WORK IMMERSION: REAL WORLD EXPERIENCE OF
SENIOR HIGH SCHOOL STUDENTS
The Senior High School Department
SANGAT NATIONAL HIGH SCHOOL
In Partial Fulfilment of The Requirements for The
INQUIRIES, INVESTIGATION, AND IMMERSION
Researcher:
Dave Cuizon
2023
Chapter 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale of the study
Work immersion in high school refers to a program that allows students to
gain practical work experience in a real-world setting, usually in a workplace related
to their chosen career path. The program is designed to help students develop the
knowledge, skills, and attitudes necessary for success in their chosen field by
providing them with hands-on experience and exposure to the workplace culture.The
work Immersion program typically requires students to spend a certain amount of
time, usually several weeks or months, working in a company or organization that
matches their career interests. During this time, students are expected to observe
and participate in various tasks and activities related to their field of study, under the
guidance and supervision of a mentor or supervisor.
According to the Department of Education (DepEd) Order No. 30, series of
2017, work immersion is a program that provides students with industry-based
experiences that prepare them for employment and higher education. The program
aims to help students develop skills and competencies required in the workplace,
such as critical thinking, communication, and problem-solving. Several studies on the
efficiency of work Immersion programs in various nations have also been
undertaken, with generally Favourable findings.
Senior high school students undergo work immersion to gain practical
experience in the workplace, allowing them to apply their theoretical knowledge in a
real-world setting. Work immersion is a requirement of the K-12 program in the
Philippines, and it aims to prepare students for their future careers by providing them
with exposure to different industries and work environments. Work immersion
provides senior high school students with the opportunity to explore different career
options, learn about the skills and competencies required for different roles, and
develop professional networks.
The primary objective of a work immersion in a construction supplies shop is to
familiarize oneself with the products that the shop deals in. This includes learning
about the different types of construction supplies, their uses, and their properties.
Another important objective is to learn how to interact with customers and provide
excellent customer service. This involves learning how to answer customer queries,
assist them in finding the right products, and addressing any concerns they may
have.
Theoretical Framework of the Study
The Department of Education (DepEd) Order No. 55, series of 2016, also
known as the “Policy Guidelines on the Implementation of the Work Immersion
Program of the K to 12 Curriculum,” outlines the guidelines and procedures for the
implementation of work immersion in senior high schools (SHS) in the Philippines.
Under this policy, work immersion is a program that aims to provide SHS students
with relevant and authentic work experiences related to their chosen track or strand.
The program allows students to apply the knowledge, skills, and attitudes they have
learned in the classroom to actual work situations and provides them with
opportunities to develop their work-related competencies.
DepEd Order No. 55 requires all SHS students to undergo work immersion for
a minimum of 80 hours in a workplace setting, which can be completed in various
modes such as apprenticeship, clinic or laboratory exposure, entrepreneurial
immersion, and others.In terms of legal basis, the Senior High School (SHS)
Program is mandated by Republic Act No. 10533, also known as the Enhanced
Basic Education Act of 2013. The Work Immersion Program is a component of the
SHS curriculum and is aligned with the DepEd’s objective of producing graduates
who are equipped with 21st-century skills and competencies necessary for higher
education, employment, and entrepreneurship.
The DepEd order also includes standards for selecting host corporations or
Organizations that will give students with Work Immersion experiences. The host
Companies must have a valid business permit and be in compliance with DOLE’s
OSHS, and the order also demands the creation of a designated Work Immersion
Coordinator who will oversee the program’s implementation in the school and
monitor
The students’ progress. Overall, the DepEd order provides a complete structure for
the Work Immersion program’s execution, ensuring that it matches with the K-12
Program’s aims and improves students’ learning and professional readiness.
Review Related Literature
The Department of Education (2017) states that work immersion is a
Organized instruction that gives pupils exposure to real-world situations in
Their chosen field of work.
Sabado, E. L., & Tandoc, M. B. (2019). The Work Immersion Program of
Senior High School Students in the Philippines: A Review of the Literature. Journal
of Education and Practice, 10(7), 50-55. This study provides an overview of the Work
Immersion program in the Philippines, including its goals, implementation, and
challenges. The study also discusses the benefits and limitations of the program,
and provides recommendations for improvement.
Rayos, R. M. S., & Dalmacion, G. V. (2019). Work Immersion in the
Philippines: Practices, Challenges, and Issues. Journal of Work-Applied
Management, 11(1), 31-43. This study explores the practices and challenges of
Work Immersion programs in the Philippines, based on interviews with school
administrators, industry partners, and students. The study identifies several key
issues, including the need for stronger partnerships between schools and industry,
the importance of curriculum design, and the need for better assessment and
evaluation methods.
Alfonso, M. L. P. (2020). Work Immersion Program for Senior High School
Students: A Case Study. Asia Pacific Journal of Multidisciplinary Research, 8(4), 1-8.
This case study examines the implementation of a Work Immersion program in a
senior high school in the Philippines. The study includes interviews with students,
teachers, and industry partners, and explores the benefits and challenges of the
program. The study also provides recommendations for improving the program,
including the need for better coordination between schools and industry partners,
and the importance of providing adequate support for students during their
immersion.
Tadena, A. J. F., & de Guzman, A. B. (2021). Work Immersion as an Enabler
of Employability Skills among Senior High School Students. Journal of Higher
Education Research and Development, 40(1), 123-139. This study examines the
impact of Work Immersion on the employability skills of senior high school students
in the Philippines. The study uses a survey and interviews to assess the students’
skills before and after the immersion program. The study found that the program
improved the students’ skills in areas such as communication, teamwork, and
problem-solving.
Bonifacio, M. J. S. (2021). Work Immersion in the Philippines: Challenges,
Opportunities, and Future Directions. Journal of Work-Applied Management, 13(1),
1-16. This study provides an overview of the challenges and opportunities of Work
Immersion programs in the Philippines. The study identifies several key challenges,
including the need for stronger partnerships between schools and industry, the
importance of curriculum design, and the need for better assessment and evaluation
methods. The study also provides recommendations for future research and
improvement of the program.
Villaruel, C. M., & Bautista, J. R. (2020). The Effects of Work Immersion on
the Career Decision-Making Self-Efficacy of Senior High School Students. Asia
Pacific Journal of Multidisciplinary Research, 8(1), 1-7. This study examines the
effects of Work Immersion on the career decision-making self-efficacy of senior high
school students in the Philippines. The study found that the program had a positive
impact on students’ self-efficacy in making career decisions.
Ragasa, J. M. S. (2021). An Exploratory Study on Work Immersion in the
Philippines. International Journal of Social Sciences and Humanities Research, 9(1),
1-10. This exploratory study examines the experiences of senior high school
students in a Work Immersion program in the Philippines. The study uses interviews
to explore the students’ perceptions of the program, including its benefits and
challenges.
Ocampo, A. T., & Jamias, A. B. (2021). A Correlational Study of Work
Immersion Program and Job Readiness of Senior High School Students.
International Journal of Research Studies in Education, 10(3), 107-122. This study
examines the correlation between Work Immersion programs and the job readiness
of senior high school students in the Philippines. The study uses a survey to assess
the students’ job readiness before and after the immersion program. The study found
that the program had a positive impact on the students’ job readiness.
Dalisay, M. E. S. (2021). Stakeholder Perceptions on the Implementation of
Work Immersion Program in Senior High School. Journal of Work-Applied
Management, 13(1), 58-68. This study explores the perceptions of stakeholders,
including school administrators, industry partners, and students, on the
implementation of Work Immersion programs in senior high schools in the
Philippines. The study uses interviews to identify the strengths and weaknesses of
the program, and provides recommendations for improvement.
Dano, L. A. (2021). Work Immersion Program and Students’ Job Readiness:
A Correlational Analysis. International Journal of Advanced Science and Technology,
30(6), 868-876. This study examines the correlation between Work Immersion
programs and the job readiness of senior high school students in the Philippines.
The study uses a survey to assess the students’ job readiness before and after the
immersion program.
THE PROBLEM
Statement of the Problem
This study aims to determine the Work Immersion: Real World Experience Of
Senior High School Students for the school year 2022 – 2023 at Sangat, National
High
School San Fernando, Cebu as basis for Assessment of Work Immersion
Experience.
Specifically, This study sought to answer the following sub-problems:
1. What are the Immersion work plan activities of the immersionist as to there
Immersion logbook?
2. What is the profile of the establishment in terms of:
2.1 establishment chart;
2.2 number of department employees;
2.3 vision; and
2.4 mission?
3. What are the experiences encountered by the Immersionist during work
Immersion placement?
4.Based on the findings of the immersionist, what recommendation can be
propose?
Republic Act 10533: The
Work Immersion program for
Senior High School Students
WORK IMMERSION: REAL WORLD
EXPERIENCE OF SENIOR HIGH
SCHOOL STUDENTS
2. What are the profile of the
establishment in terms of:
3. What are the
experiences
1. What are the immersion 2.1 Establishment chart;
encountered by
work plan activities of the 2.2 Number of department employees;
the
immersionist to there 2.3 vision; and
immersionist
immersion logbook? 2.4 mission?
during work
immersion
placement?
Evaluation of Work Immersion Journey
Figure 1: Theoretical Framework
Significance of The Study
Some of the potential benefits of this study include:
Students The study on work immersion is significant because it can provide
important insights into the impact of work immersion programs on students' learning
outcomes and future career prospects. Work immersion programs are designed to
expose students to real-world work environments and provide them with hands-on
experience in their chosen field of study. Work immersion programs can help
students gain a better understanding of the work environment, the job requirements,
and the skills needed to succeed in a particular profession.
Teachers Work immersion is an essential component of vocational education and
training that allows students to gain practical work experience and develop
employability skills. While work immersion is primarily designed for students, it also
holds significant benefits for teachers. Work immersion allows teachers to gain first-
hand knowledge of industry practices and demands, which they can use to make
their teaching more relevant and effective. Teachers who have undergone work
immersion can impart practical knowledge and skills to their students and create a
more engaging and dynamic learning environment. Work immersion is significant to
teachers as it provides them with an opportunity to enhance their teaching
effectiveness, broaden their knowledge and skills, build professional networks, and
increase their job satisfaction
Community Work immersion is an essential component of vocational education and
training that allows students to gain practical work experience and develop
employability skills. While work immersion is primarily designed for students, it also
holds significant benefits for teachers. Work immersion allows teachers to gain first-
hand knowledge of industry practices and demands, which they can use to make
their teaching more relevant and effective. Teachers who have undergone work
immersion can impart practical knowledge and skills to their students and create a
more engaging and dynamic learning environment. Work immersion is significant to
teachers as it provides them with an opportunity to enhance their teaching
effectiveness, broaden their knowledge and skills, build professional networks, and
increase their job satisfaction.
RESEARCH METHODOLOGY
A summary of the research techniques applied in this section is provided.The resear
ch design, the tools used for data collection, the study protocols, and the techniques
utilized for data analysis will all be highlighted, alongwith information about the partici
pants and their backgrounds.
Design
The Direct observation method was To explore the effectiveness of work
immersion as a strategy for enhancing the skills and competencies of students in the
construction supplies industry. To determine the perceived benefits of work
immersion among students in the construction supplies industry. Assess the
effectiveness of work immersion in developing the skills and competencies of
students in the construction supplies industry. To identify the challenges
encountered by students during work immersion in the construction supplies
industry. The study will use a descriptive research design to describe and analyze
the effectiveness of work immersion in the construction supplies industry. The
participants will be informed of the purpose of the study, their rights, and the
confidentiality of their responses. They will also be given the option to withdraw from
the study at any time.
Environment
This investigation was carried out at the JANROE Construction Supplies
Carcar Branch, Which is located in the municipality of Carcar City, Cebu. JANROE
Construction Supplies is a privately Held company having branches in the
Philippines’ Cebu and different provinces. The Carcar Branch is located near STEEL
ASIA manufacturing company at Perrelos Carcar City, and is easily Accessible by
public transit. Individuals, businesses, and government entities are among the clients
served by the branch. Participants in the study are senior high school students who
completed a work immersion program at the JANROE Construction Supplies Carcar
Branch as part of their academic requirements. During the month of February 2023,
the work immersion program was started, and the students were assigned to various
divisions within the bank.
Figure 2. Location Map
Instruments
The researcher will collect data in this study by observation, interviews, and
Document analysis.
The researcher can use observation as a research instrument by directly
observing the employees’ behavior during their work tasks. The researcher can
watch the employees during meetings, when they’re working on projects together,
and when they’re interacting with customers. By doing this, the researcher can
analyze how employees interact with each other, the types of communication
channels they use, and the level of collaboration between team members.
Additionally, the researcher can also use indirect observation by reviewing
documents such as emails, project plans, and reports to gain further insights into
communication patterns and team dynamics. Overall, observation is a valuable
research instrument that can help the researcher understand the factors that impact
team communication and collaboration in the construction supplies.
Identifying a sample of workers who have completed a work immersion
program and invite them to participate in a semi-structured interview. The researcher
could begin by asking about the participants’ overall experience with the work
immersion program, including any challenges they faced or skills they gained during
the program. They might then ask more specific questions about the specific tasks
they performed during the work immersion, the training they received, and the
support they received from their supervisors and colleagues. The researcher might
also ask about any suggestions the participant has for improving the work immersion
program. By using interviews in this way, the researcher can gain a more in-depth
understanding of the experiences of workers who have completed a work immersion
program in the construction supply industry, and use this information to improve the
effectiveness of future programs.
The researcher could review training materials such as employee manuals,
guidelines, and instructional videos to understand the training content and its
objectives. Additionally, company policies and reports on previous work immersion
programs could be analyzed to understand the program’s structure, participant
selection criteria, and evaluation methods. By examining these documents, the
researcher can identify key themes related to the effectiveness of work immersion
programs in the construction supplies industry. For instance, the analysis may reveal
that programs that offer hands-on training, mentorship, and exposure to different
areas of the supply chain are most effective in improving employee skills and
knowledge. Furthermore, the researcher may also uncover areas where current
programs fall short, such as insufficient evaluation methods or lack of follow-up
support after the program ends. Overall, document analysis can provide valuable
insights that can inform the development of future work immersion programs in the
construction supplies industry.
Statistical Treatment of Data
The following were the statistical measures used to analyze the data gathered
by the researcher.
To determine the employee count at the researcher’s work immersion
location, the researcher utilized percentage and mean distribution as statistical
approaches. These analytical techniques provide valuable information about the
composition of employees in the bank, including their distribution across various
departments or job positions within the organization, as well as the average number
of employees in the workplace. By employing these methods, the researcher can
accurately assess the employee count profile of the work immersion venue.
