are locally and globally competitive, and ready to pursue
their desired path.
Synthesis
Work immersion has a multiple roles to students as it enhances their
productivity, sense of responsibility, mindset and will give a better
opportunities for them as they join the field of work. This program is supposed
to instill the hope of a successful career for the students as it gives them the
readiness and knowledge on how and what to act in their workplace. thus,
making them have a proper work ethics and proper way to deal and interact
within the society.
Readiness of Work Immersion
Inquiry, Investigation and Immersion are three applied key subject from
the SHS curriculum guide to be conducted by the SHS learners for their Work
Immersion Program. The subject includes research studies, understanding
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ways in collecting information, summary of findings and different work ethics
that will guide the students in their immersion.
Besides, work Immersion is one of the course requirements for
graduation. It aims to train and orient the student about their future careers
and prepare them for the real world or work. Through the work immersion, the
students are geared towards gaining relevant and practical industrial skills
under the guidance of industry experts and workers, appreciating the
importance and application of the principles and theories taught in school;
enhancing their technical knowledge and skills; enriching their skills in
communications and human relations and developing good work habits,
attitudes, appreciation, and respect for work.
In fact, as stated by Schools Division Superintendent Dr. Bianito
Dagatan in a news article, “Senior High students to do work immersion”, work
immersion provides learners with opportunities to learn about the workplace,
as well as the authentic work environment. It is a key feature in the Senior
High School program and guidelines have been formulated based on the
experiences of technical-vocational schools.
In today’s literature, internships and cooperative education are often
combined and simply referred to as internship. Internship differs from
cooperative education as it can provide temporary employment with an
emphasis toward on-the-job training, whereas cooperative education is a
structured method of combining classroom-based education and practical

28
work experience (Walker, 2011). Learning takes place beyond the four corners
of the classroom and students must be exposed in other ways of learning new
skills can be gained through training (Caraig, 2017).
Furthermore, according to Batangas State University, they offer a local
and international practical exposure for student trainees to gain related
learning experiences and opportunities to become equipped with knowledge
and skills and professionals of global standard. The On-the-Job Training
program aims to cater quality, relevant and responsive related learning
experiences through a carefully planned, and progressive and closely
monitored actual work experiences required in a globally competitive labor
market.
Students are only allowed to immerse in their perspective workplace
from 8:00 am to 5:00 pm every day following an 80-hour minimum term.
Students who are below 15 must have a parent’s consent and shall only be in
their workplace for about four hours daily (DOLE). In fact, The Grade 12
students of San Roque College de Cebu has started their work immersion
program given only 80 hours minimum per student.
However, other employment industries and the senior high schools
have agreed that 80 hours is not enough for the students to be fully immersed
and enhance their skills and must be at least 640 hours, but as have been
noted before by the Department of Labor and Employment (DOLE), students
are only allowed to immerse in their perspective workplace from 8:00 am to

29
5:00 pm every day following an 80-hour minimum term and students who are
below 15 must have a parent’s consent and shall only be in their workplace for
about four hours daily.
Despite of these, Work Immersion Program was also conceptualized.
Basically, it aims to expose the students to the harsh realities of environment
in a workplace. This exposure also aims to develop and enhance the work
ethics and habits of senior high school students. It would also serve as an
assessment tool on the affectivity of the module designed for the purpose.
More students became financially aware cause of work immersion at ear age.
They gain new set of capabalities and new skills through this. A person works
well can go in different places. Students who know this at young age will be
able to improve their communication skills in the near future. They can be a
positive thinker if a student become more reliable to their self and think like a
adult and can be exposed to have a acquiring other skills.This program will
make students become goal-driven. Immersion trains them how to achieve
these goals by giving them an opportunity to work with and be supervised by
professionals and highly creative people. These people can inspire students to
discover their capabilities.
Synthesis
Immersions prepare students for the real world by training them how to work in
a company and eventually excel in a specific career. However, the school
needs to ensure that its students gain various competencies that would have
30
these future professionals ready for employment. Through immersion students
get to discover themselves and jump start their professional growth.
This will give the opportunity for the students to work well in the future and
students who know this early on are better as they will be able to improve their
communication skills. Work immersion provides workplace literacy and by
being exposed to the daily operations of a real work environment, students
learn how to think like an adult, manage their finances effectively, and be
exposed to acquiring other related skills such as budgeting and marketing.
Lived Experiences of Students in a Work Immersion
Students are now experiencing or have experienced work immersion as
an enriched educational opportunity. It is said that there is a change in interest
in which educators are more interested to explore or to know what happens in
an immersion class (Edwars and Rehorick,1990). And one of the most
heightened researched and evaluated programs in research was French
Immersion (Canadian Education Association, 1992). A research entitled “The
Lived Experiences of Seven Senior High School Students in A French
Immersion Program” by Teresita Lombardo Tassone have invited some Senior
High School French Immersion students to share their experiences.
Some of the French Immersion students are Hoju and Julie. According
to the brief description of participants, Hoju is friendly and a curious student.
31
He believes that being in French Immersion Program is the employment
opportunity afforded by bilingualism. He foresees it as a benefit to be able to
speak in French while travelling and to be able to study in a culinary school in
France. And he show appreciation for his current work immersion teacher and
said “She knows who we are and what are we.”
Moreover, Hoju is being interviewed for his experience in French
Immersion class. When it comes to friendship, he describe it as a very
important life as a student in the program. According to Hoju, the
interdependence among the students become more stronger over the years. It
has been a positive ingredient in the development of peer relationships. He
stated that being with you French Immersion peers is like belonging to a
family.
In addition, Hoju is a competitive student. He explained that competition
gives immersion students the flexibility to be determined in any situation.
Also, Julie as a French Immersion student was being described as
good-natured and ambitious. She defined her French Immersion experience
as “Worth missing a whole semester school for” because she refused to
complete her requirements. Despite of this, she still consider herself as an
active and hard working students who strives for perfection. She
acknowledged the French Immersion program for making her a more well-
rounded person.
32
Furthermore, Julie was also interviewed about his experiences in
French Immersion program. When it comes to friendship, she said that she
and her classmates had an exceptional connection that English students does
not have. She make a comparison between the relationship of students is a
French Immersion class and English class.
Moreover, Julie portrays the qualities of perseverance and commitment
in a description of French Immersion. She cited her experience in eight grade
wherein she fortified the effort of she and her classmates made to speak
French in any setting.
Synthesis
Students that are being interviewed in the study looks positively on
French Immersion program that they have experienced. One of the students
said that it can help him to study at a culinary school in France.
Moreover, accordingly to the experiences of the two students, the
researchers can claim that work immersion is really important and needs to
take it seriously. It is one of the course requirements of a graduating Senior
High School student so they must be prepared and ready for what they will be
doing in the entire program.
Overall Synthesis
33
Work Immersion is one of the course requirements for graduation. It is
given to the Grade 12 students which are part of Senior High School. They are
graduating students and some of them will work or study in college after. In
order to be prepared in their chosen field, they will undergo work immersion in
which they will be exposed to and become familiar with work-related
environment. American Education had viewed the workplace as the end result
for learning rather than seeing it as a learning opportunity in itself
(Hoye,1999).
Moreover, the effectiveness of work immersion is disscused by the
different literature and study. According to Wood and Bandura (1989) that
perception in completing a job is self-efficacy. Also, the key function of work
immersion is to fully prepare the Grade 12 students after they graduated and
find their job. So if the students are determined during the program, then the
effectiveness of work immersion will be seen positively.
Furthermore, work immersion has a purpose. As being cited in the
Department of Education Order No. 30 s. 2017, one of the goals of K-12 Basic
Education Program is to develop in learners the competencies, work ethics
and values relevant to pursuing further education and or joining the world of
work. During the On-The-Job Training, students can apply the learning’s from
academics in the real world (Shamma, 2011). This means that the main
purpose of work immersion is to the enhance the skills of students in order for
them to be prepared in their field of work.
34
In addition, the benefits of work immersion is being discussed. Benefits
are mostly given or experienced after. Specifically after completing the work
immersion, the students will be 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 thought in school,
enhance their technical knowledge and skills.
In relation with the different literature and studies about the work
immersion is its role. This work immersion program is assumed to develop
among the learners life and career skills, and will prepare them to make
decisions on postsecondary education or employment. They will know how to
appreciate the importance and application of the principles and theories
learned in school. Thus, this will enhance their technical knowledge, skills and
so on.
Afterwards, the following topics introduced in this study are relevant to
the level of readiness of Grade 12 students towards work immersion. This is
relevant because it contains facts that comes from different authors which may
help to support this study. Also, it is very important for this study because is
supplies a stronger foundation to understand the concept of the study.
35
CHAPTER III
METHODOLOGY
This chapter exhibits how the researchers will conduct the study. This
describes the research design, population, sampling technique, research
locale, instruments of the study, data gathering and statistical treatment.
RESEARCH DESIGN
This research entitled “The Level of Readiness of Grade 12 Students
towards Work Immersion” will utilize quantitative research design. It is an
inquiry into a social problem, explains phenomena by accumulating numerical
data (Aliago and Gunderson, 2002). The data gathered are to be analyzed
36
with the use of mathematical methods such as getting the weighted mean and
the Likert scale. Furthermore, because this research is quantitative research,
the researchers will discuss the phenomena by collecting numerical data that
was analyzed through the use of statistical method.
In addition, quantitative research has different types and one of it is
descriptive research from which the researchers will make use of it. According
to Manuel and Medel, it describes what is. It deals with describing, analysis
and interpretation of a phenomena. Moreover, the researchers will make use
of this because this study will describe the level of readiness of Grade 12
students towards Work Immersion.
POPULATION, SAMPLING TECHNIQUE OF THE STUDY
The present study selected Senior High School students of Mahonri Academy
and Science High School. In line with this, the researchers specifically choose
the Grade 12 students as the respondents considering they are the ones who
will experience the work immersion.
In line with this, there are three academics strands in the institution,
these are Humanities and Social Sciences (HUMSS) that consists of 18
students, Accountancy, Business and Management (ABM) that consists 9
students and Science, Technology, Engineering, and Mathematics (STEM)
that consists 36 students but the researchers excluded one student because
37
of his frequent absences so there were 35 students from the STEM strand.
Furthermore, the researchers used the total population sampling technique
wherein it was used selecting of respondents that aims to examine the entire
population which was 60 in total.
Therefore, this study used Total Population Sampling a kind of
purposive sampling technique which sets the entire population to be the target
sample (Laerd 2012). It was primarily used due to the small sample size of a
certain population. The researchers used this sampling technique since the
total number of senior high school students is not numerous. Consequently,
the entire senior high school students where the respondents.
RESEARCH LOCALE
The researchers conducted this study at Mahonri Academy and
Science High School since the chosen participants are the senior high school
students. The school is located at Phase 3, Mabuhay Homes 2000 Paliparan
II, Dasmarinas City, Cavite.
INSTRUMENT OF THE STUDY
On the authority of Miller (2018) research instrument is a tool that is used
to measure, collect, analyze the data on a topic you are interested in. The
researchers used a Structured Survey Questionnaire. As maintained by
Cheung (2014) structured questionnaire is an instrument that has
38
standardized questions with the same arrangement and theme given to all of
the respondents. The Structured Survey Questionnaire aimed to determine the
level of readiness of Grade 12 students towards in work immersion in Senior
High School.
For Instance, the questionnaire was improve to suitable the aim of the
research which is to determine the level of readiness of Grade 12 students
towards in work immersion. The researchers use Validation, Administration
and Construction.
VALIDATION
It refers to the action of checking or proving the validity or accuracy of
something. Validation of the instruments is very significant because it is a
requirement of the researchers to identify whether their research instruments
has compatibility and appropriateness to answer the statements of the
problem of the research. For the violation the instruments, the researchers
prepared letters to the validators in order to ask for their guidance pertaining to
the instrument.
In this situation, the researchers contacted people who are experts in the field
our research study. One expert validated the instrument that the researchers
used, Science High School and a junior high school instructor in Mahonri
Academy and Science High School, Ms. Fillipina Caritativo. The comments
and suggestion of the validator were incorporated for the betterment of the
39
instrument of the study.
ADMINISTRATION
Before the administration of the instrument, a quick introduction of the
background of the study was given by the researchers in order for the
respondents to have a little knowledge about the study that was conducted.
After the informative speech, the researchers administered the instrument
while all the respondents are in their respective places. The number of survey
questionnaires that was given by the researchers is exactly the same number
of the respondents in class. When one or two students were absent by the day
that the questionnaire is given, they were administered by the time that they
already present. The survey questionnaires were answered within 10-15
minutes allotted time. Then, the researchers count the retrieved survey
questionnaires and the researchers said the closing remarks before leaving
the room premises.
CONSTRUCTION
Construction refers on how will the researchers prepare the study. This
includes the construction of questionnaire. It is a primary instrument for
gathering the data (Cohen,2003). Before the gathering of data, the
researchers construct a questionnaire first. They try to find a questionnaire
from the gathered literature but there is no available and so they base the
questionnaire from a recent study of alumni in Mahonri Academy. Researchers
40
modified the questionnaire from the study of the group of Jainera Balatian.
Before distributing the questionnaires to the participants, it needs to be
validated by an expert.
DATA GATHERING
Phase I
The researchers construct a questionnaires use for gathering of
information, after that the constructed questionnaire need it to approve by the
adviser before to distribute it to participants.
Phase II
Subsequently the questionnaires had been supported, the researchers
will pass the letter to the respondents to the teacher. Afterwards, when the
teachers agree, the researchers will distribute the questionnaire to the Grade
12 students of Mahonri Academy and Science High School. The respondents
will be guided and observed by the researchers while answering the
questionnaire. They will take the questionnaires honestly while answering.
After all students answering the questionnaires it will be gathered.
Phase III
Coincidentally, all the gathered data by the researchers, it will be
compiled and checked. At last, the questionnaires that are compiled are
getting to tally and analyzes data.
41
STATISTICAL TREATMENT
To unravel the data effectively, the researchers will utilize the following
statistical treatments.
Weighted mean
This will be used to get the overall average and the results gathered will
be summed and divided by the sum of the weights wherein;
X= the weighted mean.
N= the respondents who participated on gathering of data.
V= the value of the scale which ranges 1 to 5.
Tr= the total number of grade 12 students in Mahonri Academy and Science
High School.
N (V )
Formula: X=
Tr
Likert scale
This will be used to identify the respondents’ readiness which ranges 1
as the lowest to 5 as the highest which will be computed as;
42
5−1
=0.80
5
Level of readiness conversion table
Weighted mean Descriptive rating
4.21 – 5.00 Most prepared
3.41 – 4.20 Prepares
2.61 – 3.40 Preparing
1.81 – 2.50 Somewhat prepared
1.00 – 1.80 Unprepared
CHAPTER IV
PRESENTATION, ANALYZATION AND INTERPRETATION OF DATA
This chapter consists of presentation, analysis and interpretation of
obtained data and finding on the specific problems. The gathered data were
analyzed by statistician and formulated a table and graphs to provide clear
findings.
43
Table 1.2
Frequency Distribution Table of Respondents in terms of Strand
STRAND FREQUENCY PERCENTAGE
STEM 35 58.33%
ABM 9 15.00%
HUMSS 16 26.67%
TOTAL 60 100%
The Table 1.2 shows the frequency and percentage of the respondents in
terms of their chosen strand. This table represents the total number of Grade
12 students by their chosen strand (STEM, ABM or HUMSS). From the table it
says that there are 35 or 58.33% Grade 12 students who choose the Science,
Technology, Engineering and Mathematics (STEM), 9 or 15.00% Grade 12
students who choose the Accounting, Business and Management (ABM) and
last there are 16 or 26.67% Grade 12 students who choose the Humanities
and Social Sciences (HUMSS). Moreover, this finding shows that there are a
lot of Grade 12 students who took the STEM and least Grade 12 students took
the ABM.
44
Moreover, the three strands mentioned have different expertise. The
Accounting, Business and Management or ABM is a strand that requires
more analyzation. This strand is for students who wants to be an
accountant, business manager, tourism and many more. Next is Science,
Technology, Engineering and Mathematics or STEM is a strand that
focuses on Science, Computer and Mathematics as being recognized to
the meaning of its acronym. This is for the students who wanted to be an
engineer, doctor, nurse and many more. Last is Humanities and Social
Science or HUMSS is a strand for those who loves to write. This is for the
students who wanted to be a teacher, police, seaman and many more.
Table 1.3
Frequency Distribution Table of Respondents in terms of Gender
45
GENDER FREQUENCY PERCENTAGE
Male 26 43.33%
Female 34 56.67%
TOTAL 60 100%
The Table 1.3 above represents the frequency and percentage of
respondents in terms of gender. This shows that there are 26 or 43.33% male
Grade 12 students and 34 or 56.67% female Grade 12 students. All in all there
are a total of 60 or 100% Grade 12 students which are the respondents of the
present study entitled “The Level of Readiness of Grade 12 Students Towards
Work Immersion” and was conducted in Mahonri Academy and Science High
School. Moreover, this finding shows that there are more female Grade 12
students rather than male Grade 12 students.
Table 2.1
46
PERSONAL ASPECT
STATEMENT WEIGHTED MEAN VERBAL

INTERPRETATION
1. I am dedicated to do a certain 3.98 Prepared
task.
2. I am flexible enough to face 3.62 Prepared
work immersion tasks.
3. I have a wide range of 3.80 Prepared
patience in executing tasks.
4. I am following the required 3.80 Prepared
time in any task.
5. I have a deep sense of love 4.27 Most Prepared
for doing work or activities
related to your desired field.
6. I keep things organized in 4.00 Prepared
work.
7. I have experienced to work. 2.70 Preparing
8. I have experienced some kind 1.75 Slightly Prepared

of work immersion.
9. I have a good time 3.30 Preparing
management.
10. I am doing the tasks in a 3.65 Prepared
certain period of time.
COMPOSITED WEIGHTED MEAN: 3.49
DESCRIPTION: PREPARED
This tables demonstrates the weighted mean of the respondents under
personal aspect which is associated to the statement of the problem of the
47
present study. As seen on the table, it showed that item number 5 that says I
have a deep sense of love for doing work or activities related to your desired
field got the highest weighted mean accumulating 4.27 while item number 8
saying I have experienced some kind of work immersion got the lowest
weighted mean that is equivalent to 1.75. In addition, the overall weighted
mean was 3.49 which identify a descriptive rating of prepared. Accordingly,
the grade 12 students of Mahonri Academy and Science High School seem to
be prepared towards work immersion particularly in terms of personal aspect.
Subsequently, during the On-the-Job Training, students can apply the
learning’s from academics in the real world, through this they would be
learning in a practical way and hence would be enhancing their skill sets which
are needed for employability (Sharma, 2011).
In fact, under Annex A of Work Immersion Curriculum Guide, it was
emphasized that through work immersion, students are exposed to and
become familiar with work related environment, related to their fields of
specialization which enhance their competence. This is for the purpose that
the students can relate directly to their postsecondary goal.
For the same reason, work immersion program will develop the
learner’s life and career skills, and prepare them to make decisions on
employment.
In addition, Social Capital Theory (Bourdieu, 1986; Coleman, 1988)
48
foresees positive labor market returns of work immersion because of the
opportunity they provide to establish relationships with co-workers and
potential employers. These social ties might lead to better jobs after
graduation (Granovetter, 1995).
Screening Theory also predicts that firms use such signals to more
accurately assess workers’ hidden productivity (Stiglitz, 1975).
Subsequently, Situated Cognition Theory emphasizes that people's
knowledge is constructed within and linked to the activity, context, and culture
in which it was learned (Robbins & Aydede, 2009). Making connections to
everyday contexts guides students to enrich and integrate schooling and life
experiences and further develop meaningful, long-lasting interests and
understandings (Jonassen & Land, 2012).
Evidently, internships are believed to help students build work-relevant skills,
gain specific knowledge of their future occupations, develop a clearer self-
concept, and confirm or redirect individual career goals (Brooks et al., 1995).
Most of the skills acquired during internship are general and transferable
(Busby, 2003).
49
Table 2.2
Physical Aspect

INTERPRETATION
1. I easily get tired. 3.40 Preparing
2. I am always exposed in jobs. 2.58 Slightly Prepared
3. I have a stable Body Mass Index. 3.37 Preparing
4. I do some exercise everyday. 3.23 Preparing
5. I have good stability in health in 3.37 Preparing

relation with activities.
6. I always feel sick. 2.60 Slightly Prepared
7. I can ease the pain during the 3.62 Prepared

work.
8. I am physically stable. 3.68 Prepared
9. I am always exposed to do 3.20 Preparing

some heavy tasks.
10. I cannot do heavy tasks. 2.33 Slightly Prepared

DESCRIPTION: PREPARING
This table revealed the weighted mean of the respondents in terms of
50
physical aspect. From the table, it can be seen that the item number 8 shows
exposed to extensive physical activities got the highest mean that is
equivalent to 3.68 however, the item number 10 which has is the exposure to
extensive physical activities gained the lowest mean that is equal to 2.33.
Furthermore, This table showed that the total weighted mean of the
physical aspect assessment is 3.14 and it was defined that the level of
readiness of Grade 12 students towards in work immersion is still in the
preparing process.
Moreover, being prepared or for the students who are still preparing to
physical aspect is very important most especially to the students who took the
sports track as if they are more exposed to physical activities. According to the
study of Ceso Alcantara Jr. which is entitled “Perceptions of Senior High
School Sports Track Students toward their Work Immersion” says that work
immersion was very effective in developing skills relevant to their respective
sports and serves as training preparation for their career choice.
51
Table 2.3
Cognitive Aspect

INTERPRETAION
1. I am excited for work immersion. 4.10 Prepared
2. I want to experience work 4.28 Most Prepared

immersion.
3. I want to be a work immersion 3.22 Preparing
leader someday.
4. I am capable of applying the 4.12 Prepared
things that I have learned.
5. I have a concentrated state of 3.67 Prepared
mind.
6. I am capable of doing all the 3.68 Prepared
tasks to be given.
7. I am capable of easily 3.65 Prepared
comprehending various command
or orders.
8. I am open-minded with the 4.15 Prepared
upcoming possible tasks.
9. I am motivated to do the tasks 4.02 Prepared
given.
10. I am ready to the tasks that will 4.02 Prepared
be given.
DESCRIPTION: PREPARED
52
This table revealed the respondent’s mean result or performance
toward the cognitive aspect on the readiness of Grade 12 students towards
Work Immersion. From the table presented, wherein item number 2 entails
they want to have an experience in work immersion got the highest weighted
mean that is equivalent to 4.28 though the item number 3 indicates being a
work immersion leader someday was the lowest weighted mean that was
corresponds to 3.22. Likewise, the all in all weighted mean of the Grade 12
students was 3.89 that have a descriptive rating of prepared which signifies
that they were ready in terms of cognitive aspects.
It indicates that the Grade 12 students were informed regarding the
Work Immersion program. Also, the total weighted mean signifies that the
Grade 12 students in each strand (STEM, ABM & HUMSS) were in the
process of preparing. Moreover, it answers the problem number 3 in the
statement of the problem.
According to the Department of Education, Work Immersion will really
help every student to enrich or to enhance their when it comes to one skill that
they have. It also helps every student particularly the graduating students to
develop their good work habits, attitudes, appreciation and respect to their
work.
Consequently, it is one of the requirements for the graduating students
particularly all the Grade 12 students it may be differ from their strands but
53
they all need to take this. As a Senior high school they need to undergo a
work immersion that is related to their specialization or chosen fields. Also,
through this work immersion they can be familiarized with the work related to
their chosen fields stated by DepEd 2017.
In addition, work immersion is a key subject under the SHS Curriculum
that may be conducted in different ways and time frame as needed by Senior
High School (SHS) learners. The subject will provide learners with
opportunities to become familiar with the work place; for employment
simulation; and to apply their competencies in areas of specialization/applied
subjects in authentic work environments.
Through the work immersion program, the students get a glimpse of
what’s ahead in their chosen career. While others see it as just another
subject to pass and get over with, the Department of Education (DepEd)
envisions it as a great avenue for students to be exposed in the industry and
be equipped with real-life skills and competencies.
In the Philippines, youth unemployment hampers meaningful economic
development. The sector’s lack of knowledge, skills, and work experience puts
them at a disadvantage. One way to address this is through the Department of
Education’s Senior High School (SHS) program, ushered by the K-12
education reform. One of its components, the work immersion program,
provides students “real workplace” experience, giving students a set of
technical-vocational and livelihood skills that can help them make more
54
informed career choices and improve their employment prospects.
Though the intention of Work Immersion is to provide SHS learners with
opportunities to become familiar with the workplace, simulate employment,
and to apply their competencies in areas of specialization/ applied subjects in
actual work environments, DepEd recognizes other options that may equally
prepare learners for all curriculum exits.
THE LEVEL OF READINESS OF GRADE 12 STUDENTS TOWARDS WORK
IMMERSION IN TERMS OF PERSONAL, PHYSICAL AND COGNITIVE
ASPECT
ASPECT WEIGHTED MEAN DESCRIPTIVE RATING
Personal Aspect 3.49 Prepared
Physical Aspect 3.14 Preparing
Cognitive Aspect 3.89 Prepared
OVERALL WEIGHTED 3.51 Prepared
MEAN
The table above shows that the readiness of Grade 12 students
towards work immersion in terms of personal aspect is 3.49 that means that
students are prepared according to its descriptive rating. Next is the readiness
of students towards work immersion in terms of physical aspect shows 3.14
55
and is described as preparing. Lastly is the readiness of students in terms of
cognitive aspect is 3.89 that says that students were prepared.
All in all with the combination of the three aspects mentioned in the table
above, it shows that the overall mean is 3.51 which is described as prepared
according to the Likert scale. This means that the Grade 12 students from
Mahonri Academy and Science High School were prepared for their upcoming
work immersion which will be one of the course requirements for the students
to graduate.
On a related study, Chia and Holt (2008) stressed that most students do
not have opportunities such as trainings or skills development in which they
can apply their knowledge into real world practice. it was stated that, as a
result of inadequate preparation, many youths struggled when entering their
first job, were quickly unemployed, and floundered in jobs without much
advancement or job satisfaction (Smith, 1993). Not surprisingly, a serious
knowing-doing gap is very evident among business graduates which
eventually affects their productivity and competitive success (Pfeffer & Sutton,
2000).
In that case, work immersion will be essential as it prepares the senior
high school students to develop a better communication, adapt a new
environment, improve, develop, and apply their competencies, and to prepare
them for employment (Heathfield, 2016).
The Senior High School students must be prepared on conducting work
56
immersion because it is the part of the Senior High School (SHS) Curriculum
which they will undergo to expose them to the actual work place setting and to
enrich the competencies provided by the school.
Sure, the school always does played a vital role in ensuring that the
students have the skills needed for their job or career they have chosen
nevertheless, the key function of work immersion is to fully prepare the grade
12 students after they graduated and find their job. Moreover, a study of work-
based employment programs found that successful programs must have three
components: a trained mentor who supervises the student, a skilled student
who is prepared to work, and educational training in soft skills necessary for
successful employment (Hamilton, 1997).
Evidently, work immersion will help students build work-relevant skills,
gain specific knowledge of their future occupations, develop a clearer self-
concept, and confirm or redirect individual career goals (Brooks et al., 1995).
With a successful work immersion experience, the students will be 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 qualities prepare
them to meet the needs and challenges of employment or higher education
after graduation.
57
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS
This chapter presents the summary of the findings, conclusions, and
recommendations. All of the data that were presented, analyzed, and
interpreted were encapsulated in which, conclusions and recommendations
were also made. This study was taken with the general objective of
determining The Level of Readiness of Grade 12 Students towards Work
Immersion.
SUMMARY
The presentation, analysis and interpretation of data convey the finding
which seeks to answer the statement of the problem. The first question was
the demographic profile of the students in terms of strand in which STEM has
the most students while in terms of gender, female students is more than male
students. Next is the level of readiness of Grade 12 students towards work
immersion in terms of personal aspect which indicates that they are prepared
58
from its weighted mean 3.49. While in terms of physical, it manifest that
students were preparing based from its weighted mean 3.14. Lastly is
cognitive which signifies that the students were prepared because of its
weighted mean which is 3.89.
Moreover, the actions that can be proposed to the level of readiness of
Grade 12 students towards work immersion is that the administration should
focus on orienting the students regarding this because this is one of the
course requirements of Grade 12 students. They must have activities that can
help the students to be more prepared in terms of physical aspect.
SUMMARY OF FINDINGS
1. The demographic profile of Grade 12 students in terms of:
1.2 Strand
The findings shows that most of the Grade 12 students get the
STEM (Science, Technology, Engineering and Mathematics) strand
which consists of 35 or 58.33% students while 16 or 26.67% of
them are HUMSS (Humanities and Social Sciences) and the least
that made up of only 9 or 15.00% students are the ABM
(Accounting and Business Management)
1.3 Gender
This reveals that most of the Grade 12 students in Mahonri
Academy and Science High School are female which comprises 34
or 56.67% students while there were 26 or 43.33% male students.

59
2. The level of readiness of grade 12 students towards work
immersion in terms of:
2.1 Personal Aspect
The result obtained a weighted mean of 3.49 which indicates that
students are prepared in terms of personal aspect in work immersion.
2.2 Physical Aspect
The level of readiness of grade 12 students towards work immersion in
terms of physical aspect earned a weighted mean of 3.14 which means
students are still preparing physically.
2.3 Cognitive Aspect
In terms of cognitive aspect the students acquired a weighted mean of
3.89 that has a descriptive rating of prepared towards work immersion.
2.4 Level of Readiness of Grade 12 Students Towards Work
Immersion in terms of Personal, Physical and Cognitive Aspect
The results indicated that the level of readiness of Grade 12 students in
terms of personal aspect was 3.49 with the descriptive rating of prepared
likewise in terms of cognitive aspect with a weighted mean of 3.89 which
means prepared. While in terms of physical aspect, it shows the weighted
mean of 3.14 with a descriptive rating of preparing. All in all, 3.51 was the
overall weighted mean with a descriptive rating of being prepared in work
60
immersion.
3. Actions that can be proposed in relation with the level of
readiness of Grade 12 students towards work immersion
To improve the readiness level of Grade 12 students towards work
immersion, the school administration must orient the students about the basic
factors that are done in work immersion and provide them the necessary
exercises and practices to help them develop those factors under the three
aspects which are the personal aspect, physical aspect, and cognitive aspect.
Also, students must try to seek for help from individuals who have undergone
or experienced work immersion to help them prepare and know the purpose
and benefits of work immersion.
CONCLUSION
1. Grade 12 students were prepared in work immersion in terms of personal
and cognitive aspect as being stated in their weighted mean. While in terms of
physical aspect, students are still preparing for it so the students still needs
some physical activities that would help them to be more prepared in work
immersion in terms of physical aspect.
2. In accordance with the overall weighted mean of the three aspects, it infers
that Grade 12 students are prepared for work immersion. This indicates that
though they are still preparing in terms of physical aspect, they are still ready
for work immersion.
61
RECOMMENDATIONS
With the overall conclusion, this type of phenomena is occurring now in
the location. In order to avoid these types of problems the researchers have
provided some recommendation to the people who benefited by the study.
1. Students should undergo training about the program that can acquaint them
on what Work Immersion is all about and what are the benefits that can give to
them. This kind of program will enhance the students’ knowledge and will be
able to understand the Work Immersion.
2. Parents should also be informed on the program, Work Immersion, where
their full support physically, mentally and also financially is highly strengthened
to lessen the difficulties and negatively of their children towards Work
Immersion.
3. Teachers should cultivate their students on what Work Immersion is all
about by having a lesson that is related to that. Also, they should exalt them to
enlarge the 3 aspects which will help to improve their level of readiness
towards Work Immersion by providing activities that bring about to the said
program.
4. School should provide a professional worker that fit to the correspond field
of a students. To adequately train them the students that will help to introduce
the program and to let the students experience the real work of their chosen
fields and allows learning on what really is on Work Immersion.
62
5. Future researchers should conduct a study about the readiness of students
in terms of physical aspect towards work immersion to know what is the
problem and what can be the solution.
BIBLIOGRAPHY
Studies
Abella, C. R (2019) A CLOSE LOOK AT THE NEEDS AND CHALLENGES
FACED BY SENIOR HIGH SCHOOL STUDENTS OF THE ACCOUNTANCY,
BUSINESS, AND MANAGEMENT STRAND
Alcantara Jr, Q. C. (2019) Perceptions of Senior High School Sports Track
Students toward their Work Immersion
Aliaga, M. & Gunderson, B. (2002) Quantitative Research Methods: A
Synopsis Approach
Almagor, R. (2014) Towards Responsible Journalism: Code of practice,
journalist oath and conscience clause
Amad, D. J. (2017) The Senior High School Technical Vocational Livelihood
Track of K-12 Curriculumand its Influence to Better Job Opportunities
63
Aydede, M. & Robbins, P. (2009). The Cambridge Handbook of Situated
Cognition
Becker, S. G. (1993) HUMAN CAPITAL: A Theoretical and Empirical Analysis
with Special Reference to Education THIRD EDITION
Bernardo, A. (2014) Students’ On-the-Job-Training Performance of AB
Paralegal Studies
Bourdieu, P. & Coleman, J. (1986) Social Capital Theory
Brenner, R. R. (2000) A STUDY CONTRASTING EMPLOYERS AND
STUDENTS EXPECTATIONS OF A WORK EXPERIENCE PROGRAM
Brooks et al. (1995) The relation of career-related work or internship
experiences to the career development of college seniors
Busby, G. (2003) Tourism degree internships: A longitudinal study
Caraig, A. G. (2017) Design, Development and Evaluation of PINOY
SCOWTS: Philippine Seminars, Conferences, Workshops and Training Site
Cheung, A.K.L. (2008) Structured Questionnaires (2014). Chia, R. & Holt, R.
On Managerial Knowledge
Clemmensen, T. & Vendelø, M. (2004) Cost Effective Evaluation of
Companies’ Storytelling on the Web
Coleman, S. J. (1988) Social Capital in the Creation of Human Capital
64
Cobilla, S. L. (2018) Work Immersion delivery model “A” : Its school schedule,
parents involvement, students self rating and partners institution performance
feedback
Guimba, G. (2018) Work-related self-efficacy and work immersion satisfaction
among grade 12 general academic students
Granovetter, M.(1995) Getting a Job: A Study of Contacts and Careers
Heckman et al .(2003) Fifty Years of Mincer Earnings Regressions
Hwang, S. (2016) A Signaling Theory of Education under the Presence of
Career Concerns
Johnson, A. E. (2010) A Study of the Effects of Immersion on Short-
termSpatial Memory
Kolb, D. (1984) Learning Styles and Experiential Learning Cycle
Land et al. (2012) Student-Centered Learning Environments: Foundations,
Assumptions, and Design
Laerd, D. (2012) Sampling Design
Pfeffer, J. & Sutton, R. (2000) The Knowing - Doing Gap: How Smart
Companies Turn Knowledge into Action
Robbins, P. & Aydede, M.(2009) A short primer on situated cognition
Robertson et al (1997) Immersion in Desktop Virtual Reality
65
Sharma, S. (2011) The Importance of OJT in employability
Smith, M. (1993) Increasing employee productivity, job satisfaction, and
organizational commitment
Stiglitz, J. (1975) The Theory of "Screening," Education, and the Distribution
of Income
Online sources
ADJP Quad. (2016) Research Tools: Interview and Questionnaires
("Guidelines for Work Immersion", 2017)
Hamilton, F. S. & Hamilton, M. (1997) When Is Learning Work-Based?
Heathfield, M. S. (2016) How On-the-Job Training Brings You Value
("Implementing Rules and Regulations of the Enhanced Basic Education",
2013)
("K to 12 Basic Education Curriculum", 2015)
("Republic Act No. 10533", 2013).
("SEAMEO INNOTECH International Conference", 2015).
66
August 1, 2019
MS. FILIPINA CARITATIVO

English Instructor
This Institution
Dear Ma’am:
Greetings!
The undersigned are Grade 12 HUMSS students of Mahonri Academy and

Science High School undertaking a research entitled THE LEVEL OF
READINESS OF GRADE 12 STUDENTS TOWARDS WORK IMMERSION
which seeks to determine the level of readiness of Grade 12 students towards
work immersion.
In this light, we, the researchers, are humbly asking for your time to validate
the attached questionnaire to b used in the study.
67
We are looking forward for your positive response. Thank you!
Respectfully Yours,
LORELAI CARITATIVO JAN AMOS GARCIA JOANN JARAP

Researcher Researcher Researcher
JUN LLOYD LOJARES ARIANE PAULME JOMARI PETIPIT

Noted By: Validated

By:
MR. RUDOLF CALIMAG MS. FILIPINA CARITATIVO

Practical Research II Instructor English Instructor
68
August 1, 2019
MS. VINA BAGUIO

Filipino Instructor
This Institution
Dear Ma’am:
Greetings!

work immersion.
the attached modified questionnaire to be used in t study.
Respectfully Yours,
69


Noted By: Validated

By:
MR. RUDOLF CALIMAG MS. VINA BAGUIO

Practical Research II Instructor Filipino Instructor
70
August 1, 2019
MR. RUDOLF CALIMAG

Practical Research II Instructor
This Institution
Sir:
Greetings!

work immersion.
the attached questionnaire to be used in the study.
71
Respectfully Yours,


Noted and Validated By:
MR. RUDOLF CALIMAG

Practical Research II Instructor
72
September 13, 2019
MS. LINDSAY FLORES

Statistician
Greetings!
The undersigned are currently conducting a quantitative research which is

entitled “THE LEVEL OF READINESS OF GRADE12 STUDENTS
TOWARDS WORK IMMERSION.” This study aims to determine the level of
readiness of Grade 12 students towards work immersion.
In line with this, we, the researchers, would like to ask permission if you
could check, approve and help us in solving the data that we will need for our
statistical treatment and for constructing the tables needed. Rest assured that
your name will be indicated in our acknowledgement for being a great help for
our research.
Your positive response and giving your time for the data will be highly
appreciated. Thank you and God Bless!
73
Respectfully Yours,


Approved By:
MS. LINDSAY FLORES

Statistician
August 1, 2019
MS. ALICIA V. VISTA

School Principal
This Institution
Dear Ma’am:
Greetings!
The undersigned are currently contradicting a Quantitative study entitled

“THE LEVEL OF READINESS OF GRADE 12 STUDENTS TOWARDS
WORK IMMERSION.” This study seeks to identify the level of readiness of
Grade 12 Students towards work immersion.
In line with this, we, the researchers, would like to ask permission to
permit us to conduct the said study in Mahonri Academy and Science High
School only. Rest assured that the data to be gathered will be treated with
74
utmost confidentiality.
We are hoping for your positive response. Thank you!
Respectfully Yours,


Noted By: Approved By:
MR. RUDOLF CALIMAG MS. ALICIA VISTA

Practical Research II Instructor School Principal
75
Dear Respondents,
Greetings!
The undersigned are currently conducting a Quantitative study entitled “THE

LEVEL OF READINESS OF GRADE 12 STUDENTS TOWARDS WORK
IMMERSION.”We, the researchers, are going to distribute questionnaires to
collect notable information from you.The data that will be gathered will be
utilized to fulfill the aim of the aforementioned research. which is to determine
the Level of Readiness of Grade 12 Students towards Work Immersion.
We will be glad if you will answer the questionnaire honestly and directly as it
may affect the result of the study. Rest assured that your response will be
treated with utmost confidentiality.
Respectfully Yours,
76

JUNE LLOYD LOJARES ARIANE PAULME JOMARI PETIPIT

Noted By:
MR. RUDOLF CALIMAG

PRACTICAL RESEARCH II INSTRUCTOR
PART I: DEMOGRAPHIC PROFILE
INSTRUCTIONS: Fill up the statements.
NAME:
STRAND:
Science, Technology, Engineering and Mathematics (STEM)
Accounting, Business and Management (ABM)
Humanities and Social Sciences (HUMSS)
GENDER:
Male Female
77
PART II: PERSONAL ASPECT
INSTRUCTION: Put a check that corresponds to your answer.
NOTE: One check per question.
78
QUESTIONS: Always Often Sometimes Rarely Never

5 4 3 2 1
1. I am dedicated
to do a certain
task.
2. I am flexible
enough to face
work immersion
tasks.
3. I have a wide
range of patience
in executing
tasks.
4. I am following
the required time
in any task.
5. I have a deep
sense of love for
doing work or
activities related
to your desired
field.
6. I keep things
organized in
work.
7. I have
experienced to
work.
8. I have
experienced
some kind of
work immersion.
9. I have a good
time
management.
10. I am doing
the tasks in a
certain period of 79
time.
PART III: PHYSICAL ASPECT
INSTRUCTIONS: Put a check that corresponds to your answer.

5 4 3 2 1
1. I easily get tired.
2. I am always
exposed in jobs.
3. I have a stable
Body Mass Index.
4. I do some
exercise everyday.
5. I have good
stability in health in
relation with
activities.
6. I always feel
sick.
7. I can ease the
pain during the
work.
8. I am physically
stable.
9. I am always
exposed to do
some heavy tasks.
80
10. I cannot do
heavy tasks.
PART IV: COGNITIVE ASPECT
INSTRUCTIONS: Put a check that corresponds to your answer.

5 4 3 2 1
1. I am excited for work
immersion.
2. I want to experience
work immersion.
3. I want to be a work
immersion leader
someday.
4. I am capable of
applying the things that I
have learned.
5. I have a concentrated
state of mind.
6. I am capable of doing
all the tasks to be given.
7. I am capable of easily
comprehending various
command or orders.
8. I am open-minded
with the upcoming
possible tasks.
81
9. I am motivated to do
the tasks given.
10. I am ready to the
tasks that will be given.
82
NAME: Lorelai B. Caritativo
ADDRESS: Blk 52 Lot 17 Phase 1 Mabuhay Homes
2000 Paliparan II Dasmariñas City, Cavite
CONTACT NO: 0935 572 7533
EMAIL: caritativo.lorelai04@gmail.com
PERSONAL INFORMATION
AGE: 18 years old
BIRTHDAY: April 22, 2001
GENDER: Female
PLACE OF BIRTH: Quezon City
CIVIL STATUS: Single
EDUCATIONAL BACKGROUND
Elementary: Mahonri Academy and Science High School (2008-2014)
Junior High School: Mahonri Academy and Science High School (2014-2018)
83
Senior High School: Mahonri Academy and Science High School (2018-
Present)
AWARDS AND ACHIEVEMENTS
1ST Place Best in Photo (2017)
Junior High School Completer (2018)
Grade 11 With High Honors (2019)
84
NAME: Jan Amos Garcia
ADDRESS: 262 Sitio Pook, Paliparan III
Dasmariñas City, Cavite
CONTACT NO: 0945 582 5980
EMAIL: janamos_garcia29@yahoo.com.ph
AGE: 19 years old
BIRTHDAY: March 21, 2000
GENDER: Male
PLACE OF BIRTH: Manila
Elementary: Aurora A. Quezon Elementary School
Junior High School: Adamson University

85
Present)
Rookie of the Year in Athletics (UAAP)
Junior High School Completer
86
NAME: Joann P. Jarap
CONTACT NO: 0945 415 9880
EMAIL: joanncute16@gmail.com
AGE: 17 years old
BIRTHDAY: January 16, 2002
GENDER: Female
PLACE OF BIRTH: GMA Cavite
Elementary: Paliparan II Elementary School
Junior High School: Paliparan II Integrated High School

87
Present)
Grade 7 4th Honorable Mention
Grade 8 3rd Honorable Mention
Grade 9 4th Honorable Mention
Junior High School Completer
Grade 11 With Honor
Exellence Award in Araling Panlipunan (Grade 10)
Exellence Award in TLE (Grade 10)
Exellence Award in Mathematics (Grade 10)
1st Place in Folk Dance (Grade 7)
Excellence Award in Filipino (Grade 8)
88
NAME: June Lloyd Lojares
CONTACT NO: 0927 172 5574
EMAIL: lloydlojares@gmail.com
AGE: 17 years old
BIRTHDAY: June 20, 2002
GENDER: Male
PLACE OF BIRTH: Quezon City
89
Present)
Junior High School Completer (2018)
NAME: Ariane A. Paulme
ADDRESS: 008 Paliparan 3
Dasmariñas City Cavite
CONTACT NO: 0977 094 0428
EMAIL: arianepaulme24@yahoo.com
AGE: 17 years old
BIRTHDAY: July 1, 2002
GENDER: Female
PLACE OF BIRTH: Dasmariñas City Cavite
90
Present)
Grade 10 With Honors
NAME: Jomari L. Petipit
CONTACT NO: 0909 330 3347
EMAIL: jomaripetipit@gmail.com
AGE: 17 years old
BIRTHDAY: November 27, 2001
GENDER: Male
PLACE OF BIRTH: Sunshine Homes
Elementary: Mahonri Academy and Science High School
Junior High School: Mahonri Academy and Science High School
91
Paliparan II Integrated High School
Present)
Champion Taekwondo Heavy Weight Edition in District Meet of Private
Schools
92

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Mahonri Academy and Science High School

Phase 3, Mabuhay Homes 2000, Dasmariñas City, Cavite

THE PROBLEM AND ITS BACKGROUND

conceptual framework, theoretical framework, scope and delimitation, and

operational definition of variables.

K-12 curriculum was widely introduced to the Philippines in the year of

10533 or Enhanced Basic Education Act of 2013. This institutionalized

execution of K-12 program which covers kindergarten and 12 years of basic

years in the system of education would help to furnish adequate time in

education and employment.

In addition with the study conducted on researchgate, those students who

specifically Technical Vocational Livelihood (TVL), Sports Track, Arts and

and Management (ABM), Science, Technology, Engineering and Mathematics

take (Seameo Innotech, 2015).

opportunities as well as creative arts, sports and entrepreneurial employment

in a rapidly changing and increasingly globalized environment.” This means

help them to be more decided of what profession they wanted to be.

Furthermore, work immersion was given to Grade 12 students which helps

them to be more prepared in the field of profession they wanted to be.

According to the K-12 Basic Education Curriculum, work immersion is one of

exposed and intimate with work-related environment. The K-12 Basic

experts and workers, to appreciate the importance and application of the

principles and theories taught in school, to enhance their technical knowledge

a student needs to complete immersion is 80 hours. These hours will be

related environment related to their field of specialization to the Grade 12

Moreover, work immersion is the cue trademark of Senior High School. In

further education. Work immersion is a required subject that has been

incorporated in curriculum in order to fulfill the argument between basic

education and the nation’s development targets.

the work immersion.

graduating in Senior High School because of financial problem so instead of

readiness of Grade 12 students towards the work immersion. As being

demographic profile and the level of readiness of Grade 12 students.

SIGNIFICANCE OF THE STUDY

This study ascertains the level of readiness of Grade 12 students in

result of this study may benefit the following:

Students. The result of this research may benefits the students,

knowledge be enhanced and cultivated even more depending on their

them in advance on developing or discovering new skills and knowledge.

their desired fields.

school administration on administering the work immersion to Grade 12

to their students by the help of work immersion.

lead on the construction of the conclusion and recommendation about the

provide them ideas and be used as a guideline to the readiness of students

STATEMENT OF THE PROBLEM

This study seeks to determine the level of readiness of Grade 12 students

towards work immersion. Particularly, it seeks to answer the following

1. What is the demographic profile of the respondents in terms of:

2. What is the level of readiness of Grade 12 students towards work

immersion in terms of:

2.1 Personal Aspect;

2.2 Physical Aspect; and

2.3 Cognitive Aspect?

3. What actions can be proposed in relation with the level of readiness of

Grade 12 students towards work immersion?

study. Hence, conceptual framework is a guide for the researcher to

accomplish the result that will be undergoing in a sequential process.

an accurate and reliable result of the study.

INPUT PROCESS OUTPUT

Profile Gathering of Grade 12 students

 Name  Problems in the

 Educational Analysis and readiness of Grade