Stem - Senior High School Students' Perception On Work Immersion - Mayos, Bacullo, Tanacio, Julaton - 2022-2023

Schools Division of Kalinga SENIOR HIGH SCHOOL DEPARTMENT
RIZAL NATIONAL SCHOOL OF

ARTS AND TRADES RESEARCH PROPOSAL/PAPER TEMPLATE
Liwan West, Rizal, Kalinga 3808
SENIOR HIGH SCHOOL STUDENTS’ PERCEPTION ON WORK IMMERSION
A full paper research presented to the Senior High School Faculty of Rizal
National School of Arts and Trades in fulfillment of the requirement in the subject
Inquiries, Investigation, and Immersion.
Presented by:
Irene Mae B. Mayos

Khyra Faith S. Bacullo
Norina Gail N. Julaton
Lawrence S. Tanacio, Jr.
June 2023
Senior High School Students’ Perception on Work Immersion | PAGE \*

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TABLE OF CONTENTS
Page
Dedication……………………………….…………………………………………………….…3
Acknowledgement………………………………………………………………………………4
Abstract…………………………………………………………………………………………..5
Introduction………………………………………………………………………………………5
Research Questions…………………………………………………………………………….6
Significance of the Study……………………………………………………………………….7
Conceptual Framework…………………………………………………………………………8
Review of Related Literature………………………………………………………………......8
Methodology……………………………………………………………………………………10
Research Design ……………………………………………………………………...10
Locale of the Study…………………………………………………………………….10
Respondents of the Study…………………………………………………………….10
Research Instruments…………………………………………………………………10
Data Gathering Procedure……………………………………………………………10
Data Analysis…………………………………………………………………………..11
Ethical Considerations…………………………………………………………….…..11
Results and Discussion…………………………………………………………………….…12
Conclusion……………………………………………………………………………….……..18
Recommendations………………………………………………………………………….…19
References……………………………………………………………………………………..21
Literature Matrix........…………………...…………………………………………………….24
Appendices ............................………………………………………………………………..49
Letter..................................…………....……………………………………….…….49
Survey Questionnaire….....……………………………………………………….….51
Curriculum Vitae...............………...…………………………………….……………54

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DEDICATION
This research is dedicated to all the senior high school students who participated in the
work immersion program and generously shared their perceptions and experiences. Your
valuable insights and contributions have played a crucial role in shaping this study. It is our
sincere hope that this research serves as a meaningful platform to shed light on the significance
of work immersion programs and the impact they have on the academic and career
development of students.
Moreover, we would like to dedicate this research paper to our subject teacher, Mr.
Henry James Echalar, our research adviser, Mrs. Jacqueline Valdez, and Sr. Jefferson Degay,
our esteemed research coordinator. We also extend our gratitude to our panelists, whose
expertise and constructive feedbacks have been indispensable in refining our research. We
deeply appreciate your time, attention, and thoughtful contributions, which have enhanced the
quality of this study. Your constant guidance and teachings have been instrumental in the
completion of this study. We are truly grateful for your support and mentorship throughout this
journey.
We would also like to dedicate this research paper to our loving family and friends. Your
presence and friendship have made this academic pursuit all the more rewarding. We thank you
for being there for us and for understanding the time and effort we put into this project.
Lastly, we dedicate this research paper to our Almighty God. We are grateful for the
strength, wisdom, guidance, power of thinking, security, competence, and good health that we
have received while working on this research. We offer all of these to you with deep gratitude.

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ACKNOWLEDGMENT
We would like to express our deepest gratitude to all the individuals and institutions who have
supported and contributed to the successful completion of this research.
First and foremost, we extend our heartfelt appreciation to the senior high school students who
participated in this study. Your willingness to share your thoughts, opinions, and experiences
has been instrumental in the formation of our findings. Your dedication and enthusiasm have
truly inspired us throughout the research process.
We would like to extend our sincere thanks to the faculty and administrators of Rizal National
School of Arts and Trades for their support and assistance in facilitating the work immersion
program and granting us permission to conduct this research. Your commitment to providing
quality education and enriching opportunities for your students is commendable.
We are deeply grateful to our research advisors and mentors, whose guidance, expertise, and
firm support have been very helpful. Your invaluable insights and constructive feedback have
significantly shaped the direction and quality of this study.
Lastly, we express our sincere appreciation to our families for their love, encouragement, and
understanding throughout this research endeavor. Your support and belief in our abilities have
been crucial in our pursuit of knowledge.
To everyone who has contributed to this research in one way or another, your involvement and
support have been fundamental to its completion. Thank you for your invaluable contributions,
which have enabled us to illuminate the perceptions of senior high school students regarding
work immersion programs and their potential impact on their academic and career development.

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ABSTRACT
This study aimed to look into the perception and expectations of students on work
immersion to be able to provide insights or interventions. It utilized quantitative type of research.
It was conducted at Rizal National School of Arts and Trades to the Senior High School
students. The survey results indicate that the participants generally hold a moderately positive
perception of work immersion. Furthermore, the findings reveal that senior high school students
have a favorable overall perception of work immersion, with multiple factors influencing their
perceptions. Family plays the most influential role, with the highest percentage, indicating that
parental support and guidance shape their perceptions of work immersion in recognizing the
significance of hands-on experience in a genuine work setting. The results provide valuable
insights into the students’ perspectives and can inform educational institutions and policymakers
on how to enhance the work immersion experience for students.
Keywords: Perception and Expectations on Work Immersion, Work Immersion, Senior High
School Students
INTRODUCTION
Our nation has recently seen significant changes as a result of all the factors involved
including economics, health, and education. They claim that the only thing that is permanent in
the world is change. The Philippines educational system was created to give students the finest
possible education that started to happen as soon as education system switched to a K-12
curriculum, designed to prepare students for college and career readiness, which is widely
used. To help students keep pace with the changing demands of the society requires them to up
skill, reskill, and master relevant skills. School play significant role in developing these skills
among students. The gaps between traditional education practices and the needs of a fast-
paced economy and society could be addressed by preparing students for lifelong learning
(Buom, 2001).
Work immersion is an educational approach that is composed of 80 hours which

allows students to gain hands-on experience in a real-world work environment, giving them a
set of skills such as communication, teamwork, problem solving, decision making and
leadership skills that can be essential for success in the job market and help them be more
informed about their career choices and improve their employment prospects. Work Immersion
is the counterpart of the internship programs in the tertiary level. It helps students to build their
self-confidence and gain a better understanding of the industry in which they are interested.
Young (2006) stated that learning is seen as dynamic process, which leads on an
action. Alternatively put, to be meaningful, learning must be put to the test in the real world. This
process is reflected in Kolb’s experimental learning cycle. ELT (Experimental Learning Theory)
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is founded on the idea of learning occurs best via hands-on experience or “doing”. Experiential
learning is a process through which students develop knowledge, skills and values from direct
experiences outside traditional setting (Association for Experiential Education, 2011) all which is
clearly defined by this well-known maxim: “There is an intimate and necessary relation between
the process of actual experience and education.” (John Dewey, 19380).
In prior years, the work immersion program was not held until 2017, that’s why not all
students are aware of what a work immersion is or how it could influence their career decision;
student’s opinions on work immersion may not be entirely correct. This lack of understanding
and knowledge could lead to missed opportunities for students in terms of career development
and decision making. And, despite the growing popularity of work immersion programs as a way
to provide students with real-world experience and enhance their employability, some students
may have unrealistic expectations about what they will learn and experience during their work
immersion. It is therefore essential to explore students’ perception of work immersion and how it
affects their career decision-making process. This is expected to contribute to the existing
literature on work immersion, providing a foundation for future research on the topic. Thus, the
researchers conducted a study about the perception of students toward work immersion.
Research Questions:
1. What is the students’ perception of the work immersion?
1.1. Is there a significant difference between the perceptions of the respondents?
2. What expectations do students have on work immersion?

2.1. Is there a significant difference between the expectations of the respondents?
3. What are the factors that influence the students’ perception on work immersion?
3.1. Is there a significant difference between the factors that influence the respondents’
perception?

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Significance of the Study

This research investigates the perceptions of Senior High School students on immersion
programs. This data can be used to influence future decisions about the design and
implementation of such programs. The results of this study may also be used to pinpoint
possible problems related to work immersion.
Department of Education
This study can assist in determining the effectiveness of the immersion program
in terms of giving students relevant learning experiences, enabling them to enhance their
problem-solving skills and decision-making skills, and bridging the gap between the
classroom and the workplace. Additionally, the study offers information that can be
utilized to guide policy choices about the Department of Education’s implementation of
immersion programs.
Students
This study can provide useful insights into how students perceive the concept of
work immersion and the influence it can have on their educational and career
development. It can also provide important information on how to best implement work
immersion programs in order to optimize the benefits for them.
Teachers
The significance of this study rests in its capacity to give teachers’ understanding
into how students in Senior High School feel about work immersion. By understanding
their viewpoint, teachers may better personalize the immersion experience to the
requirements and interests of each student. This could also assist teachers in better
understanding how to support and direct students throughout their work immersion
experiences so that they get the most out of the opportunity. This can help teachers
make sure that their students are ready for the workforce when they graduate.

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CONCEPTUAL FRAMEWORK
DEPENDENT VARIABLE INDEPENDENT VARIABLE

PERCEPTION SHS STRAND
EXPECTATION CAREER CHOICE
BEHAVIOR PEER INFLUENCE
The research aimed to investigate how a students’ Senior High School (SHS) strand,
chosen college course and peer influence impacted their behavior, expectations, and perception
towards work immersion. The dependent variables are behavior, perception, and expectation,
while the independent variables are SHS strand, chosen college course, and peer influence.
The research can provide insights into how work immersion can be improved to better meet the
needs and expectations of students.
REVIEW OF RELATED LITERATURE
WORK IMMERSION
Work immersion refers to a form of experiential learning where students are placed in
real-world work environments to gain practical experience and develop professional skills. Work
immersion is a key subject under the Senior High School (SHS) curriculum that is conducted in
different ways and time frame as needed by SHS learners (Alcobendas, J.R., 2022). According
to Alcantara J.C. (2019), work immersion program provides students a hands-on training or
work stimulation, giving a set of skills that can help them make more informed about their career
choices and improve their employment prospects. Work immersion consists of 80 hours of
hands-on experience which grade 12 students will undergo to expose and familiarize them to
the actual work setting and enrich the competencies provided by the school. These real-world
experiences will enhance their knowledge, skills, and work experience to become globally
competitive. Work immersion refers to the subject of the Senior High School Curriculum, which
involves hands-on experience or work simulation in which learners apply their competencies
and acquired knowledge relevant to their work (DepEd Order no. 30, s.2017). The “Enhanced
Basic Education Act of 2013” offer subjects that are new to the education curriculum. One of the
subjects of Senior High School is the implementation of Work Immersion which is a pre-requisite
for graduation as strengthened by the DepEd Order No.30, s.2017 to achieve greater
congruence between basic education and the nation’s development target (Jeson A.
Bustamante, 2019). Work immersion programs should provide students with a safe,
professional, and valuable learning experience that prepares them for future careers in their
chosen industry. It is also important for students and their families to carefully consider the
potential downsides of work immersion programs before committing to them. While work

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immersion can be a valuable learning experience, it is essential to ensure that it does not
negatively impact a student's academic progress, safety, or financial well-being.
PERCEPTION ON WORK IMMERSION

The students’ perception of work immersion was influenced by various factors, including
their prior experiences, expectations, and support from their teachers and peers (Adorna, 2019).
The way students perceive work immersion experiences is affected by several factors. It implies
that students’ attitudes towards their work immersion experience are shaped by their
expectations, previous experiences, and the level of support they get from their educators and
peers. According to Aragon et al. (2020) students who had a positive perception of work
immersion before their participation had higher academic performance compared to those who
had a negative perception. The way students view work immersion can have an impact on their
academic performance. However, the results do suggest that students who are more
enthusiastic about work immersion may be more engaged and motivated, leading to better
academic outcomes. According to a study by Abubakar et al. (2021), students perceive work
immersion as a significant aspect of their academic training, which enables them to acquire
relevant job skills and gain practical experience. However, some students may have negative
perceptions of work immersion, which may affect their willingness to participate in the program.
Negative perceptions can impact a student’s willingness to participate in the program, which
may hinder their ability to gain the benefits of work immersion. This may be due to various
reasons, such as the nature of the work they are assigned to do during the immersion program
or the lack of support they receive during the program. Rosales and Barraquias (2019) found
that students perceived work immersion to develop their career-related skills, enhance their self-
confidence, and expand their network. The students perceived work immersion as a beneficial
experience that can help them develop career-related skills. Through work immersion, they can
acquire practical knowledge and skills that are relevant to their chosen field of study. This
experience also helps them to gain self-confidence, as they become more familiar with the
demands and expectations of their chosen profession.

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METHODLOGY
RESEARCH DESIGN
This study utilized quantitative type of research.
LOCALE OF THE STUDY

The study was conducted in Rizal National School of Arts and Trades (RNSAT).
RESPONDENTS OF THE STUDY

The respondents consisted of two groups: Grade 11 students who have not yet
undergone work immersion and Grade 12 students who have completed their work
immersion. A total of 183 students from Grade 11 were selected as respondents and
190 students from Grade 12 were selected as respondents. Thus, the total population of
the study comprised 373 students, combining both levels. The research aimed to gather
information and insights from this entire enumeration of students to ensure a
comprehensive analysis of the chosen topics.
RESEARCH INSTRUMENTS
3- POINT LIKERT SCALE
The likert scale consisted of statements that capture various aspects of
the students’ perception of work immersion. It measured the students’ agreement
or disagreement with specific statements related to work immersion.
CHECKLIST
This was used to gather data from the respondents of each strand of
grade 11 and 12 that consisted of specific items that the students marked.
DATA GATHERING PROCEDURE

Before gathering any data, it was important to obtain permission from the
relevant authorities, such as the principal of a school or other school personnel. Once
permission had been obtained, the researcher identified the research questions that
would guide the data gathering. These questions were clearly defined and relevant to
the research topic. The researchers used survey that are most appropriate for the
research questions and the population being studied. The data collection process was
carried out carefully and systematically to ensure the accuracy and validity of the data.
The researchers recorded all data collected. Once the data had been collected, it
needed to be organized and coded. This involved assigning labels or categories to the
data that made it easier to analyze. The researchers used t-test and ANOVA for the data
obtained from the Likert scale and checklist. Once the data had been analyzed, the
researchers drew conclusions based on the findings and made recommendations for
future action or research. Finally, the researchers reported the results of the data
gathering and analysis in a concise manner, using tables and charts as appropriate. The

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report included a summary of the research questions, methods, findings, conclusions,

and recommendations.
DATA ANALYSIS
For the data, the researchers used inferential statistics to test hypothesis and
explore relationships between different variables. The researchers used t-test and
analysis of variance (ANOVA). The t- test compared the means of two groups that
determined the significant difference between them while ANOVA or Analysis of
Variance, compared the means of three groups.
The perception of senior high school students is measured by the likert scale
with choices of 1 for strongly disagree (SD), 2 for neutral (N), and 3 for strongly agree.
This also corresponds to the following verbal interpretation: 1.00 to 1.66 = Strongly
Disagree; 1.67 to 2.33 = Neutral; 2.34 to 3.00 = Strongly Agree.
ETHICAL CONSIDERATIONS
The researchers obtained informed consent from all respondents, including
informing them about the purpose of the study, their right to withdraw at any time, and
any potential risks and benefits of participating. Maintained the confidentiality of the
respondents by ensuring that their identities were not revealed in any published
materials and ensured anonymity by assigning false name or codes to respondents.
Respondents were voluntary and not under any pressure to participate. The researchers
avoided using incentives or coercion to encourage participation. Ensured that all data
collected were kept safe and secure, with access only to the research team.
Respondents’ personal information were protected and not shared with any third parties
without their consent. The researchers respected the privacy of the respondents,
including their cultural and social beliefs. Also, provided feedback to respondents after
the study was completed.

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RESULTS AND DISCUSSION

In this chapter, this chapter presents the results and discussion that the researchers
have gathered through the process of conducting investigation of the study on Senior High
School students’ Perception on Work Immersion.
Table1. Grade 11 and 12 Students' Perception on Work Immersion
PERCEPTION
NO. SA N SD
(3) (2) (1) Wx̅
1. Work immersion is an exciting opportunity to gain hands-on
experience in a real-world work environment where students learn
new skills, meet new people, and explore potential career paths. 293 52 28 2.71 SA
2. Work immersion exposes a student to an active workplace where
he/she can improve his/her communication and social skills. 277 67 29 2.66 SA
3. Work immersion programs, including deployment, can improve
learners' employability by providing them with practical experience
and skills that are highly valued by employers. 266 82 25 2.65 SA
4. Deployment provides learners with an opportunity to develop
work-related skills such as communication, teamwork, problem-
solving, and time management. 271 57 45 2.61 SA
5. Deployment allows learners to interact with professionals in their
field of study, which can provide them with valuable networking
opportunities. 266 64 43 2.60 SA
Ave.Wx̅ 2.65 SA
According to Table 1, the average weighted mean for the Senior High School students’
perception on work immersion is calculated to be 2.65. This indicates that, on average, the
students’ perception of work immersion falls slightly on “Strongly Agree”. The individual scores
from the participants’ responses varied slightly, ranging from 2.60 to 2.71. Although the
differences are not substantial, they reflect some degree of diversity in the students’
perceptions.
A moderately positive perception implies that while there are some students who might
have a more negative or indifferent view, the general sentiment leans towards a positive
evaluation of work immersion. The students likely acknowledge the benefits and value of
engaging in work immersion activities, albeit with some reservations or room for improvement.

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The study conducted by Rosales and Barraquias (2019) with the present study, a
common theme emerges regarding the perceived benefits of work immersion programs for
students. Both studies reveal that students hold a positive perception of work immersion,
recognizing it as a valuable experience for their personal and professional development.
Both studies acknowledge the practical knowledge and skills students acquire through
work immersion, which are directly applicable to their chosen field of study. This observation
suggests that work immersion effectively bridges the gap between theoretical learning and real-
world application, enabling students to gain practical insights and skills.
Furthermore, the studies highlight the positive impact of work immersion on students’
self-confidence. As students immerse themselves in authentic work environments and face the
challenges and expectations of their chosen profession, they gradually develop a sense of self-
assurance in their abilities. This boost in self-confidence contributes to their overall growth and
prepares them for future career endeavors.
It is important to note that work immersion programs aim to provide students with direct
experiences in real-world work environments, allowing them to apply their academic knowledge
and develop essential skills. The fact that the surveyed students have a moderately positive
perception suggests that they recognize the potential benefits of work immersion and appreciate
the opportunity it offers.
Table 2. T- test
t-Test: Two-Sample Assuming Unequal Variances
G11 G12
Mean 2.658 2.632
Variance 0.00477 0.00262
Observations 5 5
Hypothesized Mean Difference 0
df 7
t Stat 0.676294929
P(T<=t) one-tail 0.260282597
t Critical one-tail 1.894578605
P(T<=t) two-tail 0.520565195
t Critical two-tail 2.364624252
**Decision: Accept Ho
The results of the t-test indicate that there is no significant difference in the mean
perception scores between Grade 11 students who have not yet undergone work immersion
and Grade 12 students who have already undergone work immersion. The t-statistic of
0.676294929 is less than the critical value of 1.894578605 (one-tail), suggesting that the
difference in means is not statistically significant.
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The p-value for the one-tail test is 0.260282597, which is greater than the significance
level (typically 0.05). Therefore, we fail to reject the null hypothesis, which states that there is no
difference in the perception scores between the two groups. Similarly, for the two-tail test, the p-
value of 0.520565195 is greater than the significance level, further supporting the conclusion
that there is no significant difference in perception scores between the two groups.
Based on these findings, we can infer that work immersion does not significantly impact
the perception of senior high school students. This suggests that Grade 11 students, who have
not yet undergone work immersion, have a similar perception to Grade 12 students who have
completed the program. It is important to note that this conclusion assumes unequal variances
and a specific sample size, so further research with a larger sample size and other factors
should be conducted to validate these findings.
Graph 1. Grade 11 students’ expectation. Graph 2. Factors that affect Grade 11
perception.
Based on the results in Graph 1, it is evident that most Grade 11 students hold positive
expectations for work immersion. Analysis of the responses to various questions reveals
intriguing insights into their attitudes towards this real-world work experience. Primarily, 96.72%
of students recognize the significance of hands-on experience in a genuine work setting. This
impressive percentage signifies their eagerness to apply theoretical knowledge to practical
situations, demonstrating a sincere desire to enhance their understanding within their chosen
fields.
Moreover, 95.08% of students acknowledge the value of building relationships with
professionals. This finding is promising as it indicates the students’ awareness of the benefits of
networking, which can provide valuable guidance, support, and potential future opportunities.
Recognizing the importance of establishing connections with professionals is crucial for their

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career development and showcases their proactive approach to navigating the professional
realm.
The research also reveals that 93.99% of students understand the significance of skill
development. This high percentage demonstrates their proactive mindset towards personal and
professional growth. By recognizing the importance of acquiring new skills and improving
existing ones, students exhibit a commitment to adaptability and increasing their employability.
This awareness is especially crucial in a world where industry demands are constantly evolving.
While the percentage is slightly lower at 86.34%, it is still noteworthy that most students
comprehend the positive impact work immersion can have on their attractiveness to potential
employers. This figure suggests that students are aware of the competitive job market and
aspire to gain practical experience that sets them apart from other candidates. By
acknowledging the potential benefits of work immersion in terms of employability, these
students exhibit a forward-thinking mindset.
Furthermore, the research indicates that 91.26% of students express a desire to explore
different career options and industries. This statistic highlights their proactive approach towards
career planning and decision-making. By expressing an interest in understanding various job
roles and aligning their interests with their career aspirations, students demonstrate a
willingness to explore and expand their horizons. This attitude is vital for informed career
choices and long-term success.
The research further delved into the factors that influence students’ perceptions of work
immersion, sorting out on the key influencers shaping their expectations. On the Graph 2, the
findings revealed that family, classmates, and Grade 12 students wield the most significant
influence in this regard, with percentages of 37%, 20%, and 26%, respectively. These results
underscore the crucial role played by support systems, encompassing both familial and peer
relationships, in shaping students’ understanding and expectations of work immersion.
The influence of family members, comprising parents or guardians, emerged as the most
prominent factor, with 37% of students attributing their perceptions to their familial environment.
This suggests that the attitudes and beliefs held by family members significantly impact how
students perceive work immersion. Positive encouragement, guidance, and discussions within
the family can foster a favorable outlook towards work immersion, emphasizing its value and
benefits. Conversely, a lack of support or misconceptions within the family may hinder students’
enthusiasm and understanding of work immersion opportunities.
Classmates, comprising fellow Grade 11 students, also exert a notable influence on
students’ perceptions, accounting for 20% of the factors shaping their expectations. Peer
interactions and discussions regarding work immersion experiences and prospects can
contribute to the formation of students’ opinions. Positive peer support, sharing of insights, and
discussions about the value of work immersion can inspire and motivate students, fostering a
collective enthusiasm for the program. Conversely, negative peer influences or a lack of
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awareness within the peer group may hinder students’ perceptions and dampen their
expectations.
Grade 12 students, who have already undergone work immersion experiences, hold a
significant sway over the perceptions of Grade 11 students, constituting 26% of the influencing
factors. The experiences shared by older students can offer firsthand insights into the practical
aspects and benefits of work immersion, thus shaping the expectations of their junior
counterparts. Positive accounts and testimonials from Grade 12 students can inspire Grade 11
students, generating enthusiasm and fostering a greater understanding of the value of work
immersion. Conversely, negative experiences or a lack of communication from Grade 12
students may lead to misconceptions or uncertainty among Grade 11 students.
While teachers play a role in shaping students’ perceptions, their influence was
comparatively lower, accounting for 6% of the factors identified. Teachers can provide
information, guidance, and support regarding work immersion, but their impact may be
tempered by the limited amount of time spent with individual students or the diverse range of
subjects they cover. However, it is important to acknowledge the valuable role teachers can play
in imparting knowledge about work immersion and fostering a positive attitude towards it
through classroom discussions, career guidance, and integration of work-related topics into the
curriculum.
Recognizing the significant influence of family, classmates, and Grade 12 students on
students’ perceptions of work immersion provides valuable insights for designing effective
interventions and support systems. Schools and educational institutions can collaborate with
families to promote awareness and understanding of work immersion, organizing workshops or
information sessions to engage parents and guardians. Encouraging positive peer interactions,
creating platforms for students to share their work immersion experiences, and facilitating
mentorship programs between Grade 11 and Grade 12 students can further enhance the impact
of peer influences.
Graph 3 Grade 12 expectation percentage. Graph 4. Factors that affect Grade 12

perception.

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On the Graph 3, the results of our research provide valuable insights into the
perceptions and expectations of grade 12 students regarding work immersion. One prominent
finding is the high value students place on hands-on experience in a real-world work setting.
Majority of students (94.74%) expressed a strong preference for gaining practical experience.
This signifies their recognition of the importance of applying theoretical concepts learned in the
classroom to real-world scenarios. They understand that hands-on experience not only deepens
their understanding of their chosen field but also equips them with valuable skills and
competencies.
Another significant aspect revealed by the research is the students’ desire to build
relationships with professionals. A substantial percentage (95.79%) indicated their intention to
establish connections with professionals who can provide guidance and support throughout their
careers. This finding emphasizes the students’ understanding of the role networking and
mentorship play in their professional development. By building relationships with experienced
professionals, students can benefit from their insights, industry knowledge, and potential
opportunities. It reflects their recognition that mentorship and networking can be instrumental in
shaping their career paths.
Skill development emerged as another crucial aspect in students’ perceptions and
expectations of work immersion. A 96.32% of students expressed their motivation to develop
new skills and improve existing ones through work immersion. This emphasizes the students’
proactive approach towards enhancing their competencies to meet the demands of the job
market. By engaging in work immersion, they recognize the opportunity to acquire practical
skills that will make them more competitive and adaptable in their chosen fields.
The research findings also highlight the students’ belief that work immersion can make
them more attractive to employers and contribute to their success in their chosen field. A
significant percentage (95.26%) agreed that work immersion enhances their appeal to potential
employers. This finding underscores the students’ awareness of the value of work experience
and its impact on their future career prospects. By actively seeking work immersion
opportunities, students aim to enhance their resumes, showcase their capabilities, and stand
out in the competitive job market.
Furthermore, the research indicates that students in grade 12 have a strong inclination
to explore different career options and industries through work immersion. A significant
proportion (94.74%) expressed their desire to gain exposure to various job roles and industries.
This reflects their proactive approach in seeking exposure to different paths and gaining insights
into their interests. Work immersion serves as a platform for students to explore different career
options, make informed decisions, and potentially discover new passions.

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Graph 4 shows that the factors that influence students’ perception of work immersion are
multi-faceted, and several key influences have been identified. Among these factors, family,
friends, classmates, and teachers have emerged as significant contributors to students’
perceptions and decisions regarding work immersion.
Family plays the most influential role, with 31% of students indicating that parental
support and guidance shape their perceptions of work immersion. The involvement and
encouragement of parents can have a profound impact on students’ understanding and
attitudes towards work immersion. Parents who actively engage in discussions, provide
information, and offer advice can help their children make informed decisions and develop
positive perceptions of work immersion.
Friends and classmates also exert a considerable influence, with 27% and 22% of
students respectively acknowledging the impact of peer interactions and shared experiences.
Friends and classmates can provide insights, opinions, and personal experiences related to
work immersion, which can shape students’ perceptions through discussions, social
comparisons, and the exchange of information. Peer influence can either reinforce positive
perceptions or introduce new perspectives and considerations.
Teachers, as educators, hold a position of influence in guiding students’ understanding of
work immersion. Approximately 12% of students acknowledged the role of teachers in shaping
their perceptions. Teachers can provide information about work immersion, explain its benefits,
and facilitate discussions to enhance students’ understanding of the experience. Additionally,
teachers can serve as mentors, offering guidance and support during the work immersion
process, further influencing students’ perceptions through their expertise and advice.
It is important to note that a small percentage of students (5%) indicated that none of the
listed factors influenced their perception. This may suggest independent thinking or reliance on
alternative sources of information and guidance. Some students may seek information from
external sources, such as career counselors, online resources, or personal research, which
could shape their perceptions independently from the mentioned factors.
Overall, understanding the influences on students’ perception of work immersion can
help educators, parents, and peers provide effective support and guidance to enhance students’
experiences and facilitate positive perceptions of work immersion. By recognizing the
significance of family, friends, classmates, and teachers, stakeholders can work collaboratively
to ensure students’ understanding and engagement with work immersion programs.
CONCLUSION
The study on Senior High School students’ perceptions of work immersion reveals a
positive perception among them. The average weighted mean for the Senior High School

MERGEFORMAT 39

students’ perception falls in “Strongly Agree”. Family plays the most influential role, with the
highest percentage, indicating that parental support and guidance shape their perceptions of
work immersion. Approximately 12% of students acknowledged the role of teachers in shaping
their perceptions, highlighting their proactive approach towards career planning and decision-
making. Positive accounts and testimonials from Grade 12 students can inspire Grade 11
students, generating enthusiasm and fostering a greater understanding of the value of work
immersion. Peer influence can either reinforce positive perceptions or introduce new
perspectives and considerations.
The study provides valuable insights into the perceptions and expectations of senior
high school students regarding work immersion. Family holds a position of influence in guiding
students’ understanding of work immersion, with 96.72% of students recognizing the
significance of hands-on experience in a genuine work setting. The findings suggest that work
immersion does not significantly impact the perception of senior high school students,
emphasizing the role of networking and mentorship in their professional development.
RECOMMENDATIONS
Given the positive feedback and outcomes, it is crucial to maintain the work immersion
program in senior high school. Consistency and continuity will allow more students to benefit
from the program and gain valuable real-world experience.
The researchers recommend that it may be beneficial to develop and implement
intervention strategies aimed at enhancing students' perception of work immersion. This could
involve targeted programs, workshops, or initiatives designed to address any identified gaps or
concerns in students' perception.
1. Career Planning and Decision-Making Programs: Develop and implement programs that
actively involve teachers in guiding students’ career planning and decision-making
processes. This could include workshops, seminars, or one-on-one mentoring sessions
where teachers provide information and resources to help students make informed
choices about their future careers.
2. Peer Interaction Platforms: Create platforms or forums for students to interact and share
their work immersion experiences. This could be in the form of group discussions, online
communities, or extracurricular activities focused on work immersion. Encouraging
positive peer interactions allows students to learn from each other’s experiences and
perspectives, reinforcing positive perceptions and introducing new considerations.

MERGEFORMAT 39

The researchers also recommend engaging with relevant stakeholders such as school
administrators, teachers, and industry partners to gather their perspectives and insights on work
immersion programs. Collaboration can lead to a better understanding of the challenges and
opportunities associated with work immersion, and ultimately contribute to improving students'
experiences and perceptions.
Replication of the research using different samples and settings is essential to validate
the findings. Replicating the study will help establish the validity and reliability of the results and
provide further evidence regarding the perception of work immersion among senior high school
students.
Since the current study had a relatively small sample size, the researchers recommend
conducting further research with a larger and more diverse sample of senior high school
students. This will help improve the generalizability of the findings and increase the statistical
power of the analysis.
In addition to comparing the perception of work immersion between Grade 11 and
Grade 12 students, it is recommended for future studies to explore and compare the perception
across different schools, regions, or demographic variables. This will provide a more
comprehensive understanding of the factors that may influence students' perception of work
immersion.
While the current study focused on quantitative analysis, incorporating qualitative
methods such as interviews or focus groups can provide deeper insights into the reasons
behind students' perceptions. Qualitative research can help uncover underlying attitudes,
beliefs, and experiences that may contribute to the observed differences or similarities in
perception.
Consider conducting longitudinal studies that follow students over an extended period,
tracking their perception of work immersion throughout their senior high school years. This can
help identify any changes or trends in perception and provide a more comprehensive
understanding of how students' perception evolves over time.
By implementing these recommendations, researchers and educators can gain a more
comprehensive understanding of senior high school students' perception of work immersion and
work towards enhancing the effectiveness and benefits of work immersion programs.

MERGEFORMAT 39

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Canuba, C. (2019). Preparedness of Tanza National Trade School Senior High School Students
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Multidisciplinary Research Abstracts, 3(2M).
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109.
Insorio, AO, Manaloto, CC, & Lareña, JJ (2023). Building awareness, interest, and readiness
towards college course through work immersion. Mediterranean Journal of Social & Behavioral
Research , 7 (2), 65-74.
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MERGEFORMAT 39

Aragon, A. V., & Maranan, L. C. (2020). Work Immersion Experience of Senior High School
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Evaluation (WIDME). Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2K).
Sy, R. B., & De Guzman, E. S. (2020). Grade 12 Students’ Perception of the Work Immersion
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Bejo, J. D., Modrigo, J. M., Ruben, M. J. S., Sumadchat, C. C., & Fuente, A. L. D. (2019).
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Bestlink College of the Philippines Journal of Multidisciplinary Research, 1(1).
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Immersion Activities of Senior High School Students. Review of Integrative Business and
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MERGEFORMAT 39

Garcia, R. A. (2021). Perception of Grade 11 Students Towards Work Immersion Program in a

Private school. Journal of Research, Policy & Practice of Teacher and Teacher Education,
11(2), 87-96.
LITERATURE MATRIX
AUTHOR/ OBJECTIVES VARIABLES METHOD FINDINGS

TITLE
Alcantara, J. C. (2019). To analyze the Work The study used a Participants were all
Perception of senior perception of immersion, descriptive Grade 12 sports track
high school sports track sports track Sports track, research with a students, has a mean
students toward their students toward Technical qualitative age of 18 years, majority
work work immersion knowledge and approach using of the participants were
immersion. Internationa after they have skills, multiple-case male and most of them
l Journal of Science experienced it Zambales study design. were volleyball players.
and Research for better National High Work immersion was
(IJSR), 6(2), 45-55. understanding of School very effective.
its impact to Participants learned a lot
their lives and of knowledge about
their career sports, training of
choice. athletes and organizing
game event. It is also
effective in developing
skills relevant to their
respective sports and
serves as training
preparation on their
career choice.Work
MERGEFORMAT 39

immersion helped to
improved their technical
knowledge and skills.
They learned necessary
life skills needed for their
chosen career like
coaching, officiating and
how to train athletes in
terms of discipline and
attitude. The impact of
work immersion to their
lives and to their career
choice has a great effect.
They have acquired
additional knowledge and
skills which is very useful
for their chosen
field.Their work
immersion was more on
field and was focused in
training. The activities
given to them were
appropriate and suitable
to their age, gender and
sports events.
Adorna, C. R. (2019). To determine Perception, A qualitative This research shows that
ABM Students' the objectives ABM students, approach was work immersions
Perception Towards and benefits of work used in this study, improve the student's
their Work Immersion undergoing work immersion, which aims the skills, particularly in
Experience. Ascendens immersion for work immersion determine communication,
Asia Journal of the experience perception of character building, work
Multidisciplinary Accountancy, Accountancy, ethics, and skills needed
Research Business and Business and for the job.
Abstracts, 3(2C). Management Management
students of students of
General Mariano General Mariano
Alvarez Alvarez Technical
Technical High High School of the
School. The school year 2017-
study also wants 2018 about their
to know the work immersion.

MERGEFORMAT 39

things that are The study is only

considered in limited to some of
choosing the the students, and
company for the data gathering
immersion. was by the use of
open-ended
interview
questions.
Bustamante, J. (2019). To find out the work Involves survey The new age of
Senior High School lived immersion, K- questionnaires Enhanced Basic
Work Immersion experiences of 12, senior high and interview to Education of the
Pioneers. A the first batch of school, gather data among Philippines has brought
Phenomenological SHS students on education, 43 Grade 12 Work Immersion to
Study. Journal of the first experiential students under senior high school
International Academic implementation learning General Academic students that are
Research for of Work Strand (GAS) in a governed by laws and
Multidisciplinary, 7(2), Immersion. The public school. policies. It enabled the
66-75. study looks into learners to reinforce
the challenges significant application of
faced by the the theories or concepts
students based in the classroom to real
on their actual life situations in the
experiences as workplace and nurtured
wells as their the characters and
feedback after values of the students
the work significantly. It paved
immersion. way in promoting the
thrust of DepEd in
producing competent
senior high school
graduates ready for
college, employment or
entrepreneurship. In
addition, based on their
lived experiences the
students found the
program beneficial and
worthwhile experience.
The study further
recommends looking into
the Work Immersion

MERGEFORMAT 39

experiences of students
from other strands and
tracks of senior high
school.
Acut, D. P., Curaraton, To measure the Work This study Most of the students
E. P., Latonio, G. C., & performance of immersion, employed a were evaluated
Latonio, R. A. C. (2021, the students performance qualitative outstanding and that their
March). Work during the entire appraisal and research approach performance exceeds the
immersion performance period of evaluation, which sought to required standard. The
appraisal and duration, the Grade 12 evaluate the positive learning gains
evaluation of Grade 12 work immersion STEM students’ suggest that work
STEM students in steering students, performance immersion enables the
science and committee of the science and during the work students to acquire and
technology-based school technology- immersion period. develop the skills of
industries. In Journal of constructed the based teamwork,
Physics: Conference Student’s industries communication,
Series (Vol. 1835, No. Performance attendance and
1, p. 012013). IOP Appraisal and punctuality, productivity
Publishing. Evaluation and resilience, initiative
Sheet to be filled and proactivity, judgment
up the students’ and decision making,
respective dependability and
partner reliability, attitude, and
institution professionalism.
supervisor. Moreover, the students
perceived their
experiences as an
avenue to test
themselves and apply
what they have learned
in a nonschool scenario
where they were not only
able to apply their
previous training but are
also able to experience
the social interactions in
a work environment.
Their experiences in
science-based work
immersion partner
institutions developed

MERGEFORMAT 39

many skills and values

that would help them as
they move from high
school to real life.
Julaton, J. L., De To provide Employment, The researchers The extrinsic factors
Castro, K. J., & senior high extrinsic- used the strand such as work
Bautista, R. G. (2019). students (SHS) intrinsic factors, and venues of the environment, corporate
The Impact of Extrinsic with work student- appearance, and
and Intrinsic Factors on opportunities to immersion, respondents as teamwork are influential
the Perception of become familiar senior dependent to 67% of the student-
Employment of the with the highschool variables and the respondents. While,
Senior High School workplace, students extrinsic-intrinsic intrinsic factors such as
Students Ender the simulate factors affecting competence,
Work Immersion employment, their perception communication, and
Program. Ascendens and apply the with regard to confidence are also
Asia Journal of competencies in employment as significant to 85% of the
Multidisciplinary actual work independent student-respondents. It
Research environments. variables. was also revealed that
Abstracts, 3(2J) the program would not
be able to help students
secure a job engagement
as the student-
respondents directly
pursue employment. But
they agreed that the
program helped them
gain skills in preparation
for the real world and its
challenges.
Canuba, C. (2019). To develop a Senior The study uses The overall perception of
Preparedness of Tanza Manual the highschool descriptive design students towards work
National Trade School TNTS SHS students using survey immersion is that, they
Senior High School Work cognitive, method to are moderately ready as
Students on Work Immersion. learning determine the perceived by 61.92% of
Immersion: Input to the Specifically, this outcomes, skill readiness of the the respondents.
Manual for Senior High study will based, status, students in the Findings on the attitudes
School Work answer the technical- different fields of and values readiness
Immersion. Ascendens following vocational specialization. indicate that the value of
Asia Journal of questions: 1. education, work patience ranked first,
Multidisciplinary What is the immersion followed by the attitude
Research profile of the of having good common

MERGEFORMAT 39

Abstracts, 3(2L). students sense, third is good

involved in the listening skills, fourth is
study?; 2. What the attitude of passion for
is the status of improvement and fifth is
the skills the attitude of having the
provided by desire to continue
TNTS to the learning. Relative to the
SHS students in skill preparation, majority
the TVL and of the students indicated
Academic that the school have
courses in terms prepared them for the
of the following: work immersion having
1.1 competent teachers to
Administrative teach them on the
Support 1.2 different skills needed in
Student the industry. The
preparation; schools' preparation for
Knowledge; Immersion integrated on
Skills; and classroom instruction
Attitudes? 3. contributes to the
What Work creation of better
Immersion systems for skills
Manual could be development. The school
prepared for the also provides
TNTS? 4. What progressive discipline
are the problems plans by creating safe
encountered in educational environment
the preparation that stimulates learning
of the SHS and enhance decision-
students of making process for the
TNTS for the SHS students.
work immersion.
Cruz, J. N. D., & To provide Competencies,I The study used The learners have high
Permejo, M. M. (2020). learner real ndustry descriptive self-perceived work
Workplace skills and workplace Partners, Skills, research design. potency towards work
competencies: An experience in Work This design was which enables them to
industry partners the actual work Immersion utilized to gain confidence in
appraisal on work setup that Program determine the executing courses of
immersion program build new workplace skills action in managing work
among senior high skills, immersed and competencies assignments.The
school learners. Journal in business of learners on implementation of Work

MERGEFORMAT 39

of Business and workplace and Work Immersion Immersion Program gave

Management increase Program the students greater
Studies, 2(3), 41-48. employability considering that it complacency on their
that help was a valid respective strand which
discover method for gave them opportunities
themselves researching to improve their
and jumpstart specific subjects learned skills from
their and a precursor school. Thus, learners
professional to more became holistically
growth by quantitative prepared and equipped
assessing their studies. with skills and
workplace skills competencies necessary
and to conduct oneself in a
competencies. real work setting as
perceived by industry
partners.The learners
have gained lifelong
skills and competencies
along with attitudes
and virtues toward
work which are best
weapons in pursuing a
better life. 4.
Rosales, J.B., & To determine Benefits, work Descriptive survey Work immersion program
Barraquias, J. A. the benefits of immersion, research had several benefits for
(2019). The Benefits of immersion senior high senior high school
Work Immersion programs students students, including
Program among Senior among senior improved communication
High School Students. high school skills, enhanced work
International Journal of students. readiness, and increased
Multidisciplinary confidence. The most
Research and common types of work
Publications, 1(1), 30- immersion programs
34. offered were on-the-job
training and shadowing.
The challenges
encountered by the
students included
difficulty in finding
appropriate work

MERGEFORMAT 39

immersion sites and

balancing their time
between work and
school. Overall, the study
concludes that the work
immersion program is a
valuable experience for
senior high school
students and
recommends that it
should be continued and
expanded.
Enriquez, M. (2019). To initially Performance The study utilized The Gulod SHS students
Applicability and assess the tasks, descriptive were exposed to
Usability of applicability and Appropriatenes research with 283 workplace written and
Performance Tasks in usefulness of s, Usefulness, Gulod Senior High interpersonal oral
Senior High School performance SHS students School students communication
English Subjects to the tasks in SHS who were chosen performance tasks.
Work Immersion English subjects through stratified Accordingly, they found
Communication Needs to the work random sampling. these performance tasks
of Gulod SHS immersion A validated appropriate and useful
Students. Ascendens communication researcher-made for their work immersion
Asia Journal of needs of Gulod questionnaire was communication needs.
Multidisciplinary Senior High used in data Moreover, strand,
Research School students gathering. competency, and
Abstracts, 3(2C). for the school industry affiliation have a
year 2018- significant relationship in
2019. the perceived
applicability and
usefulness of
performance tasks.
Benavente, K., & To identify work The researcher During the initial
Bambalan, D. P. (2019). whether or not immersion, used a quantitative appraisal period, the
Work Immersion the work senior high research design students rated
Performance of Shs immersion school, work themselves as
Gas Students of implementation immersion "outstanding" in the area
Urdaneta City National is successful. performance of work habits, attitudes,
High School: Basis for appreciation and respect
Policy for work, and "very
Formulation. Ascenden satisfactory" in
s Asia Journal of communication and

MERGEFORMAT 39

Multidisciplinary practical skills. During

Research the final appraisal, the
Abstracts, 3(2M). self-rating of the students
showed that all three
areas are rated as
"outstanding". The rating
of the work immersion
teacher during the initial
and final appraisal
revealed a "very
satisfactory"
performance. The
partner institutions
perceived the students
as having an
"outstanding" level of
performance in their work
immersion during the
initial and final appraisal
period. During the final
assessment, the rating of
the students did not differ
significantly from the
assessment of the
partner institution.
However, the self-rating
of the students and the
work immersion teacher
differed significantly.
Significant difference
also exists between the
assessments of the work
immersion teacher and
partner institution.There
were 15 identified
problems encountered by
the respondents which
includes problems on
absences, tardiness,
poor customer
satisfaction, unable to

MERGEFORMAT 39

properly execute
assigned task,
discourtesy and violation
of company's rules and
regulations. The degree
of seriousness of these
problems encountered
were considered as "not
serious" and "slightly
serious"
Abubakar, M., To investigate Perception, Descriptive survey The undergraduate
Olumuyiwa, O., & the perception of undergraduate design students had a positive
Fasasi, Y. (2021). undergraduate students, work perception of the work
Perception of students immersion immersion programme.
undergraduate students towards work programme The findings showed that
towards work immersion students believed that
immersion programme. programmes. the programme helped
International Journal of them to acquire practical
Education and Practice, skills and knowledge,
9(1), 103-109. improved their
employability, and
enhanced their
understanding of the
work environment.
However, some students
also expressed concerns
about the programme,
such as the lack of
adequate supervision
and support during the
immersion period.
Overall, the study
concluded that work
immersion programmes
are a valuable
component of
undergraduate education
and can contribute to the
development of students’
skills and knowledge.
Insorio, AO, Manaloto, To build the awareness, A practical action The study aimed to build

MERGEFORMAT 39

CC, & Lareña, JJ HUMSS college course, research design the awareness, interest,
(2023). Building students’ interest, was utilized to and readiness of grade
awareness, interest, awareness, readiness, work measure the 12 HUMSS students
and readiness towards interest, and immersion variables before toward their preferred
college course through readiness for and after the work college courses through
work college courses. immersion work immersion under
immersion. Mediterrane implementation. blended learning. The
an Journal of Social & Hence, survey student’s awareness,
Behavioral questionnaires interest, and readiness
Research , 7 (2), 65-74. and interviews for college courses were
were the data low before the work
collection tools immersion
employed to implementation.
collect both However, after the
quantitative implementation, they all
measures and increased, and significant
qualitative differences exist before
descriptions of and after. It means that
experiences. the students’ awareness,
interest, and readiness
for college were built
through work immersion,
which is one of the end
goals of the senior high
school curriculum. Also,
a significant difference in
awareness and interest
levels was established
based on a preferred
college course. Students
who preferred an
education course got the
highest awareness and
interest levels, while
those who preferred a
criminology course got
the lowest awareness
and interest levels. The
work immersion
experiences made the
students knowledgeable

MERGEFORMAT 39

about the college course

requirements,
expectations, and skills
needed. They became
skillful in communication
and socialization, which
are essential attributes of
HUMSS graduates.
Hence, they became
more motivated and
decisive to pursue a
degree course and
expected to experience
more work immersion in
college. Moreover, they
were ready and inspired
to face the challenges of
college life. Meanwhile,
to increase the student’s
awareness, interest, and
readiness, the students
suggested having more
webinars and activities
with parental
involvement, more
learning materials,
frequent face-to-face
interaction between the
teacher and students,
and a student committee
that constantly
communicated with each
student.
Montes, V., & Paño, J. To develop a list Employability This Based on the findings of
(2020). Soft and Hard of relevant soft Hard skills study used the the study, public
Skills Perceived and Partner descriptive an
Relevant by the Work hard skills institutions research d private partner
Immersion Partner viewed Soft skills design institutions require soft
Institutions in the significant by Work in the collection of skills
Countryside. Countrysi each institution immersion information from such as communication,
de Development to be found STEM teamwork, initiative/

MERGEFORMAT 39

Research Journal, 8(1), among work immersion proactivity, professional

35-43. students who partner institutions ism, dependability/
will immerse in . reliability skills.
both public and Additionally, these
private work institutions
place. also require hard skills
that include mathematics
and numeracy and ICT
skills. These work-related
soft and hard skills are
viewed highly-valuable
by these institutions to be
developed among senior
high school students
undergoing work
immersion
program. This study
focused only on the
inventory of soft and hard
skills that each partner
institution participant
needed in their work
place. Limited
sources of information on
work immersion
program and the skills
required by partner
institutions among
secondary work
immersion
students were the
challenges upon
completing this study.
Moreover, during the
conduct of this
study there were minimal
number of partner
institutions that have
signified their interest to
be part of the work
immersion program of

MERGEFORMAT 39

the school.
Hence, the result of this
study solely depended
on the responses of the
four work immersion
partner institutions.
Further studies that
involve
more or various
types of institutions as
work immersion partners
may be conducted.
Alcobendas, J. R. To find out the job skill, The researcher Based on the findings
(2022). Profile and work immersion personality employed the revealed from the
Work Immersion performance of development, descriptive data analysis, the
Performance of the Grade 12 work ethics, survey method of researcher concludes
Accountancy, Business, students at San work immersion research. the
and Man-agement Isidro High fol-
(ABM) Students of School and lowing:
Selected Implementing Subic A typical ABM student
Schools in Subic National High Trainee is a mid-
District, Zambales, School, adolescent female who
Philippines. Internation Zambales, Attained a very
al Journal of Philippines. satisfactory level of
Multidisciplinary: academic performance
Applied Business and and had an out-
Education standing perception of
Research, 3(4), 528- work
537. immersion experiences.
Aragon, A. V., & To determine Work The study used a Students who had longer
Maranan, L. C. (2020). the relationship immersion, descriptive- immersion durations and
Work Immersion between work experience, correlational who were immersed in
Experience of Senior immersion senior high research design. the business and
High School Students experience and school industry sectors had
and its relationship to academic students, higher academic
Academic Performance. performance of academic performance compared
Journal of Education senior high performance to those who had shorter
and Human school students. immersion durations and
Development, 9(1), 1-8. who were immersed in

MERGEFORMAT 39

the public sector. The

study recommends that
schools should provide
longer and more varied
immersion experience to
enhance the academic
performance of senior
high school students.
Clet, G. M. R., & To determine Influence, self- . A descriptive When taken singly, the
Chavez, J. C. (2021). the influence of determination, correlational variable of self-efficacy
Influence of Self- self- self- efficacy, research design does not predict the
determination, Self- determination, leadership, was utilized in this participants’ work
efficacy and Leadership self-efficacy and work immersion study with immersion performance.
on Students’ Work leadership to statistical tools This phenomenon finds
Immersion students’ work such as mean, consonance to the
Performance. Academi immersion standard postulation of Ormrod
a Letters, 2. performance. deviation, and (2008) citing that high
multiple regression self-efficacy may let
analysis people ignore the
weaknesses they do not
realize they have.
According to one of the
supervisors, generally,
the students assigned to
their establishment
demonstrated high
confidence as they
perform their work and
that they also showed
focus and determination
in accomplishing these
tasks. It is most likely to
follow that these students
were so determined to
accomplish their goals
and their capacity to do
the tasks were
overshadowed by their
determination to
complete the tasks
relegated to them. The

MERGEFORMAT 39

result points to the need

for schools to enhance
the students’ personal
factors with emphasis on
the development of self-
determination prior to
their deployment to
partner establishments or
agencies.
Rodriguez, M. (2019). To exposed to Work Descriptive type A SHS student has to
Work Immersion Among and become immersion, use in this action undergo work immersion
ABM Grade 12 Senior familiar with focal person, research with the in a business
High School Students of work the ABM , grade 12 questionnaires as organization or
the Anselmo A. environment the main establishment with duties
Sandoval Memorial related to their instrument in related to their field of
National High field of gathering data specialization. Through
School. Ascendens specialization to which would this, the students are
Asia Journal of enhance their answer the exposed to and were
Multidisciplinary competence. problem posed in able to be familiarized
Research this study. with the working
Abstracts, 3(2). environment and learned
well the typical protocols
and procedures in a
company. Immersionists
gained relevant and
practical industrial skills
under the guidance of
experts and workers;
appreciated the
importance and
application of the
principles and theories
taught in the classroom;
enhanced their technical
knowledge and skills;
and prepared them to
meet the needs and
challenges of
employment,
entrepreneurship, or
higher education after

MERGEFORMAT 39

graduation.
Villaverde, S., & to sustain the Senior HS, Qualitative method WIP exposed the
Gabotero, S. (2019). positive Work of research using students to the harsh
Practical Implication of experiences and Immersion focus group realities of the
the Implementation of address the Program, discussion to environment in a
the Senior HS Work negative ones of experiences, collect the needed workplace, to develop
Immersion Program: the Work challenges, information was and enhance the work
Inquiry on Students' Immersion opportunities, used in this study. ethics, habits and skills
Experiences, students in qualitative to help them succeed for
Challenges and LOPEZ NCHS the rest of their lives.
Opportunities. Ascende during the actual 95% Of the students had
ns Asia Journal of work immersion an outstanding
Multidisciplinary training, performance given by
Research challenges, and partners, that most of the
Abstracts, 3(2G). opportunities students were ready to
experienced by work and partners
the students on suggested increased
their work immersion hours and
immersion policy guidelines in the
stations. work immersion process
of Lopez National
Comprehensive High
School. Work Immersion
opens their eyes and
thinking if the chosen
field suits them. WIP
makes it more realistic
and mature enough to
deal with the problems
encountered. They
considered all of the
difficulties they have
experienced as
challenges. WIP gave
them opportunities and
ideas to decide on what
career they are going to
take in the near future. It
served as a training
ground for them and be
ready on the possible

MERGEFORMAT 39

job. The SHS Work

Immersion students deal
and cope with the
challenges on the
implementation of the
program were most of
the positive ones but
they feel challenged. The
WIP gave opportunities
in their future career path
wherein they get to
explore the future field in
Sciences, Engineering,
teaching, psychology,
skills courses in the
Tech-Voc.
Lucero, J. J. D., & To develop, This included Work Immersion, Alangilan Senior High
Realingo, R. M. (2019). implement and two major ASHS, WIDME, School made additional
Work Immersion determine the activities, Industry Partners, six industry partnerships
Deployment, Monitoring effectiveness of Planning and Senior High for the ABMand Stem
and Evaluation the project Work Preparation School students for the School
(WIDME). Ascendens Immersion and the Actual Year 2018-2019 where
Asia Journal of Deployment, Implementation all the ABM and STEM
Multidisciplinary Monitoring, and . students were deployed,
Research Completion for monitored, and evaluated
Abstracts, 3(2K). the School Year within the specified time
2018-2019. indicated in the action
plan. The process of
implementing the Work
Immersion Program
developed Best Practices
which shall be the guide
for future implementation
and benchmark for other
schools in the division.
The six additional
business industry
partners have shown
their interest, willingness
and commitment for the
Work Immersion of the

MERGEFORMAT 39

ABM and STEM

students. The students
have above-satisfactorily
performed in the Work
Immersion as shown in
the verbal expressions of
the industry partners in
the Post Conferences
conducted by the Work
Immersion Coordinators.
The Best Practices
developed in the
Work Immersion program
could serve as a model
that other Senior High
Schools could
benchmark for their own
implementation. The
partnership established
could be maintained,
extended, and increased
in numbers for the
increasing enrollment of
ASHS.
Sy, R. B., & De To determine Level of The study utilized The study found that the
Guzman, E. S. (2020). the perception of preparedness, a descriptive grade 12 students
Grade 12 Students’ grade 12 perception, research design. generally have a positive
Perception of the Work students grade 12 perception of the WIP.
Immersion Program in towards the students, work Specifically, the students
Public Schools. Work Immersion immersion believed that the WIP
International Journal of Program in program helped them become
Scientific and public schools in more prepared for their
Technology Research, the Philippines. future careers. However,
9(5), 6425-6430. the study also found that
there were some issues
with the implementation
of the WIP that affected
the student’s satisfaction
level. These issues
included the lack of

MERGEFORMAT 39

proper orientation and

guidance, limited
opportunities for hands-
on training, and
insufficient resources
and facilities. The study
concluded that there is a
need for the schools and
the government to
improve the
WIP to maximize its
benefits for the students.
Silang, A. J. (2019). To reveal the This qualitative The different challenges
Ascendens Asia challenges and Work study examined encountered by Bauan
Journal of implications of Immersion, the perspectives Technical High School
Multidisciplinary immersion Perspectives, which depended (BTHS) in the facilitation
Research innovations in Partnership, on work immersion of Work Immersion
Abstracts, 3(2K). Bauan Technical Innovations, experiences of served as a basis to
High School Senior high Grade 12 better improve ways on
Senior High school students, Work how to engage partners.
School. Immersion With the impact of
facilitator of Bauan immersion innovations in
Technical High BTHS, the following were
School Senior successfully
High School and accomplished 1) survey
partner institution on the needs of the
trainers/ industries, 2) inventory
supervisors. map of employers, 3)
professional network, 4)
linkages and capacity
development, 5) well-
matched specialization
and immersion venue 6)
partnership
communication plan, 7)
parent and community
support, 8) challenging
and creative activities,
and 9) intervention
programs. It was evident

MERGEFORMAT 39

that such factors could

help a lot in the
establishment and build-
up of strong partnerships
to further fulfill the
programs of the
Department of Education
Elizaga, E. C. (2019). To explore the Perception, Descriptive The grade 12 students
Perception of Grade 12 perception of work research design had a positive perception
Students Towards Work Grade 12 immersion, of the WIP in public
Immersion Program in students grade 12 schools. Specifically, the
Public Schools. towards the students students perceived that
International Journal of Work Immersion the program helped them
Research Studies in Program (WIP) gain practical
Education, 8(1), 25-34. in public schools experience, develop
in the social and
Philippines. communication skills,
and prepare them for the
future careers. However,
the study also revealed
some challenges faced
by students during the
WIP, such as
transportation problems
and inadequate facilities.
Overall, the study
concluded that the Work
Immersion Program was
beneficial program for
Grade 12 students in
public schools in the
Philippines.
Bejo, J. D., Modrigo, J. to know the perceived descriptive In work ethics,
M., Ruben, M. J. S., perceived effectiveness, research design, respondents stressed it
Sumadchat, C. C., & effectiveness of implementing, qualitative could be learned
Fuente, A. L. D. (2019). implementing work immersion because before taking
Perceive Effectiveness work immersion work immersion, the
of Implementing Work in the K-12 professor should teach
Immersion in K-12 curriculum of the proper ethics
Curriculum of Grade12 grade 12 needed. In developed
General Academic General skills, respondents

MERGEFORMAT 39

Strand in Bestlink Academic emphasized that they

College of the Strand (GAS) could gain experience
Philippines. Ascendens students and to and use it for their future
Asia Singapore– look at how the career. Lastly, in terms of
Bestlink College of the findings of this knowledge, the factor
Philippines Journal of study can be that affected them was
Multidisciplinary utilized in one could learn new
Research, 1(1). improving the things while undergoing
work immersion the work immersion. The
program to the result asks for solutions
students. to address the problem.
The researchers
concluded that some
solutions that can be
proposed to perceive the
effectiveness of work
immersion in the K-12
curriculum of the grade
12 general academic
strand: the students
should manage their time
well, the supervisors
should align the task
according to their strand,
students should take
work immersion
seriously, and students
should give their best to
perform it properly.
Budomo, X. M. (2020). This study Work Quantitative 1. Majority of the
Readiness and determined and Immersion, research design enterprise respondents
Willingness of the described the Senior High are service enterprises
Enterprises in readiness and School, that need office
Accepting Work willingness of Enterprises. assistance, cooking, and
Immersion Activities of the enterprises encoding. 2. Majority of
Senior High School in accepting the enterprises are ready
Students. Review of work immersion in accepting work
Integrative Business (WI) activities of immersion activities of
and Economics senior high senior high school
Research, 9, 42-67. school (SHS) students in terms of
students. facilities, alignment,

MERGEFORMAT 39

proximity, legal
requirements, scope of
operation, and presence
of corporate social
responsibility. 3. There
are limited enterprises
that need interns and
willing to accommodate
interns. 4. Availability of
skills needed by the
students and facilities
were identified as the
topmost possible
problems both by the
school and the
enterprises in relation to
work immersions.
Dianne, E. M., & Marie, To investigate Work Descriptive Grade 12 students
R. A. (2021). Grade 12 the perceptions immersion research design perceived that the
Students’ Perceptions of Grade 12 program, program was effective
on Work Immersion students on the perception, enhancing their work-
Program in a Senior Work Immersion grade 12, related knowledge and
High School. European Program in a senior high skills, and in preparing
Journal of Education Senior High school, them for future
Studies, 8(5), 265-277. School. employment. However,
some students reported
that the program was
challenging and
demanding, that they
encountered difficulties in
adjusting to the work
environment.
McGrath, D., & Murphy, To examine the Work The study used a The immersion work
D. (2016). effectiveness of experience, mixed-method experience program had
Understanding an immersion career choice, approach a positive impact on the
accounting as a career: work experience immersion career decision-making
An immersion work program for process of the
experience for students undergraduate undergraduate
making career accounting accounting students. The
decisions. Accounting students in program was found to
Education, 25(1), 57-87. helping them increase the students’

MERGEFORMAT 39

make career understanding of the

decisions. accounting profession,
their confidence in their
career goals, and their
overall job satisfaction.
The program also had a
significant influence on
the students’ decision to
pursue a career in
accounting.
Garcia, R. A. (2021). To determine Perception, Descriptive survey Majority of grade 111
Perception of Grade 11 the students’ grade 11, work design students had a positive
Students Towards Work satisfaction with immersion, perception of the work
Immersion Program in a the program, private school immersion program.
Private school. Journal identify their They reported high levels
of Research, Policy & perceived of satisfaction and
Practice of Teacher and benefits, and perceived various
Teacher Education, assess the benefits, including
11(2), 87-96. challenges they developing their
encountered communication and
during the interpersonal skills,
program. gaining work experience,
and enhancing their
knowledge and
understanding of the
industry. However, some
students also
encountered challenges,
such as difficulty
adjusting to the work
environment and
managing their time.
Favila, S. A., Erfe, J. P., To develop a developmental Employed A sound knowledge
Pimentel, M. M., Naval, proposed research, qualitative sharing in the different
D. J., Rabina, M. G., knowledge knowledge developmental levels would respond to
Castro, L. A., ... & sharing model sharing, work design in two the call of Verecio (2014)
Agustin, M. L. S. for senior high immersion phases: phase 1 and strengthened the
(2019). UGNAYAN: A school work (foundation), and claim of the Coalition for
Proposed Knowledge immersion phase 2 Change (2018): (1) to
Sharing Model for program (development). improve mentoring
Senior High School practices in the

MERGEFORMAT 39

Work Immersion micro/personal level,

Program. The Normal mentor and trainee; (2) to
Lights, 13(2), 111-31. enhance collaboration of
partipants in the meso
level, host school and
industry partner; and (3)
to strengthen to the
partnership of
participants in the macro
level, government and
industry. Furthermore,
what the proposed model
is trying to build,
implicitly, is aculture and
environment founded on
integrity, honesty,
respect, prudence,
generosity, authenticity,
and excellence. Hence,
future studies regarding
knowledge sharing could
focus on investigating the
culture and environment
of knowledge sharing
practices in the different
levels of work immersion:
micro, meso, and macro.
Such researches could
bring light to the fast
changing dynamics of
interaction between and
among the people
involved in work
immersion due to the
advancement of
technology. In addition,
since the nature of the
research design
employed by the
researchers in this
present study is

MERGEFORMAT 39

qualitative design, the

proposed model has a
considerable degree of
limitations with regard to
generalizability and
applicability to other sets
of population.
APPENDICES
June 5, 2023
ANTONIA M. CALING
School Principal III
Rizal National School of Arts and Trades
Liwan West, Rizal, Kalinga
Ma’am:

MERGEFORMAT 39

Greetings!
We, the undersigned Grade 12 students of Science, Technology, Engineering and
Mathematics (STEM) strand are currently conducting a research entitled “Perceptions of Grade
11 and 12 on Work Immersion”.
In connection to this, we would like to ask permission from your good office to administer
the analysis and floating of questionnaires among the Senior High School students of Rizal
National School of Arts and Trades.
We believe that you are with us in our enthusiasm to finish our research. We hope of your
positive response for this humble matter. Your approval to conduct this study will be greatly
appreciated.
Respectfully yours,
IRENE MAE B. MAYOS KHYRA FAITH S. BACULLO
NORINA GAIL N. JULATON LAWRENCE S. TANACIO JR.
Dear respondents,
Greetings!
We, the undersigned Grade 12 students of the Science, Technology, engineering and
Mathematics (Stem) strand are currently conducting a research entitled “Perceptions of grade
11 and 12 on Work Immersion.”
In this regard, we may request you to answer the attached questionnaire. We assure you
that any answer you will provide will be treated with the highest degree of confidentiality.
Thank you for your cooperation.
MERGEFORMAT 39

Respectfully yours,
IRENE MAE B. MAYOS
KHYRA FAITH S. BACULLO
NORINA GAIL N. JULATON
LAWRENCE S. TANACIO JR.
SURVEY QUESTIONNAIRES
Dear Respondents,
Thank you for taking the time to participate in our research study. Your input is valuable
and will contribute to our understanding of the Senior High School Students’ Perception
on Work Immersion. Please be assured that your responses will remain completely
anonymous and confidential.
Profile of the respondent:
Name(optional): _________________. Grade level: 11
MERGEFORMAT 39

12
Introduction:
We kindly request your cooperation in completing this questionnaire. It should take
approximately 15 minutes of your time. Your honest and thoughtful responses are greatly
appreciated.
Students' perception of the work immersion deployment process:
Instruction: Indicate your level of agreement with the following statements regarding your
perception of the work immersion deployment process by putting a check mark (/) in the box.
Perception Strongly Neutral Strongly

agree. isjj disagree.
(3) (2) (1)
Work immersion is an exciting opportunity to gain hands-on

experience in a real-world work environment where students
learn new skills, meet new people, and explore potential career
paths.
Work immersion exposes a student to an active workplace where

he/she can improve his/her communication and social skills.
Work immersion programs, including deployment, can improve

learners' employability by providing them with practical
experience and skills that are highly valued by employers.
Deployment provides learners with an opportunity to develop

work-related skills such as communication, teamwork, problem-
solving, and time management.
Deployment allows learners to interact with professionals in their

field of study, which can provide them with valuable networking
opportunities.

MERGEFORMAT 39

If others, pls specify:
Students' expectations on work immersion:
YES NO
1. Hands-on Experience: to gain practical experience in a real-

world work setting.
2. Build relationships with professionals who can provide

guidance and support as I navigate my careers.
3. Develop new skills and to improve existing ones.
4. Gain experience that will make me more attractive to

employers, and to develop skills that will help me to succeed
in chosen field.
5. Explore different career options and industries. I want to

learn more about specific job roles and industries, and to
determine if my interests align with my career aspirations.
If others, please specify:
Factors affecting students’ perception on work immersion:

Instruction: Check factors that affect your perception on work immersion.
 Family
 Friends

MERGEFORMAT 39

 Classmates
 Teachers
 Others (specify): __________________
Respondent’s signature: _____________________________
Thank you once again for your valuable contribution. Your feedback is greatly
appreciated, and it will be used responsibly to further our research goals.
CURRICULUM VITAE

MERGEFORMAT 39

NAME: IRENE MAE B. MAYOS

ADDRESS: CALAOCAN, RIZAL, KALINGA
AGE: 17
BIRTHPLACE: LA TRINIDAD, BENGUET
“THE BEST WAY TO PREDICT YOUR FUTURE IS TO CREATE IT.”
NAME: KHYRA FAITH S. BACULLO

AGE: 18
BIRTHPLACE: BABALAG WEST, RIZAL, KALINGA
“EMBRACE THE JOURNEY, CELEBRATE THE MILESTONE”

MERGEFORMAT 39

NAME: LAWRENCE S. TANACIO

AGE: 18
“ACCEPT YOURSELF, LOVE YOURSELF, AND KEEP MOVING FORWARD. IF YOU

WANT TO FLY, YOU HAVE TO GIVE UP WHAT WEIGHS YOU DOWN. BELIEVE IN
YOURSELF. YOU ARE BRAVER THAN YOU THINK, MORE TALENTED THAN YOU
KNOW, AND CAPABLE OF MORE THAN YOU IMAGINE.”
NAME: NORINA GAIL N. JULATON

ADDRESS: BABALAG WEST, RIZAL, KALINGA
AGE: 18

MERGEFORMAT 39

“BE WHO YOU ARE AND SAY WHAT YOU FEEL, BECAUSE THOSE WHO MIND
DON’T MATTER AND THOSE WHO MATTER DON’T MIND.”

MERGEFORMAT 39

Stem - Senior High School Students' Perception On Work Immersion - Mayos, Bacullo, Tanacio, Julaton - 2022-2023

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Schools Division of Kalinga SENIOR HIGH SCHOOL DEPARTMENT

RIZAL NATIONAL SCHOOL OF

SENIOR HIGH SCHOOL STUDENTS’ PERCEPTION ON WORK IMMERSION

Irene Mae B. Mayos

Senior High School Students’ Perception on Work Immersion | PAGE \*

RIZAL NATIONAL SCHOOL OF

Senior High School Students’ Perception on Work Immersion | PAGE \*

RIZAL NATIONAL SCHOOL OF

Senior High School Students’ Perception on Work Immersion | PAGE \*

RIZAL NATIONAL SCHOOL OF

Senior High School Students’ Perception on Work Immersion | PAGE \*

RIZAL NATIONAL SCHOOL OF

Work immersion is an educational approach that is composed of 80 hours which

RIZAL NATIONAL SCHOOL OF

2. What expectations do students have on work immersion?

Senior High School Students’ Perception on Work Immersion | PAGE \*

RIZAL NATIONAL SCHOOL OF

Significance of the Study

Senior High School Students’ Perception on Work Immersion | PAGE \*

RIZAL NATIONAL SCHOOL OF

DEPENDENT VARIABLE INDEPENDENT VARIABLE

EXPECTATION CAREER CHOICE

BEHAVIOR PEER INFLUENCE

REVIEW OF RELATED LITERATURE

Senior High School Students’ Perception on Work Immersion | PAGE \*

RIZAL NATIONAL SCHOOL OF

PERCEPTION ON WORK IMMERSION

Senior High School Students’ Perception on Work Immersion | PAGE \*

RIZAL NATIONAL SCHOOL OF

LOCALE OF THE STUDY

RESPONDENTS OF THE STUDY

DATA GATHERING PROCEDURE

Senior High School Students’ Perception on Work Immersion | PAGE \*

RIZAL NATIONAL SCHOOL OF

report included a summary of the research questions, methods, findings, conclusions,

Senior High School Students’ Perception on Work Immersion | PAGE \*

RIZAL NATIONAL SCHOOL OF

RESULTS AND DISCUSSION

Table1. Grade 11 and 12 Students' Perception on Work Immersion

Senior High School Students’ Perception on Work Immersion | PAGE \*

RIZAL NATIONAL SCHOOL OF

RIZAL NATIONAL SCHOOL OF

Senior High School Students’ Perception on Work Immersion | PAGE \*

RIZAL NATIONAL SCHOOL OF

RIZAL NATIONAL SCHOOL OF

Graph 3 Grade 12 expectation percentage. Graph 4. Factors that affect Grade 12

Senior High School Students’ Perception on Work Immersion | PAGE \*

RIZAL NATIONAL SCHOOL OF

Senior High School Students’ Perception on Work Immersion | PAGE \*

RIZAL NATIONAL SCHOOL OF

Senior High School Students’ Perception on Work Immersion | PAGE \*

RIZAL NATIONAL SCHOOL OF

Senior High School Students’ Perception on Work Immersion | PAGE \*

RIZAL NATIONAL SCHOOL OF

Senior High School Students’ Perception on Work Immersion | PAGE \*

RIZAL NATIONAL SCHOOL OF

Senior High School Students’ Perception on Work Immersion | PAGE \*

RIZAL NATIONAL SCHOOL OF

Senior High School Students’ Perception on Work Immersion | PAGE \*

RIZAL NATIONAL SCHOOL OF

Senior High School Students’ Perception on Work Immersion | PAGE \*

RIZAL NATIONAL SCHOOL OF

Garcia, R. A. (2021). Perception of Grade 11 Students Towards Work Immersion Program in a