institutions will provide learners with work immersion opportunities, workplace or

hands-on experience, and additional learning resources.

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 an avenue 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 in 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. The theory of the immersions is to

involve students as we provide a base-line exposure to a set of cross-cutting skills

that will prepare students for the clinics, their practicum courses, and eventual

entry to practice. Attempting to do more would be misguided and futile. The two-

week period provides an intense focus on the sessions and skills. Although many

skills of litigation readily transfer to transactional and other practice settings, and

vice versa, for organization’s sake, the fall immersion is focused mostly on litigation

skills and the spring on transactional.

This study aimed to know the level of work immersion preparedness and

venue preferences of graduating ABM 12 students from Don Ramon E. Costales

Memorial National High School (DRECMNHS), a public school specifically located

at General Luna Street, Poblacion Zone II, Villasis, Pangasinan. The grade 12

2
senior high has a 3-building and 137 ABM students. Work Immersion is an integral

part of the K to 12 Program in fully realizing its goal to produce job-ready graduates

equipped with industry-based skills. DOLE strongly affirms that while work

immersion contributes to the full realization of the objectives of the K to 12

Program, the safety, health, and morals of SHS students, especially those below

18 years of age, shall be a paramount area of consideration. Because the safety

of learners is primary to DepEd, the department shall ensure that all schools and

venues for learning are conducive to the education and safety of the learners. This

endeavor is in collaboration with its partners and stakeholders found near where

the schools are located. The guidelines further provide that the maximum number

of hours spent in the work immersion venue is 40 hours per week and no more

than eight hours per day as provided by law. So as not to exploit the students who

are still minors, DepEd stressed that work immersion should not be reduced as a

mere recruitment tool for a partner institution, saying that the students should also

gain skills that will enable them to qualify for other job options. The SHS program

consists of common core subjects and specialized education through four tracks.

These tracks are: 1) Academic, 2) Technical-Vocational Livelihood, 3) Arts and

Design, and 4) Sports. The Project focuses the second track and assists in the

integration of technical vocational education into the SHS program. It is also

expected to achieve the enhanced synergy with “Development Policy Support

Program Loan – Investment Climate (DPSP-IC)” which JICA entered in with

Government of the Philippines. This program provides opportunities to go through

the actual methodologies of a specific job using the real tools, equipment and

3
documents. In effect, the work place becomes a development venue for student

trainee to learn more about their chosen field and practice what we have learn.

Work immersion must be vital points of giving a student a venue to improve

themselves through experiencing real stuff first hand.

Senior High School curriculum in various parts of the world is offered to

prepare students for work or a university life. The World Education News and

Reviews (2016) presented various basic education curriculums in the world.

Taiwan, for example, has three years of either senior vocational schools or senior

high schools made mandatory in 2014. Indonesia also has three years of Upper

Secondary Education (Senior High) with the first curriculum being more generalist

and the last two is either for general academic or vocational stream (WENR, 2014).

High schools in South Korea are divided into general/academic, vocational, and

special purpose curriculum which students are graduating from Middle School can

opt to enroll (WENR-2, 2013). Despite not being compulsory or free, the

progression rate is as high as 99% (ibid). Consequently, the schools and students

should not be asked to pay the senior high school partner institution for any work

immersion activity conducted. The guidelines added that fees for work immersion

must only be set after consultation with parents. This Corner hopes that these

guidelines will serve its purpose of providing the students, parents and the

stakeholders a document to refer that will govern the work immersion and a piece

of paper that will realize the full potential of our SHS graduates towards creating a

climate of owning and doing a responsibility.

4
Statement of the Problem

This research proposal will seek to find out the relationship between the level of

work immersion preparedness and venue preferences of graduating ABM 12

students

Specifically, this study will seek to answer the following sub-problems.

1. What is the profile of the graduating ABM 12 students in terms of:

a. Age;

b. Sex;

c. Parents Educational Attainment;

d. Parents Occupation;

e. Sibling Position?

2. What is the level of preparedness of ABM 12 students in terms of;

a. Academic;

b. Cognitive;

c. Experiences and;

d. Financial?

3. What are the venue preferences of ABM 12 students?

5
4. Is there any significant difference relationship between the level of work

immersion and venue preferences of graduating ABM 12 students?

Hypothesis

Ho1: There is no significant relationship between the level of work immersion and

venue preferences of graduating ABM 12 students.

Significance of the Study

This study intends to determine and examine the level of work immersion

preparedness and work venue preferences of graduating Accountancy Business

and Management 12 students in Don Ramon E Costales Memorial National High

School. The result of this study will be great benefits to the students for them to

know about the work immersions preparedness and work venue preferences of

graduating Accountancy Business and Management 12 students. This study is

also for the teachers for them to inform about the immersions.

Scope and Delimitation

Scope: This study will be conducted primarily for identifying the level of work

immersion preparedness and venue preference of graduating Accountancy

Business and Management 12 students of Don Ramon E Costales Memorial

National High School. The respondents of the study will be participating by all

graduating Accountancy Business and Management 12 students only.

6
Limitation: It is also about the level of work immersion preparedness and venue

preference of graduating Accountancy Business and Management 12 students in

Don Ramon E Costales Mamorial National High School.

Delimitation: This study will not be conducted in other strands in Don Ramon E

Costales Memorial National High School other than graduating Accountancy

Business and Management 12 students only

Definition of Terms

Partner Institutions are public or private institutions or organizations that are able

and willing to lend their expertise and resources; and enter into agreement with

any of the DepEd or Non-DepEd offices and/or schools.

Memorandum of Agreement is a legally binding document, which spells out the

specific terms and conditions between and among parties entering into a

partnership to implement a program, project, or any other similar understanding. It

can be entered into at the central, regional, division, or school level.

Partnership refers to the relationship between the partner institutions and hthe

school, or any office of DepEd (Central Regional or Division) that responds to the

needs of the K to 12 program in general, and Senior High School in particular,

which is formalized through a Memorandum of Agreement.

School Partnership Focal Person is the person authorized to seek partnerships

between DepEd and institutions (DepEd Order 40, s. 2015).

7
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.

Work Immersion Partner Institution Supervisor serve as the counterpart of the

Work Immersion Teacher and may also be the representative of the partner

institution in forging partnership with DepEd schools.

Work Immersion Teacher is the school personnel who is assigned to supervise

the learners at the Work Immersion Venue in coordination with the Work

Immersion Partner Institution Supervisor.

Workplace Immersion Venue is the place where work immersion is conducted. It

shall conform with the law and the rules and regulations on safety, appropriateness

for learning, and availability of facilities and equipment, which are issued by the

DepEd (DO No. 40 s. 2015).

Stakeholder a person, group or organization that has interest or concern in an

organization.

Curriculum the courses offered by an educational institution

8
Conceptual Paradigm

Input Process Output

A. Survey Questionnaire Input

a. Age;

b. Sex;

c. Achievements

d. Course? (Spearman Rho) The level of work

a. Academic;

b. Cognitive;

c. Experiences and;

d. Financial?

9
 Chapter II

REVIEW OF RELATED LITERATURE

A. Review of related legal basis

DEPED ORDER #30 S. 2017

The Department of Education (DepEd) issues the enclosed Guidelines for

Work Immersion as basis for the implementation of work immersion in all Senior

High Schools (SHSs). Work Immersion is a key feature of your SHS Curriculum. It

can be conducted in different ways depending on the purposes and needs of

learners. Enclosed are the documents pertinent to its implementation. These

guidelines will take effect starting School Year 2017-2018 for all SHS. These

guidelines will remain in force and in effect for the duration of the program, unless

sooner repealed, amended, or rescinded. All existing Orders and memoranda that

are inconsistent with this Order are hereby rescinded. Immediate dissemination of

and strict compliance with this Order is directed.

Under DepEd Order No. 30 series 2017 released June 5, the guidelines

specify that the said work immersion will enable students to become familiar with

the workplace, experience workplace simulation and apply their competencies in

areas of specialization. The said work immersion activity can range from 80 to 320

hours.

According to DepEd Secretary Leonor Briones, the work immersion is a key

feature in the senior high school curriculum. It can be conducted in different ways

10
depending on the purposes and needs of the learners. It was stated in the

guidelines that work immersion will help develop among learner’s life and career

skills and will prepare them to make decisions on postsecondary education or

employment gearing towards the four exits envisioned for SHS graduates to

choose from employment, entrepreneurship, further skills training through TESDA

and college education.

According to the guidelines, the maximum number of hours spent in the

work immersion venue is 40 hours per week and no more than eight hours per day

as provided by the law.

LABOR ADVISORY #08 S. 2016

Protection of Senior High school students on K-12 Work Immersion

Program. In the operationalization of the Work Immersion Program Pursuant to

Department Order No. 40 series of 2015 of the Department of Education, this

advisory is hereby issued for the guidance of the parties involved in K-12 Building

Partnership Agreements and in the execution of Memorandum of Understanding,

Memorandum of Agreements and other documents relevant to the program.

DOLE Department Order No. 149, Series of 2016, entitled “Guidelines in

Assessing and Determining Hazardous Work in the Employment of Persons Below

18 Years of Age” which details hazardous work and activities by Occupational

Classification and Industrial Classification.

Pursuant to Republic Act No. 9231, entitled, “An Act Providing for the

Elimination of the Worst Forms of Child Labor and Affording Stronger Protection

11
for the Working Child otherwise known as “Special Protection of Children Against

Child Abuse, Exploitation, and Discrimination Act”.

First in the guidelines is the prohibition on students having work immersion

in industries and activities considered as hazardous in accordance with Dole

Department Order149-2016.

Under DO 149-16, among those considered as hazardous industries are

mining and quarrying; construction; transportation and storage; water supply,

sewerage, waste management, and remediation activities; forestry and logging;

fishing and aquaculture; hunting and trapping; security and investigation; and

manufacturing of alcoholic beverages, tobacco, pyrotechnics, rubber and plastic

products, chemicals, metals, and weapons and ammunitions.

The Labor Advisory said work immersion may be scheduled for no more than

eight consecutive hours per day and must only be between 8 a.m. to 5 p.m.

Also, Dole said work immersion for students that are still below 15 years old

must have permission from their parents or guardians and should be no longer

than four hours per day. Lastly, Dole said the actual work immersion shall be held

under the supervision of the School Head and the designated personnel of the

partner firm. Work immersion is part of the SHS curriculum being implemented by

the Department of Education (DepEd), wherein Grades 11 and 12 students are

required to undergo 80 hours of hands-on experience of work simulation.

12
 B. Review of Related Literature

This study focuses on the guidelines of work immersion and the K-12 Program.

Work immersion will help develop among the learner’s life and career skills and

will prepare them to make decisions on post-secondary education or

employment. It is also a course requirement for graduation.

K-12 Program
Adding two more years to high school curriculum, more commonly known as

the K-12 Program was really an upset to some parents when the former President

Benigno Aquino III signed the Enhanced Basic Education Act 2013, May 15, 2013

because it adds two years to the basic education system and additional expenses

as well, as parents opposed.

One of the practical benefits of schooling under this education cycle is the

readiness of the students to join the workforce. The good thing is, SHS graduates

will be equipped with skills that will make them good in certain fields of their choice

TRACK. From the unpleasing reactions of parents to oblige their children sending

them to school for another two years, this year, the piloting of the (Enhanced Basic

Education Act 2013), is almost over as to Batch 2018 is fast approaching to gear

towards the four exits envisioned for SHS graduates to choose from ---

employment, entrepreneurship, further skills training through TESDA and college

education. With that, Senior High School (SHS) students were given the chance

to enhance their skills in their respective TRACKS through the K to 12 Work

Immersion Program to develop competencies and work ethics in preparation for

the real world and its challenges.

13
 This work immersion as an essential element caters 21stlearners of Senior

High School (SHS) students with opportunities to learn about the workplace, as

well as the authentic work environment as to what TRACK they are engaged to.

To further hone the acquired skills of the senior high school students gained after

adding two years to basic education through the K to 12 Curriculum, the

Department of Education (DepEd) has released the guidelines for the conduct of

work immersion activities for SHS students in the country.

Guidelines for work immersion

Contained in the enclosure of DepEd Order No. 30, series of

2017 released on June 5, the guidelines specify that the said work immersion will

enable students to become familiar with the workplace, experience workplace

simulation and apply their competencies in areas of specialization. The following

are the guidelines for work immersion in the SHS Curriculum;

 Work immersion activity can range from 80 to 320 hours.

 The schools may partner with recognized institutions or organizations to come

up with agreements on work immersion for students and because the students

are still minor, work immersion requires parental consent.

 The DepEd shall ensure that all schools and venues for learning are conducive

to the education and safety of the learners because the safety of learners is

primary to DepEd. This endeavor is in collaboration with its partners and

stakeholders found near where the schools are located.

14
 The guidelines further provide that the maximum number of hours spent in the

work immersion venue is 40 hours per week and no more than eight hours per

day as provided by law. Under Department of Labor and Employment (DOLE)

Labor Advisory No. 9, students can immerse themselves in a workplace

between 8:00 a.m. until 5:00 p.m. every day for a minimum of 80 hours or a

maximum of 240 hours per term. Students below 15 years old need to have

parent’s consent and shall be at the workplace for at most four hours a day.

 DepEd stressed that work immersion should not be reduced as a mere

recruitment tool for a partner institution, saying that the students should also

gain skills that will enable them to qualify for other job options. DOLE advisory,

this work immersion shall not be considered as an employment arrangement.

The safety of the students while they are in the work immersion program is also

continually highlighted by the different government agencies.

 The schools and students should not be asked to pay the senior high school

partner institution for any work immersion activity conducted. The guidelines

added that fees for work immersion must only be set after consultation with

parents.

Meanwhile, the Department of Social Welfare and Development (DSWD) has

emphasized the need for each institution to have their own child protection policy

that demonstrates a commitment to safeguard children from harm. In relation to

Republic Act (R.A.) 9231 or the “Special Protection of Children Against Child

Abuse, Exploitation, and Discrimination Act”, the DOLE has implemented

15
Department Order No. 149 which provides guidelines for assessing hazardous

work areas for working students under 18 years old.

The government believes that K-12 curriculum in the Philippines will put Filipino

students at par with the rest of the world. Moreover, The DepEd allowed flexibility

in the curriculum to adjust to the market. The design from knowing the theory to

the application in considering the child protection policy and labor laws of the

nation is provided primarily. To go further and have meaningful learning, the

industries are supportive to collaborate and offer the necessary opportunities to

the next generation learners.

C. Review of Related Studies

Immersion Education

Immersion Education has received increasing attention since the 1960’s as

one of the most effective means to facilitate second language acquisition in

children. Research on the topic of the immersion education (cf. Swain and

Lapkin,1987 for an overview) has demonstrated that children in Immersion

programs experience no lags in achievement because of receiving academic

instruction in a second language and at the same time they attain normal levels of

English language proficiency and higher levels of second language proficiency

than children in other types of foreign language programs.

DOLE Position on K to 12 Work Immersion Program

Work Immersion is an integral part of the K to 12 Program in fully realizing

its goal to produce job-ready graduates equipped with industry-based skills. DOLE

16
strongly affirms that while work immersion contributes to the full realization of the

objectives of the K to 12 Program, the safety, health, and morals of SHS students,

especially those below 18 years of age, shall be a paramount area of

consideration.

DOLE Labor Advisory No. 08-201

However, in fully realizing the goal of the K to 12 Work Immersion Program,

the health, safety, and morals of SHS students must not be compromised.

Provides conditions on the Time and Hours of Work Immersion Provides that Work

Immersion shall not be considered as an employment arrangement and shall in no

case result in the replacement or diminution of benefits of workers in the

establishment. Enumerates activities that subjects SHS students to imminent

danger and are declared hazardous and prohibited by DOLE.

Amendments to DOLE Labor Advisory No. 08-2016

In November 2016, DOLE-BLE was invited to present its policies and

regulations affecting K to 12 Work Immersion in the PACU Seminar Series. During

the seminar, several issues such as the policy being “too restrictive” were brought

to the attention of the Bureau initiating a review of its existing Labor Advisory on K

to 12 Work Immersion. A series of consultation within DOLE, the Bureau of

Working Conditions, Bureau of Labor Relations, Bureau of Workers with Special

Concerns, Occupational Safety and Health Center, as well as DepEd and TESDA

was conducted to clarify emerging issues.

17
 D. Justification of proposed study

This study will primarily help the graduating ABM students in what are the best

way they can help themselves for being prepared in their work immersion. This

study will help the students to know if they are prepared or not yet prepared. It

seeks to find out how much prepared the graduating ABM students in their work

immersion. It will also identify and determine how the ABM student prepared to

their work immersion. This study should be implemented because it will help them

to know their capacity of preparedness. It will help the ABM student for them not

to deal in any difficulties in their work immersion. The benefit of it to the graduating

ABM students is that they will not worry about their knowledge in work immersion.

18
 Chapter III

METHODOLOGY

In this chapter the research methodology used in the study is described. The

geographical area where the study was conducted, the study design and the

population and sample are described. The instrument used to collect the data,

including methods implemented to maintain validity and reliability of the instrument,

are described.

Research Design

This study used a survey method to obtain information about the level of

Work Immersion Preparedness and Venue Preferences of graduating ABM 12

students in DRECMNHS. This survey contains different ways about how prepared

the graduating ABM student is. This will help them to overcome difficulties and be

very much prepared in their work immersion. The respondent will rate the following

criteria from the highest rate of very much prepared to the least of not prepared.

Determination of sample size

A selection of a respondent chosen in such a way that they’re present the

total population as good as possible. Our respondent are the graduating students

in DRECMNHS aged 16-18. They are the students who will undergo work

immersion that will give a survey questionnaire.

This study will used Descriptive Survey method in this study more precisely

it was convenience sampling, where respondents got the survey questionnaire and

19
answer it with their knowledge of being prepared. The sample size that will be used

will be the Slovins Formula, where the N is the population.

Sampling design and technique

This technique was employed to ensure an equal representation of the

variables in the study. The sampling was conducted in DRECMNHS. This was

achieved by surveying the ABM-12 students who will answer the survey

questionnaire truthfully and reliable. That is, researcher will be applied sampling

with replacement.

The sample population of this study was the selected 137 ABM 12 students

in DRECMNHS.

SAMPLING METHOD

TAMBIOLO

Are the prospective respondents (elements of the sample) to be chosen randomly,

first by assigning numbers to each member of the population in the voters list and

then choosing numbers via lottery (via fishbowl or tambiolo). This method will be

used in conducting a research.

Subjects

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. It can be

20
conducted in different ways depending on the purposes and needs of learners. It

will also help develop among the learner’s life and career skills and will prepare

them to make decisions on postsecondary education or employment.

According to DepEd Secretary Leonor Briones, the work immersion is a key

feature in the senior high school curriculum. It can be conducted in different ways

depending on the purposes and needs of the learners. It was stated in the

guidelines that work immersion will help develop among learner’s life and career

skills and will prepare them to make decisions on postsecondary education or

employment gearing towards the four exits envisioned for SHS graduates to

choose from employment, entrepreneurship, further skills training through TESDA

and college education.

Research instrument

A survey questionnaire was used as the main data gathering instrument of

the researchers in the study and if was validated by the selected teachers of

Accountancy Business and Management in DRECMNHS.

The instrument in determining the level of Work Immersion preparedness

and venue preferences of graduating ABM students is to get the profile of the

chosen samples and structured to a 5-point scale, ranging from 5-Very much

prepared (VMP) through 4-Much Prepared (MP) through 3-Moderately Prepared

(MP), 2-Less Prepared (LP) to 1-Not Prepared (NP). Subjects will then be

instructed to respond to their degree of agreement with the statements contained

in the questionnaire.

21
Validation of research instrument

The questionnaire designed for the study was subjected to a validation

process for content validity. Content validity is the notion that a test should sample

the range of behavior represented. The questionnaires include a variety of

statements.

Data Gathering Procedure

A survey questionnaire was used as the main data gathering instrument of

the researchers in the study and if was validated by the selected teachers of

Accountancy Business and Management in DRECMNHS.

Data Processing Method

The data collection from the field will be analyzed. Summation of variables

will be used in answering the research questions.

Statistical Instrument

The spearman rho will be used as a statistical treatment tool for this study.

It is defined as testing hypothesis about the relationship between variables.

22