Work Immersion

In the Philippines, youth unemployment continues to hinder meaningful economic development due to job-skills mismatch, lack of knowledge and skills training, and work experiences. To address the problem, Department of Education’s (DepEd) K to12 Program added two (2) years of Senior High School which is an advantage for students to develop relevant skills as early as high school. One of the goals of the K to 12 Basic Education Program is to develop the competencies, work ethic, and values relevant to pursuing further education and/or joining the world of work among learners. This study involved twenty-five (25) Grade 12 STEM strand students who were immersed in a science and technology-based industries. The work immersion lasted for eighty (80) hours where students performed different tasks assigned to them by the work immersion partner institution supervisors. The students’ performance appraisal and evaluation were evaluated by their respective supervisors. Results showed that most ...

The study aimed to determine the importance of curriculum competencies in the electronics sector to the industry needs of work immersion partners at Tanza National Trade School. The researchers utilized the purposive sampling method to select the target participants of the study. Practitioners in electronic industry partners such as the Industry Supervisor, Production Manager, and Line Leader were target participants of the research and the Grade 12 students who undergo work immersion. Accredited and competent trainers of TESDA validated the researcher-made questionnaire. The study revealed that Mechatronics was not crucial at Radix Telecom Company regarding technical and non-technical skills. At the same time, EPAS (Electronic Products Assembly and Servicing) was a vital competency skill. However, both Mechatronics and EPAS at Ophardt Hygiene Company were essential competencies in technical and non-technical skills. The work immersion partners, Radix Telecom Company and Ophardt Hygiene Company, at Tanza National Trade School, had no significant relationship to the abovementioned skills. In addition, Grade 12 students and practitioners of work immersion had no significant difference in their responses. Thus, researchers developed Instructional Development Plan (IDP) to anchor industry needs to the instruction of TVL teachers teaching electronics and work immersion of Grade 12 students.

This study was focused on the applicability and relevance of science learning competencies toward work immersion of Batangas City and Area II of Batangas Province, Division of Batangas, Grade 12 STEM students with an end view of proposing science competency assessment tool to assess their competencies necessary toward work immersion. Relevantly, this aimed to assess the science competencies of STEM students relative to technical, behavioral, communicative and leadership. Also, it assessed the extent of the development of science competencies in the terms of objectives, instructional strategies, learning resources and evaluative measures. Furthermore, in this study the industry personnel assessed the applicability and relevance of science competencies in work immersion. The descriptive method of research was employed by means of questionnaire, FGD and random interview. Based on the result, it was found that much were focused on leadership and communicative competencies of Grade 12 ST...

This study was focused on the applicability and relevance of science learning competencies toward work immersion of Batangas City and Area II of Batangas Province, Division of Batangas, Grade 12 STEM students with an end view of proposing science competency assessment tool to assess their competencies necessary toward work immersion. Relevantly, this aimed to assess the science competencies of STEM students relative to technical, behavioral, communicative and leadership. Also, it assessed the extent of the development of science competencies in the terms of objectives, instructional strategies, learning resources and evaluative measures. Furthermore, in this study the industry personnel assessed the applicability and relevance of science competencies in work immersion. The descriptive method of research was employed by means of questionnaire, FGD and random interview. Based on the result, it was found that much were focused on leadership and communicative competencies of Grade 12 STEM students as shown by the composite mean of 3.43 and 3.33 respectively; hence there was a need for the facilitator of learning to strengthen the students' technical and behavioral competencies, the aforesaid competencies were most required in the workplace. Much of the science competencies of Grade 12 STEM students are relative to communicative and leadership, hence there is a need for the facilitator of learning to strengthen the students' technical and behavioral competencies which were found the most required competencies in the workplace.

Work immersion refers to the part of the SHS Curriculum consisting of 80 hours of hands-on experience or work simulation which the Grades 11 and 12 students will undergo to expose them to the actual workplace setting and to enrich the competencies provided by the school under the supervision of the School Head and the designated personnel of the partner. This said immersion is done outside the school premises depending on the student’s selected strand/ course. This activity will help them familiarize themselves to their target job’s purpose or on how their course should supposed to look in the actual field. We personally think that this is a great head start for us especially to those who are still not decided if their chosen course will be the key to their dream jobs. We know that there are still some of us that have questions in their minds specifically, on what will be their future if they took their desired courses. Work immersion will help develop our lives and career skills,and will prepare us to make decisions on post secondary education or employment. At the end of our immersion, we are tasked to do this narrative report to help us reflect on what have we learned throughout our experience and this report will help us determine if we still think that this is the appropriate course/strand for our personality and capability. The process of reflecting in our experience is in need to be done for our own need. This is required to be done by every student that undergoes to work immersion.

To achieve greater congruence between basic education and the nation's development targets, Work Immersion, a required subject for Senior High of K to 12 Basic Education Program, has been incorporated into the curriculum (DepEd No. 30, s. 2017)). This research was conducted to explore the lived experiences on Work Immersion of pioneer graduates of Senior High: Grade 12 Humanities and Social Sciences Students in Tagaytay City Science National High School, SY 2017-2018. One representative of each work immersion venue was invited to be interviewed for data collection, with a total of ten (10) participants sampled using random purposive sampling method. Data collected from the interviews confirm the success of the Work Immersion execution, with all of the participants declaring that their experiences has met all the objectives of the subject. To this effect, participants requested longer work immersion hours. Thus, it is recommended that the Department of Education shall review its guidelines for the improvement of work immersion hours.  Borrowing the actual words of a student, Work Immersion helped “to put our hearts on what we are doing and to have passion on everything you’re assigned to work on.”

Work Immersion Program gives an avenue for the Technical-Vocational and Livelihood Track Students to bridge the gap between the theories and concepts and enrich the competencies that were being taught inside the classroom into the actual workplace setting. Anchored on Vygotsky's Socio-Cultural Theory and Bandura's Social Learning Theory, this qualitative research utilizing the narratology approach is intended to explore the problems encountered by the Grade 12-TVL students during their immersion along with their major learnings, concerns, and recommendations. A purposive and convenience sampling technique of 22 TVL-Electrical Installation and Maintenance (EIM) and Electronic Products Assembly and Servicing (EPAS) students of Concepcion L. Cazeñas Memorial School were covered by the study. Data were gathered through documentary analysis, narrative inquiry, and interviews. The study revealed that TVL students have encountered problems before, during and after their immersion. Principles and practical concepts that were taught on their major subjects were all applied. Their skills were enhanced. Their major concerns include limited designated tasks and no variation in the equipment to be repaired that will help them acquire the necessary skills and competencies. It was concluded that schools must look for more immersion partner institutions, strengthen their field monitoring and evaluation, and institutionalize their documentation practices in the preparation of immersion reports.

Work immersion is a significant component of the Senior High School curriculum. It is, thus, imperative for schools to strive to prepare students for their first industry exposure; hence, this study aimed at determining the influence of self-determination, self-efficacy and leadership to students’ work immersion performance. The data collection was done by utilizing a survey form that was tailored from the Self-Determination Questionnaire developed by Deci (2000), General Self-Efficacy Scale by Schwarzer and Jerusalem (1995), and Multifactor Leadership Scale by Bass et al (2003) and Performance Evaluation Form. The aforementioned performance evaluation form contained four dimensions namely: technical competence, quality of work, interpersonal relationships, and attitude. The participants of this research were 95 students and 10 work immersion coordinators from Iligan City and Cagayan de Oro City. A descriptive correlational research design was utilized in this study with statistical tools such as mean, standard deviation, and multiple regression analysis. The results of this study reveal that personal factors of self-efficacy, leadership and self-determination combined influence students’ work immersion performance. However, self-determination was found a significant predictor of students’ work immersion performance. The result points to the need for schools to enhance the students’ personal factors with emphasis on the development of self-determination prior to their deployment to partner establishments or agencies.

The Work Immersion program of the Department of Education, under the newly established educational curriculum – K to 12, is one of the key features of this educational innovation. The researcher of this study would like to evaluate the effectiveness and its impacts to the students of John J. Russell Memorial High School, Sibul Springs, San Miguel, Bulacan.
The study used the semi-structured interviews with the help of the researcher-made instrument. The said instrument is merely made by open-ended questions; this type of questions will open a wider space for the students to express their feelings and to voice out their insights regarding the problem. Researcher-made instruments were given to the chosen respondents by means of random sampling under the probability or unbiased category. This kind of sampling procedure is one of the simplest form of collecting data.  The researcher used thematic analysis as a means to gain insight and knowledge from data gathered. The method enables the researcher to develop a deeper appreciation for the group or situation he is researching. Thus, the conclusion made by means of this analysis offered a wider, specific, attainable and reasonable recommendations.

In the Philippines, youth unemployment continues to hinder meaningful economic development due to job-skills mismatch, lack of knowledge and skills training, and work experiences. To address the problem, Department of Education's (DepEd) K to12 Program added two (2) years of Senior High School which is an advantage for students to develop relevant skills as early as high school. One of the goals of the K to 12 Basic Education Program is to develop the competencies, work ethic, and values relevant to pursuing further education and/or joining the world of work among learners. This study involved twenty-five (25) Grade 12 STEM strand students who were immersed in a science and technology-based industries. The work immersion lasted for eighty (80) hours where students performed different tasks assigned to them by the work immersion partner institution supervisors. The students' performance appraisal and evaluation were evaluated by their respective supervisors. Results showed that most of the students were evaluated outstanding and that their performance exceeds the required standard. The positive learning gains suggest that work immersion enables the students to acquire and develop the skills of teamwork, communication, attendance and punctuality, productivity and resilience, initiative and proactivity, judgment and decision making, dependability and reliability, attitude, and professionalism. Moreover, the students perceived their experiences as an avenue to test themselves and apply what they have learned in a non-school scenario where they were not only able to apply their previous training but are also able to experience the social interactions in a work environment. Their experiences in science-based work immersion partner institutions developed many skills and values that would help them as they move from high school to real life.