Chapter I

INTRODUCTION

Rationale

The researchers aim to highlight the issue encountered by students during work

immersion, which is the ineffective use of student’s specialized skills in the Immersion

Program that requires addressing and resolving. Different factors contribute to these

inefficiencies, making it difficult to fully develop student’s expertise and knowledge in the

program.

For students being assigned projects outside their area of expertise could be due

to miscommunication between program directors and students. Leading to the student

not fully utilizing their skills resulting in inefficiency and stagnant growth in their skills.

Students might face challenges in utilizing their expertise if the program structure lacks

flexibility. When the curriculum is too strict, students may not have the freedom to

explore and engage in ways that align with their areas of expertise possibly leading to

neglect of their specialization.

The researchers aims to address these concerns, as it is necessary for program

coordinators to interact proactively with students to grasp their area of focus, create

chances for them to utilize their skills, maintain adaptability in project tasks and deliver

enough assistance and guidance to optimize the advantages of students’ specialization

in the immersion program..

1
Review of Related Literature

This chapter presents extensive researches and related literatures done by other

researchers from both local and foreign sources that bears significance in strengthening

the claim and importance of the study. Any works included in this chapter helps in

familiarizing information that are relevant and similar to the proposed study.

The concept of utilizing students' specialization In immersion programs has

gained attention in the literature of the years. In these programs, the students are

exposed to practice and real assignments that are traditional to their specialized

discipline. These programs enable both students to work out theoretical knowledge in

real surroundings; their academic successes is, respectively, getting enhanced, and their

realities concerning future careers are also created.

A study by Johnson, et al. (2018) had observed the effect of career-focused

immersion programs on student study and possibilities. Evidence gathered showed that

those students in these programs where they displayed higher levels of general subject

knowledge and mastery of skills than their peers who did not participate in them.

Students were involved deeply and they got to have a more complete knowledge of their

chosen specialization. They also developed practical skills that made them relevant in

the job market.

Chen, et al. (2019) study elaborates how from the higher education perspective,

the incorporation of students’ specialization can be a game changer. The research,

which was undertaken, has demonstrated that programs like these will not only help the

students to improve their academic performance but also develop their characters for

personal and professional growth. Students reported an special enthusiasm, confidence

2
and purpose associate with their specialized training as a result of their experience-

based learning.

Smith and Johnson (2020) have presented an account of the collaboration

between educational institutes and industrial partners while designing and implementing

the immersion projects. A research made revealed that when a technician cooperates

with the Students in these programs it was realized that the student gets knowledge

about how academia and industry are related this leads to good understanding of the

practical side of their specialization hence formation of stronger bond between academia

and industry.

Generally, the readings envisage the fact that those learners’ specialty

represents the basis for the programs. These tracks are created to give students a

chance to use their knowledge in real world environments which translate into their

academic achievement, ready-made for careers and personal development

improvement. However, cooperation among educational institutions and the industrial

partners can improve the depth of the experience through bridging the knowledge gap

by facilitating the two segments.

A study by Chen, et al. (2019) was conducted using mixed method, a mix of

qualitative and quantitative data collection methods. These tests to find out if there was

any significant difference in the language proficiency of students that participated in the

immersion program. Besides, the investigators also analyzed the students’ grades in

other classes to find any negative effects on students’ outcome which may be caused by

the specially selected content in the immersion program.

3
 Research is conclusive that the study generated vital observations. To begin

with, the application of their major in the immersion program without a doubt was a

strong boost to their second language acquisition. When students were given an

opportunity to integrate their skills and knowledge of the specialized world into their

language learning experience, they became more involved and even more motivated

leading to positive impacts on their proficiency level in the language.

Experts point out that the introduction of specialized content, on top of

immersion, pushed the students’ overall academic results higher. The participants

demonstrated heightened thinking skills and learning ability through the specialization

and application of their course concepts across different academic settings.

Chen et al. (2019) emphasized that language immersion programs should form

an integral part of student’s specialization so as to make the program more effective.

The integrated approach may result into improved language aptitude and educational

outcomes. The learners may be provided with a more enjoyable learning experience

using the integrated languages.

Jesuit (2015) saw a lot of writers and legal foundations present ideas about job

immersion that 16–18-year-old pupils should put in a minimum of 80 hours of work

immersion. But other difficulties arose throughout its implementation, including the

internal stakeholders, including the school, instructors, parents, students, and affiliated

organizations, are concerned about the results of the goals continues to be difficult.

ABM and TVL students that underwent Work Immersion described it as a

challenging but pleasant experience according to the study by Amper (2022). According

4
to their interviews, it was hard as they were looking after a business while studying. One

of the students felt intimidated as learning new platforms was needed to conduct the

business successfully. Despite these hardships, the students felt satisfied as their

experiences gave them learning. For instance, students learned strategic approaches

to advertising, like online marketing. This experience also taught the learners to budget

properly as they use their own money to run their businesses.

Farkas (2010) claims that work immersion offers an opportunity to encounter

novel experiences outside of the typical classroom environment. It aids in the application

of what we have studied in school. Errors are inevitable when learning through

immersions but they also serve as a springboard for new insights. Immersion gives us a

fresh perspective on self-development. Not just based on grades but also on insights

that can inform our future action plans. Through immersion one person is able to fulfill

one future role.

A research made by Barcelona (2018), the subject grants learners such access

to the job offices to act as the simulated employment and acquaint themselves with real-

life work environments through application of the practical subjects or areas of

specialization. Students will avail a real-life-like experience of what they could expect

from it and would surely play an enabler and helpers towards their association with the

work simulation and the participating competencies in their specific areas. An important

element of K-12 studies is that the completion of work-based learning is the closing

statement to graduation. Seeking to produce world-class citizenry, having unique

curricula and pathways that are custom-tailored to the student’s end goals i.e.

scholarship, employment or entrepreneurship. This talent can be appropriated by us as

books to read, as well as a motivation to us as we keep on growing in our respective

5
fields. We are sure, through this practice, we are going to benefit not only as future

students in our academic journey but also as professional workers.

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

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

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

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

The Department of Labor and Employment (DOLE) explained that

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

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

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

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

personnel of the partner. The 80 hours may be scheduled for no more than 8 cumulative

or consecutive hours per day. All Technical-Vocational institutions offering Senior High

School shall also be governed by the DepEd guidelines on the 80-hour work immersion.

All applicable guidelines of TESDA and DOLE relevant to the basic education

shall apply (Labor Advisory No. 8 S. 2016). In this case, the 80-hour applied course

will definitely affects the school academics scheduling of classes per day.

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

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

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

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

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

6
in the part of the students especially for those who are engaged in this course of the

Department of Education.

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

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

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

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

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

apply their previous training but are also able to experience the social

interactions a work environment. Their experiences during work immersion will

develop many skills and values that would help them as they transition from high school

to real life (Section 4,DepEd Order no. 8 s. 2017).

According to Ador, et al. (2023) The implementation of the K–12 curriculum in the

Philippines brought about changes to the education system. One of which is the

implementation of Work Immersion in senior high school. This is a subject that immerses

students in different work environments. This narrative research was conducted to

explore the experiences of senior high school students from a local science-integrated

high school before, during, and after their Work Immersion. A semi-structured interview

was held to gather data. Interviews were recorded and transcribed. Thematic analysis

was used to identify themes that emerged from the study. Results revealed that the

students’ have little to no idea about Work Immersion. Nonetheless, students stated that

their experience in Work Immersion helped them enhance and prepare themselves for

their careers. Lastly, the learning process gained from Work Immersion helped students

for personal growth. The schools may find more partner institutions aligned with

students’ interests and future careers for a more meaningful experience.

7
 According to Gayatin, et al. (2018) TVL Track in Senior School is the most

popular option to choose from in Senior High School Program. Obviously, employment,

as the students finish a specific TVL strand, they will be equipped with skills in order for

them to be employed as soon as they finish two years of senior high. Students are

exposed to the industry at an early age to be successful, start young. One of the

curriculum features of the TVL is the work immersion program in which they learn and

practice their skills in actual work and environment. Here, they will learn and experience

not only the hardships but on how to interact with co-workers and clients as well.

Further, there are more opportunities to market their skills since they would be able to

interact with industries, clients, and colleagues. An extra skills brought in college is an

advantage. Although not all can go to college just, there are still some who would refer

higher education. Having the skills in college especially those related one is a huge plus.

TVL track teaches practical hands-on skis and comes with industry partnership by its

immersion program that will give students on-he-job experience.

Similar study done by Garcia, et al. (2020), study followed up to observe Work

Immersion of senior high school graduates from the city of Calamba. They expounded

on why efficiency, Work Intrinsic Factors, execution, and future job opportunities are

important. The program was proven to be extremely useful as it provided jobs, a way to

use the skills they already had, stable employment, tracking in the same direction, and a

salary. It should be noted that the set of characteristics, experience, and relevance for

the students, is related to high readiness, level of skills applied at work, position held by

jobholders and alignment with job track, waiting period after graduation and salary

earned with the job. Learners whose individual characteristics, practical skills, and

relativity to the market are more marketable than those who are not so endowed. It

8
follows that the academic places shall work towards the prospect of finding industries

that fit and reinforce the talents of their students to keep them lively and give them an

impression that may change their perception about working and preparing to be

employed.

In the study of Insorio (2023), it was stated that there are still limitations the while

the normal work immersion service was resumed. On the one hand, this situation might

be characterized by some restrictions, but in any case, school might implement it

appropriately. The personal preference of the students will be reflected by going to pick

the type of workplace that they aspire to be in within the future. They got an opportunity

to learn via video or have a session with a limited person inside a classroom as well.

They all got an achievement portfolio which was assigned to them and they had to fulfil

them. Work Immersion had proved to assist them in mend their attitudes to be more

zealous toward a better self and their future profession. While there were no definite

lapses in the immersion, online meetings were not held periodically, and it was difficult to

determine if the students accomplished their tasks on due time.

In the research findings of Bustamante (2019) , the work Immersion program

gave students a chance to fill in the gap between theory and application by bridging

students to the work setting they would normally go to. The program connects with the

Department of Education’s (DepEd) objective of equipping graduating high school

students with college admission, employment and entrepreneurship skills. GAS

Participants in the program stated it as being not only valuable but also time well spent.

It had given them many realizations, which include the job descriptions of the industry,

the distinct opportunities that they would have, and of course the enhanced self-

confidence that the program gave.

9
 Based on the research done by Robinson (2018), work Immersion has been

used as a educational tool for learning to help students hone their skills and

knowledge while experiencing activities related to their future jobs. This program

resulted in three outcomes. First, the students could understand more about the job due

to their interaction with the work environment in which they were immersed.

Second, students improved their practical skills and saw room for improvement as

they thought their skills were enough. Skills that improved included their listening and

question-asking skills. They realized the importance of educational and classroom

knowledge due to its application to different practices and work policies. The program

helped in the deciding factor of students if they would want to continue in this line of

work or not.

A study done by Henry (2011) stated that having the immersion was really a

good start to experience how does it feel to be in a workplace. Students provide unique

insights into what it’s like to get hands on experience through full time employment in a

technology-driven global work environment. One reason many of us go to college is to

learn the knowledge necessary to acquire a job and pursue a career after we graduate.

Students aim to gain the skills that we will need to work in an industry. The best part was

that they treated the students like a full time employee, not an intern. This is what really

sold them on the get experience, as they were able to go to work for 40 hours a week,

get real, hands on knowledge of applications, development, and corporate culture, as

well as earn credit towards their major.

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 The Problem

Statement of the Problem

This study aims to address the mismatch between students’ specialization and

the opportunities provided in the immersion program, and how this inefficiency impacts

the students' skills development and learning experience.

Specifically, the study seeks to answer the following questions:

1. What are the students' experiences and perceptions regarding the

alignment between their specialization and the immersion program

opportunities?

2. How does the perceived misalignment impact the students' learning

experience in the immersion program?

3. What are the factors contributing to the inefficient utilization of students'

specialization in the immersion program?

4. What strategies can be implemented to improve the alignment between

students' specialization and immersion program opportunities?

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Statement of the Hypothesis

Null Hypothesis: There is an inefficient utilization of students’ specialization in the

immersion programming.

Alternative Hypothesis: There is an efficient utilization of students’ specialization in the

immersion programming.

12
Conceptual Framework

Inputs
Processes Outputs
Student Specialization
Matching Algorithm: Optimized student
Data
Developing a system to match immersion matches, tailored
Immersion Program students with immersion support resources, and
Guidelines opportunities. improved program
outcomes.
Educational Resources Needs Assessment: Conducting
a thorough needs assessment
to understand students'
specific requirements.

Monitoring and Evaluation:

Implementing a monitoring and
evaluation mechanism.

Feedback Mechanism:
Establishing a feedback loop
involving students, mentors,
and program coordinators.

Figure 1.Conceptual Framework of the Study

Figure 1.Shows the conceptual framework of The Utilization of Students'

specialization in the immersion program by the researchers on the input the

process and the output on how our study will work

In figure 1, the diagram shows what will the researcher include in the

study of students in the way that the students will have a better utilization the

next time they get immersed and a greater and more organized way in the future

13
Significance of the Study

The research focused on explaining The Utilization of Students Specialization in

the Immersion Program. Moreover, the results of this research will be beneficial to the

following:

Teachers. They can gain insights into how to design and implement immersion

programs that effectively leverage students' specialized knowledge and skills, thereby

enhancing learning outcomes and engagement.

Students. Understanding how their specialization is utilized in immersion programs can

help students see the relevance and applicability of their learning, fostering motivation

and career readiness.

Employers. Research findings can inform employers about the skills and competencies

developed through immersion programs, aiding in recruitment and workforce

development efforts.

Academic Researchers. This research can contribute to the academic literature on

experiential learning, specialization, and educational effectiveness, providing a basis for

further exploration and theoretical development in these areas.

14
Scope and Delimitation

The general intent of the study is to know how students specialization is utilized

in the immersion program in Abellana National School, mainly focusing on gathering

responses from grade 12 senior high students’ perceptions on the matter. Seeking to

gather firsthand insights into their experiences and perspectives regarding the

integration of their specialized knowledge or skills.

This study will be delimited to students at Abellana National High School who

are actively participating in immersion programs during the Second Semester.

Additionally, the research will focus specifically on students from a particular grade

level or department within the school to ensure a more targeted and in-depth analysis.

Furthermore, only the students who have been involved in immersion program for a

minimum duration will be included to provide a comprehensive understanding of their

experiences and outcomes.

This study will be conducted with limited number of respondents and time

framework. Proposing recommendations raises a concern to the researchers as the

problem requires a well thought out plan to propose.

15
Definition of Terms

The following operational terms listed below are used in this study and they are

herein defined as follows:

 Cognitive Processes - The mental operations the brain performs to process

information. Through these operations, the brain interacts with the information

around it, stores it and analyses it in order to make the relevant decisions.

 Conducive Learning Environment - A setting which allows for a free exchange

of ideas, thoughts and skills among the teachers and learners to achieve the

expected educational goals by considering the physical, psychological, social,

and cultural needs of all the learners.

 Collaborative Learning - Collaborative learning is a situation in which two or

more people learn or attempt to learn something together. Unlike individual

learning, people engaged in collaborative learning capitalize on one another's

resources and skills.

 DepEd Order No. 21, s. 2023 – an order that is issued for schools to clear

“school grounds, classrooms and all its walls (of) unnecessary artwork,

decorations, tarpaulin and posters."

 Learning Environment - A learning environment is more than just a classroom

—it's a space in which students feel safe and supported in their pursuit of

knowledge, as well as inspired by their surroundings. Think back to some of the

classroom environments you've encountered on your educational path.

 Learning Styles - they are overall patterns that provide direction to learning and

teaching. Learning style can also be described as a set of factors, behaviors, and

attitudes that facilitate learning for an individual in a given situation.

16
  One-size-fits-all - One style or procedure would fit in all related applications. It is

an alternative for "Not everyone fits the mold."

 Learning Outcome - The cornerstones of course design and assessment, and

help students focus on what is important.

17
 CHAPTER II

RESEARCH METHODOLOGY

This chapter presents the research design, research environment, research

respondents, research instruments, research procedures and data analysis

method are explained and discussed by the researchers.

RESEARCH DESIGN

This study utilized a descriptive qualitative research design because it

aimed to discuss the inefficient utilization of students specialization in the

Immersion Program. The researchers used this design to conduct and acquire

the needed information on the inefficient utilization of students specialization in

the Immersion Program.

RESEARCH ENVIRONMENT

The area of the study is at the Abellana National School, located at

Osmeñia Boulevard, Sambag 1, Cebu City. It has been a public high school

since 1906. The researchers chose the place of implementation because it would

give them the needed information for their study. The institution is one of the

most prominent schools within the locality of Cebu City, where there are many

students to be immersed and will undergo on job training

18
RESEARCH RESPONDENTS

The participants of the study would be all immersion students in Abellana

National School who are officially enrolled in the school.

Slovin’s Formula

n = N / (1 + Ne2)

n = 346 / [1 + 346(0.05²)]

n = 346 / [1 + 346(0.0025)]

n = 346 / [1 +0.865)]

n = 346 / 1.865

n = 185

The researchers used Slovin’s formula (n = N / (1 + Ne2)) to calculate the

sample size of a population that would determine the number of respondents that

could provide the data to be collected. The population size (N) is 346 because

there were 7 sections of grade 12 in Abellana National School and the desired

margin of error (α) is 5% or 0.05 with a 95% level of significance. With this given

data, the researchers calculated the total sample size, which was 185

respondents.

19
RESEARCH INSTRUMENTS
The researchers made their own questionnaire to gather the data. The

survey questionnaire would be presented to the qualified respondents in order to

determine students saving and how they handle their money.

RESEARCH PROCEDURE

BEFORE

The researchers come together to establish a plan for the study;

each member of the research team gives a different suggestion and

comes up with a research title in which everyone in the research team is

interested. The researchers submitted the research title, which was then

reviewed and approved by the professor

DURING

As the research title was approved, the researchers were able to

create a plan for the objective, and they were able to proceed with their

study. The researchers were able to interview students about their savings

and how they handle their money.

AFTER

Through the cooperation of the respondents, the researchers were

able to gather data. As the researchers gathered all the information and

analyzed it thoroughly, a survey was made to know what affects students

saving and how they will be able to save their money.

20
DATA ANALYSIS

The data to be gathered in this research paper would be subjected to thematic

and narrative analysis. The researchers would categorize the respondent’s answer and

develop a theme from the pattern. Using thematic and narrative analysis, the

researchers would group the answers of the respondents from the survey questionnaire

and analyze their data.

21
 CHAPTER III

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter deals with the initial phases, during which the necessary

understanding process through data gathering and analysis has been carried out.

The instruments, processes and data analysis of the research are all covered in

this chapter along with the data collecting and analysis, sampling, and location of

the site where they are submerged. It covers the method used to gather

information about The Utilization of Students' specialization in the immersion

program. The respondents to this study are grade 12 immersion students in

Abellana National School S.Y. 2023-2024.

Table 1. Student’s Specialization in School

1. What is your Frequency Percentage

specialization?

ICT 93 50%

SMAW 11 6%

Bartending 59 32%

Dressmaking 20 11%

SportsTrack 2 1%

Total 185 100%

22
 The Table 1 presents the student’s specialization. Out of 185 students, 93

(50%) of them are from ICT and 59 (32%) of the participants responded that they

are from Bartending. 20 students (11%) said they were from Dressmaking while

the rest are from SMAW and SportsTrack (7%). Most of our respondents are ICT

specialized students and there are less SportsTrack student.

Table 2. Number of Students Who Used Their Skills on The Immersion Program

2. Does your Frequency Percentage

specialized skills align

with your given tasks in

your immersion?

Yes 140 76%

No 45 24%

Total 185 100%

Table 2 indicates the the number if students who used their skills on the

immersion program. With all of 185 students, 140 (76%) responded that their

specialized skills align with their given task in the immersion while 45 (24%) of

them said that their skills weren’t being used to their full advantage. According to

Acut et al.,(2021) Findings proved that participation in the Work Immersion

program helped the students to acquire and develop the skills of teamwork,

communication, attendance and punctuality, productivity and resilience,

23
initiative and proactivity, judgment and decision making, dependability and

reliability, attitude, and professionalism . However, the findings from another

study showed that even if the students did learn many skills, they still

experienced adverse effects. Social interactions and skill development were

some of the things the students learned from the actual work immersion.

However, every student had burdens like managing their finances, time,

and the trip from the location of their work to their homes (Salvador,

2018). Many researchers have explored the different experiences of senior high

school students during Work Immersion. However, these studies focused on the

students' experiences during the program’s period and evaluated their skills

while participating. Work Immersion positively affected the performance and

skills of students. However, it gave them a negative view of their future careers

and not every students are able to use their skills properly (Salvador, 2020)

24
Table 3. Students Who’s Learning is Halted Because of The Immersion

3. If you answered no, Frequency Percentage

does this cause your
learnings from your
specialization to be
stunted because they’re
not being used in your
work?
Yes 45 100%

No 0 0%

Total 45 100%

Student’s learning is halted because of the immersion is displayed in table 3.

Of the 45 pupils who answered no, 45 (100%) of them reported that their

learnings from their specialization is being studented because they are not being

used in their work immersion while none of them said no. According to

Mahaguay and Mahaguay (2020), it has been observed that the tasks given

to ICT-Computer Programming students were not all directly relevant to their

course. This leads to a lack of coherence in their learning and impedes their

ability to grasp fundamental concepts.

25
Table 4. Students Who’s Skills are Not Being Used Effectively

4. If you answered no Frequency Percentage

in number 2, does the

misalignment of your

skills bother you as a

student?

Yes 45 100%

No 0 0%

Total 45 100%

Table 4 lists the students who’s skills are not being used properly. All of the

students agreed and stated that their misalignment of skills bother them as a

student. As according to the study of Massingham (2018) knowledge loss in the

work environment has a significant negative impact on organizational problems,

including reduced morale, capability gaps, resource cuts, decreased work

quantity and quality, customer mistrust, longer learning time and slower task

completion, (2) an increased sense of risk, decreased risk management

capacity, (3) and decrease in the organizational knowledge base, which is

unlikely to be replenished over time. The findings imply that the participants'

limited knowledge of their immersion environment had a significant impact on

their job performance within their assigned sectors. Due to their lack of familiarity

with the tasks, responsibilities, and expectations of the immersion

environment, they encountered difficulties in carrying out their duties effectively.

26
Table 5. Pupils That Want to be A Right Workplace

5. Do you want to be Frequency Percentage

put in a workplace

where your specialized

skills is being used

regularly on the job?

Yes 185 100%

No 0 0%

Total 185 100%

Table 5 shows the amount of student that wanted to be put where their

specialized skills are regularly used. Among the 185 surveyed students, all of

them said yes and none disagreed. According to study acquiring experience in

the workplace as a student, whether through an internship, or a part-time job, can

be extremely beneficial. After completing one's education and entering a job, the

students will have a variety of essential useful abilities (Philphott, 2021). Not only

were the students able to learn practical skills, but they were also able to

learn social and leadership skills. Work Immersion results in effectiveness on

senior high school graduates' social development is seen as being extremely

positive in terms of their communication, leadership, and self-efficacy abilities

(Besa et al., 2022).

27
Table 6. Respondents Feelings Towards the Immersion Program

6.What do you feel of Frequency Percentage

your current experience

in the immersion

program?

Really interesting 93 50%

Somewhat interesting 44 24%

Neutral 33 18%

Somewhat dissapointing 14 8%

Really dissapointing 0 0%

Total 185 100%

The data above shows that in the table that 93 (50%) of the respondents

responded that their current experience in the immersion program is really

interesting and 44 (24%) of them said that they were somewhat interesting. 33

(18%) of them were neutral and 14 (8%) of the repondents stated that they were

somewhat disappointing while no one answered that it was really disappointing.

According to the research by Sharma and Raghuvanshi (2020) that informal

learning occurs naturally within the workplace setting and serves as an

innovative method for employee development. Various avenues of informal

learning, such as engaging in colleagues' tasks, offering training to others, and

interacting with staff and students, contribute to trainers' enrichment of their

technical, soft skills, and interpersonal proficiencies. Likewise, in the study

28
by Fergusson (2022) found that Work-Based Learning (WBL) presents

participants with multiple opportunities to acquire knowledge, develop skills,

and attain qualifications. It fosters learning through diverse approaches,

drawing upon reflective practice and leveraging the individual's existing

knowledge and skills.

Table 7. The Factors that Caused the Lack of Utilization in the immersion

program

7. In your opinion, what Frequency Percentage

factors contributed to
the lack of utilization of
your specialized skills in
the immersion
program?
No immediate available 61 33%
companies
Lack of preparation (as 74 39%
to wherestudents should
be deployed)
Not being assigned to 29 16%

positions wheretheir

skills are honed or used

Lack of training in school 16 9%

Lack of organization in 5 3%

29
 the immersion program

Total 185 100%

In accordance with the data from Table 7. 74 out of 185 (39%) students stated

that a lack of preparation resulted in students not being placed in the appropriate

workplace, rendering their specialized skills and 61 (33%) responded that there

were no immediate available companies, affecting the program. 29 (16%) of

them stated that they were not correctly assigned and were unable to use their

specialized skills, while 5 (3%) claimed that it was due to a lack of organisation in

the immersion program. As according to the research of Ador et al...(2023) the

preparation for Work Immersion is lacking, with the focus primarily on the

preparation of a résumé. Even though a well-written résumé is necessary for

their future job application process, the impression of a recruiter varies

depending on the information provided. The students' lack of awareness

and preparedness for Work Immersion can be attributed to the curriculum still

being developed and the limited exposure to the value of Work Immersion.

30
 CHAPTER IV

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter is the recapitulation of the inquiry, with the summary or findings and

conclusion formulated on the basis of these findings, together with the proposals

for actions and further research. The recapitulation chapter essentially acts as a

conclusion to the entire investigation. It offers a thorough summary of the major

discoveries and judgments made throughout the investigation.

Summary

The main focus of this investigation is to find more information about students

mislignment on their work immersion and to find out if students are satisfied with

their workplace

Findings:

These were the major findings of the study:

1.The research findings reveal that nearly half of the students participating in the

study are from the Information and Communication Technology (ICT) field.

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2. Among the surveyed students, a significant amount or more than half of the

respondents expressed satisfaction, stating that their specialized skills are well-

suited for the tasks they were assigned during their immersion. In contrast a

quarter of the students indicated a mismatch between their skills and assigned

tasks.

3. A majority of the respondents expressed a strong desire to work in an

environment where they can regularly apply their specialized skills. However, a

small percentage of respondents did not share this desire.

4. In terms of their perception of the immersion experience half of the

respondents found it highly interesting. The remaining half had varying levels of

satisfaction, with some finding it somewhat disappointing and others remaining

neutral.

5. The research findings suggest that a lack of preparation plays a role in some

students' dissatisfaction with their work immersion experience. This lack of

readiness may hinder students from effectively utilizing their specialized skills in

the tasks assigned to them.

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Conclusion:

Students being assigned projects outside of their area of expertise could be the

result of disagreement between projects directors and students. As a result of not

fully utilizing their skills, the student becomes inefficient and their skill growth

stagnates. If the program structure is rigid, students may struggle to apply their

knowledge. When the curriculum is too strict, students may not have the freedom

to explore and engage in ways that correspond to their areas of expertise,

potentially leading to neglect of their specialization. However, the researchers'

findings from the respondents shed light on how students can use their

specializations during their work immersion. Although the immersion program

allows students to learn new skills and gain real-world experience, there are

significant challenges in ensuring that students' specialized knowledge and the

tasks assigned to them are properly aligned. Addressing issues such as

preparation, assignment procedures, and programme organisational

effectiveness may improve students' overall immersion experience and

effectiveness. Furthermore, efforts should be made to provide more diverse and

relevant opportunities for students from various specialisations in order to

maximize their development. Most of the students are very satisfied with their

work immersion workplace. In the contrary not everyone is satisfied with their

work immersion so it would be best to suggest a seminar for students before

immersion to prepare them.

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Recommendations

1. Utilization of students specialization in work immersion program

2. Evaluate students work immersion alignment to the curriculum

3. Research more knowledge about the utilization of students specialization in

the work immersion program

4. Immersion seminars for students in the first semester

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 CHAPTER 5

RESEARCH PROPOSAL

TITLE AND PROPONENTS

Title: "A Better Program to Eliminate Misplacement of Students in the Immersion

Workplace"

The project is advocated by Navarro’s group which consists of 12 members

namely:
Navarro, Rey Anderson D. Erida, Shane Mary

Lapay, Shanyasie. Yap, Linux Jian Liu

Rosas, Demitri Rey. Chiong, Jeth Kirby

Fuentes, Samantha. Maglasang, Angeline

Monacillo, John Paul. Comendador, Trishia

Conocono, Margielee. Young, Van Wayne

INTRODUCTION/RATIONALE

The researchers have proposed seminar to all Grade 12 students of Abellana

National School. The seminar is titled as " Immersion Preparation ". The

researchers will have to do a section-by-section type of seminar where the

researchers will further expound the preferred research title. Furthermore, the

researchers shall also give learning and advice to all the students. The purposed

of this activity is to inform and give knowledge to the students about facts

35
information about their upcoming immersion so they will have a general idea of

what is about to come. In addition, this chosen activity will aid students to be fully

aware of the importance of gaining knowledge to theit upcoming immersion Thus,

this will have the knowledge by listening to our seminars. Impacts will include the

following: preparedness before immersion, proper dicipline before getting

immersed, and choosing the correct company/workplace to eliminate mismatch.

Students will also show great results in their future if they are able to have

knowledge ahead of their time.

GENERAL OBJECTIVES

This type of project implies that there is an overarching objective or goal that the

project can accomplish. The general purposes of A Better Program to Eliminate

Misplacement of Students in the Immersion Workplace is to educate upcoming

Grade 12 Students and give them awareness so they can plan ahead before

their immersion starts and to also eliminate mismatch or students not being able

to use their skills in a workplace they don’t belong. In other words to eliminate or

to lessen the mismatch of students in the immersion program.

AREAS OF IMPROVEMENT

The proposed seminar by proponents will be the one to convey the seminar for

upcoming Grade 12 Students will be immersed soon, conducting a seminar for

immersion preparedness, there are several areas that can be improved to ensure

the effectiveness and inclusivity of the session. Evaluation and feedback,

implement an evaluation process to gather feedback from participants on the

36
content, delivery, and overall effectiveness of the seminar. Use this feedback to

identify areas for improvement and make necessary adjustments for future

sessions and lastly, Ongoing support Consider providing follow-up resources or

opportunities for further engagement after the seminar. If some may want to also

learn more they could look for more in the internet.

SPECIFIC OBJECTIVES

A seminar is an effective project to propose in order to address the concrete

problem that emerged from the research. The objective of this seminar is to

further discuss, in-depth, the concerns raised by the immersion program with the

parents of Grade 12 students. A seminar offers parents an opportunity to discuss

or share their concerns and possibly open opportunities to solve issues such as

the lack of partnered companies or agencies where the school needs to deploy

the Grade 12 students, as parents can offer to request the company that they're

working for to let the students immerse in their company and school will have

more options to delegate students to companies where their specialized skills are

useful. This type of project will erase potential confusions, open more

opportunities for the school and students, and provide a better system of

communication in the immersion program.

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PERSON INVOLVED

For the proposal project to be done, these are the following people:

 Upcoming Grade 12 Students

 Companies that are accepting ojts

 Parents support to their children

 Teachers that will guide the students if they are having troubles

 Respondents who helped us generate the outcome of the output

EXPECTED OUTCOME

If the proposed project would be done accordingly with the researcher plan, it will

have a positive effect on the upcoming G12 Students given in section-to-section

seminar and almost every student that will be immersed in the future so that they

can be aware and prepare of the future and so will eliminate the mismatch of

students in the immersion program and provide more than enough students

satisfaction in the future.

38
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