Experiences of Work Immersion Students on Work Immersion Program

A Research Proposal

Presented to

The Faculty of Jugaban National High School

Jugaban, Carigara , Leyte

In Partial Fulfillment

Of the Requirement for

Inquiries, Investigation, and Immersion

by:

Florendo, Vanessa

Nival, Ross Mirjan

Cera, Aira

Fami, Marife

Lumpay, Gilrhin

Lauro, Mary Joy

Arguelles, Patricia

Bohol, John Dave

Oballo, Diether

Panim, John Paul

Rendora, Melvin

Valdez, Jomar
 Chapter 1

Introduction

Background of the Study

In the field of education, quality and excellence of learning is utmost

important. It is a must that schools should produce quality graduates, who will

develop the social and economic components of nation building in order that the

nation can achieve full development and progress. With all the aspects involved like

economics, health and education, our country has been experiencing big challenges

lately. For they say that change is the only constant thing in the world.

The Republic Act No. 10533 known as the Enhanced Basic Education Act

of 2013 was approved by late Former President Benigno Aquino III last May

15,2013. It stipulates that there will be additional two (2) more years in high school;

hence it leads to the creation of senior high school. The act is geared to further

improve the knowledge and skills of the senior high school students in order for them

to face the challenges fully-equipped in any field they want to pursue in college

education or entering the highly-competitive world employments.

Consequently, work immersion is part of the pre-requisites of before the

commencement of the students. It was conceptualized in order to expose the

students to workplace that will develop their skills in their chosen area or interest and

to prepare them to harsh realities they might encounter in the workplace.

With that being said, a graduating senior high school student has to

undergo Work Immersion in an industry that directly 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: (i) gain relevant

and practical industrial skills under the guidance of industry experts and workers; (ii)

appreciate the importance and application of the principles and theories taught in

school; (iii) enhance their technical knowledge and skills; (iv) enrich their skills in

communications and human relations; and (v) develop good work habits, attitudes,

appreciation, and respect for work. These prepare them to meet the needs and

challenges of employment or higher education after graduation. (DepEd, April 2017).

Since more students are able to pursue their degrees, greater number of

individuals are being refined to enter different industries. However, research studies

have constantly showed the insufficiency of preparation of first time employee. The

general agreement signified that newly graduated applicants are not equipped with

21st century skills projected by employers.

This study would like to determine the experiences of work immersion

students on work immersion program. The results can be basis to strengthen and

realize the implementation of work immersion program and can also contribute prior

ideas on what really happens during their work immersion.

Statement of the Problem

The present study would like to determine the experiences of work immersion

students on work immersion program.

Specifically, it will seek to answer the following questions;

1. What is the demographic profile of respondents in terms of:

1.1 name (optional)

1.2 age

1.3 work immersion venue

 2. What were the positive and negative experiences students have encountered

during the work immersion?

3. How did students cope with the challenges they have encountered during the

work immersion?

Scope and Delimitation

The present study would like to determine the experiences of work immersion

students on work immersion program. This qualitative research will be conducted in

the Municipality of Carigara, Leyte particularly in Jugaban National High School.

Since it focuses on experiences, phenomenology approach will be used as it is a

powerful approach for inquiry of individual's experience (Mcleod, 2019). This will limit

its coverage on the Grade 12 students who underwent the work immersion program.

To sum up, participants will be chosen using the purposive sampling technique.

Moreover, researchers will assure that the anonymity of the respondents will be kept.

Significance of the Study

The findings of this study will be beneficial to the following:

Students. This research might help them in building up an in-depth

understanding about the new course in the curriculum that they should be aware and

well oriented. In addition, this study will help them to voice out their opinion regarding

the Work Immersion Program that they had undergone for 80 hours.

Teachers. This will give them an idea on what actually happens to their

students who undergo work immersion program.

 School Administrators. The results that will be obtained from this research will

depict the voice of the students; hence, this will open a wide range understanding

about the students. Therefore, the administrators might also open a way to cater the

views and opinion of the students about their experience during the immersion.

Future Researchers. This will assist them to have a prior ideas about this topic

and can be their reference for their future researches.

Definition of Terms

Work Immersion. This term will be used in the study that will pertain to the on-job-

training of students where they will be immersed with knowledge and skills.
 CHAPTER II

REVIEW OF RELATED LITERATURE

The work immersion program of the Department of Education is one of the

key features of the newly established educational curriculum. This course primarily

aims to expose a student to an active workplace where he can improve his

communication and social skills. To be exposed in a work area is, somewhat, a very

important moment a student must experience. In fact, Dr. Dagatan (2017) said that

this work immersion provides learners with opportunities to learn about the

workplace, as well as the authentic work environment. Work Immersion is a key

feature in the Senior High School program.

On the other hand, the government would not prevent the parents of the

students who are engaged in the said course to worry about their children since it will

be the first time for the students to be out of their comfort zones. Also, the people

were accustomed in knowing about the On-the-Job Training (OJT) reserved for the

college students and not in the Work Immersion Program which is very new and

unique in our ears and understanding. On the other hand, for the parents not to be

worried, the DOLE also mentioned in their Labor Code no. 8 that they are forbidding

all Senior High students engaging in these types of work immersion: mining,

construction, transportation, waste management, water supply, forestry and logging,

security and investigation, manufacturing (e.g. tobacco, alcoholic beverages), farm-

related work, sales and services industry, integrated-science-related work, including

as personal and protective workers.

On the duration of the work immersion, both the industries and the senior high

school agreed that a minimum of 80 hours is not enough for students to be fully
immersed in the practices of the workplace (FREEMAN, 2017). Notwithstanding, the

success of the said course in each individuals’ abilities does not primarily depend on

its duration. Hence, the wholeheartedly serving and doing the task will surely make a

big difference in the part of the students especially for those who are engaged in this

course of the Department of Education.

Moreover, the DOLE also take an account of having the conditions for Work

Immersion of students in workplace. The following circumstances shall be observed

for the protection of SHS students undergoing work immersion: (1) The work

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

o’clock in the afternoon; (2) Work Immersion for the students below 15 years old and

with their permission from their parent or guardian, shall not be longer than four

hours in any given day; (3) SHS Students regardless considered as hazardous in

accordance with the DOLE Department Order No. 149, Series of 2016 (Guidelines in

Assessing and Determining Hazardous Work in the Employment of Persons Below

18 Years of Age); and (4) Work Immersion shall in no case result in the replacement

of or diminution of benefits of the workers in the partner enterprise/company (DOLE

Labor Code no. 8). On the statement no.1 of this code, which is all about the working

time; this will primarily affect the students who are far from the work immersion

venue. Also, for those who are only commuting just to accomplish this course it will

cost them too much.

 References

Collins. (2014). Collins Compact English Dictionary. Westerhill road: Collins.

Conroy, M. (2010). :A Qualitative Study of the Psychological Impact of

Unemployment on individuals. Masters Dissertation, Dublin, DIT,. Masters

Dissertation, Dublin, DIT,.

DepEd. (2017). Department of Education. Retrieved from DepEd Web site:

http://www.deped.gov.ph/sites/default/files/page/2017/Work%20Imersion%20CG.pdf

DepEd. (2017). Department of Education. Retrieved from DepEd Web site:

http://www.deped.gov.ph/sites/default/files/order/2017/DO_s2017_030.pdf

DOLE. (2016, july 8). Department of Labor and Employment. Retrieved from

DOLE web site: http://www.dole.gov.ph/issuances/view/336

Ethridge, D. (2004). Research Methodology in Applied Economics. John Wiley

& Sons, 24.

Fox, W. & Bayat, M.S. (2007). A Guide to Managing Research. 45.

FREEMAN. (2017, November 10). Philstar. Retrieved from Philstar Website:

http://www.philstar.com/cebu-news/2017/11/10/1755715/senior-high-students-do-

work-immersion

Howitt D. & Cramer, D. (2007). Thematic Analysis. Retrieved from Research

Methods in Psychology: http://wps.pearsoned.co.uk/ema_uk_he_howitt_resmethp-

sy_2/77/19811/5071812.cw/index.html
 Republic of the Philippines. (2003, December 19). Lawphil. Retrieved from

Lawphil Web site: http://www.lawphil.net/statutes/repacts/ra2003/ra_9231_2003

Republic of the Philippines. (2013, May 15). Official Gazette of the Republic of

the Philippines. Retrieved from Official Gazette Web site:

http://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
 CHAPTER III

METHODOLOGY

Research Design

This study will focus on the experiences of work immersion students on work

immersion program. The study will use qualitative design through phenomenological

design to analyze in every detail. Through phenomenological design, the study will

emphasize on the subjective methods and discuss the perceived experiences of the

said data, more likely to use unstructured data collection for an in-depth

understanding of the said topic. This research design is more likely appropriate in

this study as the data to be collected involves subjective data and involves

experiences of the participants.

Research Locale

This study will be conducted in Jugaban National High School involving

students who underwent work immersion program. Since this institution implemented

the work immersion program, this locale suits this study.

Research Participants

The participants of the research study will be the selected Grade 12 students

in Jugaban National High School who underwent the work immersion program.

There are 112 students enrolled in Technical and Vocational Livelihood Track. In

connection to this, convenience sampling will be used to select 10 samples

Research Instrument

The study will use interviews and questionnaire as an instrument in collecting

data. The questionnaire that will be provided will consist of ten (10) questions in

relation to the statement of the problem.

This study will be substantiated with one-on-one interviews. Interviews are a

widely used methodology in conversation research, allowing an in-depth analysis

from a relatively small sample size and place the focus of research on the views of

the participants (Young, J.C., 2008). The researcher-made interview guide will be

validated by teacher-experts.

Data Gathering Procedure

The researchers will secure a study letter of permit from the concerned

authorities to be able to conduct the study. After that, researchers will look for

participants within the chosen population and give out consent to those chosen

participants. To ensure the data to be collected are not biased, the researchers will

conduct a one-on-one interview and will ask to have the interview recorded after

seeking permission with the chosen participant. The interview will not be self-

centered, because other participant’s opinions are relevant also. Instead, it will be

topically centered. No other unrelated narration will be included in the said data

gathering.

Analysis of Data

The data will be analyzed by means of thematic analysis. This kind of analysis

can be used to make sense of seemingly unrelated material. It can be used to

analyze qualitative information and to systematically gain knowledge and empathy

about a person, an interaction, a group, a situation, an organization or a culture. This

method of analyzation is applied during problem framing. Thematic analysis helps

researchers move from a broad reading of the data toward discovering patterns and

framing a specific research question (Howitt D. & Cramer, D, 2007).

 CHAPTER IV
ANALYSIS, PRESENTATION, AND INTERPRETATION
This chapter will draw upon the main theme and present the findings
which arose out the interview process and clustering and analyzation of the
researchers.
I. Demographic Profile of the Respondents

1.1 Categories of the Interviewees

Age Frequency
17-18 6
19-20 4

Table 1. Age of Respondents

This table presents the age of the participants. There were six
(6) participants aged 17-18 while four (4) participants aged 19-20.
.
1.2 Work Immersion Venue
Venue Frequency
Catering 3
Bakery 3
Restaurant 2
Store 2

Table 2. Work Immersion Venue

This table shows the different venues where the work immersion was done.
From the gathered data, it showed that there were different venues where they were
assigned to accomplish the 80-hour course.

II. Research Findings

2.1 Learning Outcome/ Positive Experiences
THEMES SIGNIFICANT THEMES
1. Social Skills “I am not close with my co-work
immersion students before but
through work immersion, I learned
to deal with them. And now, they
are a good friends of mine”.
 2. Punctuality “Before, I used to go to school
late, but during work immersion, I
trained myself to wake up early
and be punctual. Up until now, I
go to school early than before”.
3. Time Management “ Before, I never knew on how to
manage my time well, but during
work immersion, I learned the
value of time and I applied it in my
day to day living”.

4. Optimism “ I am really a negative thinker

and I really never think that
everything goes well not until
when I was in the work immersion
venue. I was really motivated by
our employer and co-work
immersion student”.
5. Skills “ I learned how to make breads”.
“ I developed my skills in doing
table set-up and serving food to
people”.
“
6. Communication Skills “ I could say that I really improved
my communication skills since our
customers have different
languages and I was able to learn
some of it".

Table 3. Learning Outcome/ Postive Experiences

II.2 Challenges/ Negative Experiences

THEMES SIGNIFICANT STATEMENTS
1. “ Waking up early has been a
great challenge that I
experienced during work
immersion”.
“During the work immersion, I
was going home late compared to
going home during our regular
class”.
“During the work immersion
program, I was spending 80
pesos a day just for
transportation. It was very
expensive for me”.
“ I have encountered customers
 with unpleasant attitude and I
really had hard time dealing with
them”.
“The work immersion venue that I
was assigned to is very distant
from our house”.

Table 4. Challenges/ Negative Experiences