POWER School of Technology Inc.

Subject Code/Description: Business Research

Year/Course: 3rd Year MM/HR/FM
Teacher : Ronald James T. Abad
Contact Details: 09367063830; [email protected]

Course Packet # : Seven

Module Name : REVIEW OF RELATED LITERATURE

Period Covered : March 7-11, 2022

Objective:

• present written review of related literature

What is Review of Related Literature (RRL)?

RRL is an important component of research regardless of the type of research. Be it qualitative or

quantitative research, you spend time and effort reviewing related literature. Reviewing related literature
is one major activity in research that makes you examine or study again concepts or ideas related to your
research that people managed to publish in books, journals, or other reading materials in the past.

A review of related literature is the process of collecting, selecting, and reading books, journals, reports,
abstracts, and other reference materials. The following information may be collected:

1) Background information about the problem and related concepts.

2) Theories that explain the existence of the problem and the possible connection between certain
factors and the problem
3) Data that confirms the existence and seriousness of the problem
4) General and specific findings of studies related to the problem 5) 5Recommendations for further
study given in related studies

Why Review Literature?

1) To find out the connection of your research to the current conditions or situations of the world.
2) To know more about theories or concepts underlying your research and to learn from them with
respect to your own research study.
3) To discover the relation of your research with previous research studies.
4) To obtain information on the accuracy or relevance of your research studies
5) To familiarize yourself with technical terms related to your research

When to Start Reviewing Related Literature?

While the research problem is still being conceptualized, the researcher must already start reviewing the
literature. In identifying and defining the research problem, the researcher must be able to show shreds
of evidence that the problem really exists and is worth investigating.

It is important that the researcher knows what is already known about the problem or what earlier
researchers have found about it and what questions still need to be answered before the research
questions or objectives are finalized.

Theories that the researchers use to explain the existence of a research problem and used as bases in
analyzing relationships between variables can be generated from reference books on theories or from

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 POWER School of Technology Inc.
Subject Code/Description: Business Research
Year/Course: 3rd Year MM/HR/FM
Teacher : Ronald James T. Abad
Contact Details: 09367063830; [email protected]

related studies. The researcher, therefore, must have already read adequate literature at the start of the
research activity.

What Materials to Review?

1) General References
2) Primary Sources
3) Secondary Sources
Publications where authors cite the works of others. Examples are books, encyclopedias.
Secondary sources are good references for an overview of the problem.

Now we are going to deal with the guidelines on how to make a literature review. According to Morgan-
Rallis (2018), there are guidelines that researchers need to ponder in crafting their literature review.

1. Identify your variables. This is to determine what are your variables in your research. In short,
you should know your topic (Minch, 2018). For example, your research title is like this:

Example

Lived experiences of PWD Students Engaged Community Services in a Rural Area

What are your variables here? Or simply, what is your topic all about? If you will be labeling it, you will
come up with this result.

a) PWD students
b) PWD students and community services
c) PWD students in a rural area
d) PWD engaged in community services

So, you can search for works of literature: journal articles published articles from credible websites,
magazines, newspapers related to the following. The question is how much literature are you going to
search and what is the time frame? Some schools require ten (10) to twenty (20) works of literature
conducted within 10 years. Some just acknowledge ten (10) from credible and scientific sources.
Nonetheless, because the research you are conducting is novice research with the aim just for research
appreciation, ten (10) pieces of works of literature from scientific sources are enough.

2. Use online or library sources. A literature review requires reading. If there is a nearby school or
public library, you can go there to read their books related to your study. However, if there is
none, the internet is the best way to do it. It is just one click away.

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 POWER School of Technology Inc.
Subject Code/Description: Business Research
Year/Course: 3rd Year MM/HR/FM
Teacher : Ronald James T. Abad
Contact Details: 09367063830; [email protected]

3. Analyzing the literature. In this part of the literature review, you need to analyze what you have
read. It requires you to evaluate the findings of the research. You just need to identify what the
literature has to say on the variable that you have considered.

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 POWER School of Technology Inc.
Subject Code/Description: Business Research
Year/Course: 3rd Year MM/HR/FM
Teacher : Ronald James T. Abad
Contact Details: 09367063830; [email protected]

4. Summarize what you read by highlighting important things. In this part, you need to summarize
the literature you read. There are many ways of summarizing it. However, you can consider my
way of summarizing literature through tables

Three (3) Ways of Organizing Literature

1. Categorize by variables. Ten (10) or more works of literature that are comprised of books,
journals, theses or dissertations, or online publications are hard to organize. In organizing them,
you need to stick to the variables you have considered and they will be basis of your searching. In
this manner, you can segregate them according to what they are discussing.

Let us consider this example:

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Subject Code/Description: Business Research
Year/Course: 3rd Year MM/HR/FM
Teacher : Ronald James T. Abad
Contact Details: 09367063830; [email protected]

2. Arrange by importance. After categorizing your works of literature by variables, you need to
arrange them by importance. The question is how can we arrange them by importance? Though
arranging them will be subjected because you will decide and choose what literature is more
important than others, you need to be guided by some criteria.

Criteria in arranging literature

a. Relevance. On this criterion, you need to answer the question: Is this literature directly
connected to the present study? In what manner? By means of this, you can have a
concrete reason why you considered a certain literature as more important than the
others.
b. Quality. On this criterion, you need to answer the question: Is this literature scientific?
Is it peer reviewed by experts? Well, you can answer it through looking at where it was
published. If it came from renowned publishing company, educational institution or
established websites, then it assumed that it is in good quality.
c. Assumption. On this criterion, you need to answer the question: Is this literature
affirmative or a negation of my study? If the literature you searched is an affirmation
of your study, better place it in the beginning of your literature review. However, if it
is a negation, better place it at the last part.

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 POWER School of Technology Inc.
Subject Code/Description: Business Research
Year/Course: 3rd Year MM/HR/FM
Teacher : Ronald James T. Abad
Contact Details: 09367063830; [email protected]

3. Connecting kinds of literature. After arranging the literature that you searched, now it is time for
you to connect them because these are already categorized and arranged. Literature that discuss
on the same topic and same assumption need to be connected drawing similarities from each
other and to the present study. However, the literature stressing an opposite finding should be
differentiated with the other literatures.

What is Synthesis?
A synthesis is a discussion that draws on one or more sources. Your ability to
infer relationship among sources such as essays, articles, fiction and also non-written
sources such as lectures, interviews and observations will be helpful in synthesizing
information taken from your review of literature. Synthesis refers to the bringing together
of together of materials from different sources, and the creation of an integrated whole.

To synthesize is to draw conclusions about the findings in related literature review.

Also, to synthesize means that in your literature review you evaluate some studies and
formulate a conclusion about similarities and differences in all studies that you examine.

Synthesis means to combine a number of different pieces into a whole. Synthesis

is about concisely summarizing and linking different sources in order to review the
literature on a topic, make recommendations, and connect your practice to the research.
Synthesis usually goes together with analysis because you break down a concept/idea
into its important parts/points (analysis), so you can draw useful conclusions or make
decisions about the topic or problem (synthesis).

Synthesis Determines:

• Which sources overlap or share the same opinion/findings?

• Have you found any common traits or themes in the research literature?
• What choice have you made about this dilemma?
• Why did you make that choice and not another?
• What meaning or conclusions do you draw from the data on this topic?
• How might that new meaning change or reinforce your practice?
• Why is the piece of research evidence weak or strong?
• Using the statistics, facts, or knowledge in the research, what kind of story have
you crafted for the reader?
• What is your angle or your personal interpretation of the evidence?
• How have you shown the reader which parts of the argument (or which pieces of
research) are most useful or most important?
Created by Cosette Taylor, Communications Instructor for the Faculty of Nursing at the University of

Manitoba,[email protected](https://umanitoba.ca/faculties/nursing/students/What_is_synthesis.pdf)

Types of Synthesis

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 POWER School of Technology Inc.
Subject Code/Description: Business Research
Year/Course: 3rd Year MM/HR/FM
Teacher : Ronald James T. Abad
Contact Details: 09367063830; [email protected]

• Explanatory Synthesis - it helps the readers to understand a topic. Its primary aim is
to present the fact in a reasonably objective manner. Explanation given may entail
descriptions, sequence of events or state of affairs.

• Argument Synthesis - its purpose is for you to present your own point of view with the
support of relevant facts drawn from services and presented in a logical manner.

Techniques in Writing a Synthesis

1) Summary – it is a simplest way of organizing a synthesis. Here, you write one after the
most relevant information and sources you gathered.
2) Example or illusion – it is reference to a particular illuminating example or illustration
that you have included in your review. You need to credit your sources.
3) Two (or more) Reasons - this approach can be an effective method by simply stating
your thesis, then give reasons why it is true. Your reasons need to be supported by
evidence from your data and sources.
4) Comparison and Contrast – these techniques will lead to examining two subjects or
data in terms of one another. Comparison considers similarities while contrast,
highlights differences.

How to Write Synthesis

1. Consider your purpose in writing
2. Select and read carefully your sources, according to your purpose.
3. Formulate a thesis. It is the main ideas that you want to present in your synthesis.
4. Decide how you will use your source materials and take down notes.
5. Develop an organizational plan according to your thesis.
6. Write the first draft of your synthesis, following your organizational plan.
7. Revise your synthesis.

ACTIVITY 1 - INDIVIDUAL

Write at least 10 RRL about your approved topic. It should be a combination of related studies and
literature. Please cite the reference of each literature review and studies.

ACTIVITY 2 – GROUPINGS

Organize the literature reviews gathered by your groupmates and write a synthesis.

Example:

Title: Implementation of Work Immersion of Grade 12 ABM Students in Tanza National Comprehensive
High School (TNCHS): Basis for Improvement Plan

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 POWER School of Technology Inc.
Subject Code/Description: Business Research
Year/Course: 3rd Year MM/HR/FM
Teacher : Ronald James T. Abad
Contact Details: 09367063830; [email protected]

Literature Review
Work Immersion
The additional two years in Philippine primary education was implemented as the Senior High School (SHS) curriculum.
Under this new curriculum, it has the Senior High School (SHS) or the additional two years, Grade 11 and Grade 12, in the secondary
level of education (Daquioag, 2012).
This drew adverse reactions from various social groups. An article from K to 12 Philippines (2015) stated that they insist
the government is not yet ready for this new system and that this is more of an additional burden to students and their parents.
On the other hand, the additional two years in the program aims to uplift the quality of education in the Philippines in
order for graduates to be readily employed at the age of 18. SHS does not only have enhanced subjects, but it also offers an early
work immersion as a critical feature for Grade 12 students. It can be conducted in different ways depending on the purpose and
need of learners. In this case, graduating students of SHS have to undergo work immersion program in a business organization or
establishment with work requirements related to their specialization. Through work immersion, the students will be exposed to
and are familiarized with the work environment related to their field of specialization (Mateo, 2017).
According to DepEd Order No. 30, series of 2017 or the Guidelines for Work Immersion, one of the goals of the K to 12
Basic Education Program is to develop in learners the competencies, work ethics and values relevant to pursuing further education
and joining the world of work. To achieve greater congruence between primary education and the nation's development targets,
Work Immersion, a required subject, has been incorporated into the curriculum. This subject will provide learners with the
.opportunities to become familiar with the workplace, for employment simulation and to apply their competencies in areas of
specialization/applied subjects in authentic work environments.
Moreover, work immersion consists of at least 80 hours of hands-on experience or work simulation for Grade 12 students
to enrich their competencies. The pilot implementation of the work immersion program in SHS was conducted in the academic
year 2017-2018. The implementation was headed by the school or university under the supervision of the school head and the
designated personnel of the partnership. Based from the work immersion guidelines of the Department of Education (DepEd), the
school head will assign the school personnel/s who will act as the school partnership focal person who's in charge in seeking
partnerships and work immersion teacher/s who will work with the work immersion partner institution supervisors with regards
to the activities of work immersion learners (Department of Education Order No. 30, series of 2017).
Work Immersion Program Planning Management Preparation
In the study "On-the-Job Training of the BS Information Technology Program of Leyte Normal University, Tacloban City:
An Assessment" by Verecio (2014) assessed the On-the-Job Training of the BS Information Technology Program of Leyte Normal
University, Tacloban City. The descriptive survey method was used which involved a questionnaire, interviews, and observations.
One hundred twenty-four (124) graduates from the school year 2009-2010 to 2012-2013 served as respondents. Results showed
that the assessment was "effective."
Another study entitled "Assessment of On-the-job Training of Bachelor of Science in Business Administration Program of
Surigao Del Sur State University‐Cantilan Campus" by Yu and Mercado (2016) assessed factors of the OJT of the Bachelor of Science
in Business Administration major in Financial Management and Human Resource Development Management of Surigao del Sur
State University-Cantilan Campus. The descriptive survey method and the questionnaire was the primary tool. A total of 232
respondents were utilized from the school year 2010-2011 up to 2014-2015. The result shows the feedback of the respondents on
the different factors of the OJT program such as leadership, attitude towards work, competence/performance, linkage/cooperating
firm, benefits and incentives, and training evaluation was explicitly described as adequate and sufficient for the trainees. However,
in the profound analysis, it was revealed that there were certain academic years that trainees experienced many complications,
problems, and difficulties during their training program which were relatively not given attention by the administration of the
University. Moreover, as an output of the research, a scheme could be developed to better understand and improve trainees
during their program. This could fully equip them to prepare themselves and explore the outside and actual field of work they learn
from the academe.
Delivery of Work Immersion
Relative to work immersion, on-the-job training is a practical way of introducing new trainees to the workplace by
providing them hands-on learning opportunities and instruction. Typically, trainees are briefed and then paired with a seasoned
colleague who shows them the ropes. The trainee can then have transitioned into completing tasks on his own while under
supervision (McQuerrey,2014).
A study entitled "Immersion as an Educational Tool for International Understanding in Business Studies: The Case of
Doing Business in China" by Schmidkonz (2014) introduced an innovative concept of immersive teaching methods by building an
immersive learning framework. The immersive learning framework includes four immersive learning processes which are separated
based on the closeness and degree of similarity to the environment that students are immersed into during the learning process
and the real business environment. These processes are book learning, linguistic learning, contiguous learning, and practical
learning. These learning processes are suggested to be introduced step by step in order to reach the best learning outcomes

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 POWER School of Technology Inc.
Subject Code/Description: Business Research
Year/Course: 3rd Year MM/HR/FM
Teacher : Ronald James T. Abad
Contact Details: 09367063830; [email protected]

because each process helps students to form different skills and types of knowledge. Results found out that contiguous teaching
has been neglected which results in the students' lack of know-how knowledge at a workplace which leads to a comparatively low
performance due to an unfavorable environment shock. This provides implications for education practitioners to select different
elements with various functions in order to reach the targeted goal of learning.
Work Immersion Trainee’s Learning
Dewey's ideas of blending academic and practical knowledge offer an epistemology and ontology to work-based learning
and how work immersion can make a positive contribution to the student's overall learning experience (Kelleher & Leonall, 2011;
Thogersen & Jorgensen, 2010). Dewey in his theory in 1938, argued that traditional education programs tended to be passive and
static and did not incorporate enough experiential learning which he believed was vital to helping students retain what they had
learned. He argued that learning should reflect the realities of life and not be focused on drowning students with information that
was disconnected from real life experiences. Furthermore, he believed that education could serve as a means of passing on skills
and knowledge and helping students build on problem-solving skills and reflexivity. It was thus the teacher's responsibility to
provide a thoughtful and meaningful experience. With practical, hands-on experience, students could relate the academic content
to real-world activities thereby deriving purpose in their learning.
In essence, learning occurred when students were able to put their thoughts into action. Dewey also explained that
experience and learning are embedded in culture and social contexts and that high-quality experiences that were interactive and
engaging help students reflect on their experience as they learned from others. Dewey's notion of the importance of learning
through experience works to promote overall learning.
The significant implication of Dewey's theory for Work Immersion is that experiential learning provides the opportunity
to acquire problem-solving skills and critical thinking skills since students get to learn in real work contexts and solve real work-
related problems. Roberts (2008) noted that Dewey's focus on experience and contextual learning is action-based. Therefore,
having the ability to meet the needs of a changing world of products and services that students work on is essential.
According to Oakwood School's Immersion Program (2017), "immersion program provides a strong period in the
academic year for students to be fully immersed in rich and challenging learning experiences. Immersion is experiential: learning
is hands-on, exploratory, and in the field, well beyond the boundaries of the regular classroom. Work immersion is designed to
spark passion, to help students become deeply and personally involved in their work, and to encourage opportunities for service
learning in the wider community. Recognizing the need for students to see and use relationships among disciplines, the immersion
offerings embrace multiple disciplines and provide opportunities for students to work collaboratively with peers and adults,
including guest experts, in varied fields of study. Immersion courses are intended to stimulate curiosity, creativity and imagination,
along with a deepened understanding of interesting and worthwhile subject matter."
(https://www.oakwoodschool.org/academics-programs/immersion-program)

Work Immersion Trainer’s Conduct

The Human Capital Theory as cited by (Becker, 1994) argues that workers with higher skill levels receive higher
compensation because they are more productive. Employee involvement may require workers with more general skills to perform
more complex tasks, which might result in more rigorous selection and hiring criteria and increase the demand for wages of more
educated workers. New practices may also require more firm-specific skills, which would increase employer-provided training and
wages as well.
From an economic perspective, investing in education and training of human capital is essential in the fast-changing
world of work since the capacities of the workforce to increase their knowledge and use modern technology are seen as drivers of
economic development both at the national and regional levels (Blair, 2011). Thus, investment in people, as opposed to other
forms of expenditure, underscores the importance of skills and competencies in the current knowledge economy. Notwithstanding,
Cappelli (2012) argued that recent labor market conditions and the changes in the expectations of employers and employees have
caused organizations to invest less in workforce training.
In the context of Work Immersion, the human capital theory explains the investment that employers make when they
provide learning opportunities and resources for students to work and gain the necessary technical and employability skills needed
to be successful in their future careers within an organization. Similarly, students invest their time and talents into work-based
programs, particularly long-term programs such as youth training, with the hope that their education and training will give them a
competitive advantage and the necessary credentials in the labor market, thus increasing their chances of obtaining jobs.

Work Immersion Attainment of Objectives

Dewey's theory of pragmatism can lend support to Work Immersion where students are placed in real work environments
and given the support and resources necessary as they learn relevant academic, technical and nontechnical skills that can help
them transition to college or career.

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 POWER School of Technology Inc.
Subject Code/Description: Business Research
Year/Course: 3rd Year MM/HR/FM
Teacher : Ronald James T. Abad
Contact Details: 09367063830; [email protected]

College and career readiness require that students possess three basic set of skills, namely academic, employability and
technical skills, after high school (Stone & Lewis, 2012). Academic skills involve the basic theories and concepts of core academic
standards such as math, reading, science and technology (core content) and their applications to authentic problems (Stone &
Lewis, 2012). Such skills can be developed in school, specifically in high school, through rigorous college preparation courses, or
other pathways. Technical knowledge and skills are unique to each field or occupation (Hein et al., 2012; Stone & Lewis, 2012) and
demonstrate students' mastery of the skills in their chosen occupations. Employability skills refer to soft skills such as critical
thinking, interpersonal skills, problem-solving and time management that students must possess to function and that are applicable
in all workplace settings (Stone & Lewis, 2012). Each of the skills, academic, technical and employability, builds on the others.
Accordingly, Stone and Lewis (2012) explained that the high school curriculum must involve elements that enable students to build
employability skills and suggest that rigorous work immersion can be a useful pedagogical opportunity to build such skills.
A study entitled "Investigating Immersion in Relation to Students' Learning During a Collaborative Location-Based
Augmented Reality Activity" by Georgiou and Kyza (2017) investigated the claim that immersion relates to the learning process in
the context of a collaborative location-based augmented reality activity. Two pairs of students were purposefully selected from a
cohort of eighteen 11th graders, due to their diametrically opposing views about their immersive experience. The analysis of
students' discourse during the activity, and of post-activity interviews, yielded a coherent indicator of immersion. To investigate
whether each pair's immersion affected the learning process, researchers analyzed the pairs' activity logs, discourse and learning
outcomes. Findings show that immersion was related to the learning process, dramatically affecting students' learning behaviors,
such as collecting and interpreting the available data, as well as problem-solving patterns.
The study entitled "The Effect of Immersion Scheduling on Academic Performance and Students' Ratings of Instructors"
by Richmond et al., (2014) investigated the effects of immersion scheduling on the psychology classroom. This study sought to
compare the academic performance of students in two-week immersion psychology courses to that of students in traditional 16-
week courses. Studies consistently found students in the immersion format significantly academically outperformed their 16-week
cohort who received instruction from that same instructor with the same course content. The immersion instructional format may
be beneficial because there are fewer competing cognitive demands, and suggest that, when possible, psychology departments
may want to consider incorporating this instructional format more often. It also argued that when students academically perform
higher in the immersion format, it may be due to developing a quicker and more established rapport with their instructors, which
has demonstrated to increase academic performance. Based on the findings, psychology departments may consider using more
immersion courses to increase student academic performance.

SYNTHESIS
In the study of Georgiou and Kyza, they investigated and found out that immersion relates to the learning process
affecting students' learning behaviors, such as collecting and interpreting the available data, as well as problem-solving patterns.
This is similar to this study since the researcher wants to assess the work immersion trainees' learning or what they have learned
and acquired during work immersion that can be applied in any given situation. The difference is that the past study was conducted
through collaborative location-based augmented reality activity and interview while the current research used a survey
questionnaire.
More so, Richmond et al., investigated that more immersion courses might increase student academic performance. The
result of this study has a relationship with the present study because both studies want to determine if immersion can help improve
the performance of the learners. The only difference is that Richmond’s study focused on the academic performance while the
current study focused not only on academic but also the skills and competencies needed for the attainment of objectives of the
learners.
Yu and Mercado used the feedback of the respondents on the different factors of OJT program such as leadership,
attitude towards work, competence/performance, linkage/cooperating firm, benefits and incentives. This related study shows
similarity to this study since this study will assess the implementation of the work immersion program of TNCHS and may
recommend an Action Plan.
Bernardo et al., tried to compare the academic performance and the on-the-job training performance of the students
and showed that the students attained excellent performance rating in terms of personal characteristics, attitude towards the job,
job performance, and competence but there is a need in the communication skills of the students. This study is similar to this
present study because it wants to determine if there is a correlation between the learners and implementers of the work immersion
program. This will assess if the implementers follow the work immersion guidelines set by the DepEd and match with the
expectation of the learners. Through this, it will reveal if there is something that needs improvement in the implementation of the
work immersion program.

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 POWER School of Technology Inc.
Subject Code/Description: Business Research
Year/Course: 3rd Year MM/HR/FM
Teacher : Ronald James T. Abad
Contact Details: 09367063830; [email protected]

References
A. BOOKS
Blair, M.M. (2011). An economic perspective on the notion of human capital. In A.
Burton-Jones & J.-C Spender (Eds.), The Oxford handbook of human capital, Oxford University Press, Oxford, pp. 49-70.

Spence, M. (1973). Job Market Signaling. Quarterly Journal of Economics, 87(3), 355-374.

Thøgersen, U., & Jørgensen, K. M. (2010). Workplace learning and HRD. In D. McGuire & K. M. Jørgensen (Eds.), Human resource
development: Theory and practice (pp. 79-96). London: Sage.

B. JOURNALS
Bernardo, A. et. al,. (2014). On-the-Job Training Performance of Students from AB Paralegal Studies for SY 2013-2014,

Cappelli, P. (2012). Why good people can't get jobs: The skills gap and what companies can do about it. Wharton Digital Press.

Georgiou, Y. & Kyza, E. (2017). “Investigating Immersion in Relation to Students’ Learning During a Collaborative Location-Based
Augmented Reality Activity”

Kelleher, R. D., & Leonall, H. A. (2011). Progressivism in the 21st century: Is John
Dewey relevant today? International Journal of Arts & Sciences, 4(16), 283-296.

Salaria, N. (2012). “Meaning of the Term – Descriptive Survey Method”. The International Journal of Transformation in Business
Management. (IJTBM) 2012, Vol. No. 1, Issue No. 6,

Schmidkonz, C. (2014). ”Immersion as an educational tool for international understanding in business studies – the case of a “Doing
Business in China” class” by Munich Business School Working Paper Series, ISSN 2367-3869

Verecio, R. (2014). On-the-Job Training of the BS Information Technology Program of Leyte Normal University, Tacloban City: An
Assessment” by International Journal of Education and Research Vol. 2 No. 3

Yu, M. & Mercado, J. (2016). “Assessment of on the job training of Bachelor of Science in Business Administration Program of
Surigao Del Sur State University‐Cantilan Campus” by Journal of Scientific Research and Development 3 (7): 1-7

C. UNPUBLISHED MATERIALS
Daquioag, J. (2012). K to 12 curriculum: Its goals and benefits to the Filipino learner and community.

Department of Education. (2015). DO 40, s. 2015 – Guidelines to K-12 Partnership.

Department of Education. (2017). DO 30, s. 2017 - Guidelines for Work Immersion.

K12 Philippines. (2015). Three Practical Benefits of the Philippines’ K12 Curriculum.

D. INTERNET SOURCES
Bartlett, K. R. (2012). A theoretical review of the signaling role of certifications in career and technical education. Paper presented
at the annual conference of the Association for Career and Technical Education Research, Atlanta, GA.
Retrieved from
https://pdfs.semanticscholar.org/a774/6857e6adf8bbfaf70242ab99e8ee7f1791b0.pdf

Becker, G. S. (1975). Human capital: A theoretical and empirical analysis with special reference to education. New York: Columbia
University Press.
Retrieved from http://www.nber.org/chapters/c3730.pdf

Dewey, J. (1913). An undemocratic proposal. In M. Lazerson & N. Grubb. (Eds.),

American Education and Vocationalism: A Documentary History, 1870-1970. (pp. 143- 147). New York. Teachers College
Press.

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Subject Code/Description: Business Research
Year/Course: 3rd Year MM/HR/FM
Teacher : Ronald James T. Abad
Contact Details: 09367063830; [email protected]

Retrieved from http://ufdc.ufl.edu/UFE0000525/00001

Dewey, J. (1938). Experience and education. New York: Macmillan.

Retrieved from http://www.schoolofeducators.com/wp-content/uploads/2011/12/EXPERIENCE-EDUCATION-JOHN-
DEWEY.pdf

McQuerrey, L. (2014). The Effects of On-The-Job Training

Retrieved from https://work.chron.com/effects-onthejob-training-11314.html

Oakwood School, (2017) – Oakwood School Immersion Program

https://www.oakwoodschool.org/academics-programs/immersion-program

Roberts, J. (2008). From experience to neo-experiential education: Variations on a theme. The Journal of Experiential Education,
31(1), 19-35.
Retrieved from https://files.eric.ed.gov/fulltext/EJ1123228.pdf

Stone III, J. R., & Lewis, M. V. (2012). College and career ready in the 21st century:
Making high school matter. Teachers College Press.
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