1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

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

students for work or a college life. The World Education News and Reviews (2016) listed

various basic education curriculums in the world, Taiwan, has three years of either senior

vocational schools or senior high schools, Indonesia also has three years of Upper

Secondary Education (Senior High), in Korea High schools are divided into

general/academic, vocational, and special purpose curriculum which students are

graduating from Middle School can opt to enroll (WENR, 2013). The Philippines

together with Myanmar, Malaysia and Singapore have two years of Senior High while the

rest of Southeast Asia has three years and was the last country in Asia having a 10-year

basic education and pre-university program (SEAMEO, 2012).

The Philippines is relatively new in the implementation of the Senior High

program with Grade 11 enrolled during School Year 2016-2017. Its curriculum is based

on the United State of America secondary schools. The much-needed overhaul of the

Philippine basic education system becomes a reality through Republic Act 10533, also

known as the Enhanced Basic Education Act which was passed last May 2013. The

enhanced basic education program includes at least one (1) year of kindergarten, six (6)

years of elementary, and six (6) years in secondary education; the secondary education

has four (4) years of junior high school and two (2) years of senior high school education.

The Senior High School levels which offer a wide range of subjects from which students
 2
can choose a program leading to college or a career in business or even to work because

of technical vocational courses being offered in Technical Vocational Track. The

academic Track of the Senior High School which leads to specific courses in college are

Accounting, Business and Management (ABM), Humanities and Social Sciences

(HUMSS) and Science, Technology, Engineering and Mathematics (STEM), while for

those who are uncertain with their course there is General Academic Strands (GAS). In

the Philippines more students would prefer going into the academic track than any other

track. And based on enrolment data from DepEd, 60.6% of Philippine senior high school

enrollees went to academic track while around 39% went to the Tech-Voc track. The

additional tracks are Sports and Arts and Design is for students who intend to be experts

or skilled in these areas.

One of the innovations introduced in Senior High School (SHS) model schools is

the students will undergo on-the-job training (OJT) programs or work immersion

(SEAMOE INNOTECH, 2016), this is the key feature in the Senior High

School curriculum. In the course description of the Senior High School it was stated that

work immersion is one of the course requirements for graduation. In here, the student

must undergo 80 hours of hands-on experience or work in an industry that is related to

the student’s postsecondary goal or technical vocational choice. Through work

immersion, the students are exposed to and become acquainted with real world of work

which is related to their field of specialization and also to improve their competence.

Work immersion of the students is new experience, it is important then that the

students are well prepared. Preparation is key to all professionals, it’s very essential not

optional (Spiers, 2017). Indeed, preparation is an integral part of starting a certain task or
 3
endeavor. It helps an individual to start and perform well on the task which was set to do.

If the students are well prepared, starting will be easy because the students have put some

measures in the upcoming task. Moreover, this can help in knowing the strengths and

weaknesses of the students; hence the students’ advantage, as well as the weaknesses can

also be identified. These are important things to know for the work immersion of the

students become successful.

This study aims to know the level of the preparedness of the Senior High School

students so that result of the study will aid the Senior High School Students in

preparation before going to Work Immersion. If the goal of the work immersion is to

prepare the students to their future endeavor, then their preparation itself to this program

is important. K to 12 Curriculum is on its first few three years all its program are all on its

trial phase, hence, the preparation of the students before engaging to the program is

important for the success of the program.

Statement of the Problem

The study attempts to look into the significant relationship of the personal profile

of the Senior High School students and their level of preparedness to work immersion.

Specifically, this study seeks to answer the following:

1. How are the Grade 12 students described in terms of the following:

1.1 Personal Information:

1.1.1 Age

1.1.2 Sex

1.1.3 Attendance and Punctuality

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1.2 Scholastic:

1.2.1 Track;

1.2.2 Academic Performance

2. What is the level of preparedness of the Grade 12 students in their work immersion:

2.1 Physical condition

2.2 Financial support

2.3 Skills and expertise acquired from the school

2.4 Social interactions readiness with

2.4.1 Work environment

2.4.2 Professional worker

3. What component did the Grade 12 students were most and least prepared to work

immersion?

4. How does the profile of the Grade 12 students related to the level of preparedness?

5. What (action) program can be proposed to address the weaknesses of the Grade 12

students to work immersion?

6. What is the implication of the study to the Educational Administration?

Hypothesis

There is no significant relationship between the personal profile and level of

preparedness to work immersion of Senior High School students.

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Significance of the Study

The Grade 12 Senior High School Students have work immersion related to their

selected academic track or their selected vocational strands. The immersion hopes to train

students and strengthen their skill or expertise for their work in the future. The researcher

hopes to share certain insights on how Senior High School students be prepared before

sending them to work immersion.

The findings would reveal the least or weaknesses of the Grade 12 students to

work immersion, hence, the data of the study can help the administrator to prepare an

institutional program for the Grade 12 students before going to work immersion to

enhance their capabilities.

Moreover, the findings of this study may guide teachers in making course outline

and activities for their integration to their subjects to prepare and improve the students’

skills to work immersion.

The results of this study would provide direction to the students as their basis for

their proper preparation and improve their work immersion performance for them to be

competent to their future career choice. They will perform better, exhibit positive

attitudes and would be more enthusiastic in their work immersion.

Finally, this research will provide other researchers good insights and ideas about

the importance of preparation of the Senior High School students before their Work

Immersion.

Scope and Delimitation of the Study

The study focus on assessing the level of preparedness to work immersion of the
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Grade 12 students enrolled for the school year 2018-2019 at Aquino National High

School. Specifically, the level of preparedness of Grade 12 student is described

The researcher will determine the relationship of the personal profile of the Senior

High School students and their level of preparedness before going to Work Immersion.

The personal profile will only focus on sex, age, track, attendance punctuality and

academic performance. While the different aspect of the Senior High School students’

level of preparedness to Work Immersion areas covered are physical condition, financial

support, skills and expertise they acquired from their school and the social interaction

readiness of the students.

Definition of Terms

The following terms are defined as used in the study.

Academic Performance. This refers to the scholastic performance of the Senior

High School students. In this study the scholastic performance is measured by the grade

earn by the students.

Computer Literacy. Refers to understanding of computer programming and how

computers work.

Financial Support. This refers to financial resources of the parents or guardian of

the for the Work Immersion Senior High School students

Level of Preparedness. This refer to state of readiness, in this study it means the

degree of readiness of the Senior High School students going to Work Immersion.

Physical Condition. This refers to condition of the body or physiology of the

Senior High School students before going to Work Immersion.

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Senior High School Students. The respondents who are enrolled in the Senior

High School at Aquino National High School.

Senior High School. A secondary school, encompassing the 2 highest grade level

of Secondary School the Grade 11 and 12.

Skills. This refers to the ability or expertise of the Senior High School students to

be used for their Work Immersion.

Track. This refers to the chosen career path of the Senior High School students.

In this study there are three tracks for the Senior High School Students; Academic Track,

Tech-Voc Track and Sports and Arts Track.

Work Immersion. Eighty hours on the-job-training of the Senior High School

students. It is the hands-on experience of the students related to their chosen track.
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Chapter 2

REVIEW OF RELATED STUDIES AND LITERATURE

This chapter presents foreign and local literatures and studies that would be of

great help in the pursuit of this undertaking. This will help the researcher to have a better

understanding and a wider perspective on this investigation.

Related Literature

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%.

In the early 1990s, the secondary education in the US is similar to what the

Philippine SHS now is. It has six academic courses, three vocational courses and
 9
four

other courses (NCES, ND). Looking closely, the Philippine model is also similar to

Singapore, the leader in all international examinations in Math, Science and

Reading.

(WENT, 2009). It has devoted school for sports, arts and general academics handled

by the National University of Singapore High School.

The Philippines is relatively new in the implementation of the Senior High

program with Grade 11 enrolled during School Year 2016-2017. Its curriculum is

patterned to the US secondary schools. Based on the comparative data for top

performing countries, Japan outperformed US in Mathematics, Science and

Reading in

the Programme for International Student Assessment or PISA (NCEE, 2012).

The much-needed overhaul of the Philippine basic education system becomes

a reality through Republic Act 10533, also known as the Enhanced Basic Education

Act which was passed last May 2013 making the preuniversity and basic education

from 10 to 13 years (Congress of the Philippines, 2011). The enhanced basic

education program encompasses at least one year of kindergarten, six years of

elementary,

and six years in secondary education; the secondary education has four years of

junior high school and two years of senior high school education. The

Senior High School levels which offer a wide range of subjects from which students.

The career pathway specialization started in JHS continues in the SHS. Grades 11 and 12

is the second part of the secondary education in the Philippines. In addition to the core
 10
competencies, students take electives under three groups, academic, tech-voc and

entrepreneurship. It is envisioned that the end-of-Grade 12 examination is the exit

examination for the secondary level and at the same time an entrance examination for

college (SEAMEO INNOTECH, 2012).

The education system has a vital and strong impact on the quality of our

workforce and on the economy. And as a country which depend on the public schools to

deliver highly skilled and educated talent, K to 12 is a solution to build opportunities that

will help all children from the time they enter the classroom to when they join the

workforce( McClear, 2012).

The senior SHS curriculum is an entry point to college/university life or

business and industry, the later seen as the lesser of the two regarding prestige

(Bidwell, 2014). In the Philippines for example, more students would prefer going

into the academic track than any other track. In a study conducted,

about half chooses academic tracks while tech-voc courses are selected only by

about

3% of their prospective students (Lagajino et.al, 2015). Based on enrolment data

from

DepEd, 60.6% of Philippine senior high school enrollees went to academic track

while around 39% went to the tech-voc track. In Japan, about 73% choose

academic

track compared to 24% going to tech-voc. track.

Work Immersion is one of the course requirements for senior high school. A

Senior High School student has to undergo Work Immersion in an industry that directly
 11
relates to the student’s postsecondary goal. Through Work Immersion, the students are

exposed to and become familiar with work-related environment related to their field of

specialization to enhance their competence. Specifically, the students are able to gain

relevant and practical industrial skills under the guidance of industry experts and

workers; appreciate the importance and application of the principles and theories taught

in school. It will also enhance their technical knowledge and skills, enrich their skills in

communications and human relations, and improve good work habits, attitudes, and

respect for work. These make them meet the needs and challenges of employment or

higher education after graduation.

One interesting part of the curriculum is the students’ work immersion, which

may comprise earn-while-you-learn opportunities, this will provide the students relevant

exposure and actual experience in their chosen track. A student can obtain Certificates of

Competency (COC) or a National Certificate Level I (NC I). After finishing a Technical-

Vocational-Livelihood track in Grade 12, a student may obtain a National Certificate

Level II (NC II), provided the Senior High School student passes the competency-based

assessment of the Technical Education and Skills Development Authority (TESDA). NC I

and NC II advances employability of graduates in fields like Agriculture, Electronics, and

Trade.

Since this program is work in nature, to protect and make senior high students

who are minor, the Department of Labor and Employment released a labor advisory for

the protection of Senior High School Students. In the operational of the Work Immersion

Program pursuant to Department Order No. 40, Series of 2015 of the Department of
 12
Education the advisory is for the guidance of the parties involved in K-12 building

partnership agreements.

Work Immersion shall not be considered as employment arrangement but only to

serve the K-12 program purpose of exposing the students to actual workplace setting and

augment the competencies provided by the schools. The work condition for this program

must be observed to protect the SHS students. The terms and conditions must be work

immersion shall be allowed only between 8:00 o’clock in the morning to 5 o’clock in the

afternoon, the working time for 15 years old and below must have permission from their

parents or guardian and must not be more than 4 hours in a day. The SHS students

regardless of age shall not be allowed in industries and activities considered as hazardous

in accordance with DOLE Department Order No. 149 Series of 2016 and work

immersion shall in no case result replacement of or diminution of benefits of the workers

in the partner company.

Work immersion looks stressful for Senior High School students, but, as part of

the K to 12 Curriculum, students require to gain related learning experiences through real

work (Garrido & Gahera, 2018). By examining the part of this kind career education, K

to 12 programs is the solution for the skills shortage and high youth unemployment.

Hence, it is essential for the Senior High School students to prepare before facing

the challenges of Work Immersion. Preparation is the action or process of making

something ready for use or service (Ayaenli, 2011). Then, if the students want to attain

and complete the Senior High School level with less pressure, they must prepare not only

in terms of the knowledge and skills that they gain from the school but also in other

aspect of preparation such as their physical condition, their parent’s resources and social
 13
readiness.

The concept of school readiness, according to Rafoth, Crissman and Halco

(2012), refers to the child’s realization of a certain set of, cognitive behavioral, and

emotional skills needed to learn, work, and function successfully in school. More

constructive way to consider school readiness is to remove the expectations from the

child and place those expectations onto the schools and the families. Young children have

wide ranging needs and require support in preparing them for the high standards of

learning they will face.

Prior to the Work Immersion, the schools are expected to prepare the students in

creating their resume, secure clearance documents like health clearance (Mangaluz,

2018). This preparation will ensure that the students are safe from any danger, sickness

and any untoward things that may happen due to the physical condition of the students.

Taking health clearance entails medical certificate hence, parent are obliged to pay

medical check-up if there’s any. Students are also obliged to wear uniform, different from

their school uniforms, so this will again another expenses to parents.

In actual work, students must be able to utilize the skills they have acquired from

the school. It means that students must be equip the necessary skills and apply them to

their work place. Since, this is real-life situation; the preparation for this must ensure that

they have acquired the knowledge and skills to perform in the work place.

High school programs must have greater emphasis to prepare students for workplace

readiness. Students must be able to advance what experts mention to as universal work

skills. These skills will aid them shape a base of knowledge they can routine with any

occupation they select to enter later in life and make a bridge of opportunity between
 14
school success and work success (Reeves et al, 2001). As noted by Smith and Katz

(2005), employability skills are involved in secondary teaching programs with the hope

that students will be better prepared to gain and uphold employment after high school.

Ekum (2012) said that prepare to make ready beforehand for purpose, use or

activity. He suggested some effective ways in preparation. First, during the preparation,

the students should focus. Focus on what is significant to know and do. Then understand

what the students are preparing for. Understanding will then lead back to the focus.

Preparation isn’t all about planning how fast they can make it all done. It’s essential to

focus on doing it right. And then ready for success by pacing. This is going over certain

area many times, to make it right.

Related Studies

A. Foreign

Tasone (2001) made a research on The Lived Experience of Seven Senior High

School Students in a French Immersion Program, findings indicated the strong sense of

family that characterizes the immersion experience, the factors that have contributed to

the participants' success in the program, the participants' reasons for remaining

committed to the program, perceptions of French Immersion students, and challenges that

are unique to the immersion experience.

Geourgio and Kyza (2017), made an Investigation to Immersion in Relation to

Students’ Learning During a Collaborative Location-Based Augmented Reality Activity,

it was found out that immersion was related to the learning process, dramatically
 15
affecting students’ learning behaviors, such as collecting and interpreting the available

data, as well as problem-solving patterns.

Hall (2010), studied on Work readiness of Career and Technical Education of High

School Students, findings revealed that more attention must be focused on developing the

basic workforce readiness skills of future generations.

This is also in line with Hyslop (2008), who studied on Work Readiness of High

School Students, it was confirmed that in order to achieve work readiness credentials,

students must be able to apply skills, preparation, and assessment through connections

made with business and industry.

Mepesela (2015), made a case study on Students’ Perception of Own Preparedness for

Higher Education, the students' perceived themselves as possessing the requisite critical

skills for success in higher education.

In the study of Conley (2014) on the Impact on Student Preparedness for College,

Career and Civic Life, the researcher found out that students who were well prepared for

college-level coursework were able to better cope with demanding workloads, manage

their time and meet expectations.

Gilbreath (2017) examined the College Preparedness: A Program for High School

Education Professionals Effective, findings revealed that college preparation services can

help to alleviate the many concerns of college administration officials and high school

counselors.

Doe (2015) had a research on Work Readiness among Graduate Students. The

selected predictors in this study included Having an Internship, Having an Assistantship,

Publication Status and Participation in Conferences, Access to faculty expertise, Access

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to facilities, Satisfaction with career center. The predictor variables were explored to

determine their significance in predicting work readiness perceptions of the graduate

program completers. The results showed that graduate program completers who had an

internship and an assistantship were significantly different from those who did not in

terms of their perceived work.

White (2012) studied graduating students on Exploring College Readiness: Self-

Perceptions of Early College Students. Research shows that too many students are

graduating from high school ill prepared to be successful in the postsecondary

environment. Findings from the study indicate that the students’ Early College High

School who had best practices, experienced increase in confidence as college students,

taught them the benefits of time management and working in study groups and provided

meaningful relationships and social networks that allowed them to navigate the college

application and financial aid processes.

B. Local

In the documentary made by Sarmiento (2016), he found out that majority of those

who choose academic track are students who plans to proceed to college. There is still a

stigma in selecting technical vocational and other courses as this are seen by many as the

course for poor performing/problematic students. This investigation is relevant to the

current paper to give more information about Senior High School Program since the

program is still in its two years implementation.

Bonquin et al. (2017) on their studies on Assessment for the Preparedness of Senior

High School Students under Academic Strands for College, students believe that there is
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a positive roles, functions, impact and benefit of the Senior High School program. They

also found out that many students considered the positive effects of the program not just

to them, but also on the teachers and family relatives that are also the beneficiaries of the

new educational system.

Nefiel et al. (2017), investigated the Training Adequacy and Preparation of Academic

Preparation of Grade 12 Senior High School Students Pursuing College Degree, they

found out that some of the informants said that Senior High School Program was a

sufficient preparation to the course they take. This also means that some of their

respondents believed that the Senior High School program was insufficient preparation to

the course they take.

In the paper of Mohammad (2016) with the title The Perception of the Parents and

Student on the Implementation of K – 12 Basic Education Program in the Philippines, the

Mangsee National High School, the parents of the Grade VII students encountered

problems in the Implementation of K – 12 Program, they were all have variety opinions

or thoughts about the said program. Some parents were viewing this program in negative

viewed which is this will be another burden for them and for their children both

physically and financially, but some parents overviewed the program positively and

thinking that this will help the learners choose and decide the career which best suits to

their skills.

Camarinas et al (2017). Satisfaction of the K-12 Curriculum among the Grade 11

Senior High School Students The researcher concluded that the Grade 11 Senior High

School students are satisfied on the K-12 Curriculum as it gives a higher quality of

education and enable graduates to join the work force right after high school.
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Synthesis

World Education News and Reviews (2016, 2014, & 2013), provide world

statics about the Senior High School program, while Department of Education

(DepEd) and other government agencies together with Bidwell, (2014), Peano et.al.,

(2008) and Lagajino et.al, (2015) provided records for the country’s information

about the said program and work immersion of the Senior High School students.

The Department of Labor and Employment is special mentioned in work immersion

because of the nature of this program which is working in real world of work.

Ayaenli, (2011) explained importance of preparation before Work Immersion.

Preparation to work immersion is like being ready going to school Rafoth, Crissman and

Halco (2012). While Mangalus (2018) mentioned that school role is to prepare the

students before going to school. Ekum (2012) said that prepare to make ready beforehand

for purpose, use or activity.

Tasone (2001) studied the factors that have contributed to the participants' success in

the work immersion program. Geourgio and Kyza (2017) investigation focused on

immersion in relation to students’ learning. Hall (2010) and Hyslop (2008), studied on

work readiness. Mepesela (2015), Conley (2014), Gilbreath (2017) and Doe (2015)

studied on students’ preparedness for higher education.

All these related literature and studies aid the researcher to establish facts and

outline of the study.

Conceptual Framework

This research focused on the analysis of the level of preparedness of Senior High
 19
School students in Work Immersion. The areas of level of preparedness to work

immersion are the physical conditions, financial support, skills and expertise acquired

form the school and social interaction readiness of the Senior High School students. The

researcher would like also to describe the profile of the Senior High School students in

terms of their personal and scholastic.

This paradigm illustrates the profile of the Senior High School students in terms

of their personal information and scholastic record. Personal information of the Senior

High School students pertains their age, sex and strand; while the scholastic records

include the academic performance, attendance and punctuality.

The researcher will look the relationship of the personal profile of the Senior High

School students and their level of preparedness before going to Work Immersion. The

researcher will look into different aspect of the Senior High School students’ level of

preparedness to Work Immersion. The different areas covered are physical condition,

financial support, skills and expertise they acquired from their school and the social

interaction readiness of the students.

All of the information about the Senior High School students and their level of

prepared to Work Immersion, with the results of the significant relationship of the two

variables will be used in creating an action plan or program to improve the preparation

practices to Work Immersion. Finally, at the end of the study the implication of the study

to the Educational Administration are formulated.

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Figure 1.

Paradigm of the Study

Chapter 3

METHODS OF STUDY AND SOURCES OF DATA

This chapter presents the research design, the respondents of the study, the

gathering instruments, and the statistical treatment of the gathered data.

Research Design

Descriptive correlational research design will employ in the study to look into the

extent of relationship of the personal profile of the Senior High School students and their

level of preparedness to Work Immersion.

The descriptive design will use in assessing the Senior High School students’

personal profile in terms of personal and scholastic. Likewise, descriptive is use to

describe the level of preparedness of the Grade 12 students to work immersion.

Specifically, the level of preparedness of the Senior High School students in terms of
 21
physical condition, financial support, skills and expertise acquired from their school and

the social interaction readiness.

The correlational research design will employ to measure the significant

relationship of the personal profile of the Senior High School students and their level of

preparedness to Work Immersion.

Respondents of the Study and Research Locale

The respondents of this study are selected Grade 12 students who will undergo

work immersion and enrolled in the school year 2018-2019 at Aquino National High

School. To get the total number of respondents the researcher will use Slovin’s formula of

Borg and Gall (2003). After computing the exact number of the respondents random

sampling will utilize in the selection of respondents.

Research Instrument

The instrument that will use survey method with three parts collect the data

needed for the study. First part are open questions to collect the personal profile

information such as age, sex and academic performance. The researcher will provide list

of different strand and students will tick their line of track.

To get the actual number of attendance and punctuality of the Senior High School

students, the students are again ask to tick their number of tardiness and absences. Other

questions are provided to gauge the attendance and punctuality of the students. There are

indicators of attendance and punctuality are listed. The students will rate each statement

with rating provided in the instructions. For each indicator listed within the punctuality

and attendance, 5 being the most and 1 is the least, please the evaluation most suited.
 22
Finally, to get the level of preparedness of the Senior High students, the

researcher provided two parts; the first part of the survey form are questions for financial

status and physical condition of the students excerpts from Individual Inventory Record

Form (IRF) of Guidance Office of the school. These are open questions to gauge the

physical condition and financial support of the Senior High School students. The last of

the survey form, to measure the preparedness of the Senior High School students in terms

of skills and expertise acquired from the school and their social interaction readiness, the

researcher provides list of indicators of the two and the students will rate each statement

with rating provided in the instructions. For each indicator listed within the skills and

expertise acquired from the school and their social interaction readiness, 5 being the most

and 1 is the least, please the evaluation most suited.

Validation of Instrument

The initial survey form will be constructed by the researcher. The survey

questionnaire that will be drafted will be presented to the adviser, statistician and other

experts (Principal, Master teacher and/or Teacher Level Coordinator) to evaluate it.

Questions that are vague will be reconstructed or deleted.

After the creation of the instrument, dry run will be conducted to selected

students. The data that will be gathered from the questions regarding attendance and

punctuality which requires ratings and the level of preparedness in terms of skills and

expertise gained from the school and their social interaction readiness will be utilized to

compute the reliability of the instrument.

Data Collection Procedure

 23
The researcher will prepare letter address to School Head of Aquino National

School. If once permitted, Parental Consent and Respondent Consent are given to the

Senior High School students. The students are asked to return the two consent forms, if

the Parental Consent and Respondent Consent are signed by the Parents and students

respectively, which will signal the researcher to distribute the questionnaires. All

questionnaires which will be distributed will be collected immediately upon completion.

Statistical Treatment

This study will use frequency, percentage, rank and computation of mean as its

statistical treatment. In getting the result of the personal profile of the Senior High School

students such as age, sex and academic performance, the frequency and percentage will

be employed.

The data gathered from the questions regarding attendance and punctuality which

requires ratings and the level of preparedness in terms of skills and expertise gained from

the school and their social interaction readiness, the mean for each indicator is computed.

And to facilitate the analysis of these factors the following categories will be used:

Extent Rating Range

Outstanding 5 4.5 – 5.0

Very Satisfactory 4 3.5 – 4.4

Satisfactory 3 2.5 – 3.4

Fair 2 1.5 – 2.4

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Needs Improvement 1 0.5 -- 1.4

These are the following formula:

Percentage P = ƒ 100
N
Where:

P = percentage

ƒ = frequency

N = number of cases

Weighted Mean, xx = Ʃƒx

N
Where:

ƒ = frequency

x = assigned value

N = total population

Ʃƒx = the sum of the product of ƒ and x

To analyze the extent of relationship of the personal profile and level of

preparedness the researcher will use Spearman Correlation for age, sex and financial

support. Spearman correlation tests for the strength of the association for age, sex and

financial, since the data that will provide by these variables are ordinal. For the physical

condition, which provide categorical answers, chi-square will be used. Chi-square is used

to know the strength of the association between two categorical variables. Finally, to

measure the strength of the association between level of preparedness in terms of skills

and expertise acquired from the school and social interaction readiness, Pearson r will be

used. All correlation will be computed using Microsoft Excel.

 25

Ethical Considerations

The identity of the Senior High School students will be kept confidential. Each

Senior High School students should participate on the basis of inform consent, especially

the Senior High students are minors. For this, the researcher will prepare Respondent

Consent and Parental Consent. Data collected will be stored and kept to maintain

confidentiality of the responses.

(Draft Questionnaires)

Name (optional): _____________________ Age: _______ Sex: ________

Track: □Academic Strand ___ABM ___STEM ___HUMSS ___GAS

□Technical and Vocational Strand

___Home Economics ___Cookery ___Caregiving ___ICT

___Industrial Arts ___Other (pls specify) __________________________

□Art and Design

□Sports

1. How often are you late to school? ___Never

___1 or 2 times a week

___3 to 4 times a week

___everyday

2. How often are you absent to school? ___Never

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___1 or 2 times a week

___3 to 4 times a week

___everyday

3. Directions: For each indicator listed within the punctuality and attendance, 5

being the most and 1 is the least, please the evaluation most suited.

5 – Outstanding 4 – Very Satisfactory 3 – Satisfactory

2 – Fair 1 - Needs Improvement

Punctuality and Attendance 5 4 3 2 1

1. Come to school early
2. Punctual in all school activities
3. Maintains good attendance
4. Notify teacher when absenteeism and tardiness may occur.

4. Physical Condition

Do you have problems with (Please Check)

YES NO If Yes, please specify

Your Vision
Your speech
Your Hearing
Your general health
Do you have any operation in the
pass?
Do you have any allergies?

5. Financial Support

Who finances your schooling? [ ] Parents [ ] Spouse [ ] Relatives

[ ] Brother/Sister [ ] Scholarship [ ] Self-supporting/working student

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How much is your weekly allowance? (please specify the amount) ___________

Parents’ Total Monthly Income:

[ ] Below Php5,000 [ ] Php 35,001-Php 40,000

[ ] Php 15,001-Php 20,000 [ ] Above Php 50,001
[ ] Php 30,001-Php 35,000 [ ] Php 10,001-Php15,000
[ ] Php 45,001-Php 50,000 [ ] Php 25,001-Php 30,000
[ ] Php 5,001- Php 10,000 [ ] Php 40,001-Php 45,000
[ ] Php 20,001-Php 25,000 [ ] Others please specify ____________

(Questions for financial status and physical condition of the students excerpts from

Individual Inventory Record Form (IRF) of Guidance Office of the school.)

6. Directions: For each indicator listed within the skills and expertise acquired from

the school, 5 being the most and 1 is the least, please the evaluation most suited.

5 – Outstanding 4 – Very Satisfactory 3 – Satisfactory

2 – Fair 1 - Needs Improvement

Skills and Expertise acquired from the school 5 4 3 2 1

1. Knowledge and skill acquired from the school fit to perform the
duties and requirements for the position
2. Gained knowledge of the equipment, methods and practices
needed for the job.
3. The school conducts orientation to students about the partner
institution or company.
4. The school has specialized training for each track offered in the
school.
5. All Senior High School Teacher who provides the specialized
training are licensed and registered.
Social Interaction Readiness 5 4 3 2 1
Work environment
1. I can easily adjust to new environment.
2. I can follow procedures and instruction.
3. I can accept assignments from supervisor.
4. I am willing to learn and adapt new work.
5. I can adapt to work, people and surroundings.
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Professional Worker
6. I have good interactions with other people
7. I have a good working relationship with my peers.
8. I am willing to work with different kind of people.
9. I can communicate effectively with my peers and supervisor.