Readiness of Grade 12 Technical Vocational Livelihood Students For

1
Republic of the Philippines

Department of Education
Region VI- Western Visayas
Division of Aklan
District of Malay
BORACAY NATIONAL HIGH SCHOOL
Balabag, Malay, Aklan
Readiness of Grade 12 Technical-Vocational Livelihood Students for
Work Immersion in Food and Beverage Services
A Research Paper Presented to the Faculty of
Boracay National High School
In Partial Fulfilment of the Requirements in
Research Report
By:
Yobi Bryan F. Gelito
Melody Abolo
Asunciana S. Aros
Pauleen Aurelio
Joylyn Coching
Rovic Sacapanio
Jemaica Maximo
Justine Mark M: Casiano
Adonis C. Corpuz Jr.
Robert Will Calupitan

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CHAPTER 1
INTRODUCTION
Background of the Study
This study focuses on the deployment of grade 12 Technical Vocational Livelihood
Students (TVL) towards their upcoming immersion in Food and Beverage Services (FBS). In
this study we are aiming to determine the readiness of each individual student for their
upcoming immersion and what's their level of learning. (Last paragraph)
The government has extended the applied curriculum by two years (What do you
mean by this sentence). According to the goals of the new curriculum, this extra time will
help students prepare themselves for college, the workforce, and life in general (according to
whom?). In light of this, the Department of Education (DepEd) listed work immersion as one
of the K–12 curriculum's essential components. By extending this new curriculum students
have time to prepare themselves for the upcoming college or the workforce, and they added
the work immersion so students can hands-on prepare for the future workforce.
A senior high school student must undergo Work immersion in their specific fields,
like Food and Beverages Services. Through Work Immersion, the students are exposed to
and become familiar with work-related environments related to their field of specialization to
enhance their competence. And by undergoing work immersion each student is able to gain
knowledge so they're ready for the college life or workforce. The program will assist the
student in recognizing the significance of credentials through resume writing, application
form completion, job interview skills training, and visits to relevant offices to obtain
Barangay clearance, Police clearance, Mayor’s clearance, and Medical certificate (Work
Immersion, 2017).
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Revise your Background of the Study. It must answer the following questions:
1. What is KNOWN and UNKNOWN about the issue (research gap)?
2. WHY do you need to conduct the study?
3. What will be the implications and significance of the study?
4. What will be the effect and who will be affected by the study?
5. What motivated you to conduct the study?
6. What is the objective of the study
Statement of the Problem
This study focuses on the readiness of grade 12 Technical Vocational Livelihood
students for their upcoming work immersion in Food and Beverages Services.
Specifically, this study seeks to answer the following questions:
1. What is the level of learning of the students in using the tools to make them ready for
immersion?
2. What is the level of readiness of the physical, mental, and spiritual health of the
students who will take immersion?
3. What is the level of immersion performance of grade 12 students as evaluated by the
facilitator during their assessment?
Suggested research questions:
1. What is the level academic performance of grade 12 TVL students in Food and
Beverage Services?
2. What is the level of readiness of TVL students before they undergo work immersion
programs in terms of:

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a. common competencies
b. core competencies
3. Is there a significant difference in the level of readiness for work immersion in Food
and Beverage Services among Grade 12 TVL students when grouped according to
their academic performance?
Hypothesis
The following null hypothesis will be tested in this study:
1. There is no significant difference in the level of readiness for work immersion in Food
and Beverage Services among Grade 12 TVL students when grouped according to
their academic performance.
Theoretical Framework
This study is supported by the theory of Experiential Learning developed by David
Kolb. This theory explains the holistic perspective which includes experience, perception,
cognition, and behavior. It is a method where person`s skills and job requirements can be
assessed in the same language that its commensurability can be measured. The learning cycle
has four stages. First, the concrete learning. It occurs when a learner has a new experience or
interprets a previous experience in a new way. Second, the reflective observation, wherein the
learner reflects on the new experience to understand what it means. Third, is the abstract
conceptualization. In this stage the learner adapts their thinking or constructs new ideas based
on experience and reflections and the last stage is the active experimentation where the
learner applies their new ideas to the real-world situations to test whether they work and see
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if changes need to be made. This process happens quickly over an extended time. Effective
learning can be determined if the person progresses through the cycle. It is stated that
experiential learning involves the transformation of experience into effective learning.
(“Kolb`s experiential learning theory”, n.d.)
Furthermore, Experiential theory is also simply defined as Learning by doing or the
best way to learn things is by actually having experiences. Additionally, experiential learning
theory (ELT) is highly relevant to understanding the impact of hands-on training in Food and
Beverage Services (FBS) on employability skills of TVL students. Kolb`s theory highlight
that learning occurs through a continues cycle of experience, reflection and experimentation.
In FBS, training students, includes practical or real-world tasks that provide concrete
experience then reflect upon to enhance their understanding and skills employability by
aligning theoretical knowledge with practical application making them more prepared for the
workforce.
Another theory that supports this study is the Skinner’s behavioral theory of
psychology is based on the fundamental idea that reinforced behaviors tend to continue, while
behaviors that are punished will eventually end. This learning theory states that for learning
to be reinforced, skills and behaviors should be observable and specific thus identifying such
skills is vital in developing the learners. Applying the said idea in this study, competencies
are a set of observable skills and behavior which are used to evaluate and guide the learners.
The competency-based training that is known today is strongly influenced by the theory of
behaviorism which means that an in-depth assessment of these competencies is necessary
for schools and the education system in making sure that competencies are aligned to the
demands of the economy and society. This study had determined several behavioral
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indicators which primarily show the skills and behavior needed in the workplace. This study
should determine which of these behavioral indicators are deemed to be important in the
workplace setting.
Conceptual Framework
Figure 1
(Insert the title of the figure below)
Input Process Output
Knowledge and skills (FBS) Develop technical and soft skills Prepared TVL
Attitudes and values students for
Industry exposure work immersion
Support systems Mentorship and guidance
Enhanced employability
Assessment and evaluation Assess readiness Continuous
feedback Improved customer
service skills
Career readiness
This conceptual framework explores the multifaceted aspects of preparing Grade 12
Technical Vocational Livelihood (TVL) students for work immersion in the Food and
Beverage Services (FBS) industry. It highlights the key elements that contribute to their
readiness, emphasizing the importance of a holistic approach encompassing knowledge,
skills, attitudes, and support systems.
1. Knowledge and Skills Development

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-*Technical Skills- Students must acquire a strong foundation in core FBS skills, including
food preparation, service techniques, beverage knowledge, sanitation and hygiene practices,
and customer service protocols. This can be achieved through classroom instruction, practical
training, and hands-on experience in simulated work environments
*Soft Skills- Equally crucial are soft skills, such as communication, teamwork, problem-
solving, adaptability, and time management. These skills are essential for effective interaction
with colleagues, customers, and supervisors in a real-world work setting[3].
*Industry Knowledge- Students should gain an understanding of the FBS industry's structure,
different types of establishments, career pathways, and current trends. This knowledge will
help them navigate the workplace, make informed decisions, and adapt to evolving industry
demands.
2. Attitudes and Values
*Work Ethic- Students need to develop a strong work ethic, including punctuality,
responsibility, dedication, and a willingness to learn. This involves embracing a professional
attitude and understanding the importance of contributing to the team's success.
*Customer Focus- Students must cultivate a customer-centric mindset, prioritizing customer
satisfaction and providing excellent service. This involves understanding customer needs,
anticipating their expectations, and resolving issues effectively.
*Professionalism- Students should demonstrate professionalism in their appearance,
communication, and behavior. This includes adhering to dress codes, maintaining appropriate
language, and displaying respect for colleagues and customers.
3. Support Systems and Mentorship

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"School-Industry Partnerships- Strong partnerships between schools and FBS establishments
are crucial for providing students with relevant training and real-world experience. These
partnerships facilitate work immersion placements, mentorship programs, and opportunities
for industry exposure.
*Mentorship and Guidance- Experienced FBS professionals can serve as mentors, providing
guidance, support, and feedback to students during their work immersion. Mentors can help
students develop their skills, navigate workplace challenges, and build confidence.
*Career Counseling and Guidance- Schools should provide career counseling and guidance
services to help students explore career options in the FBS industry, understand job
requirements, and prepare for job applications.
4. Assessment and Evaluation
*Pre-Immersion Assessment: Conducting pre-immersion assessments helps identify students'
strengths, weaknesses, and areas requiring further development. This allows for targeted
training and support to ensure students are adequately prepared for their work immersion
placements.
*Performance Evaluation- Regular performance evaluations during work immersion provide
valuable feedback to students and employers. These evaluations can assess students' progress,
identify areas for improvement, and guide their development.
*Post-Immersion Reflection: Encouraging students to reflect on their work immersion
experiences helps them synthesize their learning, identify key takeaways, and set goals for
future development[3].
5. Key Considerations
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*Industry Needs- The framework should align with the specific needs and requirements of
the FBS industry. This involves understanding current trends, skill gaps, and employer
expectations.
*Individualized Support: Students have diverse learning styles and needs, requiring
individualized support and guidance. The framework should accommodate these differences,
providing tailored training and mentorship.
*Continuous Improvement- The framework should be dynamic and adaptable, allowing for
continuous improvement based on feedback from students, employers, and industry
stakeholders.
By implementing this conceptual framework, schools and industry partners can
collaborate to ensure that Grade 12 TVL students are well-prepared for work immersion in
the FBS industry. This framework emphasizes the importance of a holistic approach that
addresses knowledge, skills, attitudes, support systems, and continuous improvement. By
equipping students with the necessary tools and resources, they can confidently transition into
the workforce and contribute to the success of the FBS sector. will help students understand.
(The information above about the figure is too long. You must provide short description
about the figure.)
(If you are going to follow the suggested SOP above, change your framework into IV-DV)
Significance of the Study
Assess student readiness
Studies can evaluate students' readiness by assessing their skills, health, and performance
during immersion.
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Identify areas for improvement
Studies can help identify areas where students could improve their skills.
Help teachers plan
Studies can help teachers, administrators, and coordinators plan interventions to help students
before immersion.
Contribute to education and psychology
Studies can contribute to the fields of education and psychology by finding correlations
between the TVL work immersion program and students' employability competencies and
satisfaction.
Some examples of work immersion activities for TVL students include:
Applying safety measures in farm operations
Using farm tools and equipment
Performing estimation and basic calculation
:Processing farm wastes
:Performing record keeping
:Performing nursery operations
:Planting crops
:Caring and maintaining crops
:Carrying out harvest and postharvest operations
(Make a brief discussion why the study is important or significant. It states the contributions
of the study and its results to specific groups or individual users, organization, community
and to other people.)
Example:
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Parents. The results of this study will inform them about how undergoing wok
immersion can help their child in enhancing their skills and knowledge about their strand and
their future chosen fields. They can also come up to ideas and advice that they can share to
their child for better decision-making.
Scope and Limitations of the Study
This study focuses on the readiness of students for work immersion at Food and
Beverage Services (Base this to your title).
The participants of this study are limited only to the Grade 12 Technical Vocational
Livelihood students during the school year 2024-2025. The participants are 15 males and 15
females that are randomly selected from the TVL strand.
This study will be conducted at the Boracay National High School. This study aims to
determine the readiness of Grade 12 Technical Vocational Livelihood (TVL) students for
work immersion at Food and Beverage Services (FBS) (It is already stated in the first
paragraph).
(Include the instruments used in the study, the time and other similar variables
of the study.)
Definition of Terms
For better understanding of this study, the following terms are defined operationally:
Hands-on training. It is an active learning approach where individuals gain
knowledge and skills through direct experience and practice.
(Follow the format above for the next terms defined.)

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Food and Beverage Services (FBS)- can be broadly defined as the process of
preparing, presenting and serving of food and beverages to the customers. (The definition
must be specific and is based on the use of this term in your research.)
Design- is a term used to describe the purpose, deliberate, and systematic organization
of curriculum. (Why did you define this term?)
Employee satisfaction- refers to the degree of contentment that team members
experience concerning their roles in the organization. (Why did you define this term?)
Training modules- is a section of an e-learning course that focuses on a specific topic.
Like a book, training modules act as a chapter in the overall. (Why did you define this term?)
Technical Vocational Livelihood (TVL)- is a track or program offered in grade 12
that focuses on providing students with practical skills and knowledge related to specific
vocational fields, preparing them for employment opportunities. (The definition must be
specific and is based on the use of this term in your research.)
Career advancement opportunities- is the process by which professionals across
industries use their skill sets and determination to achieve new career goals and more. (The
definition must be specific and is based on the use of this term in your research.)
CHAPTER 2
REVIEW OF RELATED LITERATURE

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The readiness of Technical-Vocational Livelihood (TVL) students for deployment in
upcoming immersion programs is a critical factor in ensuring their successful transition from
the classroom to the workplace. Immersion programs are designed to enhance students' work
preparedness by providing them with practical experience and exposure to real-world work
environments. This review of related literature aims to explore various studies and findings
on the performance, challenges, and outcomes of TVL students in work immersion programs.
By examining these aspects, the review seeks to identify best practices and potential areas for
improvement in preparing TVL students for their future careers.
Work immersion is a subject under the Senior High School (SHS) curriculum which is
conducted in different ways and time frame depending on the chosen model of each school.
Work Immersion in Senior High School is the same as the On-the-Job Training in College.
Work Immersion enable learners to apply the skills, knowledge, and competencies that they
have learned from Senior High School. As stated in DepEd Order No. 30 s. 2017 or the
Guidelines for Work Immersion, learners are required to undergo Work Immersion to provide
them with opportunities to become familiar with the workplace; to experience
employment simulation and to apply their competencies learned from their specialized
and applied subjects in an authentic environment. This Work Immersion will also
empower learners, enhance learning experience, provide technical assistance, and develop
skills through the help of company/institution supervisors that can help learners create
better career decisions and increase employment possibilities. It also aims to help them
acquire practical skills, develop a better understanding of the industry, and gain
insights into the demands and challenges of the workplace. Furthermore, by spending a
certain number of hours at a company or organization, learners get hands-on experience,

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observe professionals in action, and actively participate in tasks related to their chosen
field. (Reita et al.,2024)
According to Asian Foundation (2018), in the Philippines, youth unemployment affect
the country`s economic development. The youth’s lack of knowledge, skills, and work
experience puts them at a disadvantage. One way to address this is through the Department of
Education’s Senior High School (SHS) program, ushered by the K-12 education reform
through the SHS Work Immersion to prepare learners for their career choices.
According to DepEd Order 30 s, 2017. Work Immersion aims to teach students how
to: (1) appreciate the importance of applying the principles and theories learned in
school; (2) improve their technical knowledge and skills; (3) improve their communication
and human relations skills; and (4) develop good work habits, attitudes, appreciation, and
respect for work. Job skills pertain to the competencies of students in their area of work
immersion and their abilities to perform tasks assigned to them. (Jestoni R. Alcobendas 2022)
Other studies have considered the relationship between the time students graduate
from senior high school, they will have nearly all of the competencies and skills necessary to
get ready for the curriculum exits (employment, middle skills development, entrepreneurship,
and higher education). Through work immersion, they may put their skills to the test and use
what they've learned outside of the classroom. In addition to using their prior knowledge,
learners can experience the social dynamics of a workplace through work immersion.
According to Section 4 of DepEd Order No. 8 s. 2017, their job immersion experiences will
help them develop a variety of skills and values that will benefit them as they go from high
school to the real world.

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It has been suggested that to exposure and real-world experience in their chosen field,
students participate in immersion programs, which may include earn-while-you-lean
possibilities. By issuing DepEd Order No. 30 s., the Department of Education (DepEd)
fortifies its K–12 Basic Education Program. The Guidance on Work Immersion, which was
released on June 5, 2017, serves as the foundation for the introduction of work immersion in
all senior high schools. A mandatory course, work immersion gives students a variety of
possibilities to apply their skills in their areas of concentration, learn about the workplace,
and participate in employment simulations. The program's goal is to help students build their
professional and life skills and get them ready to make decisions about their jobs. Through
working together
Work Immersion is one of the course requirements for graduation. A 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: 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; enhance their
technical knowledge and skills; enrich their skills in communications and human relations;
and 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.
Academic institutions are faced with challenges particularly on the skills they produced
which do not match the needs of the industry. Immersions prepare students for the real world
by training them how to work in a company and eventually excel in a specific career. The
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school needs to ensure that its students gain various competencies that would have these
future professionals ready for employment. A significant number of graduates today are
unable to fill the job openings due to job-skill mismatch. A great number of these skills found
lacking by companies are taught in the academe that is, technical, human resource and
conceptual skills. In addition to that, these same skills can also be reinforced through on-the-
job training programs. It improves and builds new skills. Immersions will have students gain
new skill sets and improve their existing capabilities. It is also through immersion that
students get to discover themselves and jumpstart their professional growth. Students become
good team players. A person who works well with others can go places. It improves and
builds new skills. Immersions will have students gain new skill sets and improve their
existing capabilities. It is also through immersion that students get to discover themselves and
jumpstart their professional growth. Students become good team players. A person who
works well with others can go places. Students who know this early on are better able to
improve their communication skills and can be an asset to the team in building projects.
Students become financially aware at an early age. By being exposed to the daily operations
of a real work environment, students learn how to think like an adult, manage their finances
effectively, and be exposed to acquiring other related skills such as budgeting and marketing.
Students become goal-driven. Students have goals. Immersion trains them on how to achieve
these goals by allowing them to work with and be supervised by professionals and highly
creative people. These people can inspire students to discover their capabilities. Students who
know this early on are better able to improve their communication skills and can be an asset
to the team in building projects. Students become financially aware at an early age. By being
exposed to the daily operations of a real work environment, students learn how to think like
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an adult, manage their finances effectively, and be exposed to acquiring other related skills
such as budgeting and marketing. Students become goal-driven. Students have goals.
Immersion trains them on how to achieve these goals by giving them an opportunity to work
with and be supervised by professionals and highly creative people. These people can inspire
students to discover their capabilities. On-the-job training (OJT) programs are course
requirements providing an opportunity to apply the theories, principles, and ideas learned in
the academe under supervision. These training programs expose the students to work realities
which will ideally hone their skills and prepare them once they get out of the university or
college. A study conducted by the People Management Association of the Philippines
(PMAP) in2006, emphasized the importance of an effective on-the-job training program.
Achievement of the OJT program objectives ensures the possibility of good performer
graduates. The opposite will most likely produce poor performer graduates thus, promoting
job-skill mismatch. One of the goals of the K to 12 Basic Education Program is to develop in
learners the competencies, work ethic, and values relevant to pursuing further education
and/or joining the world of work. To achieve greater congruence between basic education and
the nation’s development targets, Work Immersion, a required subject has been incorporated
into the curriculum. This subject will provide learners with 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. To achieve the above
objectives, Work Immersion is a requirement for graduation from secondary education.
Learners are immersed in actual work environments such as workshops offices and
laboratories in which their prior training is relevant. This study will aim to determine the
readiness of the student of KTLA in their immersion so we will know the struggle that they
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will take and the sacrifice they will face. Some of these students will be not ready to be
independent so that we can also know the students that are not independent. And we will give
some advice to those students that will struggle with their immersion and we can give them
some advice so they can make the immersion easily.
(Kindly arrange your literature by topic.)

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CHAPTER 3
RESEARCH METHODOLOGY
(Give your introductory statement here)
Research Design
State and describe here the method of research or research design you used.
Locale of the Study
State the location of the study. Make some description of the place.
Respondents of the Study
Present here the target population of the study and the respondents. Describe the
characteristics of the respondents. The distribution of respondents is presented in the tabular
form marked as Table 1.
Sample Size and Sampling Techniques
Get the sample size. Show the formula in obtaining the sample size. Describe the
sampling techniques used.
Research Instrument
State the instruments used as tools for gathering the data, how they were formulated
and validated to establish its reliability.
Data Gathering Procedure
This section presents the detailed procedure in gathering the data. It discusses the
preparation, implementation and evaluation stages of the study.

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Data Analysis Procedure
This explains how the data are gathered, processed, and analysed. Then proceed to a
discussion on statistical procedures and or statistical treatments to be used.

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1

Republic of the Philippines

Readiness of Grade 12 Technical-Vocational Livelihood Students for

Work Immersion in Food and Beverage Services

A Research Paper Presented to the Faculty of

Boracay National High School

Balabag, Malay, Aklan

In Partial Fulfilment of the Requirements in

Yobi Bryan F. Gelito

Justine Mark M: Casiano

Adonis C. Corpuz Jr.

Robert Will Calupitan

Background of the Study

This study focuses on the deployment of grade 12 Technical Vocational Livelihood

upcoming immersion and what's their level of learning. (Last paragraph)

student in recognizing the significance of credentials through resume writing, application

1. What is KNOWN and UNKNOWN about the issue (research gap)?

2. WHY do you need to conduct the study?

3. What will be the implications and significance of the study?

5. What motivated you to conduct the study?

6. What is the objective of the study

Statement of the Problem

This study focuses on the readiness of grade 12 Technical Vocational Livelihood

Specifically, this study seeks to answer the following questions:

students who will take immersion?

3. What is the level of immersion performance of grade 12 students as evaluated by the

facilitator during their assessment?

Suggested research questions:

programs in terms of:

their academic performance?

The following null hypothesis will be tested in this study:

their academic performance.

This study is supported by the theory of Experiential Learning developed by David

experiential learning involves the transformation of experience into effective learning.

(“Kolb`s experiential learning theory”, n.d.)

Furthermore, Experiential theory is also simply defined as Learning by doing or the

behaviorism which means that an in-depth assessment of these competencies is necessary

(Insert the title of the figure below)

Input Process Output

This conceptual framework explores the multifaceted aspects of preparing Grade 12

readiness, emphasizing the importance of a holistic approach encompassing knowledge,

skills, attitudes, and support systems.

1. Knowledge and Skills Development

training, and hands-on experience in simulated work environments

with colleagues, customers, and supervisors in a real-world work setting[3].

2. Attitudes and Values

responsibility, dedication, and a willingness to learn. This involves embracing a professional

attitude and understanding the importance of contributing to the team's success.

*Customer Focus- Students must cultivate a customer-centric mindset, prioritizing customer

anticipating their expectations, and resolving issues effectively.

*Professionalism- Students should demonstrate professionalism in their appearance,

language, and displaying respect for colleagues and customers.

3. Support Systems and Mentorship

"School-Industry Partnerships- Strong partnerships between schools and FBS establishments

partnerships facilitate work immersion placements, mentorship programs, and opportunities

for industry exposure.

requirements, and prepare for job applications.

4. Assessment and Evaluation

*Pre-Immersion Assessment: Conducting pre-immersion assessments helps identify students'

*Performance Evaluation- Regular performance evaluations during work immersion provide