Development of In-Campus Work Immersion Manual To Enhance The Professional Skills of Grade 11 Students at St. Jude College of Bulacan

DEVELOPMENT OF IN-CAMPUS WORK IMMERSION MANUAL TO
ENHANCE THE PROFESSIONAL SKILLS OF GRADE 11 STUDENTS
AT ST. JUDE COLLEGE OF BULACAN
A Research Paper Presented to the Faculty
of Senior High School Department at
St. Jude College of Bulacan
by:
RAYVER L. AMARANTO
RHEAN JANE S. BADAJOS
ANGEL CASSANDRA G. DELAS NIEVES
RECELLE SHANE O. ESTRECHO
ANGEL ANN P. HIPOLITO
CHARLS RHOBEE S. MANALAD
ADRIAN R. PANGILINAN
NATALIE I. REYES
NEIL DAVID D. SANCHEZ
April 2024
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APPROVAL SHEET
This research entitled “DEVELOPMENT OF IN-CAMPUS WORK
IMMERSION MANUAL TO ENHANCE THE PROFESSIONAL SKILLS
OF GRADE 11 STUDENTS AT ST. JUDE COLLEGE OF BULACAN”
prepared and submitted by RAYVER L. AMARANTO, RHEAN JANE S.
BADAJOS, ANGEL CASSANDRA G. DELAS NIEVES, RECELLE SHANE
O. ESTRECHO, ANGEL, ANN P. HIPOLITO, CHARLS RHOBEE S.
MANALAD, ADRIAN R. PANGILINAN, NATALIE I. REYES, & NEIL
DAVID D. SANCHEZ was finally presented and successfully defended before
the hereunder-named panel of examiners on April 3, 2024, and is hereby accepted
in partial fulfillment of the requirements for the SHS Humanities and Social
Science (HUMSS).
ANGELUS M. MASANGKAY, LPT

Adviser
FERDINAND A. BULAONG, LPT

Critic
MONICA D.J. ESPIRITU

Member
Accepted in partial fulfillment of the requirements for the SHS Humanities
and Social Sciences (HUMSS).
ERNIE V. ESTRELLA, Ph.D.

School Principal, St. Jude College of Bulacan April 2024
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ACKNOWLEDGMENT
The researchers would like to extend their gratitude to their research
adviser, Mr. Angelus Masangkay, for his expert guidance, continuous support, and
direction during this research study. The researchers have greatly benefited from
your mentoring in terms of developing our concepts and techniques. They
sincerely appreciate your patience, support, and dedication to our academic and
personal development.
To Mr. John Carlo Timoteo, the former research adviser, work immersion
supervisor, and one of the manual evaluators, for laying out the foundation of their
research. For tirelessly assisting the researchers from the beginning up to the end
of the research process. For giving his ideas and insights, for giving the
researchers the idea of having work immersion as the research topic.
To their research critics, Mr. Ferdinand Bulaong and Ms. Monica Espiritu,
for their thorough examination and valuable feedback that significantly improved
the quality and depth of this study. Their meticulous analysis and
recommendations have greatly enhanced our research methods and the reliability
of our findings. The researchers sincerely value your expertise and dedication to
advancing our field's knowledge.
To Dr. Ernie Estrella, Mr. Horace Estrella, Mr. Jerald Gadnao, Ms.
Chastene Jimenez, Mr. Marvin Lopez, Mr. Jeric Miranda, Ms. Ailyn Palad, Ms.
Pearl Sunshine Peñaredondo, Ms. Jenny Grace Tobias, and Ms. Renz Raven
Torres, the members of the School Learning Resource Committee (SLRC), for
giving us your time to criticize and evaluate the in-campus work immersion
manual for its improvement.
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To their dear parents, whose unending love, steadfast support, and selfless
sacrifices have formed the basis of our entire existence. Their parents’ advice,
support, and insight have helped us become the people we are today. They will
always be grateful for the invaluable lessons and endless affection you have given
them.
To Mr. Neil David Sanchez, the principal investigator, for his outstanding
leadership, direction, and constant commitment to promoting innovation and
expanding knowledge. His expertise, insight, and commitment have been crucial
in advancing this research and motivating his fellow researchers to attain success.
We have the utmost gratitude for his priceless guidance and assistance during this
journey.
To Ms. Angel Cassandra Delas Nieves, the co-investigator for tirelessly
taking care of the research personnel, dedicating her time to accomplishing the
requirements that the principal investigator requests, and guiding and assisting the
principal investigator throughout the research process whenever the principal
investigator shows vacuity.
To their fellow researchers for devoting the time, energy, money, and
knowledge to accomplish this study. For being punctual at all times, submitting
their inputs on-time, and having the initiative to help whenever their principal
investigator asks them.
To Mr. Limuel Aquino, Mr. Robin Dela Cruz, Mr. Angelo Geronimo, and
Mr. Eddieson Peña, the statisticians who helped the researchers choose and
perform the appropriate statistical treatment and methods for their research. For
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their willingness to assist and spend time with the researchers in guiding them
with their statistical journey.
To Mr. Marvin Lopez, SLRC member and grammarian, for assisting the
researchers in correcting the grammatical errors they performed during the writing
process of this paper.
And lastly, to Ms. Bernardine Ysabel Gochuico, for willingly modeling
and giving her time for the work immersion manual, despite her not being a
member of the research team.
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DEDICATION
The researchers dedicate this study to our parents, to the Institution, to the
Senior High School students, to our research advisers, and to our friends. You
made this impossible research possible. We thank you for your unwavering
support, supplication, and assistance throughout our journey.
We sincerely express our deepest gratitude for everyone involved in this
research.
R.A.
R.J.B.
A.C.D.N.
R.S.E.
A.A.H
C.R.M.
A.P.
N.R.
N.D.S.
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ABSTRACT
This study focuses on the effectiveness of the newly developed In-Campus
Work Immersion Manual by the Grade 12 researchers of St. Jude College of
Bulacan. The purpose of this study was to see if the work immersion manual
would aid students in developing their professional skills through work
immersion. The assessment results of the students who did and did not read the
manual were compared to make this determination. There were 200 participants in
this study, which consisted of Grade 11 students at St. Jude College in Bulacan as
respondents. The researchers adopted correlational research as its methodology.
Participants reported enhanced professional skills of the Grade 11 students, such
as communication, leadership, critical thinking, decision-making, initiative, and
reliability.
In conclusion, the development of the In-Campus Work Immersion
Manual shows promise in enhancing the professional skills of Grade 11 students.
Integrating the manual to our curriculum has the potential to significantly benefit
students and contribute to their overall growth and preparedness for the
professional world.
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Page
TITLE PAGE
APPROVAL SHEET………………………………………………. ii
ACKNOWLEDGMENT…………………………………………... iii
DEDICATION……………………………………………………… vi
ABSTRACT………………………………………………………... vii
TABLE OF CONTENTS………………………………………….. viii
LIST OF TABLES AND FIGURES………………………………. viii
LIST OF APPENDICES…………………………………………... ix
CHAPTER
I THE PROBLEM AND ITS BACKGROUND
Introduction…………………………………………….. 1
Statement of the Problem………………………………. 3
Significance of the Study……………………………….. 5
Hypothesis……………………………………………… 6
Scope and Delimitation………………………………… 7
Definition of Terms……………………………………... 7
II THEORETICAL FRAMEWORK
Relevant Theories………………………………………. 9
Related Literatures……………………………………… 12
Related Studies…………………………………………. 16
Conceptual Framework…………………………………. 20
III RESEARCH METHODOLOGY
Methods and Design of the Study………………………. 22
Population of the Study………………………………… 23
Data Gathering Procedure……………………………… 24
Data Processing and Statistical Treatment……………... 25
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IV PRESENTATION, ANALYSIS, AND
INTERPRETATION OF DATA
Part 1: Results of the Grade 11 Students’ Performance

Evaluation Before Using the In-Campus Work
Immersion Manual……………………………………… 29
Part 2: Results of the Experts’ Evaluation of the

In-Campus Work Immersion Manual………………… 41
Part 3: Results of the Grade 11 Students’ Performance

Evaluation for Work Immersion After Using the
In-Campus Work Immersion Manual…………………... 49
Part 4: Relationship in the Performance of the Grade 11

Students Before and After Using the Work Immersion
Manual………………………………………………….. 60
V SUMMARY, CONCLUSIONS, AND

RECOMMENDATIONS
Summary of Findings…………………………………... 61
Conclusions…………………………………………….. 63
Recommendations……………………………………… 63
BIBLIOGRAPHY………………………………………………….. 65
APPENDICES……………………………………………………… 67
CURRICULUM VITAE…………………………………………… 83
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LIST OF TABLES AND FIGURES
Tables Page
1 Table of Population of Grade 11 Students………………… 24
2 Mean Distribution Table for Competencies on Team Work

(Before Using the Manual)................................................... 31
3 Mean Distribution Table for Competencies on

Communication (Before Using the Manual)........................ 32
4 Mean Distribution Table for Competencies on Attendance

and Punctuality (Before Using the Manual)......................... 33

Productivity/Resilience (Before Using the Manual)............ 34

Initiative/Proactivity (Before Using the Manual)................. 36

Judgment/Decision-Making (Before Using the Manual)..... 37

Dependability/Reliability (Before Using the Manual)......... 38
9 Mean Distribution Table for Competencies on Attitude

(Before Using the Manual)................................................... 39

Professionalism (Before Using the Manual)........................ 40
11 Mean Distribution Table for Factor 1: Content…………… 42
12 Mean Distribution Table for Factor 2: Format……………. 44
13 Mean Distribution Table for Factor 3: Presentation and

Organization………………………………………………. 46
14 Mean Distribution Table for Factor 4: Accuracy and

Up-to-Dateness of Information……………………………. 47
15 Mean Distribution Table for Competencies on Team Work

(After Using the Manual)..................................................... 50

Communication (After Using the Manual)........................... 51
17 Mean Distribution Table for Competencies on Attendance

and Punctuality (After Using the Manual)........................... 52
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Productivity/Resilience (After Using the Manual)............... 53

Initiative/Proactivity (After Using the Manual)................... 54

Judgment/Decision-Making (After Using the Manual)........ 55

Dependability/Reliability (After Using the Manual)............ 56
22 Mean Distribution Table for Competencies on Attitude

(After Using the Manual)..................................................... 58

Professionalism (After Using the Manual)........................... 59
24 Pearson Correlation Results of the Grade 11 Students

Before and After Using the Work Immersion Manual……. 60
Figures
1 Conceptual Paradigm of the Study………………………... 20
LIST OF APPENDICES
Appendix Page
A Permission Letter to Conduct the Study………………... 67
B Research Instrument……………………………………. 68
C Evaluation Tool for Work Immersion Manual…………. 70
D Grammarian’s Certificate………………………………. 74
E Statistician’s Certificate………………………………… 75
F Plagiarism Checker Results…………………………….. 76
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
In life, communication, leadership, critical thinking, decision-making,
initiative, and reliability are some of the essentials for success, which, when
combined, are professional skills. Recognizing its significance, educational
institutions have implemented the work immersion program as a means to
enhance students' ability to effectively communicate, collaborate, respond to
problems, and build relationships with other people. In this study, the researchers
will be focusing on its great effect and impact on a student's personal growth and
self-improvement. We are going to dig deeper into exploring how work immersion
helps develop their character and personality, including their proactivity,
punctuality, productivity, dependability, attitude, professionalism, and many more.
But we will also investigate the other side of this study, which are the different
issues or problems encountered by the students during the work immersion
program.
Moreover, students encounter a range of challenges during work
immersion, which is an essential part of their education. They frequently have to
deal with the challenging difficulties of adjusting to a real work environment with
expectations that can be quite different from those in the classroom. Managing a
work-life balance, professional expectations, and workplace interactions can be
challenging. In addition, students may experience difficulties with their finances,
transportation, and access to services for guidance and assistance. Although
challenging, these difficulties teach them valuable lessons about adaptability,
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resilience, and the practical skills needed for future employment. Work immersion
is a crucial bridge between the classroom and the working world that gives
students real-world experience and a better understanding of the workforce,
despite the fact that it may be challenging.
As of 2019, Jacquiline Damasco states that one of the required courses for
graduation in senior high school is work immersion. A senior high school student
must participate in work immersion in a field that is closely related to their
postsecondary education objective. Students who participate in the work
immersion program will be prepared to meet the obstacles or demands of
employment. Students can be exposed to the real workplace environment through
work immersion, which can also enhance the competencies taught in the
classroom. Students can improve their professionalism, attitude, communication,
teamwork, and decision-making abilities with the work immersion program.
Furthermore, work immersion can regularly assist students in becoming
stronger and more resilient in terms of their careers and even in their personal
lives. Numerous outcomes of work immersion have been demonstrated in recent
studies that have benefited not only the students but also the community as a
whole. As stated by Magno (2018), who claims that through work immersion,
students will become proficient in their fields of interest at a young age, creating
opportunities for them to learn about related subjects and hone skills related to
their desired career, which in the future will aid the economic needs of the
Philippines, especially in terms of manpower.
In addition, work immersion provides learners with awareness and
exposure to the real world. Through enhancing their professional skills, it could
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significantly help them be prepared for their future careers, as work immersion
serves as their training ground. The researchers' objective is to examine its
influence and impact on their personal growth and development. This research
study aims to analyze the effectiveness of work immersion in terms of developing
Grade 11 students’ professional skills; observe the personality and character
improvement of the Grade 11 students through work immersion; identify factors
that Grade 11 students learn from work immersion experiences; and determine
how work immersion helps and benefits Grade 11 students.
Statement of the Problem
This research study aims to investigate the effectiveness of the work
immersion manual in developing the professional skills of the Grade 11 students
at St. Jude College of Bulacan.
1. How may the evaluation of the work immersion students be described
by the critics and the work immersion supervisor in terms of:
1.1 Teamwork;
1.2 Communication;
1.3 Attendance and Punctuality;
1.4 Productivity/Resilience;
1.5 Initiative/Proactivity;
1.6 Judgment/Decision-making;
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1.7 Dependability/Reliability;
1.8 Attitude; and
1.9 Professionalism?
2. How may the evaluation of the In-Campus Work Immersion Manual be
described by the experts in terms of:
2.1 Content;
2.2 Format;
2.2.1 Prints;
2.2.2 Illustrations;
2.2.3 Design and Layout;
2.2.4 Paper and Binding; and
2.2.5 Size and Weight of Resource;
2.3 Presentation and Organization; and
2.4 Accuracy and Up-to-dateness of Information?
3. What were the results of the evaluation by the experts regarding the
manual?
4. Is there a significant relationship between the performance of the Grade
11 students before and after using the work immersion manual?
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Significance of the Study
This proposed research holds several significant impact for various stakeholders:
For Grade 11 Students. This study will be beneficial to Grade 11 students, as it
will provide them with a structured format and comprehensive guide to navigate
their work immersion effectively and confidently. The knowledge they gain from
this study will offer real-world insights, bridging the gap between academic
learning and the real-world work setting, thereby transforming theoretical
knowledge into tangible skills. This will help them become more adept at
navigating the work setting and become more compelling professionals in the
competitive landscape of the job market.
For Future Researchers: This study could serve as a foundational framework for
future researchers interested in the effectiveness of immersive learning
experiences on students' professional skills. It can inspire further investigators into
the nuances of integrating the work immersion manual into the academic
curriculum and explore its long-term impact on students' overall personal and
professional development.
For Researchers. The researchers will gain valuable insights on the effectiveness
of the manual in facilitating their experiences through assessing how students
performed during the program. Moreover, through examining how students
performed, researchers will identify the patterns, areas of success, and challenges
that shed light on the factors that contribute to the positive experience of work
immersion. Understanding how students interact with the manual allows
researchers to refine and optimize its design and implementation, ensuring that it
effectively supports student learning and development. Overall, this study will be
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beneficial to the researchers as it will equip them with knowledge about the
complexities of the students' engagement during the immersion and how the
manual shapes their professional skills. Through comprehensively examining how
students think and feel, researchers can contribute valuable insights to the field of
education.
For Institutional Development. The implementation of the In-Campus Work
Immersion Manual can contribute to the overall growth and development of St.
Jude College of Bulacan by enhancing its reputation as an institution that
prioritizes practical and experiential learning. This approach could attract more
students seeking a more comprehensive educational experience, thereby
contributing to the institution's long-term sustainability and competitiveness in the
educational landscape.
Hypothesis
H0. There is no significant relationship between the performance of the
students before and after using the work immersion manual.
H1. There is a significant relationship between the performance of the
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Scope and Delimitation
The researchers performed a study titled "Development of In-Campus
Work Immersion Manual to Enhance the Professional Skills of Grade 11 Students
at St. Jude College of Bulacan." This study specifically highlighted the
development, evaluation, and assessment of the effectiveness of the work
immersion manual in enhancing the professional skills and addressing challenges
faced by the Grade 11 students at St. Jude College of Bulacan during the work
immersion program. The researchers performed a one-week intervention program
for the Grade 11 students who underwent in-campus work immersion during the
second semester of the school year 2023-2024, wherein they distributed the work
immersion manual.
This study focused on analyzing whether the work immersion manual
would help the students improve their professional skills through work immersion.
It is determined by acquiring the correlation coefficient of the performance of the
Definition of Terms
1. Work Immersion. This refers to a structured learning experience that allows
individuals, typically students, to gain practical knowledge and skills by directly
participating in real work environments. It also provides learners with hands-on
experiences that enhance their understanding, competence, and readiness for
future employment or further education.
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2. Work Immersion Manual. This is a guiding book that provides instructions or
guidelines for students undertaking a work immersion program. This manual will
help students know the things they need to know when doing something related to
the work immersion program.
3.Professional Skills. It encompasses a diverse range of competencies, abilities,
knowledge, and expertise that an individual needs to possess and utilize within
their respective professional field. It encompasses both hard skills, such as
technical expertise and specialized knowledge pertinent to a particular field or
industry, as well as soft skills, including communication, teamwork,
problem-solving, adaptability, leadership, time management, and critical thinking.
Moreover, professional skills encompass ethical conduct, professionalism, cultural
competence, and the ability to effectively navigate the professional world.
4. Hone Skills. This type of skill refers to developing and improving the quality
or ability of someone. The verb "hone" means to sharpen skills. These skills can
help students develop their skills during work immersion. It will help students
undertaking work immersion programs to be better and improve their skills and
knowledge, even their social abilities, to learn new things.
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CHAPTER II
THEORETICAL FRAMEWORK
This chapter presents the relevant theories, related literature, related
studies, conceptual framework, and assumptions of the study.
Relevant Theories
Social Learning Theory. This theory by Albert Bandura states that the
social behavior of an individual is learned by observing and copying the actions of
other people. Albert Bandura and Robert Sears presented this as an alternative to
an earlier study of B.F. Skinner—a well-known advocate of behaviorist theory.
Moreover, there are various ways in which humans—including little ones—are
exceptionally brilliant. One of these is being observant. Every individual, even an
infant, has the ability to observe. Through examining something or someone in
our surroundings, we can find new opportunities to acquire knowledge of and
discover new things we may not know yet, and it is one of the best ways of
learning.
According to this theory, people can learn through observation and
imitation. It proposed that we can make new discoveries by paying attention to
and copying people in our environment—our family, peers, teachers, and even our
neighborhood. Social Learning Theory has four key components: attention,
retention, reproduction, and motivation. Attention refers to the action of engaging
with, providing extra care, or observing something or someone. The ability to
remember things is referred to as retention. Reproduction is the ability to replicate
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the behavior observed. Motivation is the process of influencing an individual to do
or pursue something.
This theory affirmed that people pick up knowledge through observation;
learning is not always accompanied by change; and rewards and penalties have
indirect impacts on behavior and learning. Moreover, social learning theorists
assert that observed behavior and learning are influenced by interactions between
cognitive and environmental factors. We can learn and adapt several things in the
world we're living in. Our environment has a huge impact on what type of person
we are going to be in the future, as it influences how we will act based on the
behaviors they are showing and what we observe in them.
Behavioral Learning Theory. Behaviorism, often known as the
behavioral learning theory, was developed by an American psychologist, B.F.
Skinner. He believes that humans learn through their life experiences. People gain
knowledge from everything they encounter, from childhood up to the present.
They apply behavioral learning to change behaviors and achieve desired
outcomes. This theory emphasized the importance of past and present experiences
in shaping and modifying one's behavior. Understanding how to inspire people to
learn is made possible by this philosophy of learning.
Behavioral learning theory is a prominent concept that explores how
humans learn. It says that all behaviors are acquired through interactions with the
environment. It is also stated here that innate or inherited characteristics have very
little bearing on behavior. It provides valuable insights into how behaviors are
acquired, shaped, and modified. Understanding this theory can help us better
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comprehend human behavior and provide a framework for designing effective
interventions and behavior modification techniques.
In general, humans learn by connecting experiences with either positive
outcomes or negative consequences. This theory is valuable for understanding
how to inspire learning in humans. It can effectively motivate and encourage them
to engage in learning experiences by recognizing which things are associated with
rewards or punishments. Understanding the principles of Behavioral Learning
Theory allows us to create an environment that fosters growth and development,
ultimately benefiting both the individuals and the organization as a whole.
Person-in-Environment Theory. This theory describes how an individual
interacts with and is impacted by their surroundings. Mary Richmond, known as
the "mother of social casework," became an influential voice in the early 20th
century by spreading the idea that a person's behavior was a reflection of their
environment. Her book Social Diagnosis, which explained the
person-in-environment perspective, was released in 1917. This book emphasized
the significance of considering an individual's surroundings in addition to
themselves while trying to understand their behavior.
"PIE" theory highlights the significance of comprehending people in
relation to their environment. It emphasizes the interaction between an individual's
traits—beliefs, values, and experiences—and the outside forces—family, culture,
socioeconomic background, and social structures—that shape their existence.
Understanding this theory can make it easier for us to understand how people's
environment can affect them, whether in a positive or negative way, depending on
the influential actions they might take.
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To summarize, this theory states that a person's behavior is contingent
upon the environment in which they are involved. For example, if a child's parents
were showing impropriety, there's a huge possibility that their child might imitate
whatever they're doing, and vice versa. A child's behavior changes depending on
what they see or observe from their parents or guardians. That's an example of
"PIE Theory." It presents how an individual can be highly impacted by their
surroundings. This theory acknowledges that an individual's character is
connected to the relationships, community, and societal structures they have.
Review of Related Literature
Implementation of Work Immersion and Its Effects on the Social
Development of Senior High School Graduates
Work immersion is a program that offers students the opportunity to
acquire real-world experience and helps develop their abilities and skills, as
enforced in senior high school. This article states how work immersion is being
implemented at Sultan Kudarat State University Laboratory High School and
evaluates its impact on the social development of senior high school (SHS)
graduates. This study included feedback from SHS graduates from the academic
years 2018, 2019, and 2020. Furthermore, this article means to assess the
influence of this valuable educational strategy in terms of these students’ societal
progress. It aims to determine the importance and effectiveness of implementing a
work immersion program in senior high school.
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According to this article, the outcome of the assessment indicates that
work immersion has been regarded as highly effective in terms of enhancing
leadership abilities, self-confidence, and communication skills among senior high
school graduates. Therefore, it signifies that this program has a huge impact on
one's personal growth and self-improvement. The analysis reveals a notable
connection between work immersion and its positive influence on the social
development of students. Its objective was to gain insights into the actual
implementation of work immersion and assess its effectiveness in promoting
social growth among SHS students.
As the article has demonstrated, its main point was to explore the
significance of work immersion for Grade 11 students. Like, how this program
benefits these students in various aspects, including through developing their: (1)
character and personality; (2) skills and knowledge; and (3) professionalism.
Furthermore, work immersion truly helps us shape ourselves into morally good
people. Through this program, students can discover a better version of
themselves, as it provides support in developing these traits. The execution of
work immersion is a huge factor in shaping and preparing students for their future
careers.
Influence of Work Immersion on Enhancing the Knowledge and Skills of
Selected Grade 12 students in Luis Palad Integrated High School
This research proposal explains that the concept of “work immersion”
refers to an 80-hour work simulation requirement for the Grade 11 students, which
they must carry out at a designated workplace in order to complete their degree
requirements. In response to global competitiveness, immersion focuses on
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education and its role in shaping the future of students in the K–12 curriculum.
Work immersion is an important topic that has been added to the curriculum to
promote more compatibility with basic education and to help the nation reach its
development target. Department of Education Order No. 30 s. 2017, states that the
K–12 Basic Education program aimed at developing in students the skills, values,
and work ethics necessary for going back to school or entering the workforce.
The Department of Education (DepEd) has published guidelines for the
conduct of work immersion activities for senior high school (SHS) students in the
country. Mendoza (2017) attributes these principles to the skills that students
gained after adding two years to their basic education via the K-12 curriculum.
Moreover, it signifies that gaining work experience in K–12 before starting
college is important to a senior high school student’s development. It will assist
them in determining which courses best suit their needs and interests. It is also
being stated here that increasing knowledge can facilitate students’ transition from
school to a productive life.
In summary, this research addresses the impact of work immersion on
enhancing the knowledge and skills of students. Their experiences through this
program would help them think about and choose what career path they should
take in the near future that is suitable for their capacities, skills, and abilities. The
main point of this study is to help students become well-informed about work
immersion and its benefits and to answer questions like: (1) Does the
implementation of the work immersion program really benefit senior high school
students? And (2), what is the impact of work immersion in terms of students'
knowledge and skill development? This study helped the researchers answer these
questions.
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On-the-job training (OJT): Meaning, Benefits, Best Practices
This literature states that on-the-job training has significance for the
workforce as it allows employees and students alike to learn by doing. It follows
the paradigm of the theories mentioned in this paper. Ivan Andreev defined
on-the-job training as an approach of acquiring the skills needed for a job close to
the real working environment. According to him, on-the-job training is often used
to train the workers on how to use specific tools and equipment in a simulated
environment. He added that rather than delivering staff presentations or handing
out worksheets, they learn by doing.
Andreev highlighted the following as benefits of on-the-job training: (1)
faster training with real experience; (2) better adaptation to a new job; (3) it is
easy to set up; (4) trainees are already able to perform simple tasks during their
training; (5) retain good employees; (6) attract the right people; (7) team building;
(8) elementary knowledge management; and (9) financial benefits. These benefits
entice employers to migrate to this option rather than organizing seminars or basic
training. In this paper, on-the-job training is synonymous with work immersion.
According to this article, Andreev explained the importance of on-the-job
training, which allows trainees to obtain experience similar to what they will
encounter on a daily basis. He also added that trainees will use the same tools and
equipment that they may use for their jobs while being guided by a trainer.
Moreover, Andreev noted that online training and seminars do not give trainees
experience but rather only give them basic information about their job. On-the-job
training lets employees learn through practice and obtain the experience necessary
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for the duties that their future jobs may require. Trainees will also use the same
tools and equipment their jobs require, with the aid and guidance of a mentor.
Related Studies
Work Immersion Help the Students to Enhance their Skills
Carlos (2018) stated that senior high school was established to comply
with the Enhanced Basic Education Act of 2013, which mandates the addition of
two extra years of high school. To better prepare students for college life,
especially those majoring in the humanities and social sciences (HUMSS), this
study pointed out that senior high school students are required to complete a work
immersion program before graduation. To prepare students for the challenges that
lie ahead, whether they choose to pursue higher education in college or enter the
fiercely competitive workforce, the Enhanced Basic Education Act aims to further
improve their knowledge and skills.
Furthermore, it is also being stated here that students can enhance their
current abilities and acquire new skill sets through work immersion. Learners
develop into capable group members; an effective collaborator can achieve great
things. For example, when building projects, students who understand this early
on can enhance their communication abilities and contribute positively to the
team. In addition, early financial literacy is also developed among them. Learners
who experience the day-to-day workings of a real workplace learn how to think
like adults, handle their money wisely, and become familiar with learning other
relevant skills like budgeting and business.
16
In general, work immersion seeks to make students aware of the harsh
reality of life in a work area. Senior high school students are also expected to
grow and enhance their professional conduct and values as a result of this
exposure. It would also be used as a means of evaluating the psychological impact
of the specially created module. All exposures to the work immersion program
must adhere strictly to all Philippine laws, as well as other guidelines and orders
issued by appropriate government organizations, to guarantee that the students
participating in work immersion will have their interests and welfare protected by
the said program.
Building awareness, interest, and readiness towards college course through
work immersion
Alvin Insorio, Cherrie Manaloto, and Jenneth Lareña defined work
immersion as a mandatory subject before graduation that shall be delivered to
ensure that graduating students obtain the necessary work experience for them to
be prepared for college life or job-related activities. They added that Grade 12
students must participate in work immersion during the second semester as part of
the Philippine basic education curriculum. According to them, work immersion
gives the students the appropriate learning experience in the workplace related to
their college course relevant to what the job market needs.
Furthermore, as per Acar (2019) and Mahaguay (2020), work immersion
develops relevant students' skills by providing opportunities for them to apply
their school-acquired knowledge, skills, and values. Likewise, this paper also cited
DepEd Order No. 30, s. 2017, where the Department of Education (DepEd)
mandates schools to impose 80 hours of work immersion activities on their
17
students under the guidance of their teachers and their respective partner
institutions. The paper also cited that, according to Lozada (2017), by simulating
the real working environment as close as possible to the students, work immersion
allows them to foster professional competence.
In addition, Insorio et al. also noted that work immersion must provide
learning experiences that adhere to the main goal of the K–12 education
curriculum. It is noted and argued that consecutive enhancements shall be
imposed to increase the involvement of stakeholders in the implementation of
work immersion (Onte, 2019). Schools shall expose their students early to a real
working environment for preparation in college and their chosen careers (Jimenez,
2020).
However, Vecino and Doromal (2020) argued that studies related to work
immersion implementation are limited. Catelo et al. (2020) further explained that
research on work immersion mainly emphasized technical and vocational
livelihood (TVL) track students and science, technology, engineering, and
mathematics (STEM) strand students (Acar et al., 2019). Insorio et al. also
highlighted that humanities and social sciences (HUMSS) and accountancy and
business management (ABM) students had no studies conducted with regards to
work immersion, which also means that this paper is the first research paper that
studied those two strands.
The experiences gathered by the students from work immersion made
them aware of the college course prerequisites, expectations, and abilities
required. The students obtain skills in communication and socialization and expect
more work immersion activities in college. In addition, it also boosted the
18
students’ interest, awareness, and readiness for their chosen future careers, thereby
making them ready and inspired for their college and professional lives.
Senior High School Work Immersion Pioneers: A Phenomenological Study
This study focused on the Grade 12 experiences of the first high school
students to participate in work immersion at Jugan National High School
(Consolacion, Cebu). It also appeared to look at the difficulties and experiences
that students have while enrolled in a professional diving program. The
Philippines, along with Angola, is the only Asian country and one of only three in
the world that still has a 10-year pre-university cycle, along with Djibouti
(Geronimo, 2013). Although the Philippines is known to have broken away from
the previous educational system during the Aquino administration, the nation is
currently experiencing one of the longest primary school years (six years of
elementary school, four years of junior high school, and two years of senior high
school).
In particular, it aimed to: (1) review the profile of respondents; (2) find out
the legal basis of the job seeker's application; and (3) find out the experiences of
high school students in the vocational immersion program. To collect data for this
project, 43 grade 12 students in a public school who are enrolled in the general
academic strand (GAS) are interviewed and given surveys. When the results came
out, it appeared that students thought work immersion was a valuable, demanding,
and important experience that gave them a realistic understanding of what to
expect after graduation. This allows students to participate in a real job and to
explore their full potential in the classroom to apply in the working environment.
19
According to the curriculum guide, work immersion is one of the course
prerequisites for graduation. These prepare them to meet the needs and difficulties
of employment or higher education after the students graduate. As a whole, this is
a new and big opportunity for students to enhance their knowledge and skills
based on their actual experience and to develop the right attitude. The completion
of this study is essential for senior high school students to fully comprehend the
value of work immersion and for parents, who are major stakeholders, to fully
comprehend the subject's significant contribution to the two extra years of high
school. Lastly, to the senior high school teachers and administrators in order to get
a glimpse of the students' development as well as the mistakes and difficulties
encountered along their journey, which forms the basis for assistance and
improvements in work immersion performance.
Conceptual Framework
Figure 1: Conceptual Framework
20
Paradigm of the Study
Figure 1 depicts the profile of the schematic diagram of the conceptual
framework. The input of the theoretical framework shows support and correlation
to the study that the researchers are conducting. It is followed by the input of the
work immersion, in which students engage with the actual field of their chosen
career, and lastly, the evaluation scores of the work immersion students that
display their performance in the workplace. The research process includes an
analysis of the areas where the Grade 11 students struggled during work
immersion. With this information, the researcher developed the manual to address
the areas where students struggled the most. Afterward, it was evaluated and
verified by the manual experts. The output was the finished product of the work
immersion manual.
The conceptual framework illustrates a research process focused on
understanding and addressing challenges faced by Grade 11 students during work
immersion. Inputs include theoretical support, work immersion, and evaluation
scores of work immersion students. The research analyzes areas of struggle,
determines conflicts, and identifies weaknesses. Using this information, the
researcher develops a manual to address challenges, which is then evaluated and
verified by experts, resulting in the final work immersion manual as the output.
21
CHAPTER III
RESEARCH METHODOLOGY
Methods and Techniques of the Study
The researchers employed the quantitative method and implemented a
correlational research design to investigate relationships between variables.
Quantitative research quantifies the process of data collection and analysis,
whereas correlational research determines the relationship between independent
and dependent variables. This method was used to determine the relationship
between the students’ performance before and after using the work immersion
manual and whether the manual impacted their performance during work
immersion. The researchers assessed if it could benefit the Grade 11 students who
underwent work immersion.
An indication that the manual is effective is if the performance of the
students before and after using the manual shows a significant relationship.
Furthermore, a work immersion manual may be quite beneficial to Grade
11 students since it offers them a well-organized and comprehensive blueprint for
interacting with the workplace. Through this, the students will be able to acquire
useful skills, get real-world experience, and network with experts in their fields of
interest.
22
Population and Sample of the Study
The research respondents consist of Grade 11 students from St. Jude
College of Bulacan, with a total of two hundred (200). The distribution per section
in Grade 11 is as follows: thirty-three (33) from Einstein, thirty-two (32) from
Newton, twenty-two (22) from Da Vinci, twenty-four (24) from Aristotle,
twenty-six (26) from Shakespeare, thirty-four (34) from Hawking, and
twenty-nine (29) from Galilei. To ensure the collection of pertinent data for the
research problem and achieve accurate results, the researchers actively seek out
and engage with these respondents through an intervention program.
In addition, it is essential to note that the entire population of Grade 11
students from St. Jude College of Bulacan was used as the sample for this study.
This approach, known as total sampling technique, involves including all
members of the population in the study, which ensures comprehensive
representation and minimizes sampling bias. Total sampling technique is a method
of sampling wherein every member of the population is included in the sample,
allowing for a complete analysis of the entire population without the need for
statistical inference.
Gathering varied perspectives is the goal of this inclusive approach, which
takes things into perspective such as academic track, participation in the work
immersion program, and willingness to contribute to the research.
23
Table 1.
Table of Population of Grade 11 Students
Section Total Population
Einstein 33
Newton 32
Da Vinci 22
Aristotle 24
Shakespeare 26
Hawking 34
Galilei 29
Data Gathering Procedure
The initial development process for the manual started concurrently while the
researchers were waiting for the evaluation scores of the students before using the
work immersion manual from the work immersion supervisor. The scores
obtained served as an important insight into the areas where they encountered
challenges during the program. These results were then used to identify and
address the areas where they struggled through the manual. Following this phase,
the manual underwent extensive development, during which it was subjected to
evaluation and approval by eleven experts in the field.
Upon securing approval from the experts, the manual was distributed to
the students who underwent the in-campus work immersion program during the
second semester. The distribution occurred within one week during their
24
in-campus work immersion program. After the distribution, a comprehensive
statistical treatment was utilized for the evaluation scores of the Grade 11
students.
Additionally, in order to complete the evaluation process, the evaluation
scores of the Grade 11 students after using the manual were requested from the
work immersion supervisor. This holistic approach allowed them to gather
comprehensive data, ensure effective manual development, and assess its impact
on Grade 11 students' work immersion experiences."
To determine how beneficial the work immersion manual was for the
students who participated in the work immersion program, the researchers
analyzed the relationship of the work immersion manual and the professional
skills of the Grade 11 students after they were obtained.
Data Processing and Statistical Treatment
As stated in Part 1 of this chapter, this paper used correlational quantitative
research design as its research methodology. The researchers chose to use the
Pearson-R correlation, standard deviation, and mean as they compare data to
determine the effectiveness of the manual.
The Pearson-R correlation is the most common way of measuring a linear
correlation. It measures the strength and direction of the relationship between two
variables. (Turney, 2022) With this method, the researchers will be able to test
whether their null hypothesis is true or false.
25
Moreover, a standard deviation is a measure of how far the values in a
dataset are from the mean (average). It helps you understand the variability or
dispersion within the data. With a standard deviation, researchers will be able to
determine whether the students passed work immersion or not.
The researchers conducted pearson-r on the collected data from Grade 11
Once the data is gathered and analyzed, researchers assess whether the
collected information aligns with the program’s objectives and if it is beneficial
for the students. They then computed the Pearson coefficient to understand any
discrepancies or correlations between expectations, experiences, and difficulties
faced by the students.
It is also worth noting that the researchers utilized the software
"LibreOffice Calc" to calculate the data reported in Chapter 4 of this study. This is
because adopting a tool for statistical treatment improves the efficiency of the
research process. Furthermore, statistical tools provided the researchers with a
precise collection of data.
Here are the formulas for how to calculate and interpret the numerical data that the
researchers may acquire:
26
1. Formula for Standard Deviation:
The formula for calculating the standard deviation (σ) is:
2
∑(𝑥−µ)
σ= 𝑁
where:
σ = standard deviation;
𝑥= individual value in the dataset;
μ = mean of the dataset;
N = total number of values in the dataset.
2. Formula for the Pearson-R Correlation:
The formula for calculating the Pearson Correlation (r) is:
Σ𝑋𝑌−𝑁𝑋 𝑌
𝑟= 2 2
2 2
(Σ𝑋 −𝑁𝑋 )(Σ𝑌 −𝑁𝑌 )
where:
𝑟 = correlation coefficient;
X = independent variable;
27
Y = dependent variable;
𝑋 = mean of X;
𝑌 = mean of Y.
3. Formula for Mean:
The formula for calculating the mean (µ) is:
Σ𝑥
µ= 𝑛
where:
∑x = sum of all data points;
n = number of all data points.
28
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This data sheet presents statistical data that matches the statement of the
problem. This section of the study includes the data's presentation and
interpretation. To effectively complete this study, the data obtained must be
analyzed in order to test the hypothesis and respond to the research questions.
Part 1: Results of the Grade 11 Students’ Performance Evaluation Before
Using the In-Campus Work Immersion Manual
This part presented the results of the Grade 11 students’ performance
evaluation for work immersion before using the work immersion manual. The
results presented here were used as the basis for the development of the in-campus
work immersion manual. This part and Part 3 of the research paper served as the
answers to question 1 of the statement of the problem.
The data presented here is identical to what the work immersion supervisor
submitted to the researchers. They were already summarized when the work
immersion supervisor provided the researchers with the Grade 11 students' work
immersion scores. These were prepared by the work immersion supervisor in the
form of a mean percentage score (MPS). MPS is a percentage converted to a
mean, hence the term. The researchers used the school's summary of students'
performance evaluations for work immersion, which was prepared by the work
immersion supervisor, as their research instrument.
29
The tables presented here were divided into competency bands with
specific criteria. It was measured and verbally interpreted into the ranges of: (a) 5,
which is interpreted as outstanding (O), meaning that the performance of the
senior high school students exceeded the required standard; (b) 4.9-4.0, which is
interpreted as very satisfactory (VS), meaning that the performance of the Grade
11 students fully met their job requirements and was able to perform what was
expected of a person in his/her position; (c) 3.9-3.0, which is interpreted as
satisfactory (S), meaning that the performance of the Grade 11 students met the
required standard and can perform duties with minimal supervision; (d) 2.9-2.0,
which is interpreted as fair (F), meaning that the performance partially meets the
required standard and less than satisfactory could be doing better; and (e) 1.9-1.0
(NI), which is interpreted as needs improvement, meaning that the performance
does not meet the required standard and major improvements needed.
There are eight competencies that a work immersion student must acquire
and form during the work immersion program. These include teamwork,
communication, attendance and punctuality, productivity and resilience,
initiative and proactivity, judgment and decision-making, dependability and
reliability, and attitude (Acut et al., 2021). The specific criteria (behavioral item)
for each competency are provided within the tables hereunder.
The following tables show the results of the Grade 11 students'
performance evaluations for work immersion before using the work immersion
manual:
30
Table 2.
Mean Distribution Table for Competencies on Team Work
Note. VI means verbal interpretation.
Behavioral Item MPS Verbal

Interpretation
1. Consistently work with others to 4.55 Very

accomplish goals and tasks. Satisfactory
2. Treats all team members in a respectful 4.75 Very

courteous manner. Satisfactory
3. Actively participates in activities and 4.75 Very

assigned tasks required. Satisfactory
4. Willing to work with team members to 4.72 Very

improve team collaboration on a Satisfactory
continuous basis.
5. Considers the feedback and views of 4.70 Very

team members when completing an Satisfactory
assigned task.
Total Mean: Median Verbal

4.694 Interpretation:
Very
Satisfactory
The behavioral item "Consistently work with others to accomplish goals
and tasks" had the lowest mean (4.55), indicating that the Grade 11 student's
collaborative skills somehow still need to be improved upon, even though they
were graded as "Very Satisfactory." The means of the two behavioral items,
"Actively participates in activities and assigns tasks required" and "Treats all
members in a respectful and courteous manner," however, were equal at (4.75)
and also received a Very Satisfactory rating. This demonstrates that the Grade 11
31
students were responsible and respectful when dealing with their supervisors and
coworkers.
Table 3.
Mean Distribution Table for Competencies on Communication

Interpretation
1. Actively listens to supervisor and/or 4.75 Very

co-workers. Satisfactory
2. Comprehends written and oral 4.60 Very

information. Satisfactory
3. Consistently delivers accurate 4.75 Very

information both written and oral. Satisfactory
4. Reliably provides feedbacks as required, 4.5 Very

both internally and externally. Satisfactory

Very
Satisfactory
The results of the communication assessment for Grade 11 students are
shown in Table 3. With the lowest mean of 4.5 and a median score of VS (Very
Satisfactory) for the behavioral item "Reliably provides feedback as required, both
internally and externally," it appeared that students need to be more honest with
their supervisors. However, the criteria "Consistently delivers accurate
information both written and oral." and "Actively listen to supervisors and/or
coworkers." received the same highest mean score of 4.75 and were interpreted as
VS (Very Satisfactory). The table above shows that the Grade 11 students
32
faithfully reported every occurrence that occurred during the program to their
superiors.
Table 4.
Mean Distribution Table for Competencies on Attendance and Punctuality

Interpretation
1. Is punctual on a regular basis. 4 Very

Satisfactory
2. Maintains good attendance. 4.23 Very

Satisfactory
3. Informs supervisor in a timely manner 4.18 Very

when absenteeism and tardiness may Satisfactory
occur.

Very
Satisfactory
The results of the work immersion competency assessments for Grade 11
students' attendance and punctuality are shown in Table 4. The criterion
"Maintains good attendance" received the highest mean of 4.23 and an
interpretation of VS (Very Satisfactory). This indicates that the Grade 11 work
immersion students demonstrated a strong dedication to complete the required
time that they have to spend at the program. The program's 40 hours of practical
experience are intended to introduce students to genuine work contexts relevant to
their educational matters.
33
The criteria "Is punctual on a regular basis" earned the lowest mean score,
4, and was interpreted as VS (Very Satisfactory). This suggests that the Grade 11
students did not keep up with the time that their shift starts regularly. The results
above were similar to the results conducted by Ador et al. (2023), wherein they
stated that the most common reasons for students' tardiness were communication,
transportation, and illness. Even so, it was still rated as "Very Satisfactory,"
suggesting that overall performance was acceptable and that there was room for
development.
Table 5.
Mean Distribution Table for Competencies on Productivity/Resilience

Interpretation
1. Consistently produces quality results. 4.75 Very

Satisfactory
2. Meets deadlines and manages time well. 4.23 Very

Satisfactory
3. Can do multitasking. 4.53 Very

Satisfactory
4. Can work under pressure and delivers the 4.37 Very

required tasks. Satisfactory
5. Effective and efficient in time 4.43 Very

management. Satisfactory
6. Efficiently informs supervisor of any 4.34 Very

challenge or hindrance related to given Satisfactory
task or assignment.

Very
Satisfactory
34
Table 5 displays the work immersion results for the Grade 11 students who
"consistently produce quality results." This group of students received the highest
mean score of 4.75, indicating a Very Satisfactory (VS) interpretation. It can be
inferred from this that the Grade 11 work immersion students consistently
demonstrated high standards of performance and values that are applicable to
pursuing higher education and/or entering the workforce.
However, the sub-criterion "Meets deadlines and manages time well" had
the lowest mean score of 4.23, interpreted as VS (Very Satisfactory). This
suggests that some work immersion students were unmotivated and had poor
planning skills, which made it difficult for them to manage their time well. This
was also seen in a study conducted by Mapalo-Mina et al. (2022), in which
children struggled to get up early, prepare for school, be patient, and manage their
time. Despite this, the sub-criterion was rated as "Very Satisfactory," indicating a
high degree of overall performance.
35
Table 6.
Mean Distribution Table for Competencies on Initiative/Proactivity

Interpretation
1. Completes assignments with minimum 4.34 Very

supervision. Satisfactory
2. Completes tasks independently and 4.45 Very

consistently. Satisfactory
3. Seeks support as need arises. 4.46 Very

Satisfactory
4. Recognizes and takes immediate action 4.56 Very

to effectively address problems and Satisfactory
opportunities.
5. Engages in continuous learning. 4.75 Very

Satisfactory
6. Contributes new ideas and shares skills 4.65 Very

to improve the department/organization. Satisfactory

Very
Satisfactory
Table 6 presents the results of the students' performance evaluations for
work immersion. "Completes assignments with minimum supervision" received
the lowest mean score of 4.34 out of all the categories that were examined. Still, it
was given a "Very Satisfactory" interpretation. The results suggest a positive
evaluation of the students' performance during their work immersion, with areas
of strength in continuous learning and areas for potential improvement in
completing their assigned tasks with minimal supervision. On the other hand, the
category "Engages in continuous learning" received the highest mean score of
36
4.75, which was also classified as "Very Satisfactory." This indicates that students
showed a strong commitment to continuous learning during their work immersion,
showing proactive engagement and passion for acquiring new knowledge and
skills.
Table 7.
Mean Distribution Table for Competencies on Judgment/Decision-Making

Interpretation
1. Analyzes problems effectively. 4.5 Very

Satisfactory
2. Has the ability to make creative and 4.67 Very

effective solutions to problems. Satisfactory
3. Demonstrates good judgment in handling 4.62 Very

routine problems. Satisfactory

Very
Satisfactory
Table 7 presents the results of the students' performance evaluations for
work immersion. The category "Analyzes problems effectively" garnered the
lowest mean score of 4.5. Despite this, it was still classified as "Very Satisfactory,"
indicating a high level of performance overall. However, the category "Has the
ability to make creative and effective solutions to problems" received the highest
mean score of 4.67, also categorized as "Very Satisfactory." This indicates that
although students are excellent at coming up with creative solutions, their
37
analytical problem-solving abilities may need some work. All things considered,
the outcomes show a decent performance with room for improvement.
Table 8.
Mean Distribution Table for Competencies on Dependability/Reliability

Interpretation
1. Has the ability to follow through and 4.75 Very

meet deadlines. Satisfactory
2. Has commitment for his/her action. 4.54 Very

Satisfactory
3. Can adjust easily to changes in 4.67 Very

workplace. Satisfactory
4. Displays high level of performance at 4.67 Very

all times. Satisfactory

Very
Satisfactory
Table 8 presents the results under the “Competencies on
Dependability/Reliability” of the students. The criterion “Has the ability to follow
through and meet deadlines” acquired the highest MPS of 4.75, which was
interpreted as “VS.” This implies that the most of the students meet the deadlines
of any activity that was assigned to them during the program. On the other hand,
the criterion "Has commitment for his/her action." obtained the lowest mean score
of 4.57, which was still classified as “Very Satisfactory.” Albeit this was the item
that obtained the lowest score, the students still show accountability for their
actions during the program.
38
Table 9.
Mean Distribution Table for Competencies on Attitude

Interpretation
1. Offers assistance willingly. 4.8 Very

Satisfactory
2. Shows a positive work attitude. 4.75 Very

Satisfactory
3. Shows sensitivity to and consideration 4.60 Very

for other’s feelings. Satisfactory
4. Accepts criticism positively. 4.53 Very

Satisfactory
5. Shows pride in work. 4.67 Very

Satisfactory

Very
Satisfactory
Table 9 presents the results under “Competencies on Attitude”, with the
criterion "Offers assistance willingly." receiving the highest mean score of 4.8
with an interpretation of VS (Very Satisfactory.) This suggests that they are
proactive in helping others and maintain a positive outlook in their work
environment. However, the criterion "Accepts criticism positively." garnered the
lowest mean score of 4.53, which was still denoted as “Very Satisfactory.” The
result shows that the students received consistently high ratings across various
aspects of their work behavior. It also suggests that they could work on being
more open to feedback and demonstrating greater empathy towards their
colleagues.
39
Table 10.
Mean Distribution Table for Competencies on Professionalism

Interpretation
1. Respects persons in authority. 4.57 Very

Satisfactory
2. Uses all tools, equipment and facilities 4.82 Very

responsibility. Satisfactory
3. Follows all policies and procedures 4.75 Very

when issues and conflict arises. Satisfactory
4. Physical appearance conforms with the 4.57 Very

workplace and placement rules. Satisfactory

Very
Satisfactory
The criterion "Uses all tools, equipment, and facilities responsibly."
achieved the highest mean score of 4.82, which indicates that they excel in this
aspect and demonstrate a high level of responsibility when it comes to utilizing
resources in the workplace. Meanwhile, the criteria “Respects persons in
authority” and “Physical appearance conforms with the workplace and placement
rules” garnered the lowest MPS of 4.57, which is also interpreted as “VS.” This
means that the students occasionally failed to respect their supervisors, but this
occurred only once or twice. It also implies that some of the pupils do not wear
the suitable working attire and appearance that the school has designated for them.
40
Part 2: Results of the Experts’ Evaluation of the In-Campus Work
Immersion Manual
This part presents the results of the evaluation of the manual, which
includes the evaluation scores given by the experts and their respective verbal
interpretations. The researchers used the Learning Resources Management and
Development System (LRMDS) Evaluation Rating Sheet for Print Resources as a
tool to gather the experts’ evaluation for the work immersion manual, due to the
manual being a printed resource. According to the Philippine Department of
Education (2009), the LRMDS is intended to promote greater distribution and
access to learning, teaching, and professional development materials.
The School Learning Resource Committee (SLRC), a group of experts
assembled by the researchers, was tasked with evaluating the handbook for local
usage, meaning that the school will only use it for work immersion. Furthermore,
in line with the Department of Education's guidelines for forming an SLRC, the
committee is composed of core members such as school principals and subject
teachers with the necessary expertise in relation to the manual, such as English
majors, the work immersion supervisor, master teachers, and ICT coordinators.
There are four factors that the evaluators considered when analyzing the
manual. These are: (a) content; (b) format; (c) presentation and organization; and
(d) accuracy and up-to-dateness of information. The researchers performed a
manual calculation of the mean of the data provided by the evaluators, which is
presented here in the form of “Sub Mean.”
41
This part of Chapter 4 answers question 2 of the SOP of Chapter 1 of the
research conducted.
Table 11.
Mean Distribution Table for Factor 1: Content
Note. Tables 11-13 have the following criteria for verbal interpretation which
consists of VS (Very Satisfactory), which has a value of 4.0-4.9; S (Satisfactory),
which has a value of 3.0-3.9; P (Poor), which has a value of 2.0-2.9; and NS (Not
Satisfactory), which has a value of 1.0-1.9.
Criteria Sub Mean Verbal

Interpretation
1. Content is suitable to the student's 3.4 Satisfactory

level of development.
2. Material contributes to the 3.6 Satisfactory

achievement of specific objectives of
the subject area and grade/year level
for which it is intended.
3. Material provides for the development 3.4 Satisfactory

of higher cognitive skills such as
critical thinking, creativity, learning by
doing, inquiry, problem solving, etc.
4. Material is free of ideological, cultural, 3.3 Satisfactory

religious, racial, and gender biases and
prejudices.
5. Material enhances the development of 3.5 Satisfactory

desirable values and traits
6. Material has the potential to arouse 3.5 Satisfactory

interest of target reader.
7. Adequate warning/cautionary notes are 3.4 Satisfactory

provided in topics and activities where
safety and health are of concern.

3.4 Interpretation:
Satisfactory
42
Table 11 shows the results of the experts' evaluations of the In-Campus
Work Immersion Manual's content, under Factor 1, which pertains to “Content”,
with the criterion “Material contributes to the achievement of specific objectives
of the subject area and grade/year level for which it is intended.” acquiring the
highest mean of 3.6 with an interpretation of S (Satisfactory).
This means that the work immersion manual achieved the researchers’
objectives, which were to improve the performance of the Grade 11 students
regarding work immersion. As per DepEd (2009), this criterion implies that the
content developed promoted the achievement of learning objectives and outcomes
in the intended subject area(s) and grade / year level(s) while also reinforcing,
enriching, or leading to mastery of particular learning competencies.
Meanwhile, the criterion “Material is free of ideological, cultural,
religious, racial, and gender biases and prejudices.” had the lowest mean score of
3.3, which was interpreted as S (Satisfactory). This is because the size of the
pictures of the uniforms of boys and girls in the last part of the manual is
disproportional. The Department of Education further stated that this guideline
ensures that social content, including values and opinions, is appropriately
represented.
43
Table 12.
Mean Distribution Table for Factor 2: Format

Interpretation
A. Prints
1. Size of letters is appropriate to 3.1 Satisfactory

the intended user.
2. Spaces between letters and 3.4 Satisfactory

words facilitate reading.
3. Font is easy to read. 3.3 Satisfactory
4. Printing is of good quality 3.2 Satisfactory

(i.e., no broken letters, even
density, correct alignment,
properly placed screen
registration).
B. Illustrations
1. Simple and easily 3.4 Satisfactory

recognizable.
2. Clarify and supplement the 3.4 Satisfactory

text.
3. Properly labelled or captioned 3.5 Satisfactory

(if applicable)
4. Realistic / appropriate colors. 3.4 Satisfactory
5. Attractive and appealing. 3.3 Satisfactory
6. Culturally relevant. 3.2 Satisfactory
C. Design and Layout
1. Attractive and pleasing to 3.3 Satisfactory

look at.
2. Simple (i.e., does not distract 3.3 Satisfactory

the attention of the reader).
3. Adequate illustration in 3.4 Satisfactory

relation to text.
4. Harmonious blending of 3.2 Satisfactory

elements (e.g., illustrations
44
and text).
D. Paper Binding
1. Paper used contributes to easy 3.7 Satisfactory

reading.
2. Durable binding to withstand 3.4 Satisfactory

frequent use.
E. Size and Weight of Resource
1. Easy to handle. 3.7 Satisfactory
2. Relatively light. 3.7 Satisfactory

3.3 Interpretation:
Satisfactory
Table 12 presents the experts' evaluation of the In-Campus Work
Immersion Manual under Factor 2, which centers on "Format." "Size of letters
appropriate to the intended user" obtained the lowest mean score of 3.1 among the
sub-criteria that were reviewed within this assessment under the primary criteria
of "Prints." Despite that, it was classified as "Satisfactory," meaning that although
there was room for improvement, it complied with the necessary standards.
It also implies that the manual was very well-written, which enhanced the
manual's overall readability and usability. The Philippine Department of
Education (2009) stated that this criterion determines if the quality of paper,
packaging, and binding is appropriate for the resource's intended use and
estimated longevity.
On the other hand, the sub-criterion "Paper used contributes to easy
reading" and the criteria "Size and Weight of Resource" both had the highest mean
45
score of 3.7, with the interpretation of “Satisfactory”. This was due to the
manual's tiny size and lightweight nature. To achieve this score, the printed
material's components should be packaged for ease of use. (DepEd, 2009)
Table 13.
Mean Distribution Table for Factor 3: Presentation and Organization

Interpretation
1. Presentation is engaging, interesting, 3.3 Satisfactory

and understandable.
2. There is logical and smooth flow of 3.8 Satisfactory

ideas.
3. Vocabulary level is adapted to target 3.6 Satisfactory

reader's likely experience and level of
understanding.
4. Length of sentences is suited to the 3.5 Satisfactory

comprehension level of the target
reader.
5. Sentences and paragraph structures are 3.3 Satisfactory

varied and interesting to the target
reader.

3.5 Interpretation:
Satisfactory
Table 13 displays the result of experts’ evaluation of the In-Campus Work
Immersion Manual’s content in terms of presentation and organization. The
criterion “There is logical and smooth flow of ideas.” received the highest mean of
3.8 with an interpretation of "Satisfactory." DepEd (2009) elaborated on this
criteria, stating that the material should be delivered in a well-organized,
consistent, and predictable manner. Also, the structure of the material should be
obvious. Meanwhile, the criterion “Presentation is engaging, interesting, and
46
understandable.” and “Sentences and paragraph structures are varied and
interesting to the target reader.” acquired the lowest mean of 3.3, which was still
interpreted as "Satisfactory." To meet these criteria, the information should be
presented in a way that encourages active rather than passive learning.
Furthermore, the linguistic structure should let students interpret the manual's
context for themselves. To summarize, the presentation of information in the
manual, as well as its grammatical structure, should assist learners in engaging
with and understanding the manual to the point where they feel as if someone is
speaking to them as they read it.
Table 14.
Mean Distribution Table for Factor 4: Accuracy and Up-to-Dateness of
Information
Note. Table 14 has the following criteria for verbal interpretation, which consist of
NP (not present), which has a value of 4.0-4.9; PM (present but very minor and
must be fixed), which has a value of 3.0-3.9; PR (present and requires major
redevelopment), which has a value of 2.0-2.9; and PD (poor, do not evaluate
further), which has a value of 1.0-1.9.

Interpretation
1. Conceptual errors. 3.3 PM
2. Factual errors. 3.5 PM
3. Grammatical errors. 3.0 PM
4. Computational errors. 3.7 PM
5. Obsolete information. 3.3 PM
47
6. Typographical and other minor 2.9 PR
errors (e.g., inappropriate or
unclear illustrations, missing
labels, wrong captions, etc.).
Total Mean: 3.3 Median V.I.: PM
Table 14 presents the results of the experts' evaluation of the In-Campus
Work Immersion Manual's content's accuracy and availability. "Typographical and
other minor errors" received the lowest mean score (2.9) out of all the analyzed
categories. Even if the interpretation is still "Present and requires major
redevelopment," this indicates that there were many errors present in the text, but
they are not very serious. This implies that typographical and other minor errors
were more common and severe. On the other hand, the "Computational errors"
criteria had the highest mean score (3.7) and were interpreted as "Present but very
minor and must be fixed." It received the highest score as it is not present in the
manual, for there was no mathematical data included in it.
48
Part 3: Results of the Grade 11 Students’ Performance Evaluation for Work
Immersion After Using the In-Campus Work Immersion Manual
This part presents the results of the performance evaluation for the Grade
11 students who used the work immersion manual. After the evaluation of the
work immersion manual, the researchers performed a work immersion
intervention program wherein they distributed the reproduced copies of the
manual to the Grade 11 students who were undergoing work immersion.
The results presented here were used to determine whether Grade 11
students showed a significant relationship before and after using the work
immersion manual. Provided below are the results of the Grade 11 students’
performance for work immersion.
49
Table 15.
Mean Distribution Table for Competencies on Team Work

Interpretation
1. Consistently work with others to 4.65 Very Satisfactory

accomplish goals and tasks.
2. Treats all team members in a 4.77 Very Satisfactory

respectful courteous manner.
3. Actively participates in activities 4.67 Very Satisfactory

and assigned tasks required.
4. Willing to work with team members 4.84 Very Satisfactory

to improve team collaboration on a
continuous basis.
5. Considers the feedback and views of 4.70 Very Satisfactory

team members when completing an
assigned task.

Very Satisfactory
Table 15 shows how the Grade 11 students performed after using the work
immersion manual. Among the analyzed categories, "Willing to work with team
members to improve team collaboration on a continuous basis" had the highest
mean score of 4.84, providing the interpretation of VS. This indicates that students
demonstrated a strong willingness to collaborate and enhance teamwork
throughout their immersion program.
On the other side, the category "Consistently work with others to
accomplish goals and tasks" obtained the lowest mean score of 4.65, which is
nonetheless classified as "Very Satisfactory". Despite this, it appears that there
50
may be some room for development in terms of continuously working with others
to achieve shared objectives and complete tasks efficiently. Teamwork, along with
learning, innovation, and lifelong learning, are deemed vital by employees, as
shown in the study of Roble (2021).
Table 16.
Mean Distribution Table for Competencies on Communication

Interpretation
1. Actively listens to supervisor and/or 4.83 Very

co-workers. Satisfactory
2. Comprehends written and oral 4.67 Very

information. Satisfactory
3. Consistently delivers accurate 4.84 Very

information both written and oral. Satisfactory
4. Reliably provides feedbacks as 4.76 Very

required, both internally and Satisfactory
externally.

Very
Satisfactory
The category "Comprehends written and oral information" had the lowest
mean score of 4.67, placing it in the "Very Satisfactory" group. This is 0.07 points
higher than the results achieved before utilizing the manual, indicating that the
Grade 11 students are better able to comprehend the information that is given to
them. On the other side, "Consistently delivers accurate information, both written
and oral" had the highest mean score of 4.84, with the interpretation of "Very
Satisfactory". This suggests that students succeeded in consistently providing
51
accurate information, whether written or oral, throughout the program. Soliveres
et al. (2018) stated in an interview on Work Immersion that the immersion
program will shape students' social abilities in dealing with others.
Table 17.
Mean Distribution Table for Competencies on Attendance and Punctuality

Interpretation
1. Is punctual on a regular basis. 4.12 Very Satisfactory
2. Maintains good attendance. 4.33 Very Satisfactory
3. Informs supervisor in a timely 4.24 Very Satisfactory

manner when absenteeism and
tardiness may occur.

Very Satisfactory
This table displays the mean competencies on participation and punctuality
among the Grade 11 students after using the work immersion manual. The
category of behavioral item with the lowest mean among the three categories, "Is
punctual on a regular daily basis," received a score of 4.12, defined as VS (Very
Satisfactory). Students might have a need for time management skills. This might
be due to poor organization, procrastination, or difficulties prioritizing tasks
effectively. On the other side, the item with the highest mean of 4.33 and a VS
(Very Satisfactory) rating is "Maintains good attendance," which means that
Grade 11 students arrive at the workplace sooner than the scheduled shift time.
52
Table 18.
Mean Distribution Table for Competencies on Productivity/Resilience

Interpretation
1. Consistently produces quality results. 4.75 Very

Satisfactory
2. Meets deadlines and manages time well. 4.45 Very

Satisfactory
3. Can do multitasking. 4.60 Very

Satisfactory
4. Can work under pressure and delivers 4.44 Very

the required tasks. Satisfactory
5. Effective and efficient in time 4.56 Very

management. Satisfactory
6. Efficiently informs supervisor of any 4.57 Very

challenge or hindrance related to given Satisfactory
task or assignment.

Very
Satisfactory
Under the competency on productivity/resilience, the behavioral item "Can
work under pressure and delivers the required tasks" got the lowest mean of 4.44
among the six items, but received a VS (Very Satisfactory) rating. Students may
receive this score due to factors such as poor time management skills, difficulty
handling stress, lack of preparation or understanding of the task, insufficient
practice or experience in similar situations, or distractions during the program
span. However, the opposite of the lowest score that got 4.75 and received a VS
(Very Satisfactory) rating is "Consistently produces quality results" which means
they consistently demonstrated exceptional attention to detail, thoroughness, and
53
precision in their work, leading to consistently high-quality outcomes across all
tasks and assignments.
Table 19.
Mean Distribution Table for Competencies on Initiative/Proactivity

Interpretation
1. Completes assignments with minimum 4.45 Very

supervision. Satisfactory
2. Completes tasks independently and 4.86 Very

consistently. Satisfactory
3. Seeks support as need arises. 4.56 Very

Satisfactory
4. Recognizes and takes immediate 4.78 Very

action to effectively address problems Satisfactory
and opportunities.
5. Engages in continuous learning. 4.82 Very

Stisfacfory
6. Contributes new ideas and shares skills 4.56 Very

to improve the satisfactory
department/organization.

Very
Satisfactory
Table 19 presents the results of Competencies on Initiative/Proactivity of
Grade 11 students. Under the Behavioral item among six categories, "Completes
tasks and assignments with minimum supervision" got the lowest score of 4.45,
although it received a VS (Very Satisfactory) rating. Specifically, because they
might be facing new responsibilities or adjusting to higher expectations, leading to
54
difficulties in completing assignments independently. However, the item that got
the highest mean score of 4.86 and also got a VS (Very Satisfactory), "Completes
tasks independently and consistently". For this reason, they may have developed
effective organizational skills and self-discipline, allowing them to consistently
complete tasks without requiring constant supervision or assistance. Per Medenilla
(2018), employers prioritize hiring applicants who are willing to learn new things,
go beyond their duties, have potential in leadership, and have a sense of initiative.
Table 20.
Mean Distribution Table for Competencies on Judgment/Decision-Making

Interpretation
1. Analyzes problems effectively. 4.5 Very

Satisfactory
2. Has the ability to make creative and 4.67 Very

effective solutions to problems. Satisfactory
3. Demonstrates good judgment in 4.63 Very

handling routine problems. Satisfactory

4.6 Interpretation:
Very
Satisfactory
The criteria that were deemed very satisfactory (VS) was "Has the ability
to make creative and effective solutions to problems." Its mean result was the
highest, 4.67. This suggests that the performance of the Grade 11 students who
used the manual showed a great creative ability to provide original ideas and
55
solutions to difficulties. This implies that they are skilled at coming up with
original and creative solutions as well as organizing and carrying out decisions.
The item "Effectively analyzes problems" received the lowest mean score
of 4.5, which indicated that it was categorized as Very Satisfactory (VS). It
appears that a portion of the students who used the work immersion manual have
not conducted a thorough analysis of the difficulties, which hinders their ability to
recognize the main issue and determine its sources and consequences. It was
nonetheless given a "Very Satisfactory" rating, suggesting that overall
performance was passable but there was still space for improvement.
To receive this level of rating, pupils must have effectively analyzed
problems, be able to devise inventive and effective solutions to challenges, and
show sound judgment in handling routine problems. (Acut, et al., 2021)
Table 21.
Mean Distribution Table for Competencies on Dependability/Reliability
Behavioral Item MPS Verbal Interpretation
1. Has the ability to follow through 4.76 Very Satisfactory

and meet deadlines.
2. Has commitment for his/her 4.78 Very Satisfactory

action.
3. Can adjust easily to changes in 4.82 Very Satisfactory

workplace.
4. Displays high level of 4.65 Very Satisfactory

performance at all times.

4.753 Interpretation: Very
Satisfactory
56
With a mean score of 4.82, the criterion "Can adjust easily to changes in
the workplace" was found to be the most satisfactory (VS). This suggests that the
Grade 11 students were able to adapt to changes in the workplace with ease. They
are willing to think about taking on unfamiliar tasks and obligations. Their
capacity to adjust to a dynamic work environment enables them to participate in
the institution's innovation and expansion. As they become used to the institution's
environment and procedures, it also helps them become more productive with a
positive mindset.
However, the sub-criterion "Displays a high level of performance at all
times." had the lowest mean score of 4.65, interpreted as VS (Very Satisfactory).
High-performance oriented people typically have high expectations for themselves
and are driven to reach them. Despite this, the sub-criterion was nevertheless rated
as "Very Satisfactory," indicating both areas for improvement and an overall high
degree of performance.
To pass this criteria, students must be able to follow through on deadlines,
be committed to their actions, adapt easily to workplace changes, and maintain a
high level of performance at all times. (Acut, et al., 2021)
57
Table 22.
Mean Distribution Table for Competencies on Attitude

Interpretation
1. Offers assistance willingly. 4.7 Very

Satisfactory
2. Shows a positive work attitude. 4.86 Very

Satisfactory
3. Shows sensitivity to and consideration 4.56 Very

for other’s feelings. Satisfactory
4. Accepts criticism positively. 4.67 Very

Satisfactory
5. Shows pride in work. 4.67 Very

Satisfactory

Very
Satisfactory
The highest rating in Table 22 is "Shows a positive work attitude," with a
mean score of 4.86, with the interpretation of VS (Very Satisfactory) indicating
that the students consistently demonstrates a positive attitude towards their work
tasks. On the other hand, the lowest rating is for "Shows sensitivity to and
consideration for others' feelings," with a score of 4.56, which remained
interpreted as VS (Very Satisfactory) suggesting that there may be room for
improvement in how the students demonstrate sensitivity and consideration
towards the feelings of others.
58
In a similar research, Acut et al. (2021) noted that in order to pass this
criteria, students must give willing help, have a good work attitude, be sensitive to
and respect the feelings of others, accept criticism constructively, and be proud of
their work.
Table 23.
Mean Distribution Table for Competencies on Professionalism

Interpretation
1. Respects persons in authority. 4.90 Very Satisfactory
2. Uses all tools, equipment and 4.86 Very Satisfactory

facilities responsibility.
3. Follows all policies and procedures 4.76 Very Satisfactory

when issues and conflict arises.
4. Physical appearance conforms with 4.56 Very Satisfactory

the workplace and placement rules.

Very Satisfactory
Table 23 got the highest mean score of 4.90, which was interpreted as VS
(Very Satisfactory) for "Respects persons in authority," indicating that individuals
consistently demonstrate a high level of respect towards those in positions of
authority. On the other hand, the lowest mean score is 4.56, which is still
interpreted as VS (Very Satisfactory) for "Physical appearance conforms with the
workplace and placement rules," indicating that there may be some room for
improvement in ensuring that the Grade 11 students’ adherence to the workplace's
appearance guidelines. To pass this competency band, students must respect the
person in charge, use all tools, equipment, and facilities appropriately, adhere to
59
all policies and procedures when concerns arise, and have their physical
appearance comply to workplace and placement regulations. (Acut, et al., 2021)
Part 4: Relationship in the Performance of the Grade 11 Students Before and
After Using the Work Immersion Manual
Table 24.
Pearson Correlation Results of the Grade 11 Students Before and After Using the
Work Immersion Manual
Pearson Correlation Coefficient Results
Mean SD Pearson
Correlation
Coefficient
BEFORE-AFTER 4.602 0.056 0.961
Table 24 reveals that the Pearson Correlation Coefficient is greater than 0.
It is a sign that the null hypothesis is rejected. Also, since the coefficient is a
positive value, it also indicates that there is a positive correlation between the
manual and the professional skills of the Grade 11 students. The rejection of the
null hypothesis signifies that there is a significant relationship between the
performance of the students before and after using the work immersion manual.
Moreover, whereas the relationship between the manual and the professional skills
of the Grade 11 students is positive, it is an indication that the manual is effective.
This table answers question 4 of the SOP.
60
CHAPTER 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings from Chapter 4, the
researchers’ conclusions from the studies conducted, and their recommendations
regarding this study.
Summary of Findings
The findings of the study were summarized according to the statement of
the problems stated in Chapter 1.
1. How may the evaluation of the work immersion manual be described
by the critics and the work immersion supervisor in terms of:
1.1. Teamwork;
1.2. Communication;
1.3. Attendance and Punctuality;
1.4. Productivity/Resilience;
1.5. Initiative/Proactivity;
1.6. Judgment/Decision-making;
1.7. Dependability/Reliability;
1.8. Attitude; and
1.9. Professionalism?
Parts 1 and 3 of Chapter 4 of this paper describe how the data from the
Grade 11 students’ performance on work immersion was used. The information
61
supplied in this part served as the foundation for the creation of the in-campus
work immersion manual. Also, in this part, the data was given as MPS. The tables
supplied in this section were organized into competency bands. Moreover, this
part detailed how the senior high school students, before using the work
immersion manual, performed throughout their in-campus work immersion
program. The median verbal interpretation is "VS." The total mean is 4.563.
2. How may the evaluation of the In-Campus Work Immersion Manual
be described by the experts in terms of:
2.1. Content;
2.2. Format;
2.2.1. Prints;
2.2.2. Illustrations
2.2.3. Design and Layout;
2.2.4. Paper and Binding; and
2.2.5. Size and Weight of Resource;
2.3. Presentation and Organization; and
2.4. Accuracy and Up-to-dateness of Information?
3. What were the results of the evaluation by the experts regarding the
manual?
Part 2 of Chapter 4 narrates how the researchers performed the evaluation
of the work immersion manual and formed a School Learning Resource
Committee (SLRC) that consisted of 11 experts. The manual obtained a total mean
62
score from the committee of 3.375. The numerical data provided in this part
answered questions 2 and 3 of the statement of the problem (SOP) of this paper.
4. Is there a significant relationship between the performance of the
work immersion students before and after using the work immersion
manual?
The Pearson Correlation Coefficient is greater than 0, therefore the null
hypothesis is rejected. This implies that there is a significant difference in the
performance of the students before and after using the work immersion manual.
Conclusions
Based on the indicated findings, the following conclusions are drawn:
1. Before implementing the work immersion manual, the Grade 11 students
had already demonstrated excellent performance. Some things still require
work despite this.
2. There is a significant relationship between the performance of the students
before and after using the work immersion manual. This implies that the
manual reached the researchers’ goals and objectives.
3. It is concluded that the manual affected the performance of the work
immersion students.
Recommendations
This study tested the effectiveness of the In-Campus Work Immersion
Manual on the professional skills of the senior high school students of St. Jude
63
College of Bulacan. With the findings and conclusions of this study, the following
recommendations are hereby presented:
1. The manual may be redeveloped for localization purposes.
2. The work immersion manual is hoped to be integrated into the in-campus
work immersion program at St. Jude College of Bulacan.
3. Future researchers may conduct a pre-test and post-test to localize the
work immersion manual and ensure that students retain the information
provided within the manual.
64
BIBLIOGRAPHY
Ador, Z., Banaag, H., Bombio, C., Consignado, D., Quinay, M., & Santos, J. (202
3, July 17). Exploring the Work Immersion Experiences of Grade 12 STEM
Students in a Local Science Integrated High School: A Narrative
Research. ResearchGate. Retrieved from https://www.researchgate.net/pub
lication/372901545_Exploring_the_Work_Immersion_Experiences_of_Gr
ade_12_STEM_Students_in_a_Local_Science_Integrated_High_School_
A_Narrative_Research
Acut, D., Latonio, R., Latonio, G., & Curaraton, E. (2021). Work immersion
performance appraisal and evaluation of Grade 12 STEM students in
science and technology-based industries. Institute of Physics. Retrieved
from https://iopscience.iop.org/article/10.1088/1742-6596/1835/1/012013
/pdf
Andreev, I. (2021, December 7). On-the-job training (OJT): Meaning, Benefits,
Best Practices. Valamis. Retrieved from https://www.valamis.com/hub/
on-the-job-training
Bustamante, J. A. (2019, March 2) Senior High School Work Immersion Pioneers:
A Phenomenological Study. ResearchGate. Retrieved from
https://www.researchgate.net/profile/Jeson-Bustamante/publication/35412
6346_SENIOR_HIGH_SCHOOL_WORK_IMMERSION_PIONEERS_A
_PHENOMENOLOGICAL_STUDY/links/612640a576fa33409dfa415a/S
ENIOR-HIGH-SCHOOL-WORK-IMMERSION-PIONEERS-A-PHENO
MENOLOGICAL-STUDY.pdf
Carlos (2018). Carlos 2018 stated that the enhance basic education. Course Hero.
Retrieved from https://www.coursehero.com/file/p5p6j17/Carlos-2018-sta
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ted-that-the-Enhance-Basic-Education-Act-of-2013-stipulates-that/
Department of Education (2018, March). Framework for LRMDS. DepEd Learni
ng Portal. Retrieved from https://lrmds.deped.gov.ph/docs/LRMDSGuide
lines.pdf
Garcia, A., & Yazon, A. (2020, May). WORK IMMERSION PERFORMANCE,
ALIGNMENT AND EMPLOYABILITY AMONG SENIOR HIGH SCHOOL
GRADUATES. ResearchGate. Retrieved from https://www.researchgate.n
et/publication/342311030_WORK_IMMERSION_PERFORMANCE_ALI
GNMENT_AND_EMPLOYABILITY_AMONG_SENIOR_HIGH_SCHO
OL_GRADUATES
Insorio, A. O., Manaloto, C. C., & Lareña, J. J. (2023). Building awareness,
interest, and readiness towards college course through work immersion.
Mediterranean Journal of Social & Behavioral Research, 7(2), 65–74.
Retrieved from https://doi.org/10.30935/mjosbr/12808
Kementrian Riset, T. D. P. T. (n.d.). Garba Rujukan Digital. Garuda. Retrieved
from https://garuda.kemdikbud.go.id/documents/detail/3141431
Roble, D. (2021, September). Competency Level, Employers' Expectations and
Work Immersion Performance of Senior High School Technical-vocational
and Livelihood (TVL) Students. ResearchGate. Retrieved from
https://www.researchgate.net/publication/354863824_Competency_Level_
Employers’_Expectations_and_Work_Immersion_Performance_of_Senior
_High_School_Technical-vocational_and_Livelihood_TVL_Students
66
APPENDICES
APPENDIX A
Permission Letter to Conduct the Study
67
APPENDIX B
Research Instrument/Student Evaluation
68
69
APPENDIX C
Evaluation Tool for Work Immersion Manual
70
71
72
73
GRAMMARIAN’S CERTIFICATE
This is to certify that the undersigned has reviewed and gone through all
the pages of the research entitled “DEVELOPMENT OF IN-CAMPUS WORK
DAVID D. SANCHEZ, aligned with the set of structural rules that govern the
composition of sentences, phrases, and words in the English Language.
Signed this 15th day of April 2024 at St. Jude College of Bulacan, J.
Garcia St., Poblacion, Plaridel, Bulacan.
Certified by
Marvin A. Lopez, LPT

English Teacher
74
STATISTICIAN’S CERTIFICATE
This is to certify that the undersigned has reviewed and corrected in terms
of appropriateness and accuracy of the statistical tools employed in the
undergraduate research entitled “DEVELOPMENT OF IN-CAMPUS WORK
DAVID D. SANCHEZ.
Signed this 15th day of April 2024 at St. Jude College of Bulacan, J.
Garcia St., Poblacion, Plaridel, Bulacan.
Certified by
Eddieson A. Peña
Math Teacher
75
APPENDIX E
Plagiarism Checker Results
(PlagiarismDetector.net)
Chapter 1: The Problem and Its Background
Introduction Statement of the Problem
Significance of the Study Hypothesis, Scope and Delimitation
Definition of Terms
76
Chapter 2: Theoretical Framework
Relevant Theories
Social Learning Theory Behavioral Learning Theory
Person-in-Environment Theory
Review of Related Literature
Implementation of Work Immersion and Its Effects on the Social Development of
Senior High School Graduates
77
Influence of Work Immersion on Enhancing the Knowledge and Skills of Selected
Grade 12 students in Luis Palad Integrated High School
On-the-job training (OJT): Meaning, Benefits, Best Practices
Related Studies
Work Immersion Help the Students to Enhance their Skills
78
Building awareness, interest, and readiness towards college course through work
immersion
Senior High School Work Immersion Pioneers: A Phenomenological Study
Paradigm of the Study
79
Chapter 3: Research Methodology
Chapter 4: Presentation, Analysis, and Interpretation of Data
Results of the Grade 11 Students’ Performance Evaluation Before Using the
In-Campus Work Immersion Manual
Introduction: Tables 2-6:
Table 7-11:
80
Part 2: Results of the Experts’ Evaluation of the In-Campus Work Immersion
Manual
Part 3: Results of the Grade 11 Students’ Performance Evaluation for Work
Immersion
Introduction: Table 16-19:
Table 20-24:
81
Part 4: Difference in the Performance of the Grade 11 Students Before and After
Using the Work Immersion Manual
Chapter 5: Summary, Conclusions, and Recommendations
82
CURRICULUM VITAE
83
84
85
86
87
88
89
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Development of In-Campus Work Immersion Manual To Enhance The Professional Skills of Grade 11 Students at St. Jude College of Bulacan

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DEVELOPMENT OF IN-CAMPUS WORK IMMERSION MANUAL TO

ENHANCE THE PROFESSIONAL SKILLS OF GRADE 11 STUDENTS

AT ST. JUDE COLLEGE OF BULACAN

A Research Paper Presented to the Faculty

of Senior High School Department at

St. Jude College of Bulacan

RHEAN JANE S. BADAJOS

ANGEL CASSANDRA G. DELAS NIEVES

RECELLE SHANE O. ESTRECHO

ANGEL ANN P. HIPOLITO

CHARLS RHOBEE S. MANALAD

NEIL DAVID D. SANCHEZ

This research entitled “DEVELOPMENT OF IN-CAMPUS WORK

IMMERSION MANUAL TO ENHANCE THE PROFESSIONAL SKILLS

OF GRADE 11 STUDENTS AT ST. JUDE COLLEGE OF BULACAN”

prepared and submitted by RAYVER L. AMARANTO, RHEAN JANE S.

BADAJOS, ANGEL CASSANDRA G. DELAS NIEVES, RECELLE SHANE

O. ESTRECHO, ANGEL, ANN P. HIPOLITO, CHARLS RHOBEE S.

MANALAD, ADRIAN R. PANGILINAN, NATALIE I. REYES, & NEIL

DAVID D. SANCHEZ was finally presented and successfully defended before

the hereunder-named panel of examiners on April 3, 2024, and is hereby accepted

ANGELUS M. MASANGKAY, LPT

FERDINAND A. BULAONG, LPT

MONICA D.J. ESPIRITU

Accepted in partial fulfillment of the requirements for the SHS Humanities

and Social Sciences (HUMSS).

ERNIE V. ESTRELLA, Ph.D.

The researchers would like to extend their gratitude to their research

your mentoring in terms of developing our concepts and techniques. They

researchers the idea of having work immersion as the research topic.

advancing our field's knowledge.

manual for its improvement.

leadership, direction, and constant commitment to promoting innovation and

To Ms. Angel Cassandra Delas Nieves, the co-investigator for tirelessly

principal investigator throughout the research process whenever the principal

investigator shows vacuity.

investigator asks them.

with their statistical journey.

process of this paper.

And lastly, to Ms. Bernardine Ysabel Gochuico, for willingly modeling

member of the research team.

support, supplication, and assistance throughout our journey.

We sincerely express our deepest gratitude for everyone involved in this

This study focuses on the effectiveness of the newly developed In-Campus

Work Immersion Manual by the Grade 12 researchers of St. Jude College of

would aid students in developing their professional skills through work

respondents. The researchers adopted correlational research as its methodology.

Participants reported enhanced professional skills of the Grade 11 students, such

as communication, leadership, critical thinking, decision-making, initiative, and

In conclusion, the development of the In-Campus Work Immersion

Manual shows promise in enhancing the professional skills of Grade 11 students.

TABLE OF CONTENTS………………………………………….. viii

LIST OF TABLES AND FIGURES………………………………. viii

I THE PROBLEM AND ITS BACKGROUND

Statement of the Problem………………………………. 3

Significance of the Study……………………………….. 5

Scope and Delimitation………………………………… 7

III RESEARCH METHODOLOGY

Methods and Design of the Study………………………. 22

Population of the Study………………………………… 23

Data Gathering Procedure……………………………… 24

Data Processing and Statistical Treatment……………... 25

Part 1: Results of the Grade 11 Students’ Performance

Part 2: Results of the Experts’ Evaluation of the

Part 3: Results of the Grade 11 Students’ Performance

Part 4: Relationship in the Performance of the Grade 11