The Effects of Work Immersion Program to the Career Knowledge

and Skills of Senior High School Students of

DMMC Institute of Health Science

Grade 12-Harvey

Group 2

Sheena Marie P. Gerarcas

Samiah M. Mampao

Alexandra G. Dizer

Jonabeth D. Vispo

Katherine F. Goro

Jayzmae H. Lopez
 CHAPTER I

THE PROBLEM AND IT’S BACKGROUND

This chapter includes the introduction, theoretical framework, statement of the problem,

hypothesis, scope and limitation, conceptual framework, significance of the study and the

definition of terms used.

Introduction

Work immersion is a key element in the senior secondary school educational

programs and alludes to the piece of comprises of 80 hours of hands-on understanding or

work recreation which review 11 and 12 understanding will experience to open them to the

real working environment setting and the improve the capabilities gave by the school under

the supervision of the school head and the assigned faculty of the accomplice.

According to DepEd work immersion enables learners to become familiar with the

work place, stimulate work, and apply their competencies in authentic work environment.

Further strengthened by the issuance of the DepEd order no.30,s 2017, the program aims to

develop life and career skill and prepare learner to decide post secondary education or

employement

Camburanan (2017) stated the importance of work Immersion for senior high

school students (SHS). Immersion helps them to improve themselves through experiencing

real stuff first hand and it is one part of the tertiary level. It helps students to gain knowledge

and experience that can help them grow as professional individual.

 Work immersion will provide them a relevant skill by performing an

actual work setting. This program provides opportunities for the students under

the k-12 program. It will help them to apply the job that they want. The student who learn

immersion environment

will not just only learn how to work hand on hand but also it will help them to build

social relationship and confidence.

The purpose of this study is to determine if work immersion program really affects the

career knowledge and skills of the Senior High School students of Grade 12 students of

DMMC Institute of Health Sciences, Academic Year 2018-2019.

Theoretical Framework

The purpose of this paper is to explain, predict and understand phenomena and, many

cases, to challenge and to extend existing knowledge with in the limit of critical bounding

assumption and it is the structure that can hold or support a theory of research study and it

help you to identify the limit to those generalization.

Conceptual Framework

This study will utilize IPO Model and will focus on the effects of work immersion

program to the career knowledge and skills of senior high school students of DMMC

Institute of Health Sciences. The input in this study is the work immersion program

(independent variable), the process involves in this study includes securing permission letter,

administration of survey questionnaire to gather the needed data, and the outputs in this

study includes the effect to career knowledge and skills(outputs).

 Input Process Output

 Permission
Letter Effect to:
Work  Survey
Immersion Questionnaire  Career
knowledge
Program  Statistical
Analysis
 Career
skills

Statement of the Problem

This study will determine the effect of work immersion program on the career

knowledge and skills of Senior High School students of DMMCIHS for the AY 2018 – 2019,

specifically it will answer the following sub-questions.

1. What are the academic tracks (Strand) of the SHS students of DMMC Institute of Health

Sciences undergoing work immersion program?

2. What are the effects of work immersion program to the students in each academic tracks

(Strand) in terms of:

2.1.career knowledge, and

2.2.career skills
3. Is there significant difference in the career knowledge and skills between the

academic tracks?

4. What action plan may be proposed to improve the career knowledge and skills of the SHS

students in each academic track (strand)?

Hypothesis

The following hypothesis are the tentative answers to the research problems. The null

forms will be subjected to statistical testing at 0.05 level of significance through the

corresponding appropriate statistical tests:

H0: There is no significant difference in the career knowledge and skills between the

academic tracks of the grade 12 students of DMMC Institute of Health Sciences after

work immersion program.

Scope and Limitations

This study will focus on grade 12 students of DMMC Institute of Health Sciences. The

researchers need sample of students who have completed the work immersion program of

DMMC Institute of Health Sciences for the AY 2018-2019.The scope of the study includes

the effectiveness of work immersion. Included in the study are the data from the respondents

regarding the career knowledge and career skills they have gained during the immersion.

Excluded in this study are the grade 12 senior high school students who have not yet

completed their duty on the third grading period of the second semester.

Significance of the Study

Administrator. For them to know if the skills that they learned from work

immersion can help them in the future.

Parents. For them know if work immersion would really help the students to improve their

skills after immersion.

Students. For them to know the purpose of work immersion and to be aware that work

immersion is helpful.

DEFINITION OF TERMS

Career can occupation undertaken for a significant period of a person's life and with

opportunities for progress.

Career Knowledge Displays knowledge of job; applies it; willingness to learn and broaden

responsibilities

Knowledge Related skills and effective career management

School Is an institution design to provide learning space and learning environment for the

teaching of the student under the direction of teachers.

Student Refers to the grade 12 Senior High School Student who experienced work

immersion

Work Is an Activity involving mental or physical effort done to achieve a purpose or result.

Work Immersion refers to the subject of the Senior High School Curriculum, which

involves hands-on experience or work simulation in which learners can apply their

competencies and acquired knowledge relevant to their track

 RELATED LITERATURE

This chapter provide related literature that the researchers gathered from the book,

internet and articles that give information about immersion. And also includes Research

design, sampling technique, instrument and technique, respondents and statistical treatment

of the study, Construction of the instrument and validation.

Senior High School Work Immersion

According to DepEd work immersion is a key subject under the SHS curriculum

that maybe conducted in the different ways and time frame as needed by SHS learners. It is

the special subject under the k-12 curriculum that can help them to train as professional. The

subject provides learner opportunities to familiarize themselves with the work place, to

practice their skills and knowledge. The DepEd noted that the k-12 education program was

created to equip graduates with values knowledge and skill that business an industry needs.

Learner is required to render a minimum of 80 hours for work immersion. Consequently, as

provided by law a child below the age of 18 but older than 15 must spend a maximum of 40

hours for week and no more than eight hours per day in the work immersion venue.

The k-12 program was crafted enclose coordination with a commission on higher

education (CHED), TESDA and representative of business community. It aims to produce

light long learner who are locally and globally competitive and ready to pursue their desire

part.
Educational and Cognitive Benefits

Immersion program is the best way to learn new language to allow students to achieve high

speaking and literacy skills .Student can learn how to be flexible at their own pace and

thinker and excel at critical thinking and problem solving. It help to develop their executive

function and to have better focus, juggle multiple task and adopt changing conditions and

skill can gain through immersion .

Skill Training

It focused on the building higher education and very little did we think of enhancing the

employability quotient (EQ) and produce man powered through skill training intervention.

Regardless of the tremendous growth, higher education has not proved to efficient to make

youths of the country employable as per need of the employer due to law skill. Skill training

is an integral component of increasing efficiency productivity for sound economic

development of any economy. Skill training intervention raises self-esteem, improves

productivity competency of an individual through focused outcome based learning.

Working with Emotional Intelligence

People with self-esteem are able to present themselves with self-assurance and have

“presence”. It has been suggested that having self-esteem can be either a trait or something

that is specific to certain situations. (Goleman 1998, p. 68).He point out that if self-esteem

is see as a trait, which personality theorists suggest are relatively stable over time, then those

who lack self-esteem would be unlikely to develop it through educational activity. If,

however, it is viewed as a situation ally specific concept, as is assumed by this new model,

then it is possible for students to increase their levels of self-esteem for any given situation.
An increase in self-efficacy should be reflected in an increase in demonstrated

self-esteem. (Norman and Hyland 2003)

Career choice

Career choice is seen as one of the major tasks in late adolescents’ identity development. In

Erikson’s life-span stage theory, identity development is the main developmental task in late

adolescence (Kunnen E.S 2013).

Career development learning

They have a chance to make a decision on making their life successful and it is good that

they receive some education that can help to develop their knowledge and skills. According

to (Watts 2006), career development learning has not always be as strongly represented in

HEI employability strategies as it should have been. However, he does recommend that there

is evidence that this is shifting. Career development learning, as based on the DOTS model

(Law and Watts, 1977) should include activities that assist students to become more

self-aware, to enable them to provide right consideration to the things that they enjoy doing,

are interested in, to motivate them and suit their personalities. They also need to learn how

best to research the job markets to see what opportunities are available to them, how to

present themselves effectively to prospective employers, and how to make considered

decisions about their careers. As stated by Foster (2006, p. 5):

Employability

According to The Pedagogy for employability Group (2004) , The graduates with

work experience are more likely to secure employment than graduates without experience.

It is also important to consider the wider life experiences that many students, particularly

matured student’s , to bring them in a higher education . There is a need, therefore, for

student to be given this information and provided with the guidance as to how their life
 experience and work related experience, either arrange as a part of a course carried out on a

voluntary basis or gained through part-time work, can be used to enhance their levels of

employability.

.
 CHAPTER II

Research Design

The researchers will utilize a quantitative approach, descriptive study design, a

descriptive study design is use to obtain information concerning the current status of the

phenomena to describe “what exists” with respect to variables or conditions in a situation.

The method involved range from the survey which describes the status quo, the correlation

study which investigate the relationship between variable, to developmental studies which

seek to determined changes overtime. (James P. Key 1997). The researcher will use

descriptive method because the researchers will collect information without changing

environment and manipulated.

Research Locale

The study will be conducted at DMMC Institute of Health Sciences, 143 Narra St.

Mountview Subd., Brgy 3, Tanauan City, Batangas. This location is chosen because it offers

the academic tracks needed in the study.

Sampling Technique

The population of this study will be grade 12 senior high school students of

DMMC Institute of Health Sciences for school year 2018-2019 from the academic tracks of

STEM, ABM, and HUMMS. Thirty (30) grade 12 students will be selected from each

academic track using stratified sampling technique. Stratified sampling is a method of

sampling that involves the division of a population into smaller groups known as strata. The
stratified random sampling or stratification, the strata are formed based on

members shared attributes or characteristics ( (Nickolas)

Research Instrumentation and Validation

The researchers will prepare a self-made questionnaire for the purpose of collecting

the needed data. The first draft of the questionnaire will be presented to the adviser to seek

comments and suggestions. After incorporating all the suggestions, the researchers will

conduct pre-testing of the instrument. Data collected will be submitted to statistician for

reliability test of all items using Chronbach’s alpha before dissemination.

Questionnaire is a written series of questions submitted to one or more person in

order to obtain data as for survey or report. The instrument is divided into two parts. The first

part is designed to determine the academic tracks of the respondents. The second part

involves questionnaire specifically designed to assess the career knowledge and skills of the

respondents after work immersion program.

Sources of Data

The researchers will acquire the primary sources of data from the respondents using

survey questionnaire to determine the effect of work immersion program of DMMC Institute

of Health Sciences to the knowledge and skills related to their future career. The researchers

also will used online journals, articles and websites as secondary sources of data.

Statistical Treatment of Data

 For better presentation interpretation of the results, the researchers used

the following statistical methods for coding, tallying and tabulating of results:

percentage, frequency, weighted mean and ranking.

Weighted mean (Calmoria1997).This will be used to determine the effect of work

immersion program to the career knowledge and skills of the respondents located in the

second part of the questionnaire. The following formula is will be used:

T-test, to determine if there is significant difference between the academic tracks on

the career knowledge and skills.

References

Camburanan (2017), . (2017). Camburanan .

Foster,D. (2006). “Reflection of a Careers Adviser”, Phoenix. . The Journal of The Association of Graduate

Career Advisory Services No 117 (summer) , pp5-6.

Goleman,D. (1988). working with emotional Intelligence. London: Bloomsbury.

Key, J. P. (1997). Research Design in Occupational Education . Oklahama: Oklahoma State Uneversity.

kunnen, E. S. (2013). The Effects of Career Choice Guidance on Identity Development. 9pages.

Law,W&Watts,A.G. (1977). School,Career and Community. London: Church Information Office.

Nickolas, S. The routledge to Human resources Development.

Panos Athanasopoulos. (2017). The benefits of an immersion program.

Rainier Allan Ronda. (2018). DepEd banks on partnership for SHS immersion. Philstar Global .

The Pedagogy for employability Group. (2004). Pedagogyforemployability.

Watt,A.G. (2006). Career Development Learning and Employability. New York: The Higher Education

Academy.
Name (0ptional): Date:

Directions: Please fill up or put check mark on the space provided that correspond to your answer.
1. What is your academic track:
1) ABM
2) HUMSS
3) STEM
Directions: Please put a check(/) and rate yourself honestly based-on what you actually do give the statement
using the following scales:
5-Strongly Agree 3-Uncertain 1-Strongly Disagree
4-Agree 2-Disagree

5 4 3 2 1
1.Career Knowledge
 1.1 It helped me to understand the actual world of
work particularly the nature & culture of the workplace

1.2 It helped me to work efficiently by

accomplishing assigned task within the time frame.

1.3 It helped me to do assigned task with less

supervision

1.4 It helped me integrate real-life work experience

into my academic learning’s even fully understand the
curriculum they are specializing.

1.5 It made me become immersed and adjusted in

the actual work setting

1.6 It stimulated my curiosity to learn more about

the job assigned to me.

1.7 It concretized my understanding of abstract

concepts I learnt at class session and discussion by
directly applying them to work

5 4 3 2 1
2. Career Skills

2.1 It developed a loved of learning and desire to

develop my skills that are necessary to deliver the job

2.2 It helped me developed good decision-making

skills.

2.3 It improved my ability to focus on the task given

and pay attention to the steps and policies of delivering
such
2.4 It helped me developed my communication skills
particularly my listening skills, speaking and facilitating
my officers at the immersion

2.5 It developed my skills that are necessary to come

up with creative solutions to challenges I encountered in
delivering my daily assigned task.
 2.6 It exposed me to digital skills like typing,
encoding, printing, PowerPoint making and using of
excel for daily task at work.

2.7 It improved my ability to devise new ways to

carry out tasks and to think in a creative manner.

2.8 The work immersion program aided me in

developing my leadership potential.

2.9 It helped me developed positive temperament like

patience, angermanagement so as handle my emotions
well in order to avoid affecting my productivity at work

2.10 It helped me develop my social skills resulting to

good relationship and rapport building with my
co-immersion students and to our officers at the office.

2.11It enhanced my self-confidence in presenting

myself to people, conversing to people and interacting
with them in daily work basis.
 2.12 It provided me more self-knowledge and
awareness

2.13 It developed me to work under pressure, handle

stress better and respond to clients as I subject myself to
daily task at the office